4. Evaluating the longitudinal progress of a large sample of dyslexic children in reading, spelling and writing.

Sharyfah Nur Fitriya


1. Dyslexia Association of Singapore


ABSTRACT


The purpose of this research was to demonstrate whether the reading and writing skills of dyslexic students in the English Main Literacy intervention programme in Singapore could be improved in a statistically significant manner using improved curriculum teaching methods. A statistically significant result would validate the improvement in the transfer of knowledge to the students due to the educational intervention. This study evaluated the progress made from 1343 students aged 7-17 enrolled in the English Main Literacy intervention programme for six school terms from 2016 to 2018. All participants were assessed using a Curriculum-Based Assessment (CBA), which focuses on three test items: words to read, words to spell, and writing tests. The test items were analysed using the Central Limit Theorem (CLT) and hypothesis testing. Test scores were analysed comparing means across three years, with a Z-score calculated to determine the findings' statistical significance. The mean scores of the students increased from an average mean of 48.54 in 2016 to 62.43. The calculated Z score of 1.65 yielded a probability of p<.05, with a probability level of 95%. Therefore, the Z score did indicate a significant improvement. This supported the research hypothesis that the literacy program demonstrates a statistically significant improvement in reading and writing scores in a population of dyslexic students. The findings from this research show that the English Main Literacy intervention programme is an evidence-based practice, and the results increase the validity of the intervention.


Keywords: assessment, statistical significance, dyslexia, Central Limit Theorem (CLT), hypothesis testing

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4. Evaluating the longitudinal progress of a large sample of dyslexic children in reading, spelling and writing.
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