Main Literacy Programme (MLP)

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To map the way for young dyslexics to live a life of beauty and promise through a comprehensive, high quality service provided by inspired professionals

 

 

Curriculum Framework

 

Main Literacy Programme (MLP) provides a comprehensive and quality curriculum to support students with dyslexia facing literacy challenges, delivered by highly trained professionals. 

TARGETING SUCCESS MLP LEARNING PRINCIPLES
  • Phonemic Awareness and Phonics
  • Reading Fluency
  • Reading Comprehension
  • Language and Vocabulary
  • Writing
  • To promote and facilitate reading and spelling development
  • To equip students with the essential comprehension skills needed to draw inferences
  • To accentuate the importance of reading fluency through the deliberate planning of reading tasks that take into account students' reading fluency and accuracy
  • To emphasis vocabulary development of sight and high-frequency word through instructions leveraging on Edu-Technology
  • To develop diverse localised manuals,  materials and resources to cater to the learning needs of students
RESOURCES
  • Language and Vocabulary
  • Phonemic Awareness and Phonics
  • Morphology
  • Grammar for Writing
  • Advanced Writing
  • Reading Comprehension

 

The Main Literacy Programme is part-funded by the Ministry of Education (MOE). 

Students are eligible for MOE funding for the MLP under the following conditions:

  1. Singaporean students attending a mainstream school
  2. Primary 1 to Secondary 5
  3. Diagnosed with dyslexia 

 

Your child must maintain at least 75% attendance.

Please note that DAS and MOE will conduct a review of your child's progress before his/her 48, 72 and 96 months on the Main Literacy Programme to determine if he/she has reached specific achievement points to be eligible for continued MOE funding.    

The MLP is also available to students who are diagnosed with dyslexia but do not meet the first two conditions.  These students can access MLP but they are not eligible for MOE funding.

For a Psycho-Educational Assessment, please click here.

The DAS Main Literacy Programme (MLP) Evaluation is published in the DAS Handbook. To read this click here.

Who Are We

We are a team of professionals working together to provide the best possible service from the identification of dyslexia and other learning differences and providing the most suited remediation for our students.  Our teachers are referred to as Educational Therapists because they go beyond delivering lessons,  they design, implement and evaluate interventions catered to individual needs.  Our lessons are not mass produced but individually tailored.  

We work together to bring out the best in our children.  

  • Educational Therapists 
  • Psychologists 
  • Educational Advisors
  • Curriculum Specialists
  • EduTech representatives

Find out more about our staff here

WHAT DO WE ASSESS FOR?

The Dyslexia Association of Singapore helps students who are:

  • Primary 1 to Secondary 5
  • Diagnosed with dyslexia

We also help adults who struggle with literacy. 

Find out more about DAS SpLD Assessment Services (SAS) here

Educational Technology

Today, more than ever, the role of educational technologies is of great importance and it is becoming the commonplace in the area of education to harness the interest of students and add value to the learning objectives.

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Technology integration for digital literacy and the 21st century skills of critical thinking and problem solving, collaboration and communication and information literacy have become increasingly important. By using technology, these skills can be imparted to the learners. However, to do this effectively, pedagogical models need to be used.

 

EdTechpicture

Some of the main guiding pedagogies employed by EdTech are TPACK and SAMR models. The TPACK - Technological, Pedagogical and Content Knowledge - is about designing lessons incorporating technology to support the arranged content through a pedagogically supported approach (Figure 1). The SAMR model (Figure 2) on the other hand facilitates the practical aspect and scales the various levels of use of educational technologies into four broad levels so that educators can know the level of their technology integration in the lesson (Substitution, Augmentation, Modification and Redefinition) and how they can further elevate the activity.

The EdTech Team is focused on the application and study of educational technologies and how it enhances skills and cognitive characteristics in both educators and learners. The team thus pilots and leads initiatives with educational technologies such as studying users’ perceptions on uses of iPads in the DAS classrooms, the impact of Mimio Teach Smart Bars on educators and dyslexic learners, and the formative approach to the digitalisation of the Curriculum-Based Assessments.

EdTech in DAS is at its beginning stages but the bigger plans are on the way to ensure that not only traditional learning methods are modernized but also that the use of educational technologies is purposeful to student-oriented learning.

EdTech Team

Our Curriculum

The Main Literacy Programme (MLP) provides a comprehensive and quality curriculum to support students with dyslexia facing literacy challenges. The MLP curriculum integrates key essential learning components that are crucial in remediating students with learning difficulties and these recommended areas of instruction are adapted from the National Reading Panel, 2000.

 

the MLP HOUSE

 

PROGRESS MONITORING

Our students’ progress is monitored closely through bi-annual curriculum-based assessments - MAPTrack - conducted by our Educational Therapists.   This close evaluation allows our Educational Therapists to make informed and needful adjustments in their teaching to address the needs of the child.  Our lessons are not static it allows for flexibility to suit the varied needs of our dyslexic students.

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WHAT WE TEACH

PHONEMIC awareness phonics

Phonemic Awareness and Phonics

The provision of a multi-sensory and highly structured phonetic instruction through the Essential Literacy Approach (ELA) has been incorporated into MLP lessons to promote and facilitate reading and spelling development in our students.

 

READING fluency

Reading Fluency

MLP lessons emphasise the importance of reading fluency through the deliberate planning of reading tasks that take into account students' reading fluency and accuracy to ensure that reading comprehension is not impaired by effortful and inaccurate reading.

 

reading COMPREHENSION

Reading Comprehension

The Reading Comprehension Curriculum includes essential reading comprehension skills that are closely aligned with the mainstream curriculum. It also consists of skills that are taught and delivered according to the PPP (Presentation, Practice, Production) stages to:

  • facilitate the pre-activity discussions through modelling
  • scaffold and guide students in a structured, cumulative and sequential manner to enhance learning
  • provide opportunities for students to be independent in applying the concepts/skills learnt

 

WRITING

Writing

Writing is taught to students in a structured, cumulative and sequential manner. The process of writing emphasises not only on skills such as planning, drafting, revising and editing, it also stresses upon the importance of linguistic knowledge, such as grammar and text structure, to make writing more focused and meaningful for our students.

 

VOCABULARY language

Vocabulary

Beyond phonics, MLP explicitly emphasises vocabulary development of morphemes, sight and high frequency words through instructions leveraging on Assistive Technology to improve students' language acquisition skills.

 

Localisation of Curriculum

The MLP curriculum and resources have been localised to better suit our bilingual learners and more importantly, to make learning more accessible and contextualised for them.

HOW ARE WE DIFFERENT?


THE MAIN LITERACY PROGRAMME (MLP) IS DELIVERED USING THE ORTON-GILLINGHAM (OG) APPROACH


Lessons are taught in accordance with the Orton-Gillingham principles:

  • Emotionally sound - Lessons tailored to students’ abilities
  • Structured, sequential and cumulative - Concepts are broken down into smaller parts & taught one at a time, progressively & cumulatively
  • Direct and Explicit - Instructions, objectives and activities are explicit
  • Simultaneously Multisensory - Ensure multiple pathways to learning (Gillingham & Stillman, 1997)
  • Cognitive Approach - Students understand why each concept is taught


THE MAIN LITERACY PROGRAMME (MLP) HAS BEEN AUDITED BY THE MINISTRY OF EDUCATION SINGAPORE

“Services offered under MOE-aided DAS Literacy Programme* are appropriate, and remain highly relevant in providing additional literacy support for students with dyslexia”  - MOE 2015 Audit


* The MOE-aided DAS Literacy Programme is now known as the DAS Main Literacy Programme (MLP). 

DAS Programmes are evaluated and published in the DAS Handbook.  To read these reports click here.


DAS BURSARIES - FINANCIAL SUPPORT FOR STUDENTS WITH DYSLEXIA


DAS believes that no child should be left behind because he or she cannot afford the cost of a DAS education. The provision of bursaries is critical as it levels the playing field for children with dyslexia from lower families. DAS and MOE provide financial assistance in the form of bursaries to Singapore students, or to students who have at least one parent who is a Singaporean.

The student must also be attending a MOE mainstream school between Primary One (1) and Secondary Five (5).

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Online Learning with the Main Literacy Programme

MLP online learning girl using laptop

In February, preparations for online learning was of utmost importance to DAS Educational Therapists as they began familiarising their students with Google Hangouts Meet and Gmail. Students of the Main Literacy Programme spent approximately 10-15 minutes of their lesson getting to know their DAS email address and passwords and accessed Gmail and Google Hangouts Meet to get to know the functions as well as the necessary information they'll need in order to continue their remediation should home-based learning be implemented.

That was just the beginning of the big wave of changes that turned things around for our students, parents, and our colleagues. The Main Literacy Programme has always stayed grounded on delivering quality remediation, by individualising instructional materials and accommodating learning differences within a very small group of learners.

Read about our experiences with Online Learning here:

TEACHING THE MAIN LITERACY PROGRAMME ONLINE!!  REFLECTIONS ON HOME-BASED LESSONS

REFLECTIONS ON HOME-BASED LESSONS BY DAS PARENTS

CEO THOUGHTS: DAS EMBRACES ONLINE LEARNING!

A PEEK INTO A CONVERSATION BY EDUCATIONAL THERAPISTS ON ONLINE TEACHING!

OUR RESOURCE DEVELOPMENT TEAM SHARES THEIR ONLINE TEACHING EXPERIENCES - PART 1

OUR RESOURCE DEVELOPMENT TEAM SHARES THEIR ONLINE TEACHING EXPERIENCES - PART 2

OUR RESOURCE DEVELOPMENT TEAM SHARES THEIR ONLINE TEACHING EXPERIENCES - PART 3

RIDING OUT THE STORM - GROWING THROUGH ONLINE TEACHING

EDUTECH RESOURCES AND TIPS

E-RESOURCES FOR ALL!

IT'S IN OUR DNA! PART 1

IT'S IN OUR DNA! PART 2

IT'S IN OUR DNA! PART 3

SAFE YOUTUBE EXPLAINED!

GOOGLE LENS

TEXT-TO-SPEECH CHROME EXTENSIONS

 

 

 

 

These BLOGS are featured in our #CIRCUITBREAKER NEWS Series in the DAS NEWS & HAPPENINGS BLOG find more interesting articles in the blog section!