Students with Dyslexia in Mainstream Schools and Exemption from Taking Mother Tongue Language as Compulsory Subject

Miss Cheryl Chan Wei Ling asked the Minister for Education (Schools) (a) from 2010 to 2016, how many students have been diagnosed with dyslexia before formal schooling age; (b) what percentage of these students continue to be educated in mainstream schools; and (c) what are the factors taken into consideration when deciding whether to exempt students with dyslexia from taking a second language as a subject.

Mr Ng Chee Meng: Dyslexia is characterised by difficulties in learning how to read despite adequate language exposure and good reading instruction. It is therefore more commonly diagnosed after the child has started formal schooling and has received sufficient reading instruction in the primary school. In our multi-lingual society, children grow up in varied home-language environments. Children who appear to have initial difficulties reading in the pre-school years may catch up with their peers as they mature and receive greater exposure when they start primary education where literacy support programmes are available. Many preschools thus focus on providing a language- and print-rich environment to prepare the child for formal reading instruction in Primary 1.

All children with dyslexia are in mainstream schools and will receive additional literacy support if necessary. Exceptions are made for children with dyslexia who have additional co-occurring conditions (e.g., Autism Spectrum Disorder, cerebral palsy) as they are better supported in Special Education Schools.

Students with certified Special Educational Needs (SEN), including dyslexia, may be considered for exemption from Mother Tongue Language (MTL) if their SEN severely affects their ability to cope with MTL and with overall learning. In evaluating such applications, MOE takes into account not just their diagnosed SEN but also how these students are managing in their learning and responding in the classroom.

Students who have difficulties coping with the standard MTL curriculum can consider the option of offering MTL at a lower level. The Foundation MTL curriculum offered at Primary 5 and 6, and the MTL 'B' curriculum offered at Secondary and Junior College levels focuses on the development of oral and listening skills, with a much reduced demand on writing skills.