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Development and validation of a reading-related assessment battery in Malay for the purpose of dyslexia assessment

Lee LW

Ann Dyslexia, 2008 Jun;58(1):37-57.
PMID: 18293088 DOI: 10.1007/s11881-007-0011-0

Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English.

Matched MeSH terms: Dyslexia/diagnosis*
Fulltext Remedial education in specific reading retardation

Tan CK, Malhotra KK, Woon TH

Med J Malaysia, 1980 Mar;34(3):273-8.
PMID: 7412667

The concept of specific reading retardation was discussed, and compared with other terms used as synonymous with it viz. dyslexia and minimal brain dysfunction. It was suggested that specific reading retardation may be a more suitable term to use. The feature's of specific reading retardation, the evaluation of reading disability and management in terms of supportive psychotherapy, environmental manipulation and remedial education was described, using a case-report. of a 13-year old boy with such a disorder as an example.
Study site: Psychiatric clinic, University Malaya Medical Centre (UMMC), Kuala Lumpur, Malaysia

Matched MeSH terms: Dyslexia/etiology; Dyslexia/physiopathology; Dyslexia/therapy*
Multimedia elements of digital storytelling for dyslexic children

Norzehan Sakamat, Siti Nabilah Sabri, Norizan Mat Diah

Scientific Research Journal, 2017;14(2):35-48.
MyJurnal

Storytelling is considered as an interactive social arts that uses word and
gestures to reveal the elements and images of a story while engaging the
listener's imagination. Multimedia based digital storytelling learning
approach provides interesting, interactive, engaging and multisensory
learning experience to children. Children explore new experience and
scenarios as new stories are being told. This study concentrates on
determining the best combination of elements for designing effective digital
storytelling applications specifically for the usage of dyslexic children.
Dyslexic children are known to have a common learning difficulty that can
cause problems with reading, writing, spelling and comprehension. These
applications are design with the objective to help in improving dyslexic
children ability in readings and comprehensions. Four elements were
derived from extensive literature studies. The elements are multimedia
components, multi-sensory instructional approach, emotional design and
games design. The relationship among all the elements were determine
and described in details as it will be used to contribute to the design and
development of the application in further works. The strength of this study
is it models the combinations of technology, psychology and instructional
approach as a support components for developing an effective digital story
telling learning application for dyslexic children.

Matched MeSH terms: Dyslexia
Fulltext A review on phonological awareness and visual-spatial ability among children with dyslexia

Normah Che Din, Agnes Chong Shu Sze, Norhayati Ibrahim, Mahadir Ahmad, Rogayah Abdul Razak, Pheh Kai Shuen

Jurnal Sains Kesihatan Malaysia, 2018;16(101):145-154.
MyJurnal

This review aims to present an overview of current research findings on the possible relationship between phonological awareness and visual-spatial skills among individuals with dyslexia. Narrative review of the relevant articles were obtained through computerized searches of databases such as PubMed, PubMed Central (PMC) and Google Scholar which included articles from SAGE, Taylor & Francis and Massachusetts Institute of Technology (MIT) Press from the year 2000 to 2014. The key words were explored, both exclusively and in combination with each other, so as to provide a better understanding of the relationship between them among individuals with dyslexia. Although it is evident that there is a phonological deficit in individuals with dyslexia, however, it is inconclusive with regards to the visual-spatial deficit and strength. There is a consensus on the nature of phonological awareness skill deficits but not on the visual spatial abilities in dyslexia. In fact, the relationship between phonological awareness and visual spatial abilities in dyslexia is dependent on the area of visual ability measured.

Matched MeSH terms: Dyslexia
Fulltext Post-Attentive Integration and Topographic Map Distribution During Audiovisual Processing in Dyslexia: A P300 Event-Related Component Analysis

Ali SA, Begum T, Reza MF, Fadzil NA, Mustafar F

Malays J Med Sci, 2020 Jul;27(4):130-138.
PMID: 32863752 DOI: 10.21315/mjms2020.27.4.12

Background: Research on audiovisual post-attentive integration has been carried out using a variety of experimental paradigms and experimental groups but not yet studied in dyslexia. We investigated post-attentive integration and topographic voltage distribution in children with dyslexia by analysing the P300 event-related potential (ERP) component.
Methods: We used a 128-child ERP net for the ERP experiment. Two types of stimuli were presented as either congruent or incongruent stimuli. Congruent stimuli included a matching auditory sound with an animal image, whereas incongruent stimuli included unmatched animal sounds. A total of 24 age-matched children were recruited in the control (n = 12) and dyslexia (n = 12) groups. Children pressed button '1' or '2' when presented with congruent or incongruent stimuli, respectively. The P300 amplitudes and latencies with topographic voltage distribution were analysed for both groups.
Results: The dyslexia group evoked significantly higher P300 amplitudes at the T4 area than the control group. No significant differences were found in cases of P300 latency. Moreover, the dyslexia group demonstrated a higher intensity of P300 voltage distribution in the right parietal and left occipital areas than the control group.
Conclusion: Post-attentive integration for children with dyslexia is higher and that this integration process implicated the parietal and occipital areas.

Matched MeSH terms: Dyslexia
Fulltext A research review: how technology helps to improve the learning process of learners with dyslexia

Chai JT, Chen CJ

Journal of Cognitive Sciences & Human Development, 2017;2(2):26-43.
MyJurnal

Dyslexia is a language disorder that leads to difficulty with words and it is the most common type of learning disability. This article presents a systematic review on the current state of assistive technologies used in improving the learning process of learn-ers with dyslexia. A total of 25 journals articles and international conference papers published between 2000 and 2014 were included in the review. The research articles were collected from 12 databases and analyzed based on the qualitative cyclical pro-cess. A majority of the studies focused on children and adolescents. Four main themes on the types of technologies used in aiding the learning process of learners with dys-lexia are derived and discussed. These include text-to-speech, eye-tracking, virtual learning environments, and games. The text-to-speech technology is the most common type of technology used by learners with dyslexia. In terms of the roles played by the assistive technologies, another four emerging themes are identified, which cover the roles of aiding reading, writing, memory, and mathematics. The review also discovers that a majority of these studies focus on the use of technologies for improving the reading ability of learners with dyslexia.

Matched MeSH terms: Dyslexia
Acquisition of Malay word recognition skills: lessons from low-progress early readers

Lee LW, Wheldall K

Dyslexia, 2011 Feb;17(1):19-37.
PMID: 21241030 DOI: 10.1002/dys.421

Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low-progress early readers. Forty-six Grade 1 students were sampled and 11 were identified as low-progress readers. The results indicated that both syllable awareness and phoneme blending were significant predictors of word recognition, suggesting that both syllable and phonemic grain-sizes are important in Malay word recognition. Item analysis revealed a hierarchical pattern of difficulty based on the syllable and the phonic structure of the words. Error analysis identified the sources of errors to be errors due to inefficient syllable segmentation, oversimplification of syllables, insufficient grapheme-phoneme knowledge and inefficient phonemic code assembly. Evidence also suggests that direct instruction in syllable segmentation, phonemic awareness and grapheme-phoneme correspondence is necessary for low-progress readers to acquire word recognition skills. Finally, a logical sequence to teach grapheme-phoneme decoding in Malay is suggested.

Matched MeSH terms: Dyslexia/physiopathology*
Fulltext Gaussian smoothing and modified histogram normalization methods to improve neural-biomarker interpretations for dyslexia classification mechanism

Usman OL, Muniyandi RC, Omar K, Mohamad M

PLoS One, 2021;16(2):e0245579.
PMID: 33630876 DOI: 10.1371/journal.pone.0245579

Achieving biologically interpretable neural-biomarkers and features from neuroimaging datasets is a challenging task in an MRI-based dyslexia study. This challenge becomes more pronounced when the needed MRI datasets are collected from multiple heterogeneous sources with inconsistent scanner settings. This study presents a method of improving the biological interpretation of dyslexia's neural-biomarkers from MRI datasets sourced from publicly available open databases. The proposed system utilized a modified histogram normalization (MHN) method to improve dyslexia neural-biomarker interpretations by mapping the pixels' intensities of low-quality input neuroimages to range between the low-intensity region of interest (ROIlow) and high-intensity region of interest (ROIhigh) of the high-quality image. This was achieved after initial image smoothing using the Gaussian filter method with an isotropic kernel of size 4mm. The performance of the proposed smoothing and normalization methods was evaluated based on three image post-processing experiments: ROI segmentation, gray matter (GM) tissues volume estimations, and deep learning (DL) classifications using Computational Anatomy Toolbox (CAT12) and pre-trained models in a MATLAB working environment. The three experiments were preceded by some pre-processing tasks such as image resizing, labelling, patching, and non-rigid registration. Our results showed that the best smoothing was achieved at a scale value, σ = 1.25 with a 0.9% increment in the peak-signal-to-noise ratio (PSNR). Results from the three image post-processing experiments confirmed the efficacy of the proposed methods. Evidence emanating from our analysis showed that using the proposed MHN and Gaussian smoothing methods can improve comparability of image features and neural-biomarkers of dyslexia with a statistically significantly high disc similarity coefficient (DSC) index, low mean square error (MSE), and improved tissue volume estimations. After 10 repeated 10-fold cross-validation, the highest accuracy achieved by DL models is 94.7% at a 95% confidence interval (CI) level. Finally, our finding confirmed that the proposed MHN method significantly outperformed the normalization method of the state-of-the-art histogram matching.

Matched MeSH terms: Dyslexia/classification*
Fulltext Development of dyslexia health education module (DHEM) for preschool teachers

Shalinawati Ramli, Idayu Badilla Idris, Khairani Omar, Dzalani Harun, Shahlan Surat

Malaysian Journal of Medicine and Health Sciences, 2020;16(107):1-7.
MyJurnal

Introduction: Dyslexia, which is a learning disability that affects many aspects of children’s development, has a prevalence of 5 – 17%, worldwide. There are many negative perceptions towards children with dyslexia, and one of it is when there is lack of teachers’ knowledge about this problem. Aim: The objective of this study is to develop and discuss on a newly developed module on dyslexia, i.e. Dyslexia Health Education Module (DHEM) for preschool teachers, Method: This module is developed using the ADDIE model (A-Analysis, D-De- sign, D-Develop, I- Implement, E-Evaluate). The content of DHEM consists of general information for pre-school teachers about dyslexia, identification and intervention for dyslexia among children as well as its mental health implications. Results: The newly developed module was found to have a good content validity with a score of 0.7 when evaluated by eight expert panels from respective fields. The Cronbach alpha’s value for reliability test was 0.90. These findings suggest that this module is good, reliable and applicable. Discussion: It is hoped that with the development of DHEM, this would increase teachers’ knowledge on dyslexia among children in Malaysia, especially in recognizing at-risk children and consequently may lead to early intervention in managing the problem. This study also suggests that future longitudinal studies should be carried out using this module to ensure its effectiveness in the long run.

Matched MeSH terms: Dyslexia
Fulltext Online literacy and mathematics assessment for deaf and hard of hearing students

Mohd Yasin MH, Sahari N, Nasution AH

CREAM : Current Research in Malaysia (Penyelidikan Terkini di Malaysia), 2013;2(1):65-99.
MyJurnal

A literate and numerate population is the goal of any modern industrialized society. Literacy and mathematics skills carry the means by which children are equipped for the education processes on which their future will depend. Deaf and hard of hearing students' reading and mathematics skills are lower than that of others due to their inability. Before enhancing their literacy and mathematics skills, their standard of literacy and mathematics skills should first be identified. For this reason, the Malaysian Ministry of Education initiated the Literacy and Numeracy Screening (LINUS) program in 2009. However, problems arose in the assessment method of LINUS screening for these students since the LINUS screening method does not accommodate these students' situation and needs. Therefore, the researchers introduced internet-based Literacy and Mathematics Assessment (iLiMA) prototype that can overcome those problems. In the iLiMA prototype, sign language instruction video is used to standardize the assessment method in order to ensure that non-bias assessment could be established. The methodology used to develop this system is the Evolutionary Process Model - Prototype. The iLiMA prototype usability was assessed with the Computer System Usability Questionnaire (CSUQ) and conducted by using web-based survey method. The results indicate that the iLiMA prototype is usable and teachers are satisfied with it. Finally, the iLiMA prototype which had the potential to accommodate deaf and hard of hearing students to get a standardized and non-bias literacy and mathematics assessment was developed.

Matched MeSH terms: Dyslexia
Learning disabilities in children

Zabidi Azhar Mohd. Hussin

Malaysian Journal of Child Health, 1998;10(1):9-18.
MyJurnal

Learning disability occurs in 10-15% of children. It is manifested by an imperfect ability to listen, think, speak, read, write, spell, calculate or interact. It may be specific as in dyslexia, dyscalculia, dysgraphia or nonspecific learning disability. In the latter group, there may be under-achievement despite average or above-average-intelligence, slow learners and mental retardation. Factors that may cause learning disability include genetic abnormalities, antenatal and perinatal insults, abnormal growth and malnutrition in early childhood, parental mode of upbringing, poor opportunity for learning, physical illness and emotional and social problems. Meticulous history taking and physical examination is important to arrive at a proper diagnosis so that the most appropriate management is given, often involving professionals working as a team.

Matched MeSH terms: Dyslexia
Fulltext Interventions for children with dyslexia: A review on current intervention methods

Nurul Anis MY, Normah CD, Mahadir A, Norhayati I, Rogayah AR, Dzalani H

Med J Malaysia, 2018 10;73(5):311-320.
PMID: 30350811 MyJurnal

INTRODUCTION: Dyslexia is a neurobiological impairment that primarily affects reading ability. It is commonly known as a reading disorder which is likely to be present at birth and is generally identified at pre-school level. Dyslexia is manifested through difficulties with accurate word recognition and also by poor performance in reading and writing.

METHOD: The main objective of this paper is to review the various methods or treatments that are used to manage the literacy and cognitive abilities for children with dyslexia particularly in Malaysia. The articles were obtained from online databases such as PubMed, Ebscohost and Medline during the time frame of six years starting from 2000 until 2016. An initial count of 300 articles were generated but only 13 articles met the inclusive criteria.

RESULTS: There are a few types of interventions such as the multisensory method, the phonological intervention, and the cognitive training method which can be used to improve literacy and cognitive deficits among children with dyslexia. In Malaysia, most of the treatments are focused on the aspects of language such as word mastery, alphabet identification and writing skills. The cognitive training were carried out to improve specific domain such as visuospatial skills, memory skills and psychomotor skills.

CONCLUSION: There is yet no studies which has employed the comprehensive method of combining the intervention of cognitive functions and linguistics-literacy deficits. It is imperative that researchers in Malaysia go beyond literacy skills and take into consideration the underlying cognitive functions which contribute to the specific reading and writing difficulties of Malaysian children with dyslexia.

Matched MeSH terms: Dyslexia
Fulltext Cerebral venous thrombosis in evan’s syndrome: an unusual presentation

Cheng, M.H., Norzila, T.A.B.

International Medical Journal Malaysia, 2016;15(2):85-87.
MyJurnal

Cerebral Venous Thrombosis in patients with Evan’s Syndrome of autoimmune hemolytic anemia is rare. The
common neurological symptoms are headaches, vision loss, dyslexia without agraphia, motor aphasia,
unilateral upper limb weakness and papilloedema. We present a case report of a lady with a known case of
Evan’s Syndrome whom presented with severe anemia and unilateral right sided hemiparesis with right facial
weakness. Plain and Contrast enhanced CT brain showed bilateral high parietal white matter edema with
venous thrombosis in the right transverse and superior sagittal venous sinuses. At the time of the diagnosis,
she was in hematological remission.

Matched MeSH terms: Dyslexia

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