Asia Pacific Journal of Developmental Differences Volume 7 ⬧ Number 2 ⬧ July 2020 Published by the Dyslexia Association of Singapore (DAS) © 2020 DAS ISSN 2717 5200 (digital) 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. Asia Pacific Journal of Developmental Differences Editor-in-Chief Associate Editors Professor Angela Fawcett Helen Boden, CEO British Dyslexia Association, UK Research Consultant Dyslexia Association of Singapore, Professor Hugh Catts, Florida State University, USA Emeritus Professor Professor James Chapman, Massey University, New Zealand Swansea University, UK Emeritus Professor Professor Steve Chinn, Educational Consultant, UK Sheffield University, UK Prof. Kevin K H Chung, The Hong Kong Institute of Education, Hong Kong Kate Curawalla, President, Maharashtra Dyslexia Association, Mumbai, India Dr Kristiantini Dewi, Dyslexia Association of Indonesia, Indonesia Executive Editor Dr Shirley Egley, University of South Wales, UK Professor John Everatt Dr Gad Elbeheri, Dean, Australian University of Kuwait University of Canterbury Professor Esther Geva, University of Toronto, Canada New Zealand Dr Charles Haynes, MGH Institute of Health Professionals, Boston, USA Professor Connie Ho, University of Hong Kong, Hong Kong, China Professor Sunil Karande, King Edward VII Memorial Hospital, Mumbai, India Junko Kato MD, Japan Dyslexia Research Association Professor Sharanjeet-Kaur, Universiti Kebangsaan Malaysia Professor Amanda Kirby, University of South Wales, UK Dr Lim Boon Hock, Special Education Consultant, Malaysia Managing Editor Professor Su-Jan Lin, National Kaohsiung Normal University, Taiwan Deborah Hewes Dr Beth O’Brien, National Institute of Education, Singapore Assistant Director, Publicity and Publications Dr Dino Ocampo, Philippine Dyslexia Foundation, Philippines Dyslexia Association of Singapore Dr Ong Puay Hoon, Dyslexia Association of Sarawak, Malaysia Contact: Asst Professor Kenneth Poon, National Institute of Education, Singapore Dr John Rack, Dyslexia Action, UK 1 Jurong West Central 2 #05-01, Jurong Point Dr Gavin Reid, Educational Consultant, UK Singapore 648886 Assoc. Professor Susan Rickard Liow, National University of Singapore [email protected] Dr Kate Saunders, Private Consultant, UK Geetha Shantha Ram, Dyslexia Association of Singapore, Singapore Dr Thomas Sim, Australian Institute of Professional Counsellors, Australia Dr Purboyo Solek, Dyslexia Association of Indonesia, Indonesia Professor Su-Jan Lin, National Kaohsiung Normal University, Taiwan Professor Akira Uno, Tsukuba University, Japan Professor Taeko N. Wydell, Brunel University, UK Assistant Professor Dongbo Zhang, Michigan State University, USA Asia Pacific Journal of Developmental Differences Volume 7 | Number 2 | July 2020 Contents 153 Editorial Comment Angela J. Fawcett 157 Entrepreneurs with Dyslexia in Singapore: The Incidence, their Educational Experiences, and their Unique Attributes Deborah G. Hewes 199 Characteristics of entrepreneurs who experience dyslexia: an interview study on the role of school in supporting an entrepreneurial mindset Margaret Meehan, Angela J Fawcett, Paul Adkins and Barbara Pavey 235 Word Sound Retrieval Abilities in Japanese Children With Developmental Dyslexia - Report Based on the Use of Picture Naming Tasks in Discrete Condition Takashi Gotoh, Akira Uno and Noriko Haruhara 249 Evaluating the effectiveness of intervention in Chinese for dyslexics and struggling learners Kong Yun Rui, Sha Lan, See Lay Yen, Kwan Cailyn and Li Dong 265 Using Kidarn Application to Assess Thai Early Reading Skills: Evaluating Validity and Reliability Issarapa Chunsuwan, Nichara Ruangdaraganon, Kanokporn Vibulpatanavong, Supiya Charoensiriwath & Apatha Peethong 281 A Multi-Dimensional Service System for Children with Dyslexia Based on Family Education Wang Lei and Liang Yueyi 289 UNITE SpLD 2020 Conference Presentation Abstracts 153 Asia Pacific Journal of Developmental Differences Vol. 7, No. 2, July 2020, pp. 153—155 DOI: 10.3850/S234573412000009X Editorial Comment Angela J. Fawcett, Editor-in-Chief It is a very great pleasure to publish the 14th issue of the Asia Pacific Journal of Developmental Differences, now in its 7th year of publication, which is published by the Dyslexia Association of Singapore. The response to the previous issues continues to be extremely gratifying, and we intend to maintain these high standards in this issue and forthcoming issues. We have now amassed an even stronger editorial board, including the most recent member to join, Helen Boden, CEO of the British Dyslexia Association who has been invited for her outstanding reputation internationally. We are delighted to welcome Helen who will undoubtedly enrich our editorial board further. We are grateful for the support of the academics and professionals involved in resolving any issues arising, and ensuring our journal maintains high professional and ethical standards. The six articles featured in the current issue represent material drawn from a wide cultural background across Asia and beyond, with contributions from Singapore, UK, Japan, Thailand and China. We are particularly grateful to those contributors who have managed to revise their contributions despite the constraints of the current lockdowns internationally in response to the pandemic. We look forward to publishing further contributions from India when libraries re-open, enabling further articles to be successfully revised. Topics for the current issue cover a broad range, from two articles on adult entrepreneurs with dyslexia, to screening diagnosis and intervention for school age dyslexics. The first two articles here feature the heightened incidence of entrepreneurs in dyslexia, with contributions from editors of this journal. The first article from Deborah Hewes, Managing Editor of this journal, features a mixed measures study of the incidence, attributes and educational experience of 88 entrepreneurs in Singapore, recruited by means of an online survey providing a range of insightful comments. This article should be of particular interest for the unique perspective it delivers on this topical theme. It is accompanied by a qualitative research study on the educational experiences of dyslexic students who are completing their degrees and planning to become entrepreneurs. This article is contributed by a team of authors led by Dr Margaret Meehan in the UK, including Angela Fawcett, Editor-in-Chief of this journal. This rich source of material highlights how schools could facilitate entrepreneurial skills further. Taken together, © 2020 Dyslexia Association of Singapore Asia Pacific Journal of Developmental Differences www.das.org.sg Vol. 7 No. 2 July 2020 154 these two articles are a significant contribution to what has become a seminal field of study in dyslexia. The next study from Japan, investigates one of the key findings in dyslexia, the issue of slow naming speed which has been highlighted in studies of rapid automatised naming. The authors, Takeshi Gotoh with Professor Akira Uno, recruit a group of dyslexic students, including a number who also show evidence of specific language impairment. Their study suggests that the major contribution to the speed deficit in spoken language retrieval comes from those with co-morbidity with Speech and Language Impairment (SLI), whereas those dyslexic children with stronger verbal language skills are comparable to matched non-dyslexic controls in a discrete naming task. This again is an interesting contribution and novel to research in the area. The next study from Kong Yun Rui and colleagues from the Dyslexia Association of Singapore (DAS), is a comparative study of the impact of intervention for Chinese on dyslexic children attending DAS for support with Chinese, and struggling learners who also participated in this support, by contrast with a control group of dyslexics who did not benefit from this structured approach. The results showed that both intervention groups show significant improvement in comparison with the controls. However, they also suggested that the problems for struggling learners were less entrenched, because they showed greater impact of multisensory support in character naming and word forming. This again provides an important insight into the effectiveness of structured support for learners of all types. The final two articles represent a significant contribution in terms of moving forward the potential for greater awareness of dyslexia. The first study, by Chunsuwan and colleagues, evaluates the effectiveness and validity of a computerised program for screening early reading skills in Thailand, including a range of phonological skills and Rapid naming. Working with a large sample of children in 1st grade aged 6-8 the study examined aspects such as test retest reliability, and showed good correlations with reading ability, suggesting that this can provide a reliable tool for use in Thailand, where provision for dyslexia has been limited. The final article in this issue