Tips on teaching children with dyslexia

1. Tips on teaching dyslexic children

1. Incorporate visual elements in learning
2. Involve body movement in learning
3. Use an explicit, systematic approach to teaching reading to be sure that everything is taught that needs to be
4. Read out loud in order to utilize the auditory pathway to the brain
5. Utilize visuals in books and prompt the child to visualize in their mind as they read
6. Summarize and give the big picture first, then start with the details
7. Don’t dwell on teaching phonemic awareness because that is not how they learn best.
8. Use a multi-sensory teaching approach to reading (all at one time)

2. Products for dyslexic

Building Decoding and Word Recognition Skills

A multisensory approach to building word recognition and decoding skills can be helpful for children with dyslexia. Provide materials that allow children to see letters, hear letter sounds, and feel and build letters. Children with dyslexia also benefit from tools such as highlighter strips or pointers. These help children focus on one letter combination or a single line of text at a time.

Increasing Reading Comprehension

Comprehension can be improved for children with dyslexia when they receive information both visually and auditorily. Provide opportunities for children to listen to and follow along with audiobooks, record and listen to themselves reading, highlight important sentences in texts, and visually map out main ideas and key events from a text.

Helping Organize Ideas

While children with dyslexia may have difficulty with symbolic representations, such as letters and words, they often excel at comprehending pictorial representations. It can be beneficial to provide tools and materials that incorporate picture clues, help children graphically organize ideas in a book or help them organize their own ideas before starting a writing project. Children with dyslexia may also benefit from using 3-D objects and manipulatives while working with math concepts.

Creative Industry Report: June Digan

The artist that I am sharing is June Digan, she is a designer and illustrator based in Manila, Philippines. Her artwork focuses on strong emotions and storytelling using delicate characters, whimsical landscapes, and lettering.

She works in both the traditional and digital medium.  She usually go with a more traditional approach such as watercolours, gouache, and acrylics.

Image from @junedigann

I chance upon June’s artworks on her instagram account. Her Instagram account began about 6 years ago, she started a project called 365. Doing paintings and letterings every day for a year.  She was so optimistic and wanted to create positive lettering pieces for a year. It then became a daily habit after work to create one.

Image from @junedigann

I really like how she combine paintings of quotes with gorgeous lettering. And also how she mixes typographic styles with wonderful taste, using subtle colour schemes that can only be made with watercolour.

She uses just pencil and watercolour to finish a her art pieces without the help of another medium. She don’t use masking fluid to cover the letters. I enjoy painting and I would say that the struggle of painting around the words is seriously real. A lot of paper, materials and time will be wasted during the process. It would be a lot easier to cover the letters with masking fluid before painting. But she did not, which is something I really admire.

Another reason why I like June is because she is very patient and she work really hard and practice everyday to get to where she is today. As quote by her  “Being good at something doesn’t happen overnight. You have to work hard for it, and you need to have a purpose. It shouldn’t be for the likes and praises. Having a deeper purpose for something you create will give you satisfaction in the long run as an artist.” I like how she is not afraid to make mistakes and how those mistakes make her tougher.

Dyslexic, Not Stupid

Title: Dyslexic, Not Stupid

Research topic: Life as a Dyslexic Designer/ Allow kids to understand Dyslexia

What is dyslexia?:

Dyslexia is a type of learning disability. A person with a learning disability has trouble processing words or numbers. Dyslexia is a learning disorder that affects your ability to read, spell, write, and speak. Kids who have it are often smart and hardworking, but they have trouble connecting the letters they see to the sounds those letters make.

Kids with dyslexia often have normal vision and are just as smart as their peers. But they struggle more in school because it takes them longer to read. Trouble processing words can also make it hard to spell, write, and speak clearly.About 10% of Singaporeans have some symptoms of dyslexia, such as slow reading, trouble spelling, or mixing up words. Adults can have this learning disorder, as well. Some people are diagnosed early in life. Others don’t realize they have dyslexia until they get older.
How society perceives people with dyslexia:

There are often misconceptions about Dyslexia from those who do not suffer from it. These people believe that people with dyslexia simply need to try harder and its merely about letters being jumbled, this is a lack of understanding on their part. Due to these beliefs people with dyslexia are unfairly judged by those who don’t know anything about their disability.

Evidence suggested that dyslexics experience discrimination due to their disability, whether they perceive it as a disability or not. They felt there was a lack of public domain information on dyslexia and its eects, as many of their peers perceived it being negative.

Signs & Symptoms: 

Error in reading and spelling:

  • Confuses letters that look alike e.g. b/d, p/q
  • May reverse letter sequences e.g. “on” for “no”
  • Mixes up words that start with the same letters e.g. “there”, “that”, “the”, etc.
  • Omits or adds letters in words e.g. “lip” for “limp”
  • Unable to identify the appropriate letter when given a sound and vice versa

Difficulties associated with reading:

  • Reads below age/grade level
  • Reads hesitantly and effortfully
  • Difficulty recognising familiar / high-frequency words
  • Misreads common words, such as “a” for “and”, “the” for “a”, “from” for “for”,
  • Ignores punctuation, e.g. not pausing for commas etc.
  • Difficulty remembering and/or understanding text passages
  • Difficulty extracting important points from a passage
  • Skips or re-reads a line of words in a passage
  • Leaves out words or adds extra words

Difficulties associated with spelling and writing:

  • Spells below age/grade level
  • Numerous spelling errors in a piece of work and may spell the same word in several different ways.
  • Poor standard of written work compared to oral ability
  • Has trouble copying from the board in class
  • Letters, syllables and words omitted, inserted or placed in the wrong order
  • Lack of punctuation, or totally inappropriate use of punctuation
  • Cannot write in a straight line

Short-term and/or verbal working memory:

  • May learn and understand how to do something, but requires frequent reminders before they remember to do it.
  • Difficulty remembering multiple-step instructions
  • May have excellent long-term memory for movies, experiences, locations and faces, but poor memory for sequences as well as unfamiliar facts and information

Sequencing difficulties with:

  • Sorting or ordering information
  • Writing/reciting the alphabet / numbers
  • Remembering/executing a list of instructions
  • The months of the year and days of the week in order
  • Giving a good verbal account of an event/events in their correct order


  • Difficulty expressing thoughts and may communicate more with gestures rather than words
  • Difficulty finding the words he/she wants to use
  • People who do not know the child well have difficulty understanding what he/she says
  • Mispronounces long words, or transposes phrases and words when speaking
  • Difficulty attaching names to things and people


  • Disorganised
  • Easily frustrated or emotional about school, reading, writing, or mathematics
  • Appears bright and articulate but performs unexpectedly poorer than expected in the academic areas
  • Performs much better when tested orally, but not in written form
  • Has difficulty sustaining attention
  • Has a poor sense of direction and/or confusion between left and right
  • Common signs of dyslexia by school level

How Dyslexic learn/ Strengths of Dyslexia? 

  • Finding the odd one out – sensitive to things out of place
  • Pattern recognition – ability to see how things connect to form complex systems, and to identify similarities among multiple things
  • Picture Thinker – tend to think in pictures rather than words
  • Sharper peripheral vision – have better peripheral vision than most, meaning they can quickly take in a whole scene
  • Highly creative – Many of the super creative designers have dyslexia
  • Think out of the box – having sudden leaps of insight that solve problems with an unorthodox approach

Target Audience: Children with dyslexia (5-8years old) and Parents


Dyslexia, Dyslexic, Insensitive to orthographic patterns, Late talker, Language disorder, Language difficulties, Language-based reading disability, Neurological disorder,  Picture Thinker, Phonological dyslexia, Surface dyslexia, Rapid naming deficit, Double deficit dyslexia

Aim and Objectives:

1. Understand dyslexia, encourage children to embrace dyslexia (Storytelling)

2. Learning tools to help Dyslexic work towards there strengths (Expressive Typography)

3. Society be kind to Dyslexic – every child likes to have positive reinforcement

Lack at the moment:

Theres a lot of materials on teaching methods to help kids with dyslexia, but no materials that explains Dyslexia to a child. Is important to let know what is dyslexia. Letting them know that dyslexia has nothing to do with their intelligence. (Often children who fail to read and spell don’t think of themselves as bright.)

Past works:

Sydlexia — Unbreaking broken type

Interactive learning tools in the form of origami posters. Once folded correctly they help forge the connection of the word to the object it represents in the dyslexic mind.​​​​​​​

Dyslexia — The Hidden Talent

A book that explains what is Dyslexia. Educate parents and teachers about the common mistake that made by a dyslexic.

The Dancing Letters

Book that is produced in India.  Helps dyslexia kids read better. Also to educate parents and teachers about the common mistake that made by a dyslexic.


Dyslexia Association of Singapore. Retrieved 1 September 2020, from

McMurray S. Learning to spell for children 58 years of age: The importance of an integrated approach to ensure the development of phonic, orthographic and morphemic knowledge at compatible levels. Dyslexia. 2020;117.

The Dyslexia Experience: Difference, Disclosure, Labelling, Discrimination and Stigma. (2015). Retrieved 1 September 2020, from

Dyslexia – Symptoms and causes. (2017). Retrieved 1 September 2020, from
Nike designer says dyslexia is a gift. (2017). Retrieved 1 September 2020, from
Soon, K. (2014). Life with dyslexia. Retrieved 1 September 2020, from
Huang, Y. (2012). Visual learning : an approach to help chinese dyslexic children to overcome learning disabilities. Retrieved 1 September 2020, from

Journey to the west


Our concept is greatly influenced by the kind of terrain that was on the Silk Road. The main terrains includes desert, mountainous region and ocean.

Choice of Colour 

We chose to work with black, gold and silver to match with our Silk Road theme and the architecture of Elphi. The tones that we are working on as more muted, which are generally calming to look at and demonstrate a subtle dance between scenes.

Art Direction

We wanted to match with the architectural design that is found in Elphi and using those elements to compose an abstract version of the terrains.


Story Board

First scene (Done by Yan Ran)

The fluidity of the silk portrays the smooth journey of Silk Road. The silk comes in from both sides, left and right, eventually meeting one another, shows the connection and cultural exchange between the East and West.

Second scene (Done by Yan Ran)

Desert scene portray details of the surface by using sand particles.

(Done by Jia Jun)

Third scene (Done by Jia Ying)

Third scene of ocean shows the wave by using the elements where we got inspiration from Elphi’s roof design.


*research and concept done as a group

* scenes will be composed using after effect (by Jia Ying and Jia Jun)


1B – Exploratory Research


Responses on 15 September 2019 : 36

The topic I am working on is about dying dialects in Singapore. I have identified my target audience as young adults between the age of 16- 29. This survey that I have conducted aims to find out what younger generation think of the issue of dying dialects in Singapore. Through the survey, I hope to understand my targetted audience and their opinions on this issue.


This survey is divided into 3 sections.

First Section – The first section of this survey includes introduction questions. It is to have some basic background information and to also act as warm up questions.

Second Section – The second part of this survey aims to understand the audience at a deeper level and how often they use dialect to communicate.

Third section- This section aims to find out the audience’s perspective of the issue on dying dialects in Singapore and how willing they are to preserve our heritage.


In the questionnaire, the age range was divided into 4 groups : below 16, 16-29, 29-35 and 35+. Although I am aiming to target at people between 16-29, I thought is good to open up the survey to all ages as I would get different views and would help to broaden my understanding.

16-29years old = 31,  29-35years old = 4, Below 16 = 1

Out of 36 responses, about 80% of the younger generation seldom/ do not speak in dialect (8 people never speak in dialect and 21 seldom speak).  One of the main/ most common reason why they do not speak in dialect is because they do not know how to/ they are not good at it.

More than half of the respondents communicate with their grandparents in dialect. This could be because many elderly in Singapore speak primarily in dialect. One point that caught my attention is 30% speak dialect to their friends because I rarely/ never hear any of my friends speaking in dialect. 

Almost all respondents (70%) understand their dialect (3 and above) and 45% (3 and above) are able to speak well in their dialect.

45% are able to speak well in dialect but only less than 20% of respondents (as seen in the chart above) often speak in dialects.

Majority of the respondents feels that the purpose of learning dialect is to communicate with their grandparents and to preserve our heritage.

About 80% of respondents are aware/ partly aware of these issues on dying dialects in Singapore.  All respondents agree that they might be more willing to use dialect if they have sufficient knowledge about it.

Majority of respondents feel that dialect is important for the younger generation because of communication with grandparents and to preserve our heritage. One respondents mention about dialect being our mother tongue. I found this very interesting, even though all my respondents are able to identify the dialect group they belong to, but I guess if I were to guess what their mother tongue language is, all respondents will reply Mandarin. This common misconception about what that are commonly referred to as dialects today are also a subgroup of Mandarin.

In conclusion, I feel that majority the respondents feel that dialect is important  so that we could communicate better with the elderly in Singapore as well as to preserve our heritage. However, many do not have sufficient knowledge about their dialects and it might be one of the reason why it stops them from speaking in dialects.

I personally feel that dialect plays an important part in our heritage. We should preserve our it not just for it to be left as part of history.