POSTER PRESENTATIONS

DR GEETHA SHANTHA RAM
Chief Operating Officer, Director of SpLD Assessment Services, Advisor, Register of Educational Therapists (Asia), Executive Editor, Asia Pacific Journal of Developmental Differences; DAS Academy Academic & Examination Board Member, International Dyslexia Association Board Member

Dr Geetha Shantha Ram is a passionate educator and researcher with over two decades of experience supporting learners with dyslexia and other specific learning differences. She currently serves as the Chief Operating Officer and Director of SpLD Assessment Services at the Dyslexia Association of Singapore (DAS).

Geetha’s work is grounded in research-informed practice. She chairs the DAS Research Committee and leads key initiatives that connect classroom practice with educational research. She is the Executive Editor of the Asia Pacific Journal of Developmental Differences, has been published in the field, and is a frequent invited speaker, presenting her work at both local and international conferences.

Geetha holds a Doctorate in Education, a Master’s in English, and a Postgraduate Certificate in Learning and Teaching in Higher Education (Distinction). She is also a trained Special Needs Educational Therapist and a strong advocate for inclusive education and equity.

She brings heart, intellect, and dedication to all her work, whether supporting students, mentoring staff, or shaping the direction of special education in Singapore.

LinkedIn: www.linkedin.com/in/geetha-shantharam 

Executive Functioning, Study Skills, Dyslexia, Teens - Examining an Online Programme's Effectiveness

Students with dyslexia and other learning differences often experience challenges with executive functioning, study skills, organisation, and independent learning, particularly as they transition into post-secondary and tertiary education. To address this need, the Dyslexia Association of Singapore developed iStudySmart™, a two-term online intervention programme designed to strengthen executive functioning, study skills, tertiary writing, presentation skills, and learner independence through explicit, systematic, and multisensory instruction.

This study evaluated the effectiveness of the programme in improving executive functioning, tertiary learning skills, motivation, self-confidence, and independence among learners with learning differences. A mixed-methods approach was adopted, incorporating pre- and post-intervention surveys and qualitative parent feedback. Survey measures examined areas including time management, planning and organisation, presentation skills, learning difficulties, and self-efficacy.

Findings indicated positive outcomes across several domains. Participants reported improvements in time management, planning and organisation, tertiary writing, presentation skills, confidence, and independent learning behaviours. Parent feedback further supported these findings, highlighting increased confidence, improved organisation, and greater engagement in learning tasks. The results suggest that an online, structured, and differentiated intervention can effectively support the development of executive functioning and study skills among adolescents and young adults with learning differences.

The study contributes to the growing evidence supporting online interventions for learners with dyslexia and highlights the importance of providing targeted support beyond compulsory education to facilitate successful transitions into higher education and lifelong learning.

Keywords: Dyslexia, Executive Functioning, Study Skills, Online Learning, Tertiary Education, Learning Differences, Self-Efficacy, Time Management, Planning and Organisation, Educational Technology, Transition to Higher Education, Intervention Programme

Ms Grace James - Grace is an Occupational Therapist who has worked across Australia and in Fiji. She has experience in providing services to a range of neurodiverse clients, including clients with dyslexia in the area of handwriting, executive functioning and academic work. She is currently the team leader for the Access Ability team at James Cook University (Australia) which coordinates and manages adjustments for university students with dyslexia and other learning disorders.

From shame to empowerment: A qualitative exploration of the clinical placement experiences of speech pathology students with dyslexia

As part of their professional training, speech-language pathology (SLP) students must undertake several periods of clinical practice or placement in order to not only learn practical skills associated with their profession but also to practice applying their theoretical knowledge in the clinical context. Executive functioning skills such as working memory, information processing, organisation and time management are all skills that are needed during the clinical practice experience. However, many SLP students with dyslexia may need reasonable adjustments in order to successfully manage their clinical placements. This study outlines the results of a qualitative research study where newly graduated and current 4th-year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th-year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Thematic analysis identified four core themes - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students are better understood so that practice educators are well-equipped with ways to support such students.

Keywords: dyslexia, clinical placement, speech-language pathology

HANI ZOHRA MUHAMAD
PRINCIPAL EDUCATIONAL THERAPIST AND EDUCATIONAL ADVISOR
RETA FELLOW
DYSLEXIA ASSOCIATION OF SINGAPORE 

Hani Zohra Muhamad is a Principal Educational Therapist and an Educational Advisor. She has been teaching at the Dyslexia Association of Singapore for close to twenty years. Hani contributes to the training and mentoring of new educational therapists, guides colleagues with classroom management and challenges students. She holds a Master's Degree in Education (Special Education) from Nanyang Technological University (NIE-NTU) and a Cambridge International Diploma for Teachers and Trainers (Dyslexia). Hani is a Fellow member of the Register of Educational Therapists Asia (RETA).

I Learn Differently: Understanding and Supporting Struggling Learners

Many students experience significant learning difficulties despite not meeting the criteria for a formal diagnosis of a specific learning disorder. These learners often struggle with foundational literacy skills, executive functioning, attention, emotional regulation, and engagement, placing them at risk of underachievement and exclusion from appropriate intervention. This poster explores the characteristics of these "struggling learners" and examines how targeted literacy intervention can support their academic and personal development.

Using a case study approach, the poster presents the experiences of two students with cognitive delays residing in a state-run Children's Home. Both learners demonstrated difficulties in phonological awareness, reading, spelling, language development, attention, emotional regulation, and social interaction. Over a 20-week intervention period, data were collected through classroom observations, progress monitoring, and ongoing instructional planning.

Intervention was guided by the principles of Orton-Gillingham and the Mediational Intervention for Sensitising Caregivers (MISC) framework. Instruction incorporated explicit phonics teaching, vocabulary and language development, grammar instruction, reading comprehension support, educational technology, and differentiated teaching strategies tailored to each learner's profile. Behavioural and emotional support strategies were integrated to foster engagement, confidence, and positive learning behaviours.

Findings suggest that struggling learners can make meaningful progress when intervention is responsive, structured, multisensory, and emotionally supportive. The case studies highlight the importance of early identification, regular progress monitoring, collaboration with caregivers, and strengths-based approaches that recognise learner potential beyond diagnostic labels. The poster advocates for a broader understanding of learner diversity and encourages educators to move from viewing students as "struggling learners" to recognising them as individuals who learn differently.

Keywords: struggling learners, cognitive delay,  literacy intervention, OG Principles, MISC, differentiated instruction.

Dr Jacqueline Lim, Senior Lecturer - Jacqueline is a senior lecturer at James Cook University and has worked as a speech pathologist for more than 20 years in Australia and Canada. She has worked with children and adults with a range of speech, language and swallowing difficulties. She has a particular interest in working with children with childhood apraxia of speech, phonological disorders and literacy difficulties. She received her PhD from the University of Sydney, and her current research interests include treatment in childhood apraxia of speech and literacy.

From shame to empowerment: A qualitative exploration of the clinical placement experiences of speech pathology students with dyslexia

As part of their professional training, speech-language pathology (SLP) students must undertake several periods of clinical practice or placement in order to not only learn practical skills associated with their profession but also to practice applying their theoretical knowledge in the clinical context. Executive functioning skills such as working memory, information processing, organisation and time management are all skills that are needed during the clinical practice experience. However, many SLP students with dyslexia may need reasonable adjustments in order to successfully manage their clinical placements. This study outlines the results of a qualitative research study where newly graduated and current 4th-year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th-year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Thematic analysis identified four core themes - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students are better understood so that practice educators are well equipped with ways to support such students.

Keywords: dyslexia, clinical placement, speech-language pathology

Ms Joanne Martin - Joanne is a speech-language pathologist who works with Education Queensland, Australia, to provide speech-language pathology services to children with a range of communication and literacy issues. She is passionate about improving the academic experiences of children with dyslexia and other learning disorders. She also has a nursing background and is currently working as a nurse within the Queensland Health department.

From shame to empowerment: A qualitative exploration of the clinical placement experiences of speech pathology students with dyslexia

As part of their professional training, speech-language pathology (SLP) students must undertake several periods of clinical practice or placement in order to not only learn practical skills associated with their profession but also to practice applying their theoretical knowledge in the clinical context. Executive functioning skills such as working memory, information processing, organisation and time management are all skills that are needed during the clinical practice experience. However, many SLP students with dyslexia may need reasonable adjustments in order to successfully manage their clinical placements. This study outlines the results of a qualitative research study where newly graduated and current 4th-year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th-year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Thematic analysis identified four core themes - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students are better understood so that practice educators are well equipped with ways to support such students.

Keywords: dyslexia, clinical placement, speech-language pathology

LIN, Xiaoxiao
Master’s Degree Student,
Department of Special Education,
National Tsing Hua University

LIN, Xiaoxiao is a Master of Science graduate in Special Education from the Department of Special Education, National Tsing Hua University, with a specialized focus on Reading Disabilitie and supplementary research experience in other special education fields; during her graduate studies, she served as a Research Assistant for 3+ faculty-led projects, contributing to tasks such as data collection, statistical analysis via SPSS, and literature reviews on reading disability screening and intervention, while presenting research findings at regional/international seminars and engaging in panel discussions on inclusive education practices; they further gained practical experience through a teaching practicum at an inclusive primary school, where they designed and implemented 15+ small-group intervention lessons for students with Reading Disabilities and adapted classroom materials for students with special educational needs, supplemented by community outreach work including volunteering at a reading support camp for children with Learning Disabilities and co-facilitating a parent workshop on home reading support, and they possess proficiency in academic English, quantitative research tools, and educational technology.

The moderation effect of Self-regulation on the relationship between Fine motor and Handwriting of Chinese children with and without Dyslexia

Learning to write can be a challenging and complex process for Chinese children, particularly for those with dyslexia. Based on its underlying mechanism, self-regulation has the potential to impact writing performance. However, this issue has received very little attention in past research. A correlational design was employed, with 100 third-grade students (50 with dyslexia, 50 typically developing) in Taiwan. Standardised assessments measured fine motor skills (VMI), self-regulation (HTKS-R), and handwriting performance across tasks of varying complexity (dictation, near-point copying, far-point copying, and basic writing ability). Results indicated that children with dyslexia exhibited significantly poorer fine motor skills than their peers (p<.001), even after controlling for age, non-verbal IQ, and character recognition. Self-regulation significantly moderated the relationship between fine motor skills and handwriting performance in near-point copying (β=0.088,p=.011) and basic writing tasks (β=0.056,p=.025), but only when self-regulation scores exceeded a threshold (≥ 34 points). This compensatory effect was more pronounced in low-complexity tasks, while high-complexity tasks (e.g., dictation) were constrained by orthographic knowledge deficits. The findings support a dynamic cognitive resource allocation model, emphasising the need for integrated interventions combining motor training and self-regulation strategies to enhance handwriting proficiency in children with dyslexia.

Keywords: self-regulation, fine motor skills, Chinese dyslexia, handwriting skills, moderation effect

Noorsaidah Haja Mohideen
Senior Educational Therapist
Dyslexia Association of Singapore

Noorsaidah is a Senior Educational Therapist at the Dyslexia Association of Singapore (DAS), where she provides intervention for learners with dyslexia and other specific learning differences through both the Main Literacy Programme (MLP) and the Maths Programme.

With more than a decade of experience working with children and youths from diverse backgrounds, she has developed deep insights into the learning difficulties faced by students, particularly at-risk youth. Her passion for supporting these learners, together with her commitment to equipping them with the guidance needed to become more self-reliant, continues to drive her to provide sustained and targeted support in this specialised field.

In addition to her teaching role, she contributes to the development of the DAS Maths curriculum, ensuring that programmes remain responsive to the evolving needs of students with learning differences.

Examining the Effectiveness of Metacognitive Strategies on Problem-Solving and Math Learning in Students with Dyslexia

This study explores the metacognitive processes and emotional factors influencing the mathematical problem-solving experiences of secondary school students with dyslexia within the context of the Secondary 1 Normal Technical (Sec 1NT) Maths Curriculum. Utilising a purposive sampling method, two students who completed structured math intervention programs at the Dyslexia Association of Singapore (DAS) were selected. Through thematic analysis of their problem-solving approaches, guided by Schraw’s (2001) metacognitive model and Stanton’s (2012) framework for self-regulated learning, the study reveals critical insights into students' comprehension, strategy use and emotional regulation. Key findings include students' use of visual strategies, their familiarity with problem types and their difficulty adapting strategies in the face of challenges. Low self-confidence and limited emotional regulation were found to hinder their problem-solving effectiveness. The results underscore the need for targeted instructional practices that emphasise both metacognitive and emotional regulation strategies. Recommendations for integrating Polya's problem-solving framework and metacognitive assessments into existing curricula are proposed to improve students' mathematical outcomes. Limitations of the study and avenues for future research, including expanding sample sizes and exploring different mathematical contexts, are also discussed.

Keywords: Metacognition, mathematical problem-solving, dyslexia, POLYA framework, metacognitive strategies, secondary education, Dyslexia Association of Singapore, problem-solving skills

SERENA TAN ABDULLAH
DIRECTOR OF ENGLISH LANGUAGE AND LITERACY DIVISION
LEAD EDUCATIONAL THERAPIST
DYSLEXIA ASSOCIATION OF SINGAPORE

Serena Tan Abdullah is the Director of the English Language and Literacy (ELL) Division at the Dyslexia Association of Singapore (DAS). She is also a Lead Educational Therapist who supports learners with dyslexia and learning differences, including tertiary learners in Institutes of Higher Learning. Her love and passion for teaching have led her to continuously seek new and innovative teaching methods to bring out her learners’ potential and self-confidence, including developing their self-independence and resilience to overcome challenges and navigate life beyond their academic pursuits. Serena believes that every child progresses at their own pace, but the journey they take to reach the finish line matters most!

Executive Functioning, Study Skills, Dyslexia, Teens - Examining an Online Programme's Effectiveness

Students with dyslexia and other learning differences often experience challenges with executive functioning, study skills, organisation, and independent learning, particularly as they transition into post-secondary and tertiary education. To address this need, the Dyslexia Association of Singapore developed iStudySmart™, a two-term online intervention programme designed to strengthen executive functioning, study skills, tertiary writing, presentation skills, and learner independence through explicit, systematic, and multisensory instruction.

This study evaluated the effectiveness of the programme in improving executive functioning, tertiary learning skills, motivation, self-confidence, and independence among learners with learning differences. A mixed-methods approach was adopted, incorporating pre- and post-intervention surveys and qualitative parent feedback. Survey measures examined areas including time management, planning and organisation, presentation skills, learning difficulties, and self-efficacy.

Findings indicated positive outcomes across several domains. Participants reported improvements in time management, planning and organisation, tertiary writing, presentation skills, confidence, and independent learning behaviours. Parent feedback further supported these findings, highlighting increased confidence, improved organisation, and greater engagement in learning tasks. The results suggest that an online, structured, and differentiated intervention can effectively support the development of executive functioning and study skills among adolescents and young adults with learning differences.

The study contributes to the growing evidence supporting online interventions for learners with dyslexia and highlights the importance of providing targeted support beyond compulsory education to facilitate successful transitions into higher education and lifelong learning.

Keywords: Dyslexia, Executive Functioning, Study Skills, Online Learning, Tertiary Education, Learning Differences, Self-Efficacy, Time Management, Planning and Organisation, Educational Technology, Transition to Higher Education, Intervention Programme

SHARYFAH NUR FITRIYA
EDUCATIONAL ADVISOR, LEAD EDUCATIONAL THERAPIST
DAS ACADEMY ADJUNCT LECTURER
DYSLEXIA ASSOCIATION OF SINGAPORE

Sharyfah Nur Fitriya joined the Dyslexia Association of Singapore (DAS) in 2012 and currently serves as an Educational Advisor (EA) in the English Language and Literacy (ELL) Division, as well as Vice-Chair of the DAS Research Committee (DRC). In her role, she supports curriculum implementation, mentors Educational Therapists, conducts lesson observations, and contributes to programme quality assurance, professional development, and organisation-wide research initiatives.

She holds a Master’s degree in Special Educational Needs from the University of South Wales, United Kingdom, and is currently pursuing a Doctor of Philosophy (PhD) at the Singapore University of Social Sciences (SUSS). Her doctoral research is grounded in Bandura’s Self-Efficacy Theory and Social Cognitive Theory, with a focus on motivation, self-efficacy, and literacy outcomes among secondary-level students with dyslexia.

A key focus of Sharyfah’s professional work is research dissemination through conference presentations. She has presented at multiple local and international conferences, including the British Dyslexia Association (2018), the Association for Reading and Writing in Asia (2019), the Singapore Rising Scholars Conference at Singapore Management University (2024), and The 20th Pacific Rim Objective Measurement Symposium (PROMS2025). Through these platforms, she contributes to professional dialogue on dyslexia intervention, educational therapist efficacy, motivation, and evidence-based literacy practice.

Enhancing Engagement and Literacy Skills in Dyslexic Learners

Dyslexia is characterised by difficulties in accurate and fluent word recognition, spelling, reading comprehension, and written expression, often accompanied by challenges in phonological awareness, verbal memory, processing speed, attention, and organisation. This study examined the effectiveness of the Dyslexia Association of Singapore's (DAS) Main Literacy Programme (MLP) and explored the use of a preference-based teaching approach to enhance engagement among learners with dyslexia.

A total of 1,280 students aged 7–17 years who had been formally diagnosed with dyslexia participated in the study. Students attended the DAS MLP over two academic terms, receiving two hours of instruction per week in small-group settings. Curriculum-Based Assessment (CBA) data were analysed using the Central Limit Theorem and hypothesis testing to determine whether statistically significant improvements in literacy outcomes occurred over time. In addition, a smaller intervention involving preference-based teaching strategies was implemented with learners who demonstrated low motivation, disengagement, and off-task behaviours.

Results demonstrated significant improvements in reading and spelling performance across the student cohort, supporting the effectiveness of the DAS MLP and its evidence-based literacy curriculum. These gains were observed despite the educational disruptions associated with the COVID-19 period and the transition to online learning. Findings from the preference-based teaching intervention further indicated improvements in student engagement, on-task behaviour, participation, and progress-monitoring outcomes.

The findings support the effectiveness of structured, multisensory literacy intervention for learners with dyslexia and suggest that combining Orton-Gillingham-based instruction with preference-based teaching strategies may further enhance engagement and learning outcomes. The study highlights the importance of individualised and responsive teaching approaches in supporting both literacy development and learner participation.

Keywords: Dyslexia, Literacy Intervention, Main Literacy Programme (MLP), Reading Development, Spelling, Curriculum-Based Assessment, Orton-Gillingham, Student Engagement, Preference-Based Teaching, Evidence-Based Practice, Learning Differences, Special Educational Needs, Educational Intervention, Progress Monitoring

Hayati is a Senior Educational Therapist at the Dyslexia Association of Singapore (DAS). Since 2021, she has supported students with specific learning differences through the Main Literacy Programme and the DAS Maths Programme. She holds a Bachelor’s degree in History and Civilisation with a minor in English Linguistics. Hayati also holds specialist diplomas in Educational Therapy and Learning Support for Specific Learning Differences.

The Role of Morphological Instruction in Improving Reading Comprehension among Secondary Students with Dyslexia

Students with dyslexia may face difficulties with reading comprehension besides having phonological deficits (Lyon et al., 2003; Wagner et al., 2022). These difficulties are further compounded as texts get more challenging as they progress in their education. Morphological instruction has thus been identified as an intervention strategy to support students’ reading comprehension. Morphology, a subskill within the Simple View of Reading and the Reading Systems Framework provides an important bridge between word recognition and language comprehension as it not only facilitates word decoding, but also allows access to meaning of vocabulary words, which in turn could lead to improved text comprehension (Gough & Tunmer, 1986; Hoover & Gough, 1990; Perfetti & Stafura, 2014). Therefore, this study seeks to investigate the role of morphological instruction in improving reading comprehension among secondary students with dyslexia, through a case study of 4 Secondary 1 G1 students. The findings from this study reveal mixed performance for the different question types through the pre- and post-reading comprehension scores. Following the intervention, literal questions recorded the highest overall score, followed by inferential questions and then vocabulary questions. Also, three themes have been identified through qualitative analysis of the classroom observations, researcher’s reflective journal and student questionnaire, and they are applying morphological decoding, vocabulary building and improved comprehension. These findings have implications for practitioners’ implementation of evidence-based instructional approaches to teaching morphology to support students’ reading comprehension.

Keywords: dyslexia, morphological instruction, morphological decoding, vocabulary, reading comprehension 

Dr. WANG, Li-Chih Angus
Associate Professor, Department of Special Education and Counselling, The Education University of Hong Kong

Dr Wang, Li-Chih, is currently an Associate Professor and Associate Head of Department (Research and Postgraduate Studies) in the Department of Special Education and Counselling at The Education University of Hong Kong (EdUHK). He has practical experience in teaching students with special needs at the preschool, elementary, and secondary levels in both public and private settings. Before he joined EdUHK, he served as a visiting PhD student at the University of Texas, Austin. His primary area of professional activity is the deficient cognitive-linguistic abilities of Chinese dyslexia, mainly on temporal processing, as well as the heterogeneity of Chinese dyslexia, which classifies the different subtypes of Chinese dyslexia by their cognitive-linguistic abilities. Also, his research is extended to examine the enhancement of their reading by improving their cognitive-linguistic abilities. Dr Wang's other research interests also cover the emotional conditions of Chinese students with dyslexia, such as anxiety, and how these conditions influence their reading.

The moderation effect of Self-regulation on the relationship between Fine motor and Handwriting of Chinese children with and without Dyslexia

Learning to write can be a challenging and complex process for Chinese children, particularly for those with dyslexia. Based on its underlying mechanism, self-regulation has the potential to impact writing performance. However, this issue has received very little attention in past research. A correlational design was employed, with 100 third-grade students (50 with dyslexia, 50 typically developing) in Taiwan. Standardised assessments measured fine motor skills (VMI), self-regulation (HTKS-R), and handwriting performance across tasks of varying complexity (dictation, near-point copying, far-point copying, and basic writing ability). Results indicated that children with dyslexia exhibited significantly poorer fine motor skills than their peers (p<.001), even after controlling for age, non-verbal IQ, and character recognition. Self-regulation significantly moderated the relationship between fine motor skills and handwriting performance in near-point copying (β=0.088,p=.011) and basic writing tasks (β=0.056,p=.025), but only when self-regulation scores exceeded a threshold (≥ 34 points). This compensatory effect was more pronounced in low-complexity tasks, while high-complexity tasks (e.g., dictation) were constrained by orthographic knowledge deficits. The findings support a dynamic cognitive resource allocation model, emphasising the need for integrated interventions combining motor training and self-regulation strategies to enhance handwriting proficiency in children with dyslexia.

Keywords: self-regulation, fine motor skills, Chinese dyslexia, handwriting skills, moderation effect