8. An evaluation of the effectiveness of using drama as a tool to build social-emotional development of children with dyslexia in Singapore.

Muzdalifah Hamzah1*

  1. Dyslexia Association of Singapore

 

Abstract

Literacy is not the only struggle that children with dyslexia face every day. For many years, researchers have reported that children with dyslexia have poorer levels of social-emotional development, due to personal experiences with failures, perceptions of their literacy abilities and failing to receive appropriate emotional support from adults around them. This study explores the efficacy of a speech and drama programme in developing the social-emotional literacy of children with dyslexia. The participants were students aged 7-11years old, enrolled in the speech and drama programme in Dyslexia Association of Singapore for the whole year of 2016. The Southampton Emotional Literacy Scales (SELS) for the appropriate age group was used for this study. Pre and Post programme questionnaires were collected from students, parents and drama teachers. Semi- structured interviews with parents were conducted in order to provide in-depth insight into the research. The results are discussed and suggestions provided with recommendations for future research. Through this study and the data presented, it is hoped to encourage teachers, educators, education policy makers and parents to see that there is more at stake in dyslexia than just acquiring literacy (reading, spelling and writing) skills and achieving good grades. There is also a need to develop our children's social-emotional literacy so that they can adapt and be ready to meet the current demands of society.

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Keywords:          Drama, dyslexia, social-emotional literacy

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8. An evaluation of the effectiveness of using drama as a tool to build social-emotional development of children with dyslexia in Singapore.
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