Research Journal

APJDD Vol 12 No 1 (Jan 2025)

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1. Editorial Comment

By Angela Fawcett
Editor-in-Chief

It is a very great pleasure to provide my comments for the January issue of Asia Pacific Journal of Developmental Differences (APJDD), as Editor in Chief of the Journal for the last 11 years and moving forward. I am proud to confirm that the APJDD has gone from strength to strength during these years.  This issue has proved to be a particularly impressive one, with 8 articles presented here, by contrast with the standard 7 usually presented in this journal.  One of the overarching themes of this issue are the impact of technology for teachers and learners across the age range, particularly in relation to higher order skills, a key area as we move into 2025.  In fact, the majority of this issue focuses on adolescents and adults and the challenges they face, in terms of both teachers and learners, and changes in the format of support needed.

 

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2. Vocabulary Instruction, Reading Comprehension, and Writing - Examining the effectiveness of an online intervention literacy programme for secondary students with dyslexia

Melcher Tan1 and Serena Abdullah1*

  1. Dyslexia Association of Singapore

Abstract

 

As students with dyslexia develop their foundational literacy skills in reading and spelling, it is also imperative to ensure that they are being supported in managing their advanced literacy challenges in reading comprehension and writing given that these difficulties tend to persist or increase over their educational journey.  Therefore, recognising the higher level of expectation, the sophistication of skills in literacy that are essential for students to acquire as they transition to secondary schools and beyond as well as the limited access to specialist programmes targeting the higher-order literacy skills, the English Language and Literacy Division (ELL) at the Dyslexia Association of Singapore (DAS) developed the iReaCH™ programme.  iReaCH™ focuses primarily on equipping students with the necessary reading comprehension skills and strategies through an intentional and conscious emphasis on vocabulary instruction, a vital cornerstone in  language and literacy development. During the course of the study, the programme was delivered online.

This paper highlights not only the teaching pedagogies and approaches of iReaCH™  but also evaluates the relevance and effectiveness of the programme through the administration of formative and summative assessments, surveys and testimonials as well as an analysis of students’ writing scripts. Overall, the results showed positive gains in the application of vocabulary knowledge, comprehension skills and writing techniques taught to secondary school students, with moderate to large effect sizes for vocabulary and reading comprehension within one year and six months of intervention respectively,  albeit an online delivery.  The results of this study have implications for wider use within Singapore and beyond to enhance the literacy skills of students with dyslexia.

Keywords: dyslexia, specific learning difficulty, vocabulary, reading comprehension, writing, independence, self-confidence, online learning

 

 

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3. Bridging the Gap: 5 Minutes of Digital Inclusion Empowers Educators in Higher Education for Learner Success

Damaris D. E. Carlisle1* and Jennifer George2

  1. LASALLE College of the Arts, University of the Arts Singapore
  2. Goldsmiths, University of London, UK

Abstract

The “5 Minutes of Digital Inclusion” project aimed to bridge a gap in Higher Education (HE) by equipping educators with knowledge and skills to create digitally inclusive learning environments. This need is due to the challenges faced by learners with disabilities in HE. These challenges stem from issues that include lack of awareness in integrating technology effectively into teaching, and the lack of pedagogical training for educators, often caused by time constraints and budget cuts.

 

The project addressed these issues by providing educators with easily accessible, bite-sized video modules delivered over a five-week period. These modules aimed to equip educators with the tools and strategies to leverage technology for digitally inclusive learning. While the full effectiveness of the programme requires empirical evaluation, this article explores its potential impact on educators, students, and the overall educational system. This impact could include improved skills for educators to integrate the principles of universal design for learning, increased student engagement, and ultimately, better learning outcomes for students with diverse needs, leading to a more inclusive educational system overall.

 

Keywords: Digital Inclusion, Higher Education, Educators, Learning Environments, Accessibility.

 

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4. Effectiveness of support for speech-writing and presentation skills for students with learning differences: Teachers and students perspectives

Rosalyn Wee1, Premadevi d/o Perumal1 and Charis Chiong Zi Qi1

  1. Dyslexia Association of Singapore

 Abstract

During the transition from upper secondary to tertiary education, developing effective study skills becomes a crucial skillset for efficient learning, especially so for dyslexic and struggling learners. Dyslexia, a formally diagnosed lifelong learning difference (Ramus et al., 2003), is a neurological condition that primarily impacts reading, writing, and spelling abilities. Struggling learners, on the other hand, have no formal diagnosis of learning difficulties and may face challenges in areas like foundational knowledge, attention, focus, emotional and behavioural regulation. Both groups need intervention when they transition to tertiary

education to cope with the increasing demands and maximise their learning capabilities.

This paper explores teachers’ perspectives on speech-writing and presentation skills within the Dyslexia Association of Singapore’s iStudySmart™ programme, which is an online and technology-aided programme that focuses on time management, prioritisation, planning, organisation, and tertiary-level writing and presentation skills for higher education learners. The programme employs the Universal Design for Learning framework, catering to diverse learning styles. Teachers apply the Orton-Gillingham principles for dyslexic learners, offering a diagnostic, prescriptive, cumulative, multi-sensory, and emotionally-sound learning environment. These versatile teaching methodologies allow students to select learning tools like relevant educational applications, videos, quizzes, and note-taking to attain their desired learning outcomes. Using these frameworks and principles, teachers assess students’ progress through personalised and informal assessments, which are then woven into the learning materials and learning experience during the course of the programme. This paper also shows educators how technology-aided online learning, combined with personalised teacher intervention, enables dyslexic and struggling learners to self-monitor and attain their learning goals.

 

Keywords: executive function, higher education, dyslexia, specific learning difficulty, study skills, perspectives, online learning, special educational needs

 

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5. Orthographic awareness and its relationship to Chinese word reading and spelling in young bilingual learners with Chinese reading difficulties in Singapore

Yun Rui Kong1, Catherine Chunhong Ni1*, Chien Ling Loo1 and Dongbo Zhang2

  1. Dyslexia Association of Singapore
  2. Graduate School of Education, University of Exeter, the United Kingdom

 

Abstract

Impairment in orthographic awareness (OA) is one of the primary cognitive deficits of Chinese reading difficulties (RDs). This study aimed to investigate the development of Chinese OA in elementary school learners in the bilingual context of Singapore by examining structural and functional OA. This study also aimed to evaluate the relationship between the two facets of OA and word reading and spelling in typically developing (TD) learners and learners with Chinese RDs. 218 bilingual TD learners from Grade 3 to 5 and 513 bilingual learners with Chinese RDs from Grade 1 to 6 were assessed on their OA, word reading, and spelling. The results showed that structural and functional OA development has reached a high level in Grade 5 TD learners. As for learners with Chinese RDs, there appears to be stagnated development of OA from the middle to upper elementary grades. The significantly lower OA scores in learners with Chinese RDs compared to TD learners suggested OA impairments. In addition, the difference in functional OA score between TD learners and learners with Chinese RDs was found to be more significant than that of their structural OA score. The regression analysis showed that both structural and functional OA significantly contribute to word reading and spelling for both groups of learners. Functional OA played an increasingly important role in word reading and spelling as learners progressed from lower to upper elementary. Our findings emphasised the importance of targeted intervention in building structural and functional OA in learners with Chinese RDs.

 

Keywords: Chinese reading difficulties, orthographic awareness, bilingual, word reading, spelling, dyslexia

 

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6. An exploration of the perspectives of students with dyslexia regarding the factors that affect their learning

Nur Ashabiena Binte Mohd Ashraff1*

  1. Dyslexia Association of Singapore

Abstract

The Main Literacy Programme (MLP) at the Dyslexia Association of Singapore (DAS) offers a comprehensive curriculum for dyslexic students (Dyslexia Association of Singapore, 2022). However, some students may show better progress in the DAS than in schools. The present study explored the different contributing factors that affect learning in dyslexic students and their perceptions on the impact that these factors have in their learning. Semi-structured interviews were conducted with 6 participants (aged 14 -15) who are currently receiving intervention from the DAS. Thematic analysis of the results generated three themes: factors which are helpful to learning, factors which are barriers to learning, and factors which do not affect learning. Recommendations are made to encourage service providers to review and improve on their interventions, as well as encourage educators, parents and students to talk about these factors openly at the end of each term to help these students reach their truest potential. The findings have implications for dyslexia worldwide, to achieve more dialogue around effective outcomes for learning.

 

Keywords: Dyslexia, Children’s Perspectives, Challenges, Dyslexia and Learning, Dyslexic Students, Factors Influencing Learning

 

 

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7. Efficacy of teaching practices in online English comprehension lessons for learners with Specific Learning Differences (SpLD): A qualitative analysis

Tuty Elfira Abdul Razak1*, Siti Halimah Binte Mohamed Yahaya1, Joanne Tan Shi Huey1 and Andy Wang Dingxiong1

  1. Dyslexia Association of Singapore

Abstract

The Prep 2 PSLE (Preparation for English Paper 2 PSLE) Programme was designed and implemented in 2013 with the primary goal of supporting primary school students with dyslexia and other specific learning differences (SpLDs) in their school and national examinations. With the introduction of online teaching and virtual lessons in 2020, the programme has integrated the use of video lessons and online educational applications to deliver the same curriculum. This qualitative study aims to assess the efficacy of teaching practices through the use of online teaching tools and teachers’ questioning techniques, and how they promote students’ learning by observing their engagement and application of learnt skills in online classrooms. The findings of this research have implications for educational therapists by offering valuable insights into enhancing teaching methods through a strategic fusion of teaching tools and questioning techniques.

 

Keywords: PSLE English Paper 2, dyslexia, specific learning differences, English,
exam preparation,

 

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8. Integration of Assistive Technology in the Teaching of Incarcerated Students with Learning Challenges: One Instructor’s Perspectives

Christina White Prosser1* and Roswita Dressler1

  1. Werklund School of Education, University of Calgary, Canada 

Abstract

While 7-10% of the people in the world are estimated to have dyslexia (Dyslexia International, 2022), the percentage of incarcerated persons with these “specific reading difficulties” is estimated at 40% (Dewey et al., 2020). Additionally, due to schooling experiences and a negative stigma associated with diagnosis, most of the older individuals remain undiagnosed (International Dyslexia Association, 2020). For instructors in correctional education, this means that they may suspect dyslexia, but do not have official diagnoses to support their instruction. They often teach with these diagnoses in mind, but face additional challenges because correctional education is typically a pen and paper setting. Safety protocols and lack of funding for technology mean that resources that might be present in other adult learning contexts (e.g., smartphones, laptops, electronic dictionaries) are not available to students. Teaching under those constraints makes it difficult to effect the very change correctional education intends: to provide adult learners with skills, knowledge and attitudes that will help them to make different choices upon release and will result in their living as productive members of society.

Keywords: Assistive technology, learning challenges, corrections, correctional instructors, instructional design

 

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9. Dyslexia and Crime: the ‘school-to-prison’ pipeline and why it happens

Neil Alexander-Passe1*

            City and Islington College; Department of Education; SEND Researcher and Author; UK

Abstract

Background: This paper is drawn from the author’s wider studies of the school-to-prison pipeline, investigating how the seeds of crime start very early in mainstream education, through the lack of effective screening and assessment; and how unaware teachers make certain judgements about young children which ignore underlying existence of underlying learning difficulties. It is known that 65% of UK prisoners have a reading age of 11 years old, which questions the effectiveness of UK mainstream educational systems. It is also known that the vast majority of those with dyslexia leave school without a diagnosis. 

The study: This paper takes a deep empirical examination of data regarding how those with dyslexia are screening, assessed, and supported at school. Their avoidance strategies and due to labelling as bad and naughty are treated accordingly, leading to suspension and exclusions. This often leads to alternative education provisions, where as vulnerable young people are exposed to crime and gangs. As first crimes, a cry for help, are not recognised as such, this begins to desensitise them to crime, and grifting into crime as a career due to few post-school career opportunities.

Discussion: The paper explores critical questions, including whether neurodivergence should be a mitigating factor in sentencing, how guilty pleas may be influenced, and whether alternatives to prison could be more appropriate for undiagnosed individuals.

Results: This paper does not advocate that crimes from those with dyslexia/neurodivergence should be ignored, but if arrested, such individuals are screened for learning difficulties and supported when arrested and questioned. This paper discusses hard-hitting evidence that those with dyslexia/neurodivergence have commonly been mistreated during their 12 years of mandatory education (6-18 years old), time in alternative education, time in the criminal justice system, and finally in prisons. This paper aims to raise awareness to effect change in teacher and police training regarding dyslexia.

 

Keywords: Dyslexia, Neurodivergence, School-to-Prison Pipeline, Undiagnosed Learning Difficulties, Educational Exclusion, Youth Crime, Criminal Justice System, Teacher Training, Police Training, Vulnerable Youth Recidivism, Prison Education