APJDD Vol 6 No 2 (July 2019)

Tuty Elfira Abdul Razak^1*

Dyslexia Association of Singapore

Abstract

Learners with dyslexia struggle with reading and comprehension. Many literacy programmes that are developed to help students overcome dyslexia and its related learning difficulties focus largely on phonics instruction. This study is an attempt to elicit the impact of picture books on the comprehension, verbal expression and engagement in reading of students with dyslexia. Research on this study centred on observing a group of six students aged 10 and 11 years old as they demonstrated their comprehension through retelling skills, their verbal expression of thoughts and ideas and their engagement in reading using picture books. This study adapted the Philosophy for Children (P4C) approach developed by Matthew Lipman and his colleagues at the Institute for the Advancement of Philosophy for Children (IAPC). The P4C approach which places emphasis on questioning skills, engaging in meaningful dialogue and reasoning was incorporated into post-reading discussions facilitated by the literacy therapist. The main findings indicated that the use of picture books helped the students recall details and sequence of events in the books as seen in the way they referred to these aspects in the post-reading discussions. They were also able to infer and make connections based on their learned prior knowledge and personal experiences. This study shows that picture books can be an alternative teaching tool to enhance a dyslexic’s learning experience and that visual literacy can offer an instructional opportunity to be incorporated into the classroom.

Keywords:           dyslexia, picture books, visual literacy, comprehension, retelling, engagement, philosophy for children

Jonathan P. Beckett^1*, and Jonathan Glazzard^2*

1. Slinfold School, West Sussex, UK

2. Leeds Beckett University, UK

Abstract

This paper explores the impact of having dyslexia, noting the features of the specific learning difficulty and how this affects aspects of Social Work training and practice. This research uses the life history method to explore some of the professional and personal challenges of managing a dyslexia diagnosis whilst training on a professional accredited university programme to become a Social Worker.

The correlation between dyslexia and mental ill-health is discussed as the participant explains the difficulties she had negotiating the academic demands of the course, alongside the challenges associated with completing a practical placement.

This significance of this work is the original qualitative perspective, and although based on a singular life narrative, it offers reflections for individuals and institutions beyond the singular case study to generalised practice. Moreover, significance explores the balance between accommodating those with dyslexia and maintaining professional standards as a way of ‘gatekeeping’ the profession.

Keywords:   Dyslexia, Depression, Narrative, Social Work Practice, Professional Standards.

Rexsy Taruna^1*, Auliya Syaf^2*, and Fanshur Dhigfain^2*

1.            Academy of Speech Therapy, Jakarta

2.            Faculty of Psychology, University of Abdurrab

3.            Indonesia Speech Therapist Association – Riau Region

Abstract

Purpose: The purpose of this study is to identify psychometric properties (item difficulty, item discrimination, reliability, and construct validity) in the Clinical Assessment of Phonological Awareness (CAPA) for Standard Indonesian.

Method: Participants in this study were 106 children. All participants were assessed using the Clinical Assessment of Phonological Awareness (CAPA). The assessment was administered by the teachers who have been trained to administer CAPA.

Result: After completing item analysis, it was found that some items have a low discrimination index (<0.3), so these items must be eliminated. After the items are eliminated, syllable blending has four items, syllable segmentation has eight items, phoneme blending has eight items, and phoneme segmentation has six items. Then, each subtest has varying item difficulty, ranging from medium to difficult/hard. In the split-half reliability test, it was identified that all subtests in CAPA have a sound reliability coefficient of .80 – .97.

Conclusion: This study reveals that CAPA has good quality items and has a good level of reliability.

Keywords: phonological awareness, dyslexia, speech therapist, Indonesia, Norm-referenced test

Mary Mountstephen^1*,

1. University of Reading, United Kingdom

Abstract

In this article, a commentary on the potential of physical exercise to ameliorate the deficits associated with ADHD is presented. The evidence suggests that this can be a useful tool for teachers in working with this group, and a range of alternative suggestions are presented. Implications for teaching generally are also considered.

Keywords:  ADHD, Exercise, Cognitive Performance, Executive Function

Serena Abdullah^1* and Isabelle Shanti Benjamin^1*

1. Dyslexia Association of Singapore

2. ELCOT Consultants

Abstract

In response to ensuring that the reading comprehension curriculum continues to support students with varying learning needs, profiles and age groups, including secondary students, an enhanced reading comprehension curriculum was introduced and subsequently evaluated in a qualitative and quantitative study. In this paper, the philosophy and methodology of the curriculum is outlined. The authors highlight the explicit and concrete teaching techniques of some essential reading skills and textual features such as cohesive devices and vocabulary, to help students understand texts with greater depth and clarity. A key feature in the success of any new or enhanced curriculum is the perceived competence of teachers’ capacity to deliver it effectively. The teacher training provided to equip the teachers with the necessary skills and knowledge to deliver the enhanced reading comprehension curriculum will also be addressed. The following research questions are addressed: (1) investigating the effectiveness of the enhanced reading comprehension curriculum through teacher perceptions, (2) investigating the confidence of teachers in their delivery of the enhanced reading comprehension curriculum. The results yielded positive feedback and satisfaction with the enhanced reading comprehension curriculum and its potential in supporting learners with dyslexia although there is a need for further and ongoing training to ensure that teachers are comfortable and confident in delivering the more advanced reading comprehension skills.

Keywords: Explicit reading instruction, annotation, cohesive devices, referring expressions; conjunctions; motivation, vocabulary, metacognition, teacher training