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Abstract
The purpose of this study was to determine the degree of dyslexic reading problem among primary
school students and the relationship between the degree of dyslexia and the demographic factors. Eight
demographics factors, according to gender of age, class, parents income, parent education, parents
occupation, students position in the family and the number of brothers and sisters in the family are chosen
for the study. There are 32 characteristics of dyslexic student listed in the questionnaire Dyslexia Screening
Instrument. 250 dyslexic students from 7 primary schools in Petra Jaya area in Sarawak, who were early
determined in the pilot study were the sample in the study. The analysis is done by using SPSS Windows
6.1. The result of the study shows the dyslexic students concerned really facing reading problem because
58-62% of them exhibit the 32 characteristic of dyslexia. However, the relationship between dyslexia
and the demographics factors is weak, that is at the correlation of r=0.0 0.12 only. This shows that the
dyslexic problem among the students are of no correlation with the demographic factors.
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
252 School of Doctoral Studies (European Union) Journal July
a. Conducting courses on reading for comprehend the text they read. His study has
primary school teachers. come up with a number, 6,668 out of 15,728 who
b. Introducing special project on remedial and cannot master the basic skill of reading and are
incentive studies in 1975 by Centre almost illiterate.
of Advanced Curriculum. This has been proven through the weaknesses
c. Organizing and conducting workshops and of the new primary school curriculum. It has not
seminars ton address the problem. encouraged the student to strive harder and proven
d. All projects being planned are in collaboration to have no bearing at all to improve the situation.
with Faculty of Education It means the student spend fruitless sessions in
University Malaya. their schools for the whole 6 years in the primary
e. Many education offices carry out remedial education.
program on the Malay language subject. This situation has raised the level on anxiety
f. Teachers Training College for special amongst educationists, parents and the society.
education successfully organized courses Being not able to possess a good proficiency in
on methodology for teacher trainees. reading, students will not be able to refer and
learn much from text books in order acquire other
Although the Education Ministry has taken knowledge on other genre. It has been proven that
various steps to tackle the problem on dyslexia, it students fail in their examinations just because
has not been able to overcome it successfully. The they cannot understand or comprehend the
curriculum division has come up with a finding questions. Due to this problem, in depth study is
that primary six students in the school below have necessary to be carried out so that the real problem
received certain percentage of success: can be indentified. The details of the problems can
be looked upon from the following points of view
a. The Chinese National School 50.5% and this research objectives are mainly focused
b. The Tamale National School 50.8% on the problem of dyslexia amongst students
in the primary school Sarawak, Malaysia. The
(Hasmah Udin, 1998) specification of this study are the highlighting of:
This phenomenon has a great set back. Due a. The frequent dyslexia characteristics exhibited
to that, the Ministry of Education introduces by the dyslexic students.
the new Curriculum for primary school, which b. The relationship between the degree of
focuses mainly on reading, writing and arithmetic dyslexia faced by the student and their
(Kementerian Pendidikan Malaysia, 1998:1). demographics factors.
It is hoped by the end of the primary school c. The significant difference between male and
level, students are able to adapt themselves into female dyslexic.
developing thinking process.
Following the new primary school curriculum, All these aspects are the focus of this case
the Cabinet Committee has come up with the new study with the hope that all can be solved, having
Education Policy or System formulated a new come up with a guide to remedy the situation with
Curriculum of secondary school to replace the systematic well-planned approaches.
previous one. This has come up with the stress on
speaking, reading and writing proficiently as well
as being creative in handling situation. Method
Musa Jalil (1989) has found out that 40% of
the primary 6 students in Pulau Pinang cannot The data for this research was collected from
read well. There are 15,728 students, 2573 cannot the District of Petra Jaya, in the state of Sarawak,
read, 2,105 can read but without the ability to Malaysia. The district was selected because it
meets the requirement of the main focus of the to be used with students in grade 1 through 12
study in terms of demographical features. (ages 6 through 21). It can be used to screen entire
Further more, one pilot study had been made population of students or students who exhibit
before the actual research was done. The pilot study reading, spelling, writing or language-processing
is to certify the researched subject is being made difficulties. Rating and scoring should take 15 to
through interview with the principal, the remedial 20 minutes per student.
teachers and other teachers who are teaching them, A classroom teacher who has worked directly
besides observation of the students who had been with the student for at least six weeks should
notified. This study involved 250 dyslexic students complete the Rating Form. This will result in
and this sample has been confirmed through the a rating that will be more accurate because the
pilot study at the early stage of the research. teacher has observed the student over a lengthy
Besides using the students sample, the period of time and can compare the students
researcher also distributed questionnaire to the 25 performance to that of the students; classmate.
teachers who are in charge of every subject, and For an elementary student, the prefer rater is
the class teachers to find out about their perception the teacher who instructs the student in a variety
toward the students. The age of those dyslexic of subjects. For a middle school or high school
students range 7 to 12 years and were from 7 student, the prefer rater a language teacher who
primary schools. generally has more opportunity to observe the
The pilot study s carried out after interview behavior that is indicative of dyslexia.
with those teachers who teach them. Students that The professional who is in charge of gathering
have been analyzed are been observed. In this information about the student should explain to
observation, the students characteristic as set in the rater that the purpose of the Rating Form is
Dyslexia Screening Instrument were detected. In to obtain an accurate picture of current student
the pilot study report from teachers and the students performance related to specific characteristics.
work are also included as criteria to ascertain if the The professional also should make sure the rater
students is suffering from dyslexia. understand how to complete the Rating Form and
At first, the researcher distributed questionnaire what each statement describes.
to the dyslexic students and asked them to write their The rater should complete the student
name in the questionnaire. Then, the researcher information on the front of the Rating Form. Not
distributed the same questionnaire to the class all of the information is required for scoring, but it
teacher and asked them to evaluate the students. may be useful for record-keeping purposes.
The teachers perception is important because
according to Abang Ridzuan (1991), Class a. Never exhibits
teacher is one who knows well about the problems b. Seldom exhibits
among the students besides their attitude. In an c. Sometimes exhibits
indirect way, teachers perception can be used as a d. Often exhibits
control for the students opinions. e. Always exhibits
The Dyslexia Screening Instrument by
Kathryn B. Choon et al (1994) is a rating scale Besides that, a questionnaire is used to
designed to describe the cluster of characteristics recognize especially the Socio-economic status of
associated with dyslexia and to discriminate the students family. The items are:
between students who display these characteristics
and students who do not. This scale, for use in the a. Gender
school setting, is quick and non intrusive, and b. Age
provides education professionals with a starting c. Level of study
point for identifying students at risk for dyslexia. d. Occupation of Parent/Guardian
The Dyslexia Screening Instrument is designed e. Education of Parent/Guardian
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
254 School of Doctoral Studies (European Union) Journal July
Questions Management A B A B A B
Respondent 1 2 1 3 4 2 2
The instrument that is used is a questionnaire, Respondent 2 1 1 2 3 3 4
which was translated from its original instrument Respondent 3 1 2 3 2 2 2
vary systematically on the offer (D.A.de Vaus, is assumed that the samples have been randomly
1995: 179). The researcher also can determine selected and the score are obtained from normally
how strongly these variables are associated. It also distributed population (Gajendra K. Verma and
enables the researcher to say how much impact Kanka Mallick, 1999:205). Use of the test enables
each unit change in the independent variable has researcher to say whether the difference obtained
on the dependent variable. is quite likely to occur by chance, or whether it is
In summary, the regression coefficient can significant. In the latter case, the difference may
be used to measure the amount of impact or be due to some underlying cause which deserves
change one variable produces in another. They further investigation.
are asymmetrical and will be different according This is case study research. After pilot
to which variable id independent. In this study, study, with interview and observation done, sets
regression will be used to see the most valuable of questionnaires are produced for the actual
changes or the main influence of dyslexia. research. The whole procedure of the research is
The t-test provides a method by which the as in Figure 1 below.
means of the samples can be compared when it
Pilot Analysis
Study
Constructing Instrument
According to validity and reliability
15
Product of study
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
256 School of Doctoral Studies (European Union) Journal July
Result Table 3
While 17.2 percent had not received any formal seventh hierarchy revealed almost a similar
education. percentage which range from 10 to 14 percent.
The mean for all respondents was 4.56.
Table 5
Table 7
Parent Level of Education
Number of Hierarchy in the Family
Level of Education Per Cent
Respondents
No Education 43 17.2 Hierarchy in the Number of
Per cent
family Respondents
1-3 51 20.4
4-6 85 34.0 First 27 10.8
7 or more 71 28.4 Second 35 14
Total 250 100.0 Third 25 10
X = 4.66
Forth 28 11.2
Firth 32 12.8
Parents Occupation Sixth 50 20.0
Seventh 27 10.8
As shown in table 6, of the 250 parents of Eight 26 10.4
respondents, about 8.8 percent did not have Total 250 100.0
permanent jobs. 22.4 percent have their permanent X = 4.56 SD = 0.17
jobs in the government sector as teachers, clerks,
police, nurses and office workers. However, about
34 percent have their jobs in private sector and self Number of Siblings
employed with own small business. There were
about 34.8 percent of the parents of the respondents The distribution of number of siblings in the
involved themselves as labours. respondents family is presented in table 8. The
data reveals that the dyslexia students are from
Table 6 family of 3 to 5 siblings which range the percentage
of 16.0.
Parent Occupation
Number of Table 8
Occupation Per cent
Respondents
- No Permanent
22 88.8 Number of Siblings in the Family
Jobs
- Private firm 31 12.4
No. of Number of
- Self employed 54 21.6 Per cent
Siblings Respondents
- Government
56 22.4 1 15 6
Service
- Labours 87 34.8
2 25 10
Total 250 100.0
X = 4.66 3 42 16.8
4 40 16
Hierarchy in the Family 5 42 16.8
6 40 16
Table 7 shows the distribution of respondents 7 21 8.4
by hierarchy in the family. About 20 percent of 8 25 10
the respondents are from the youngest and oldest
Total 250 100.0
kids in the family. As revealed from the data, 20
percent of the respondents are sixth in hierarchy X = 4.59 SD = 0.7
of the family, while the second, third, forth and
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
258 School of Doctoral Studies (European Union) Journal July
saying something that has been said to them. The analysis above, it can be proved that the students
views percentages from both sides on this matter are in critical difficulties. In certain situation,
are 57.5% and 56.3%. their problem is not serious especially for items
There must be a possibility that the students no. 3,4,5,13,28 and 31 which shows the frequency
understand what they been taught, but always and every time it is lower than 50%. This shows
show their weakness in the test. This matter has that we do not agree about them being
been proven because they can easily forget and o Disappointed very easily (item 3)
could not repeat the fact or explanation, which has o Down to earth (item 4)
been given to them like it was stated in item 8 and o Lower down their status (item 5)
item 31. The fall in this test id dominated by the o Weak in direction concept (item 13)
percentage, of 56.3% and 57.6% from the view o Misplace / lost their personal thing (item
of both sides by item 9 in the questionnaire. The 28)
students also show their noisy emotion in making o Very quick in thinking (item 31)
activities or work especially in pressured and
limited time. This matter can be proven by item 6 Correlation Analysis
with the percentage of 50.4% and 46.8%. Noisy
emotion may be the cause of their less capability By the correlation analysis, there are a few
in planning their work properly. These students obvious relation between the independent variable
always could not plan their work that shows by the with the dyslexia characteristics. This was proven
percentage 58.7% and 56%, which is high by item by the Pearson correlation. This analysis shows
7 in the questionnaire. The percentage of 47.6% that there is a relation in weak level only between
and 51.2% the characteristics are easily disturbed the dyslexia characteristics with the age factor is (
and this is the factor that the students are weak in r = 0.13; p, 0.041 ). This mean that relation exist
some aspect. between the simple disturbed characteristics in the
Item 16, proved that the students are weak students with their age factor.
in arranging the essay content. The percentage Based on the result from the questions 32 and
of 51.6% (the teachers view) and 59.1% (the question 8, the change factor has been identified
students view) prove the presence of the weakness because of the relation between both in the weak
in the students themselves. This matter may have stages. That means from the questionnaires that
its connection with item 7, which says that the have been given to the students, their characters
students always could not plan their work. are weak regarding education, occupation and
The correlation and domination is in item 8 and their parents or guardians. Their characteristics
item 30 being interpreted above. Item 19 is also are not influenced by their parents or guardians
connected. The students are specified as a group high education or their high salary. That also for
that needs repeated explanation because they can the matter of factor-gender, age, the number of
easily forget and are already weak in repeating siblings, and their status in the family. All these
the explanation that has been given to them. By factors have their own weakness for the dyslexia
this item 19, the view of 54.0% from the teachers characteristics.
and 51.6% from the student themselves, prove the Because of the high percentage in the weak
strong statement that the students need a repetition level ( below r 0.4 ), we have to see how much
explanation or drilling system. is the amount that r = 0.12 to see the connection.
It is clear that the students often and every From this result, we will divide them into two
time show the 32 characteristics, which an already groups that is parents which influence the students
analyzed by the Dyslexia Screening Instrument. and the students factor itself, which emerge in the
The dyslexia level and status is detected by the dyslexia characteristics in the questionnaire.
research correlation, that is the percentage of
views which have been collected. From the
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
260 School of Doctoral Studies (European Union) Journal July
Table 10: Parents / Guardian with The number of siblings factor for example only
Dyslexia Characteristics influences the students look which is forget easily
(0.2), not right in oral reading (0.12) and inequality
ITEM Explana-
Disap- Feel Feel
tion
(0.04) on level p < 0.05.
pointed Down Down
FAC-
Easily TO Earth TO Earth
To Be There is less influence by parents or guidance
TORS Repeated in students dyslexia characteristic. This proves
Education 0.12 0.08 0.06 0.4 that with correlation obtained by Pearson which
Income 0.04 0.10 0.04 0.04
shows the it is not beyond 0.4 but only around r =
Income 0.02 0.02 0.1 0.07
0.0 until r = 0.12 only.
Signify p > 0.05
Regression Analysis
Based on table 10 above, there is a relation
between education, income and the students In the regression analysis which has been
parent or guardians occupation with significant carried out, researcher likes to know the main
relation of being weak in disappointed easily, feel demographic factor, which influences dyslexia.
down to earth, noisy the pressure and explanation For that, researcher has inserted all this which is
have to be repeated which the students have on occupation, income, and the parents education in
level p< 0.05. For example, the connection of the research for the purpose to find one or some
parents education factor concerning disappointed factors that always influence the students. Also
easily ( r = 0.12 ), down to earth ( r = 0.08 ). Noisy included are the five students demographic factors,
with pressure ( r = 0.06 ) and explanation to be which are age, gender, status in the family, number
repeated ( r = 0.04 ) on level p < 0.05. of siblings and the class that the students are in
The students factor that influences the dyslexia while the research is in progress.
characteristic also shows a weak significant relation
in table 11 The students factor is influenced by the Table 12: The Demographic Factors
dyslexia characteristics. Which Influence Dyslexia
ITEM Unrelation
oral Occupation .367 .135 .124 .894 P < .001
Not right in
Forget Easily vocabulary
oral reading Income .307 .094 .083 .894 P < .001
with writing
Education .285 .082 .070 1.298 P < .001
FACTORS vocabulary
Age .221 .049 .041 .848 P < .01
Number of Number of
0.02 0.12 0.04 .158 .025 .021 .970 P < .05
siblings siblings
Status in the Status of the
0.02 0.12 0.1 .157 .024 .021 .848 P < 0.5
family family
Primary .386 .149 .135 .889 P < .001
Gender 0.05 0.06 0.09
Majority of the students parents work as labour. In the context of age and level, even though
Because of that the parents have no time to pay confirmed that the dyslexia characteristics bulge
attention to their children. The low education in the early stage of schooling which means age at
level, contributes 8.2% to the problem of not a young, we get the different test result that is the
helping their children in reading. The income class factor shows strong influence besides that
factor contributes 9.4% the age factor is R2 = .049 or 4.9% only. This
( r 2 = 0.094 ) to this problem. With low may be because of their mature age each student is
income, the parents couldnt manage to buy books different from the other. The age factor is not the
for their children to read. main reason that contributes to dyslexia problem
The researcher believes that the dyslexia is and it is believed that the dyslexia that the dyslexia
associated with the students age factor. Students problem will disappear when they grow older.
in secondary school have no problem compared If the researcher touches on the status factor of
to those primary school students. This has been the in the family and the number of siblings that
proved with the high percentage ( R 2 = .149 ) of is 2.5% and 2.4%. The researcher can view as
influence on the students dyslexia. This means that the factor of the number of the children in
the dyslexia problem always happens in the early the family can influence dyslexia. This is because
stage or in this context in first school level which is when the number of children is too high, the
primary one, two, three and happens less in second parents attention to the individual will be less.
stage which is primary four, five and six. This is
because the first stage, the students understanding t-Test
is less compared with the second stage where they
learn a lot by revision studies process which are The t-test has been carried out to analysis
carried out by the school from time to time. whether there are any differences that are
The meaning of comprehension is the students significant among the male students and female
ability to understand something they read like students in dyslexia problem.
theme, plot and teaching from academic books or
story books. With less understanding, may be the Table 13: The Result of t-test for Gender Factor.
reader gets less information. This results in the
Signifi-
failure to collect information and to make use of Item Gender N Min SP t-value
car
the information when it is needed. Forget Male 145 3.6 0.9
Their 1.03 P = 0.01
One more thing researcher believes that this duty Female 106 3.4 1.0
Noisy Male 145 3.6 1.0
dyslexia has connection with lack of interest in P=
basis 1.14
students in what they read. It is because of less 0.056
Pressure Female 106 3.4 1.1
concentration in their reading process or influence Lost Male 145 3.7 0.8
of other matters like thinking of playing, even P=
basic 0.39
0.057
negative influences from classmates. Like it was In test Female 106 3.6 1.0
Weak Male 145 3.7 0.8
explained before, researcher also has an opinion P=
in 0.39
that their interest in something that they read is 0.023
Writing Female 106 3.6 0.8
important in dyslexia. The interest in a story book Slow to Male 145 3.8 0.8
that is interesting, can bring back the curious feeling P=
Predict 0.68
0.365
and high concentration to try and understand all Female 106 3.6 1.0
the facts. This can improve their understanding
in what they have read. This can be differentiated Significant p = 0.05
with the interest in academic books which may be
less than the interest in story books. Here parents By this t-test it can be found that there are 5
need to give motivation to their children to learn characteristics which show different significance
something that they are not interested in. among the male and female students. These
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
262 School of Doctoral Studies (European Union) Journal July
five characteristics are in between p = 0.008 to There has been much speculation as to the reason
p = 0.057. Two characteristics which are very for this variance. One assumption is that answer
significant among the male and female students may lie in the inherent linguistic merits and scripts
are slow in making prediction with the value of t of the different languages. However, Macdonald
= 1.14 and p = 0.056. The significance is found in Critchley et, al (1970:96) maintains that this is not
the forget easily characteristic with ( value t = credible and suggests the low incidence of dyslexia
1.03 p = 0.01 ) , lost basis in test 9 value t = 0.39 might be due to genetic reasons. At any rate, at
p = 0.57 ) and weak in writing ( value t = 0.39 p the present time, this variance of dyslexia from
= 0.023 ). language to language cannot be explained. What
The mean value also shows the students we do know is that dyslexia is likely to be found
ratio of male and female who suffer from the around the world (Janett W, Lerner, 1989:3)
dyslexia problem. All the mean ratio in these five There are sex differences in the incidence of
characteristics show the male students mean ratio dyslexia, just as there are in color blindness. The
is higher than the female mean ratio. This mean dyslexia child is referred to in most books as he
that there are more male student facing the easily for a good reason. While both boys and girls can
forget problem , noisy, and lost basis in test, weak have dyslexia, boys are far more likely to have it.
in writing and slow in making prediction compared As with estimates on the incidence of dyslexia,
to the female students. This may be because of so too, is there a lack of consensus on the ratio of
the male is not serious and slows and puts less dyslexia male to dyslexia females. The estimates
concentration in doing thing. vary from study to study: 2-to-1 (John Money,
From the analysis and test which nave been 1962:31), 3.5-to-1 or 4-to-1 (T.R.Miles and Elaine
carried out, researcher can make an excuse by Miles, 1983:2), 4-to-1 (Critchley, OP, Cit:9), 5-to-1
dividing the result into two parts that is socio- (Sandhya Naidoo, 1972:25). The ratio of dyslexia
economic status of the parents of the students and males to dyslexia males to dyslexia females has
the demographic factor itself. been nearly 6-to-1 and the method of enrollment
The result of the analysis has proved that acceptance and pairing sex with like sex is likely
the socio-economic status factor which include to have contributed to this higher ratio.
education, occupation and the parents income The difference in the number of male dyslexia
influences the dyslexia characteristic. Parents, who as compared to females is well founded and
have low education and low income can influence accepted. The reason has not yet been established,
the students. The students should be given more although there are numerous hypotheses: a greater
encouragement in education and help them in their occurrence of cerebral trauma in males, the
home work to solve the dyslexia problem. hemispheric functioning of the sexes, a mutant
About the students factor, researcher found at a single locus whose expression is modified by
out that there are two tests have come out with sex, or a polygenic expression that has a lower
outstanding results of age factor, primary, number threshold for males than that for females.
of siblings and status from the family also influence Dyslexia has no favorites in regard to the
the students that suffer from dyslexia. This wealthy or the poor, the cultured or the culturally
means from the primary one level until primary disadvantaged. Any child from any background can
six, they will continue to show the same dyslexia have dyslexia but the socioeconomic backgrounds
characteristics. Besides that, the researcher found of dyslexia are varied.
that the dyslexia characteristics are different in the Any child in the family can have dyslexia,
male and female students in the easy forget, noisy whether he be the oldest, the youngest, or the in-
with pressure, lost basis in test, weak in writing between child. Research on birth order is sparse.
and slow in making prediction. In a study of five hundred dyslexia, 24.6 percent
However, the incidence of dyslexia as reported were the oldest in their families, while 36 percent
varies a great deal from language to language. were the youngest (Edith Klasen, 1950(60). There
is no difference in birth order in the incidence of In the aspect of correlation, students with
dyslexia among brother and sisters were found in dyslexia with educational and socio-economic
families with dyslexics. factors, number in a family, class and gender had
the correlated significance of r-0.4, P<0.05. That
means those factors had the influence on dyslexia.
Discussion It had been assessed from an aspect of regression,
where by how much of the demographic influences
Through observation on the aspect of writing, were in involved in the whole situation. It is also
students with dyslexia have great difficulties found that demographic factor had contributed a
in writing. On the whole they are very poor in little to the problem of dyslexia because it only
writing, having poor skill of spelling poor in reached to R2 = 0.135 i.e 13.5% of its contribution
oral and written vocabulary as well as poor in to the problem.
arranging content of compositions. The reliability The validity according of this scenario cannot
of this observation had been proven by a few other be argued upon for dyslexia does not take into
researchers of the past. Henshelwood (1959) in consideration the background of the socio-economic
Lerner (1985) quoted that the inability in reading background (Huston, 1987:9). According to him
of students with dyslexia is caused by the non- whoever they are and what background they have
corresponding visualization of the right hemisphere can be affected by dyslexia. In a family anyone
with the collaboration area (angular gyrus) of the can be affected whether they be old or young
left hemisphere. The loss in this collaboration and the eldest or the youngest. Gender is of no
did not only cause gradual diminishing ability in exception. That had been stressed by him as The
reading but also the ability in writing as well as dyslexia can come from any background, or any
spelling (ographia). Orton (1980) had also agreed income level; and dyslexia may occur in any child
but with consideration of looking at the aspect in a family regardless of the order in which he or
of functional approach. According to him the she is born. (1987:10).
relationship between the two hemispheres is very The above statement supported the findings
important concerning writing and reading skills. which can associate a weak influence upon criteria
Besides that students with dyslexia are usually that is shown by dyslexic pupils. It is not surprising
poor in learning. They usually fall apart under that the demographic factor has another weak
time limits and pressure, often losing ground significance in both the genders. It is also a one
on achievement tests, having poor handwriting, way finding from the theory mentioned above.
inaccurate oral reading as well as having delay in From the discussion above it is clear enough
verbal response. that pupils with dyslexia have shown all the 32
With these criteria it had been proven from criteria of dyslexia but 8 of the criteria have
research made by Hinshelwood (1959) in Lerner always shown. There has been weak connection
(1985) with its structural and Orton (1980) with and influence among the demographic factors with
its functional. There had been other researchers criteria which are exhibited by pupils od dyslexia
such as Slobin (1991), Menyuk Wiig et. Al (1973) (Huston: 1987).
and Leong (1974). These researchers had stressed This research has identified various finding
on the importance of the parts of the brain which and also elaboration on various questions which
are for remembering visually perceptions of letters are relevant to the case. Therefore, the researcher
and words. These researchers highlighted the wishes to put forward a few recommendations
Important of a balance coordination between the such as:
hemispheres of brain which clearly demonstrated
the weakness of the left hemisphere that caused a. to propose a wide variety of samples to
alexia, graphia, aphasia, apraxia, slip of the be used in the research. Experimental
tongues and poor listening skill. approach which uses the controlled group
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
264 School of Doctoral Studies (European Union) Journal July
should be used. In that case samples can be helping dyslexics. Society recognizes the need
given continuous attention for a long period to provide the dyslexic with opportunities for
of time. remediation opportunities to learn and to develop
b. Due to the in imbalance of the written and normally, and opportunities to become what he is
oral vocabulary it portrays the main criteria capable of becoming.
shown by the pupils. It is hoped that teaching The challenge of dyslexia must be met by all:
can be more focused on interaction which all parents, schools, researchers, teachers-training
is very open to teacher and pupils. That institutions, the federal government, society as
will encourage pupils to talk more openly. a whole and the dyslexic himself. For it will
It also helps to built up their confidence take all of us working together to accomplish what
in reading. However, writing can also be must be accomplished what can be done. We
stressed in order to create a balanced skills must make this challenge the focus of our efforts.
in both oral and abnormally, it may be that
sometime in the future CT scans will reveal
will more specific finding in regard to
dyslexia. (Martha B. Denckla: 1985)
Acknowledgement
The future is promising for the dyslexic, The author wishes to express his sincere
although progress toward fulfillment of the promise appreciation to the following individuals on the
is slow. It will not be realized soon enough to help involvement in preparation of this manuscript:
some already out there in the Dyslexia World of Director of Malaysia Education Planning and
Frustration. But we are finding out more about Research Section, and the State Education Director
the condition. We know that there is a genetic Of Sarawak, Malaysia for their sympathy and
factor in the cause of dyslexia, and therefore we cooperation that made this manuscript a success.
can be alert to the occurrence in some families Director of Batu Lintang Teachers Training
and provide the immediate help as needed. We College, headmasters and teachers of the schools
now know how to diagnose dyslexia accurately; for being helpful and concern over the research
the problem lies in disseminating and using this made.
knowledge. Unfortunately, some people seem to
be unwilling to give up pet theories or special tests
that they have devised (which also bring a certain
profit). We know that, because of maturational
Reference
factors, an accurate diagnosis of dyslexia at the
present time ordinarily cannot be made before a
child has reached about the age of eight. 1. Abang Ahmad Ridzuan (1991), Factors Relating
We know that dyslexia can be alleviated, and to Achievement of High School Students in
that the most appropriate time to begin remediation Kuching City, Malaysia. Unpublished PhD.
for a child is at about the age of eight. It is far Thesis University of Hull, England.
easier to remediate the condition at this early age
than at an older age, when certain behaviors and 2. Abdul Halim Yusuf (1995), Sukatan
attitudes have been internalized. Of course the Kurikulum Baru Sekolah Menengah, Kuala
severity of the dyslexia condition will affect the Lumpur: Pusat Perancangan Kurikulum.
success and length of remediation, (as will other
factors). 3. Amir Awang (1995), Trenda Baru dalam
More information is being distributed about Bidang Pendidikan Bahasa, Kuala Lumpur.
dyslexia; and thus more people are aware of the Utusan Publication and Distributor Sdn. Bhd.
condition and are becoming concerned about
4. Bertil Hallgren (1950) Specific Dyslexia 12. Kathry B. Coon et al. (1994) Dyslexia Screening
(Congenital Word-Blindness); A Clinical Instrument. United State of America: Harcourt
and Genetic Study (Copenhagen : Ejnar Brace & Company.
Munksgaard, 1950); trans. By Erica Odelberg
(Stockholm : Esselte Aktiebolag) 13. Lerner, W. Janet (1985) Learning Disabilities.
London: Open Book Publishing Ltd.
5. Bonds and Tinker. (1987), Reading
Difficulties. The Diagnosis and Correction 14. Macdonald Critchley (1970) The Dyslexia
New York : Appleton-Century-Croft. Child, Springfield, III: Charles C. Thomas.
6. D.A. de Vaus (1991). Surveys In Social 15. Mohd. Fadzil Hj. Hassan. (1998). Isu-Isu
Research, London: Allen & Unwin. Perancangan Bahasa. Kuala Lumpur : Dewan
Bahasa dan Pustaka.
7. Edith Klasen (19720) The syndrome of Specific
Dyslexia (Baltimore: Unviersity Park. 16. Musa Jalili. (1989). Falsafah Pendidikan
negara Kuala Lumpur : Pusat Perkembangan
8. Gajendra K. Verma and Kanka Mallick (1999) Kurikulum.
Researching Education, London: Falmer
Press. 17. Sandhya Naidoo (1972). The Research Report
of the ICAA Word Blind Centrenfor Dyslexia
9. Hinshelwood J. (1959) Congenital Word- Children. New York : John Wiley.
blindness. H.K. Lewis, London.
18. Smith, D. Shelley (1986) Genetics and
10. John Money (1962) Dyslexia: A Post Correcting Reading Disabilities. London:
conference Review, Reading Disability, Taylor and Francis.
Progress and Research Needs in Dyslexia, John
Money, ed. (Baltimore: Johns Hopkins, 19. Sofiah Hamid. (1991). Pendidikan dalam
Politik Di Malaysia. Kuala Lumpur : Dewan
11. Kamarudin Hj. Husin, (1980). Pedagogi Bahasa dan Pustaka.
Bahasa. Petaling Jaya : Longman Malaysia
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Dyslexia Children, London: Methuen.
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
266 School of Doctoral Studies (European Union) Journal July
Appendix 1
DYSLEXIA
SCREENING
INSTRUMENT
Kathryn B. Coon, Melissa M. Waguespack, Mary Jo Polk
Respondent Name: ________________________________________________
Date of Birth: ________________________________________________
Age: ________________________________________________
Gender: ________________________________________________
Standard: ________________________________________________
School: ________________________________________________
--------------------------------------------------------------------------------------------------------
Raters Name: ________________________________________________
Raters Signature: ________________________________________________
Date of Rating: ________________________________________________
Appendix 2
Frequence/Percentage of the Teachers/Students View about the Frequent and Every Time facing the
Dyslexia Problem
TEACHERS AND NEVER SELDOM SOMETIMES OFTEN ALWAYS
ITEM STUDENTS VIEW
EXHIBITS EXHIBITS EXHIBITS EXHIBITS EXHIBITS
1. Easily distracted Teachers 18 (7.1%) 22 (8.7) 58 (23.0%) 120 (47.6%) 34 (13.5%)
Students 30 (11.9%) 17 (6.7) 49 (19.4%) 129 (51.2%) 27 (10.7%)
Forgets assignments and/
2. Teachers 2 (8.0%) 18 (7.1%) 54 (21.4%) 139 (55.2% 39 (15.5%)
Or loses papers
Students 9 (3.6%) 21 (8.3%) 72 (28.6%) 120 (47.6%) 30 (11.9%)
Easily frustrated
3. Teachers 13 (5.2%) 35 (13.9%) 109 (43.3%) 78 (31.0%) 16 (6.3%)
Students 12 (4.8%) 20 (7.9%) 113 (44.8%) 89 (35.3%) 18 (7.1%)
4. Low self-esteem Teachers 7 (2.8%) 42 (16.7%) 98 (38.9%) 81 (32.1%) 24 (9.4%)
Students 17 (6.7%) 30 (11.9%) 104 (41.3%) 83 (32.9%) 18 (7.1%)
Puts himself/herself
5. down Teachers 10 (4.0%) 38 (15.1%) 93 (36.9%) 92 (36.5%) 19 (7.5%)
Students 7 (2.8%) 25 (9.9%) 100 (39.7%) 102 (40.5%) 18 (7.1%)
6. Falls apart under time Teachers 4 (1.6%) 12 (4.8%) 76 (30.2%) 127 (50.4%) 33 (13.1%)
Limits and pressure
Students 13 (5.2%) 27 (10.7%) 62 (24.6%) 118 (46.8%) 32 (12.7%)
Disorganized
7. Teachers 2 (0.8%) 16 (6.3%) 45 (17.9%) 148 (58.7%) 41 (16.3%)
Students 8 (3.2%) 17 (6.7%) 57 (22.6%) 141 (56.0%) 29 (11.5%)
Knows material one day:
8. Teachers 3 (1.2%) 18 (7.1%) 40 (15.9%) 145 (57.5%) 46 (18.3%)
doesnt know it the next
day
Students 7 (2.8%) 21 (8.3%) 48 (19.0%) 144 (57.1%) 32 (12.7%)
Knows class material but
9. Teachers 4 (1.6%) 18 (7.1%) 41 (16.3%) 142 (56.3%) 46 (18.3%)
Tests poorly
Students 7 (2.8%) 22 (8.7%) 46 (18.3%) 145 (57.5%) 32 (12.7%)
Oral reading inaccurate
10. Teachers 8 (3.2%) 20 (7.9%) 41 (16.3%) 125 (49.6%) 58 (23.0%)
Students 10 (4.0%) 23 (9.1%) 51 (20.2%) 115 (45.6%) 52 (20.6%)
11. Reverses letters Teachers 14 (5.6%) 29 (11.5%) 85 (25.8%) 117 (46.4%) 27 (10.7%)
Students 22 (8.7%) 24 (9.5%) 79 (31.3%) 102 (40.5%) 25 (9.9%)
12. Losing ground on Teachers 6 (2.4%) 19 (7.5%) 41 (16.3%) 149 (59.11%) 37 (14.7%)
achievement tests
Students 5 (2.0%) 22 (8.7%) 65 (26.8%) 128 (50.8%) 32 (12.7%)
Poor directionally (up/
13. down Teachers 22 (8.7%) 40 (15.9%) 78 (31.0%) 86 (34.1%) 25 (9.9%)
Left/right, over/under)
Students 23 (9.1%) 33 (13.1%) 86 (34.1%) 88 (34.9%) 22 (8.7%)
Poor sequencing skills
14. Teachers 7 (2.8%) 20 (7.9%) 48 (19.0%) 128 (50.8%) 49 (19.4%)
Students 11 (4.4%) 25 (9.9%) 65 (25.8%) 122 (48.4%) 29 (11.5%)
Vocabulary of written
15. Teachers 4 (1.6%) 11 (4.4%) 36 (14.3%) 156 (61.9%) 45 (17.9%)
Composition is NOT
equal
Students 7 (2.8%) 20 (7.9%) 46 (18.3%) 146 (57.9%) 33 (13.1%)
To students spoken
vocabulary
16. Poor organization of Teachers 3 (1.2%) 11 (4.4%) 38 (15.1%) 130 (51.6%) 70 (27.8%)
Composition (Events
are not
Students 12 (4.8%) 10 (4.0%) 42 (16.7%) 149 (59.1%) 39 (15.5%)
in chronological order
organization
17. Inadequate spelling for Teachers 7 (2.8%) 12 (4.8%) 43 (17.1%) 130 (51.6%) 60 (23.8%)
grade level
Students 9 (3.6%) 20 (7.9%) 65 (25.8%0 129 (51.2%) 29 (11.5%)
Rosana Bin Awang Bolhasan - A Study of Dyslexia among Primary School Students in Sarawak, Malaysia
268 School of Doctoral Studies (European Union) Journal July