Dyslexia Assessment Singapore

Dyslexia is a specific learning disability “characterised by difficulties with accurate and /or fluent word recognition and by poor spelling and decoding abilities” (Annals of Dyslexia, 2003).

Individuals with dyslexia experience difficulties with reading accuracy, rate, written expression and comprehension that is consistent with the pattern of their cognitive strengths and weaknesses. They are likely to struggle with phonological processing (hearing and manipulating the separate sounds within words) and processing visual information (understanding and navigating written symbols).

There are different types of dyslexia. They are: Phonological Dyslexia (75% of people with dyslexia have difficulty coming up with identifying the individual sounds that make up a word), Surface Dyslexia (tendency to take longer to process language beyond the decoding stage and Visual Dyslexia (impacts on visual processing, meaning the brain does not receive the full picture of what the eyes are seeing).

The exact causes of dyslexia are not completely clear but it is commonly explained as a difference in the way the brain processes language-based information.

Dyslexia is not an intellectual disability and many individuals with dyslexia have average to above average intelligence. It is also not the result of poor motivation, emotional disturbance, sensory impairment or lack of opportunities but it may occur alongside any of these.

Difficulties in acquiring and using language, reading, spelling and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Examples of other problems experienced by children with dyslexia include:

• Difficulty learning the names of letters or sounds in the alphabet
• Difficulty in identifying and/or discriminating sounds in words
• Confusion with similar letters such as “b” and “d”, “p” and “q”
• Confusion of words that look alike such as “on” and “no”, “was” and “saw”, “there” and “three”
• Poor reading accuracy and fluency
• Poor reading comprehension

It is important to note that not all children who have difficulties with the above weaknesses have dyslexia. A child with dyslexia usually has several of these characteristics which persist over time and interfere with learning. Formal testing is the only way to confirm a diagnosis of suspected dyslexia.

Students with dyslexia mainly have difficulties with word recognition, reading fluency, spelling, grammar and writing. Some children may learn to read and spell early, especially with excellent instruction. However, they experience more pronounced problems when complex language skills are required, such as grammar, understanding concepts taught in school, writing essays, building vocabulary and reading comprehension. Consequently, they take a longer time to learn and complete written work, causing them to fall behind their peers.

In addition to reading text, some students with dyslexia also have trouble with math. Not every student with dyslexia faces such difficulties. However, some do find associating number names with numerals a challenge. They may also be unable to solve complex multi-step word problems and equations, due to the slower ability to retrieve basic math facts or understanding the language in the math word problems.

People with dyslexia can have problems with spoken language as well. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school.

As the effects of dyslexia depend on the extent of the disability, each child’s learning and development will be affected differently. One student may have more trouble with reading, whilst the other has pronounced difficulties with language or speech.

Dyslexia can also affect a person's self-image. Children with dyslexia often end up feeling less capable than they actually are. They experience a great deal of stress due to academic problems. They may become discouraged about learning and show signs of learned helplessness, such as a failure to ask for help, poor motivation, procrastination and low self-esteem, avoiding tasks that are difficult and school refusal.

To diagnose dyslexia, our psychologist uses a battery of standardised tests such as Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition, Wechsler Intelligence Scale for Children-Fifth Edition, Wechsler Individual Achievement Test, York Assessment of Reading Comprehension, Conners Continuous Performance Test, NEPSY-II and Comprehensive Test of Phonological Processing-II.

Our psychologist also speaks to parents and teachers to gather detailed historical information about your child’s development, behaviour and learning. As part of the assessment, our psychologist will assess your child’s schoolwork and school reports to gain a wider perspective of the kind of reading and writing difficulties they are experiencing.

Students with dyslexia need access accommodations in school to help bridge the gap between them and their peers. Our psychologist has extensive experience working with schools, teachers and therapists on how to accommodate and modify the learning environment, so that your child can fulfil his or her learning potential.

As most child development specialists agree, early identification of children with developmental and learning challenges like dyslexia is critical. Dyslexia is a complex condition, and many children do not get identified early in their schooling years.

It is crucial that an assessment and identification of the condition takes place as early as possible, to ensure that the right intervention strategies are put in place. Early assessment and appropriate interventions can lead to significantly better outcomes for children with dyslexia.

Early intervention takes advantage of what’s commonly referred to as ‘brain plasticity’ or ‘neuroplasticity’. This is the ability of the brain to alter and reorganize itself based on experience. Neuroplasticity seems to be especially salient during the early years. Therefore, parents should take advantage of this window period to seek help for their child.

Early intervention will also help prevent other negative consequences related to dyslexia. If a child is unable to keep up in school due to dyslexia and their condition is not treated, they would not develop the study skills required to perform well. In turn, this affects their self-esteem and causes a cycle of failure, discouragement, depression and anxiety.

Please contact us for the estimate as total will vary depending on the number and type of tests

It is important to remember that all children learn differently and at different rates. You will need to understand your child’s strengths and weaknesses, rate of learning and interests in order to help your child be successful in overcoming or coping with his or her difficulties.

The following are some ways that you can help your child with dyslexia develop reading skills and boost self-esteem.

• Be a good reading role model
  Show your child how important reading is in daily life. Know your child’s interests and make books, magazines and other reading materials available for him or her to explore and enjoy independently.
  
  
• Share in the joy of reading
  Reading with and to your child can make a positive difference in learning basic reading skills. Find time to read to your child every day.
  
  • Find books that you and your child can read and enjoy. Sit together, take turns reading and encourage discussion.
  • Point to the words as you read. Draw attention to words that you encounter in daily life such as traffic signs, notices and labels.
  • Revisiting words that cause trouble for your child and rereading stories are powerful strategies to reinforce learning.

• Engage as many senses as possible when teaching your child
  Children with dyslexia learn better through a multi-sensory approach. Involve their sight, smell and/or touch during the learning process.
  
  
• Focus on phonemes (i.e. sounds associated with letters in the alphabet)
  Play rhyming games, sing songs that emphasise rhyme and alliteration, play word games, sound out letters and point out similarities in words.
  
  
• Work on spelling
  Point out new words, play spelling games and encourage your child to write.
  
  
• Provide a positive and supportive learning environment for your child
  Praise and/or reward effort rather than achievement. Set your child up for success by working with your child to set attainable achievement goals in the areas of reading and writing and provide the necessary support for your child to achieve them.