Angela J. Fawcett, Editor-in-Chief
It is a very great pleasure to publish this issue of the Asia Pacific Journal of Developmental Differences, now in its 8th year of publication, which is published by the Dyslexia Association of Singapore (DAS). The response to the previous issues continues to be extremely gratifying, and we maintain these high standards in this issue and forthcoming issues. We are grateful for the support of the academics and professionals involved in resolving any issues arising, and ensuring our journal maintains high professional and ethical standards.
The seven articles featured in the current issue represent material drawn largely from Singapore, with contributions from as far afield as India and South Africa. We are particularly grateful to those contributors who have managed to revise their contributions despite the constraints of the current lockdowns internationally in response to the pandemic. Topics for the current issue cover a broad range, from articles on positive psychology to autism in twins, with the majority focusing on dyslexia across the age range, specifically in this issue addressing the voice of the participants.
The first article in this issue adopts a rigorous traditional experimental approach, with a study from the DAS team led here by Tuty Elfira Adbul Razak, evaluating the long-term impact of the Exam Skills programme on the achievement of the children involved, comparing outcomes for 96 children, who had participated from between 1 and 3 terms in this support. The results provided clear evidence that the most effective outcomes demand the longer period of registration and continuity of support with some exceptionally strong statistical findings for improvement in scores for English in line with those needed for Primary school-leaving examination for mainstream schools in Singapore.
The next article adopts a questionnaire approach, here working with parents of children in Singapore from the team at Care Corner, KidsBright, who have undertaken a mixed modality intervention based on movement, mental exercise and diet. The parents are united in advocating the strengths of this approach in improving many aspects of behaviour including attention and learning, and the authors suggest that this could be a useful adjunct to more traditional interventions in future studies.