Editorial Comment
Dr Mary George—Guest Editor
Once again, APJDD presents a slate of readings that reflects the diversity of research about persons with developmental differences. Let me encourage you to engage with every one of these timely articles.
Tanya Patidar1 and Vandana Shriharsh1
Abstract
Dyslexia, the most common specific learning disorder, affects around 8% of children in India and is marked by phonological deficits, difficulties in reading fluency, comprehension, and associated psychosocial challenges. This rapid review synthesizes evidence-based psychological interventions implemented for children with dyslexia in India between 2019 and 2024. The purpose of this review is to understand these interventions, their efficacy, and applicability in the Indian classroom setting. Studies were identified through academic databases and university repositories, focusing on interventions targeting cognitive, executive function, skills-based, and psychosocial domains. Interventions were grouped into four broad categories: (a) cognitive and phonological approaches, (b) executive function–based strategies, (c) multisensory and remedial teaching programmes, and (d) psychosocial/positive psychology interventions such as yoga and assertiveness training. Most studies demonstrated improvements in reading, spelling, writing, working memory, and psychosocial outcomes, although sample sizes were small and follow-up was rarely conducted. The disorder is known to have neuropsychological basis and therefore, cannot be entirely remediated with the help of psychological interventions; however, the children can be taught to manage some symptoms and improve their academic performance to some extent if early identification is done and interventions are properly implemented. Future research should employ rigorous designs with larger samples, follow-up assessments, bilingual considerations, and systematic reporting of effect sizes to guide policy and practice.
Keywords: dyslexia, India, intervention, specific learning disorder, psychological intervention
Joanna Toh1* and Ailsa Goh1
Abstract
In Singapore, when a child is assessed to be at risk of developing moderate to severe developmental needs, they are referred to early intervention centers under government funding called Early Intervention Programme for Infants and Children (EIPIC). As one of the primary goals of early intervention should be to reduce the need for special education services and prepare children for general education, children with developmental delays would benefit from reading intervention that could boost their level of reading proficiency which is a fundamental skill for successful inclusion in general education. Although early literacy skills are crucial for reading, there is a scarcity of literature about reading interventions for children with developmental delays. The purpose of this study was to find out if there was an improvement in letter-sound correspondences and word reading when an Orton-Gillingham-based (O-G-based) phonics intervention was introduced to three young children with developmental delays. A multiple-probe design across the children was used, with intervention conducted across 25 sessions. The Basic Phonics Skills Test-III (BPST-III) was used as a probe and the Wide Range Achievement Test-4th Edition (WRAT-4) Word Reading subtest was used as a supplemental measure. The findings showed that all children made marked improvement in their letter-sound identification. They also made reading gains to different extents, with the first two children being able to read some words after the intervention. The research findings suggest that Orton-Gillingham-based intervention may be effective for children with developmental delays.
Keywords: Orton-Gillingham, developmental delay, early intervention, letter-sound correspondences, word reading
Dyslexia Association of Singapore (DAS) is today a vibrant social service organisation with over 250 full-time staff who provide a wide array of services for individuals with dyslexia and others who learn differently in Singapore.
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