Dyslexia Among Undergraduates in Malaysian Universities: A Mixed-Method Study of Prevalence, Academic Performances, Academic Difficulties and Coping Strategies

Konting, Mohd Majid; Pang, Vincent; Ong, Puay Tee; Ong, Puay Liu; Adruce, Shahren Ahmad Zaidi; Ong, Puay Hoon

doi:10.18848/1447-9532/cgp/v09i02/39717

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They are often reminded of their deficiencies in language‐based tasks by teachers who lack understanding of dyslexia, and they are teased by peers (Denhart, 2008). Recollections of upsetting experiences of school and the related emotional impact these experiences seem to exert on adults with dyslexia have been consistently reported in the extant literature, conducted across several countries including the Netherlands (Hellendoorn & Ruijssenaars, 2000), Sweden (Ingesson, 2007), the UK (Dale & Taylor, 2001; Gibson & Kendall, 2010; Hughes & Dawson, 1995; Riddick, 1996, 2003), Greece (Stampoltzis & Polychronopoulou, 2009), Malaysia (Ong, Ong, Ong, Konting, Adruce & Pant, 2009), Norway (Undheim, 2003) and the US (Nalavany, Carawan & Rennick, 2011; McNulty, 2003).…”

Section: Adults' Recollections Of School Experiencesmentioning

confidence: 88%

Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

Nalavany

Carawan

Brown

2011

British J Special Edu

View full text Add to dashboard Cite

While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well-being and self-esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long-term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self-esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that can benefit traditional school settings.

show abstract

Section: Adults' Recollections Of School Experiencesmentioning

confidence: 88%

Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

Nalavany

Carawan

Brown

2011

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Worldwide prevalence estimates for dyslexia range from 4 to 10% [1][2][3][4][5][6]. In Malaysia, almost 7% of third-grade students and nearly 4% of university graduates in Malaysia are at risk of developing dyslexia [7]. Without good reading capabilities, comprehension may be affected; hence, children with dyslexia will have a disadvantage when compared to their school peers.…”

Section: Introductionmentioning

confidence: 99%

Comparison of visual aids for improving reading performance in children with dyslexia

Omar¹,

Buari²,

Majumder³

et al. 2021

Med Hypothesis Discov Innov Optom

View full text Add to dashboard Cite

Background: Dyslexia is a key learning disorder associated with reading difficulties in children. The purpose of this study was to determine the effectiveness of simple visual devices in improving the reading performance of children with dyslexia. Methods: A case?control study was conducted by selecting 80 school children with dyslexia, aged 8?11 years, from the Special Dyslexic School Program of the Ministry of Education (MOE) Malaysia. Subjects were randomly assigned to four groups: the typoscope, magnifier, visual tracking magnifier (VTM), and control groups. Reading performance was measured based on reading speed and reading error rate. The time taken to complete reading of text was measured, and reading errors were recorded. The reading performance of each group was assessed at baseline, week 2, week 6, and week 12. Results: Reading performance was significantly different (P < 0.05) for both Level 1 and Level 2, before and after intervention only in children with dyslexia using magnifiers and VTM. Reading performance for children with dyslexia using a magnifier or a VTM increased significantly (P < 0.05) from baseline to week 2, week 6, and week 12. The improvement in reading speed was 2.5 times faster for children in the VTM group than in the other groups. Conclusions: Simple visual aids, such as a VTM and magnifying glass, improved reading performance in children with dyslexia. The VTM intervention yielded the greatest improvement after 12 weeks of intervention. Hence, it is suggested that a VTM be used as part of a rehabilitation program for all children with dyslexia in Malaysia, particularly those in dyslexia programs in schools under the MOE Malaysia. However, future studies with longer follow-up periods are needed to confirm the sustainability of this improved reading performance after discontinuation of the intervention.

show abstract

“…Boys are more likely to develop dyslexia compared to girls [ 1 ]. In Malaysia, almost 7% of grade 3 students and 4% of university graduates are at risk of developing dyslexia [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Sustainability of the effect of optical intervention on the reading performance of children with dyslexia

Omar¹,

Mazuwir²,

Majumder³

2023

Med Hypothesis Discov Innov Ophthalmol

View full text Add to dashboard Cite

Background: Dyslexia is a learning disability associated with reading difficulties in children. Due to the potential of poor school outcomes interventions have been employed to help students with dyslexia read. This study was aimed at identifying the sustainability of the effect of combined Visual Tracking Magnifier (VTM) and Ministry of Education (MOE) interventions and MOE intervention alone on the reading performance of school children with dyslexia after discontinuation of intervention. Methods: This prospective, interventional study was conducted on primary school children with dyslexia aged 8 – 11 years. The participants underwent comprehensive ophthalmic and optometric examinations and were categorized into groups A, B, and C, comprising primary school children at level 1 or 2. Groups A and B received combined VTM and MOE interventions for 12 and 24 weeks, respectively, and group C received MOE intervention alone. The reading performance was assessed at baseline and 12, 24, and 36 weeks post-intervention.Results: Both components of the reading performance improved significantly for school children at both levels in all study groups (all P < 0.05). However, the reading performance improvement was only approximately 28% in group C and 38% – 50% in groups A and B. In group A, students at level 1 showed significantly improved reading speed from baseline to 12 weeks post-VTM intervention and reading rate from baseline to 24 weeks post-VTM intervention (both P < 0.05). Students at level 2 showed significantly improved reading speed and rate from baseline to 12 and 24 weeks post-VTM intervention (all P < 0.05). In group B, students at both levels showed significantly improved reading speed and rate from baseline to 24 and 36 weeks post-VTM intervention (all P < 0.05). Students at level 2 showed significantly improved reading speed 12 weeks after cessation of intervention (at 36 weeks post-VTM intervention) compared to 24 weeks post-VTM intervention (P < 0.05). The improvement remaining stable 12 weeks after discontinuation of intervention indicated a sustained effect.Conclusions: Combined or individual intervention improved the reading performance of school children with dyslexia at levels 1 and 2. However, combined intervention showed a better reading improvement effect. Improvement in the reading performance was maintained after discontinuation of the VTM intervention. Further interventional studies with a longer study period after discontinuation of this optical intervention are required to confirm the long-term sustainability of its positive effects on the reading performance of school children with dyslexia.

show abstract

Dyslexia Among Undergraduates in Malaysian Universities: A Mixed-Method Study of Prevalence, Academic Performances, Academic Difficulties and Coping Strategies

Cited by 3 publications

References 0 publications

Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

Comparison of visual aids for improving reading performance in children with dyslexia

Sustainability of the effect of optical intervention on the reading performance of children with dyslexia

Contact Info

Product

Resources

About