Specific Learning Difficulties in Reading and Writing

Doris LeeEducational Psychologist, EDB

Contents1. Definition & assessment of specific learning

difficulties in reading and writing (SpLD) / dyslexia for HK students

2. Prevalence & incidence of SpLD/ dyslexia in HK

3. Existing services from schools or other disciplines

4. Screening method (any tools for doctors)5. Referral channel for assessment by

educational psychologists

Definition of SpLD in reading and writing

• Students with SpLD have normal intellectual capacity and sufficient learning opportunities but they have severe and persistent difficulties in reading and writingfluently and with accuracy.

• A different pattern of brain use between dyslexic and non-dyslexic readers is found.

Environment環境因素(如課程、教學、學習經驗)

Brain abnormality腦部異常

Biological生理方面

Cognitive deficits認知缺損

Cognitive認知方面

Behavioural Signs行為表徵

Behavioural行為方面

Frith, U. (1999). Paradoxes in the definition of dyslexia, Dyslexia, 5, 192-214

Studies on reading

• Study by S. Shaywitz (1998) of Yale University shows – Ordinary readers use left brain systems to read– Dyslexic readers rely more on right brain areas to

read• Study by Li et al (2001) shows

– In reading Chinese, the left middle frontal area coordinates and integrates the intensive visuo-spatial analysis demanded by logograph’s square configuration as well as the semantic and / or phonological analysis required.

• 潔白→清白

• 童話→兒說

• 枯萎→？枯

• 秩序→規則

• 毛衣→手服

• 洶湧→淘湧

• 媒介→某介

Assessment of SpLD in reading and writing

Sally Shaywitz, M.D.(2003), Overcoming Dyslexia, Vintage. P.54

Going from text to meaning

A boy with potential to realize…

Cognitive deficits found in students with SpLD in reading and writing Chinese

word retrieval speed/ automaticityorthographic awareness & knowledgephonological awarenessphonological memorymorphological awareness(visual perceptual abilities)

Prevalence: 9.7% • Based on the data of the normative study of the Hong Kong

Test of Specific Learning Difficulties in Reading and Writing (2000)

Of which6.2% mild severity (literacy composite score between 7 and

>5.5)2.2% moderate severity (score between 5.5 and >4)1.3% severe group (score 4 and below)

Chan, David W.; Ho, Connie Suk-han; Tsang, Suk-man; Lee, Suk-han; Chung, Kevin K. H. (2007), Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong. Educational Studies, Vol. 33 Issue 2, p249-265.

Prevalence of SpLD in reading and writing in HK

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bJIt6qzSLCk63nn5Kx95uXxjL6orUqupbBIrq%2beTLios1KvqJ5Zy5zyit%2fk8Xnh6ueH7N%2fiVauvs0myrrVKsq2khN%2fk5VXj5KR84LPyfuac8nnls79mpNfsVbCqt02xp7ZRpNztiuvX8lXk6%2bqE8tv2jAAA&hid=13http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bJIt6qzSLCk63nn5Kx95uXxjL6orUqupbBIrq%2beTLios1KvqJ5Zy5zyit%2fk8Xnh6ueH7N%2fiVauvs0myrrVKsq2khN%2fk5VXj5KR84LPyfuac8nnls79mpNfsVbCqt02xp7ZRpNztiuvX8lXk6%2bqE8tv2jAAA&hid=13

Number of students with SpLD (2008/09 )(From SEMIS as downloaded on 16.1.09)

• Number of SpLD students enrolled in primary public sector schools: 7,610

• Number of SpLD students enrolled in secondary public sector schools: 3,670

Total: 11280

The purpose of assessment in HK

• Assessment is a way of gaining some understanding of the child as well as the educational context in order to make informed decisions.

• Assessment is not purely for diagnosis but is linked to the support measures.

• Assessment should involve the participation of the child, parents, teachers and other relevant professionals

Assessment should include:

• The child’s learning characteristicsthrough testing and observation;

• An understanding of the learning environment that the school and the parents are providing for the child through interviews;

• The match between the learning style of the child and the learning tasks.

Hong Kong Test of Specific Learning Difficulties for Primary School Students (Revised edition)(HKT-P)

(香港小學生讀寫障礙測驗)(Ho,Chan, Chung, Tsang,Lee, 2000, 2007)

• Literacy (Word Reading, One-minute Reading, Word Dictation) 中文讀字 、 中文默字 、一分鐘讀字

• Digit Rapid Naming 快速命名• Phonological Awareness 語音意識• Phonological Memory 語音記憶• Orthographic Knowledge 字型結構• Visual Perceptual Skills 視覺認知能力

Hong Kong Test of Specific Learning Difficulties for Junior Secondary School Students (HKT-JS)

(香港初中學生讀寫障礙測驗)(Chung, Ho,Chan,Tsang &Lee, 2007)

• Literacy (Word Reading, One-minute Reading, Word Dictation, Ten-minute writing, Reading Comprehension) 中文讀字 、 中文默字 、一分鐘讀字、十分鐘寫作、 閱讀理解

• Digit Rapid Naming 快速命名• Phonological Memory 語音記憶• Orthographic Knowledge 字型結構• Morphological Awareness 詞素意識

Area of cognitive weakness

Collaborative evidencereported by child, teacher,

parents & the HKSpLD Behaviour Checklist

Examples of support measures

Digit Rapid Naming (speed in information processing like word retrieval)

Reluctant to read aloud; hesitant and uncertain when reading; lacks fluency even with high frequency words.

•Daily Paired Reading•Repeated reading•Read flash cards at speed•Provide extra time in tests and exams•Check if child stays up too late in order to complete homework

Linking Assessment to Support Measures – an example

Support services by schools• Teaching to enhance the acquisition and

application of basic literacy skills (during lessons and add-on intervention after lessons)

• Bypass strategies and homework accommodations

• Special arrangements in tests and exams• Promote understanding and acceptance by

parents, teachers and other children• Support their development of healthy self-

esteem, socialization skills, and resilience

Measures taken by EDBto support students with SpLD

Measures taken by EDBto support schools become SpLD friendly 1. Requiring schools to adopt a Whole School

Approach (WSA) to support students with special needs, with particular focus on early identification and intervention

2. Implementing a 3-tiered intervention model to cater for different levels of needs

3. Introducing the Learning Support Grant and monitoring effectiveness of school support

4. Establishing a structured teacher trainingframework to enhance knowledge building

5. Encouraging parent involvement6. Providing professional support7. Resource development

小組補充教學Tier 2 - Small-group

supplemental instruction

個別密集輔導Tier 3 -

Individualised intensive

instructionResponsiveness

to Intervention /

Assessment ThroughTeaching

3-tier Model of Intervention

優質常規課堂教學，及早識別和輔導，使有短暫/輕微學習困難的

學生都有進步

Tier 1 – Whole class quality teachingfor mild difficulties; Early identification

and intervention

Learning Support Grant forstudents with special needs in ordinary schools

Learning Support Grant (funding is per capita ; the resources are for holistic deployment of schools):

• Per student requiring Tier 2 support – $10,000• 1 – 6 students requiring Tier 3 support – $120, 000

(The 7th student and onwards: $20,000 per student)• Maximum LSG for each school – $1, 000,000

(Reference: EDB CM 10/2008)

5 Year Teacher professional development framework (staring from 2007/08 school year)

(EDB CM13/2007)

30-hour Basic Courses: at least 10% of the teachers from each school should have been trained at this level.

90-hour Advanced Courses on Catering for Diverse Learning Needs; At least three teachers from each school should have been trained at this level.

Thematic Course ： 40-60 hours on one specific SEN (e.g. ASD, SpLD).At least one teacher from each school should have been trained at this level.

Thematic seminars &Workshops

Pre-serviceTraining with SEN components

• To fully understand the learning, social and emotional needs of the child

• To share responsibility in promoting his/her developments

• Remove the stress• Minimise the difficulties

• Focus on Strengths

Professional Support to schools

• Regular visits from Special Education Support Officers and Inspectors for advice and consultation

• Support from specialists (educational psychologists; speech therapists)

• Sharing of good practice through Resource Schools• Quality Education Fund (QEF) – financial support for

schools to try out new support initiatives for nurturing expertise and development of resources

• Issuing Guidelines and Circulars to guide school practices, organization and teaching

Resources developmentfor knowledge building

• Establish ‘early identification and early intervention’ mechanism

• Develop identification and assessment tools

• Develop teaching strategies and resource packages to support classroom teaching

Major deliverables

Identification toolsFor Teachers

1. The Hong Kong Specific Learning Difficulties Behaviour Checklist for Primary School Students) (2002, Second Edition 2010)

2. The Observation Checklist for Teachers – for EII of P.1 pupils with learning difficulties ( new version with norm) (2004)

Major deliverables

Identification toolsFor Teachers

1. The Hong Kong Specific Learning Difficulties Behaviour Checklist for Junior Secondary School Students (2009)

2. The Hong Kong Chinese Reading and Writing Abilities Assessment for Secondary School Students (2008)

http://www.hk-poster.com/teacher/mkho/project/website/index.htm

• Development of appropriate screening and assessment tools for psychologists

Research & Development

The HK Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (2007)

The HK Test of Specific Learning Difficulties in Reading and Writing for Primary School Students (2000, 2007)

Major deliverables

Teaching packagesFor Teachers

1. Fun with Reading and Writing (2002)2. Fun with Mathematics (2010)3. A set of three multi-media CD ROMs with games – The “Training in

Chinese Word Reading Skills 4. A CD-ROM for SGP to conduct school-based training for teachers at

school to promote awareness, early identification and teachingstrategies of SpLD (2001)

5. Guide on Helping Secondary School Students with SpLD (2009)

Major deliverablesFor Teachers

Special examination arrangements for students with special educational needs (2009)

Guidelines on special examination arrangements

Parent Education

Parent Education

Jockey Club Read & Write Project (2006/07-2010/11)

• Development of new screening and assessment tools• Try-out of tiered intervention model in primary schools

and development of curriculum materials• Teacher training for Chinese Language teachers in

primary schools• Development of a secondary school Chinese learning Kit

with information technology support system for teachers and students

• Development of district-based support model• Development of learning kits for pre-school children at

risk of SpLD

Early Identification and Intervention of Learning Difficulties Programmes

for Primary One Pupils

Referral Mechanism

Thank You !

Specific Learning Difficulties in Reading and WritingContentsDefinition of SpLD in �reading and writing投影片編號 4Studies on reading投影片編號 6投影片編號 7A boy with potential to realize…Cognitive deficits found in students with SpLD �in reading and writing Chinese投影片編號 10�Number of students with SpLD (2008/09 ) �(From SEMIS as downloaded on 16.1.09)�The purpose of assessment in HKAssessment should include: ��� Hong Kong Test of Specific Learning Difficulties for Primary School Students (Revised edition)(HKT-P) �(香港小學生讀寫障礙測驗)�(Ho,Chan, Chung, Tsang,Lee, 2000, 2007)� ��� Hong Kong Test of Specific Learning Difficulties for Junior Secondary School Students (HKT-JS)�(香港初中學生讀寫障礙測驗)�(Chung, Ho,Chan,Tsang &Lee, 2007)� �投影片編號 16 Support services by schoolsMeasures taken by EDB�to support students with SpLDMeasures taken by EDB�to support schools become SpLD friendly �Learning Support Grant for� students with special needs in ordinary schools �5 Year Teacher professional development framework (staring from 2007/08 school year)�(EDB CM13/2007)投影片編號 23Professional Support to schoolsResources development�for knowledge buildingMajor deliverablesMajor deliverables投影片編號 28Major deliverablesMajor deliverablesParent EducationParent EducationJockey Club Read & Write Project (2006/07-2010/11)Early Identification and Intervention of Learning Difficulties Programmes for Primary One PupilsReferral Mechanism投影片編號 36