Asia Pacific Journal of Developmental Differences

Asia Pacific Journal of Developmental Differences Volume 1 Number 2 July 2014 Published by the Dyslexia Association of Singapore (DAS) © 2014 DAS ISSN 2345-7341 (print) Contact: The Managing Editor Dyslexia Association of Singapore 1 Jurong West Central 2 #05-01, Jurong Point Singapore 648886 Email: [email protected] Reprint permission may be obtained by writing to the Managing Editor at the above address. The responsibility for facts and opinions represented in the articles rests exclusively with the individual authors. Their interpretations do not necessarily reflect the views or the policy of the editorial committee, the Review Panel, sponsors of the Asia Pacific Journal of Developmental Differences, or the Dyslexia Association of Singapore. Printed in Singapore by NPE Print Communications Pte Ltd Asia Pacific Journal of Developmental Differences Editor-in-Chief Associate Editors Professor Angela Fawcett Professor James Chapman Associate Professor Susan Rickard Academic Director Massey University, Liow Dyslexia Association of Singapore, New Zealand National University of Singapore, Emeritus Professor Singapore Swansea University, UK Professor Steve Chinn Dr Beth O’Brien Honorary Professor, Educational Consultant, National Institute of Education, University of Sheffield, UK UK Singapore Professor Kevin K H Chung, Dr Dino Ocampo The Hong Kong Institute of Philippine Dyslexia Foundation, Education, Hong Kong Philippines Executive Editors Professor John Everatt Kate Curawalla Dr Ong Puay Hoon University of Canterbury, President, Maharashtra Dyslexia Dyslexia Association of Sarawak, New Zealand Association, Mumbai, India Malaysia Dr Kristiantini Dewi Asst Professor Kenneth Poon Asst Professor Noel Chia Kok Hwee Dyslexia Association of Indonesia National Institute of Education, Early Childhood & Special Needs Indonesia Singapore Education, National Institute of Education, Dr Shirley Egley Dr Gavin Reid Singapore University of South Wales, Educational Consultant, UK Canada Professor Esther Geva Dr Kate Saunders University of Toronto, CEO, British Dyslexia Association, Canada UK Managing Editor Deborah Hewes Dr Aziz Abu Hassan Dr Thomas Sim Head, Publicity and Publications, Vice President, Executive Director, Dyslexia Association of Singapore Dyslexia Association of Malaysia DAS Academy, Singapore Professor Connie Ho Dr Purboyo Solek Contact: University of Hong Kong Dyslexia Association of Indonesia, Hong Kong, China Indonesia 1 Jurong West Central 2 #05-01, Jurong Point Professor Sunil Karande Professor Su-Jan Lin Singapore 648886 King Edward VII Memorial National Kaohsiung Normal Hospital, Mumbai, India University, Taiwan Email: [email protected] Junko Kato MD Professor Akira Uno, Japan Dyslexia Research Tsukuba University, Association Japan Professor Amanda Kirby Professor Taeko N. Wydell, University of South Wales, Brunel University, UK UK Dr Lim Boon Hock, Assistant Professor Dongbo Zhang Special Education Consultant, Michigan State University, Malaysia USA Contents 115 Editorial Comment Angela Fawcett 118 Dyslexia: A Brief for Educators and Parents Joseph K. Torgesen, Barbara R. Forman and Richard K. Wagner 136 Chinese Language and Remediation Support for Children with Dyslexia in Singapore Shen Peixin Priscilia, Liu Yimei, Kong Yun Rui, See Lay Yen and Sha Lan 172 Factors related to reading comprehension weaknesses in Persian speaking primary school children Amir Sadeghi, John Everatt and Brigid McNeill 190 A Meta-Analysis of Technology-Based Interventions on the Phonological Skills of Children with Dyslexia Thomas W.T. Sim and Zachary M. Walker 202 The importance of Rapid Automatized Naming Skills as a Predictor of Reading Acquisition: A Theoretical Overview Kadi Lukanenok 224 Could pre-school eye movements contribute to diagnosis of reading and/or dyslexia? A longitudinal case study Jiri Jost 238 Dyslexia with Attention Deficit Hyperactivity Disorder: a case study Hani Zohra Muhamad 115 Asia Pacific Journal of Developmental Differences Vol. 1, No. 2, July 2014, pp 115—117 DOI: 10.3850/S2345734114000092 Editorial Comment Angela J Fawcett It is a very great pleasure to introduce the through many years experience working second issue of the Asia Pacific Journal of with children in the early school years. Developmental Differences. I am once The evidence from Torgesen on the again proud of the depth and breadth of impact of intervention at an early age has material we are able to contribute, been seminal in the move towards including experimental studies, reviews of universal early screening and support the area, case studies and meta-analyses. which I have been advocating since the It is particularly important to acknowledge publication of our early screening test, the the diversity of research in dyslexia and DEST, in 1996. It is clear that even a short- other learning differences, in terms of term intervention at this age can have both theory and practice. A journal such lasting effects, on the principle ‘a stitch in as APJDD which targets areas across the time saves nine’. In recognition of the Asia Pacific where access to local importance of this topic, we plan to draw materials may be limited, has a together a series of articles over the next responsibility to introduce experts from few issues of APJDD in conjunction with across the world, and to provide an further evidence in to an Asia Pacific opportunity for young researchers to make Handbook of Early Intervention, to be their mark, as well as providing a forum published in 2015. We would like to for local expertise in these areas. I am encourage researchers with material proud that we are able to fulfill our pertinent to this issue to submit their work mission once again to present a series of for review. peer reviewed articles that form a contribution to the literature. We have Our 2nd article in the current issue is been able to maintain our standards and drawn from Priscillia Shen and her meet our publication deadlines in a colleagues at the Dyslexia Association of manner appropriate for a well-rated Singapore, who have undertaken a international journal rigorous analysis of deficits in children learning Chinese. Their article identifies a In this issue I am particularly proud to distinctive profile of deficits in visual- present an authoritative review from orthographic, morphological awareness Professor Joe Torgesen and colleagues and visual-motor integration in students from the USA on the importance and with dyslexia, in comparison with non- value of early intervention. This is an dyslexic controls. In an example of good area of research very dear to my heart, practice the team use their theoretical © 2014 Dyslexia Association of Singapore Asia Pacific Journal of Developmental Differences www.das.org.sg Vol. 1 No. 2 July 2014 116 insights to create an intervention targeted remains slow and laboured, which in itself towards these deficits, and evaluate the impacts on comprehension through programme with a second small group of deficits in working memory. This article is dyslexic children. Moreover, the children clearly an important contribution to the involved in this study are learning field. Chinese in addition to their main language of English, and many are not In the current context, the role of able to practice their skills at home. computers in improving literacy is There is clear evidence for success in particularly important. Our own research improving skills overall, although the indicates that for many children with children continue to struggle suggesting difficulties, computer based support has that many will need further more intensive many advantages in terms of the child’s support. It is excellent to note that self esteem. Even the most supportive parents and children alike enjoyed the teacher may become irritated after many programme, and there is clear evidence attempts to read have failed, but the for improvement from the outcomes computer remains unmoved and achieved. This is an important article uncritical. In this article, Dr Thomas Sim because the research in this area is more from the Dyslexia Association of constrained than research into English Singapore, presents a meta-analysis of speaking children, and the results are a effect sizes for computer-based resounding endorsement of the approach intervention studies, with the main criteria adopted. that the intervention includes phonology in a pre-post design with full data Much of the research into children with available for comparison. The four dyslexia has focused on decoding, but of studies identified provide evidence for a course the goal of decoding is to be able medium effect size which suggests that to read and understand the material the computer based intervention can be a child is accessing. Sadegi from the useful tool in supporting children with Islamic Azad University and colleagues difficulties. This is an important area for form the University of Canterbury, address further research, and implications for the important issue of comprehension, practice are considered here. directing their research towards an experimental analysis of reading One of the major theoretical contributions comprehension in the Persian language.. of recent years has been the recognition The results of this study indicate that there that naming speed may be a factor in are two groups of children who struggle deficits arising in dyslexia, with those with comprehension. Firstly there are children who experience both phonology those with problems in decoding, who and speed deficits the

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