Forum: Provide clearer guidance for dyslexic students in language exams
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My 11-year-old was diagnosed with dyslexia. After his assessment at the Dyslexia Association of Singapore (DAS), he was granted a reader for mathematics and science examinations. However, for the languages – English and Chinese – he was offered only extra time.
Dyslexia is a reading-based disability. When a child’s decoding fluency prevents them from accessing the printed paper, denying a reader for language exams prevents them from demonstrating their true knowledge and skills. Access Arrangements are intended to level the playing field.
I would like to make a few clarifications.
What objective criteria are used to decide when a reader (or equivalent text-to-speech assistive technology) is permitted for language examinations? If a DAS (or MOE/psychologist) report recommends a reader due to severe decoding difficulties, why might the recommendation be granted for some subjects but not for language papers?
Will the relevant authorities consider publishing clearer guidance on accommodations for language papers and a transparent appeals process for parents?
At the end of the day, we want all children to enjoy the process of learning and not struggle through it because of learning challenges.
Lee Hong Cheng
