2. Progress monitoring of dyslexic primary school learners enrolled in an English Exam Skills Programme

Tuty Elfira Abdul Razak, Siti Asjamiah Asmuri, Andy Wang and Edmen Leong

Dyslexia Association of Singapore

Abstract

An English Exam Skills Programme (EESP) was designed and implemented in 2013 with the primary goal of helping primary school students with dyslexia achieve in their school and national examinations, as well as become proficient users of the English language in the long run. The programme was designed to cater to the English examination needs of learners with dyslexia in language and literacy components such as grammar, spelling rules, sentence synthesis and comprehension skills. Previous studies (Leong, 2015; Leong, Asjamiah and Wang, 2017; Razak, See, Tan and Leong, 2018) have demonstrated that the programme is effective in addressing the examination needs of this group of learners through an explicit and systematic teaching methodology. However, a significant limitation in earlier research conducted on the EESP, which was the duration of each study, called for further investigation into the retention of concepts taught in the programme and its impact on students’ performance and progress over time. To address this limitation, the performance of 96 primary school students, between Primary 5 to 6, who enrolled in the programme at different stages was examined using a two-way ANOVA. Progress of students who have been in the programme for 10 weeks was compared with students who have been in the programme for 20 weeks and 30 weeks.  Findings of this study suggest that a full impact of support for learners with dyslexia demands longer exposure to skills and concepts in order to consolidate their learning. The results also confirm that students achieved better scores on their termly review tests when they are enrolled in the EESP over a period of 30 weeks.

Keywords: progress monitoring, assessment, literacy and language intervention, effective instruction, self-regulated learning

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2. Progress monitoring of dyslexic primary school learners enrolled in an English Exam Skills Programme
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