July 2016
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153 Reads
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3 Citations
Asia Pacific Journal of Developmental Differences
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Publications (4)
July 2016
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160 Reads
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1 Citation
This case study explores the perceptions of teachers who teach maths to students with dyslexia at the Dyslexia Association of Singapore (DAS). The authors examined the challenges participants faced when teaching students with dyslexia maths, the processes that were used to help their learners understand maths concepts, and supports that were provided to minimise student anxiety and boost self‐esteem. Four distinct challenges emerged including inadequate training, content area language barriers, cognitive style implications and their impact on maths learning, and addressing and remediating students’ anxiety towards learning maths and the impact on their self‐esteem. Results indicated that teachers enjoy teaching maths to students with dyslexia but find that adequate training, teaching experience, and exposure to multiple teaching strategies are required for success. As DAS is a unique organisation that helps students with dyslexia improve their literacy and numeracy skills, teacher professional development and teacher training are important aspects that need to be in place so that teachers are well‐supported and guided to coach these students. Suggestions to meet these challenges are provided.
January 2016
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19 Reads
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3 Citations
Asia Pacific Journal of Developmental Differences
January 2015
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59 Reads
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10 Citations
Asia Pacific Journal of Developmental Differences
Citations (3)
... A study carried out by Muhamad, Walker, and Rosenblatt (2016) explored the difficulties tutors faced when teaching learners with dyslexia mathematics, and it was found that the teachers enjoyed teaching them arithmetic; however, inadequate training, minimal teaching experience, and minimal exposure to multiple teaching approaches was a hindrance. ...
- Citing Article
July 2016
Asia Pacific Journal of Developmental Differences
... This scale has also been used in previous research (Hassanein, Alshaboul, & Ibrahim, 2021), with the participation of pre-school and primary education teachers (Štemberger & Kiswarday, 2018), pre-school, primary and secondary education Butakor, Ampadu, & Suleiman, 2020). The selection of this scale was held because it is readily comprehensive by those who participate in the research (Weng, Walker & Rosenblatt, 2015). ...
- Citing Article
January 2015
Asia Pacific Journal of Developmental Differences
... Writing autonomy, accordingly, is viewed as an important construct to develop students' writing performance (Taghizadeh, 2014;Yeung, 2016). In academia, process-genre approach is deemed to create a non-threatening environment for writing autonomy (e.g., Kim & Kim, 2005;Salim, Walker, & Rosenblatt, 2016), which "helps teachers shift responsibility gradually to their students once they get familiar with the different processes to produce a text meeting the requirements of a particular genre" (Abdel-Haq, et al., 2020, p. 32). Arteaga-Lara (2017) conducted a qualitative research using journals and group interviews to see how process-genre approach assisted 13 Grade 4 students in writing narrative paragraphs in Colombia. ...
- Citing Article
January 2016
Asia Pacific Journal of Developmental Differences