Phonological awareness and global visual spatial ability among Malay speaking children with Specific Learning Disorder With Dyslexia

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

Research output: Contribution to journalArticle

Abstract

Children with Specific Learning Disorder (SLD) faces challenges in academic areas and are often negatively labelled. The learning problems in SLD children were mainly due to poor phonological skill but not much was known about the contribution of visuospatial difficulties. Therefore, this study aims to determine the relationship between phonological awareness skills and global visual-spatial abilities among Malay speaking children with SLD, and to compare children with SLD and typical readers on intellectual functioning, phonological awareness and global visual-spatial ability. An equal number of typical readers (n = 36) and children with SLD were recruited. Data were coded and analysed using Kendall's Tau-b, independent samples t-test and Mann-Whitney U test. Results showed phonological skills have strong negative correlation with global visual-spatial ability (r = .55). The typical readers have significantly higher IQ and better phonological skills and better global visual-spatial skills as compared to the group with SLD. However, there is no conclusive evidence due to specificity of more than one area measured by the assessment tools. Nevertheless, it provides a direction for future research to look into global visual-spatial aspects of SLD to aid in educational instruction in the future, in addition to the long-standing phonology deficit theory.

Original languageEnglish
Pages (from-to)115-124
Number of pages10
JournalMalaysian Journal of Public Health Medicine
Volume2018
Issue numberSpecialissue1
Publication statusPublished - 31 Mar 2018

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Dyslexia
Nonparametric Statistics
Specific Learning Disorder
Spatial Navigation
Learning

Keywords

  • Dyslexia
  • Global visual-spatial ability
  • Intellectual functioning
  • Phonological awareness
  • Specific Learning Disorders

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

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abstract = "Children with Specific Learning Disorder (SLD) faces challenges in academic areas and are often negatively labelled. The learning problems in SLD children were mainly due to poor phonological skill but not much was known about the contribution of visuospatial difficulties. Therefore, this study aims to determine the relationship between phonological awareness skills and global visual-spatial abilities among Malay speaking children with SLD, and to compare children with SLD and typical readers on intellectual functioning, phonological awareness and global visual-spatial ability. An equal number of typical readers (n = 36) and children with SLD were recruited. Data were coded and analysed using Kendall's Tau-b, independent samples t-test and Mann-Whitney U test. Results showed phonological skills have strong negative correlation with global visual-spatial ability (r = .55). The typical readers have significantly higher IQ and better phonological skills and better global visual-spatial skills as compared to the group with SLD. However, there is no conclusive evidence due to specificity of more than one area measured by the assessment tools. Nevertheless, it provides a direction for future research to look into global visual-spatial aspects of SLD to aid in educational instruction in the future, in addition to the long-standing phonology deficit theory.",
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AU - Rogayah, A Razak

AU - Shuen, Pheh Kai

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