S’pore still at the tip of the iceberg in dyslexia awareness
We refer to the report “More pre-schoolers diagnosed with developmental issues” (Feb 15), and would like to share our observations and experience specific to dyslexia.
Over the past few years, DAS has identified a growing number of pre-schoolers who have literacy developmental delay through screening exercises and provided literacy intervention for them. The children supported increased from 135 pre-schoolers in 2013, to 268 in 2014 and to 280 in 2015, excluding students on wait lists. Of these pre-schoolers, about half were eventually diagnosed to have dyslexia, specifically 68 students in 2013 and 120 in 2014, with assessments still ongoing for the 2015 cohort.
While this increase in number points to higher awareness, much more needs to be done. Based on the estimate that 4 per cent of any population is likely to have dyslexia severe enough to warrant intervention, this translates to close to 4,000 pre-schoolers in Singapore — meaning we are still at the tip of the iceberg.
DAS will continue to raise awareness about dyslexia and the importance of early intervention in collaboration with the Ministry of Education and other partners, through ongoing talks at schools and free screening for pre-schoolers to identify and help more children.
However, parents and educators must play their part. DAS encourages all parents and educators to seek professional help if they feel that their child may be at risk of a developmental delay. Parents are key partners for us as they know their child best and are often the first to notice that their child has a learning difference.
Dr Charles Haynes, field expert in language disorders, who will be speaking at the DAS Pre-school Seminar 2016 on March 19, said: “Early intervention is critical to improving the academic and life outcomes of children who are at risk for reading disabilities. In order to provide early intervention, children must be identified in a timely manner.”
While it is too early to diagnose a child to have dyslexia at the pre-school age, early and appropriate intervention will address their developmental needs in a structured and sound manner. This will help them when they enter mainstream primary schools.
Numbers aside, it is also important for Singapore to build a strong community of professionals with advanced skill sets and expertise in helping children with dyslexia. There has also been an increase in the availability of courses in specific learning differences for educators and parents to tap on.
