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To address rising secondary-level expectations and limited specialist access for advanced literacy skills, the Dyslexia Association of Singapore created iReaCH. Delivered online, the programme trains reading comprehension strategies with intentional vocabulary instruction. Assessments, surveys, testimonials, and analysis of writing scripts indicate positive gains and moderate-to-large effects over 1 year 6 months.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-intervention-literacy-programme-for-secondary-students-with-dyslexia-vol-12-no-1-january-2025/408163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-intervention-literacy-programme-for-secondary-students-with-dyslexia-vol-12-no-1-january-2025/408163.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the iReaCH programme aim to address for secondary students with dyslexia?","Question",{"text":112,"@type":113},"It targets advanced literacy needs—especially reading comprehension and writing—because difficulties often persist or increase as students progress to secondary school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is iReaCH delivered and what is its main instructional focus?",{"text":117,"@type":113},"The programme is delivered online and emphasizes vocabulary instruction as an intentional pathway to develop reading comprehension skills and strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the paper report about the effectiveness of iReaCH?",{"text":121,"@type":113},"Results show positive gains in applying vocabulary knowledge, improving comprehension skills, and enhancing writing techniques, with moderate to large effect sizes for vocabulary and reading comprehension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},408163,1791702224,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Online intervention literacy programme for secondary students with dyslexia 5  \n\n| Asia Pacific Journal of Developmental Differences Vol. 12, No. 1, January 2025, pp. 5—34\u003Cbr>DOI: | |\n| --- | --- |\n| Vocabulary Instruction, Reading Comprehension, and Writing-Examining the effectiveness of an online intervention literacy programme for secondary students with dyslexia\u003Cbr>Melcher Tan1 and Serena Abdullah1*\u003Cbr>1. Dyslexia Association of Singapore |  |\n| Abstract\u003Cbr>As students with dyslexia develop their foundational literacy skills in reading and spelling, it is also imperative to ensure that they are being supported in managing their advanced literacy challenges in reading comprehension and writing given that these difficulties tend to persist or increase over their educational journey. Therefore, recognising the higher level of expectation, the sophistication of skills in literacy that are essential for students to acquire as they transition to secondary schools and beyond as well as the limited access to specialist programmes targeting the higher-order literacy skills, the English Language and Literacy Division (ELL) at the Dyslexia Association of Singapore (DAS) developed the iReaCH programme. iReaCH focuses primarily on equipping students with the necessary reading comprehension skills and strategies through an intentional and conscious emphasis on vocabulary instruction, a vital cornerstone in language and literacy development. During the course of the study, the programme was delivered online. This paper highlights not only the teaching pedagogies and approaches of iReaCH but also evaluates the relevance and effectiveness of the programme through the administration of formative and summative assessments, surveys and testimonials as well as an analysis of students’ writing scripts. Overall, the results showed positive gains in the application of vocabulary knowledge, comprehension skills and writing techniques taught to secondary school students, with moderate to large effect sizes for vocabulary and reading comprehension within one year and six months of intervention respectively, albeit an online delivery. The results of this study have implications for wider use within Singapore and beyond to enhance the literacy skills of students with dyslexia.\u003Cbr>Keywords: dyslexia, specific learning difficulty, vocabulary, reading comprehension, writing, independence, self-confidence, online learning\u003Cbr>\u003Cbr>|  |\n| * Correspondence to:\u003Cbr>Serena Abdullah, Deputy Director (Curriculum/Resource), English Language and Literacy Division & Lead Educational Therapist, Dyslexia Association of Singapore Email: [serena@das.org.sg](serena@das.org.sg) |  |\n\n© 2025 Dyslexia Association of Singapore Limited [www.das.org.sg](www.das.org.sg)  \nAsia Pacific Journal of Developmental Differences Vol. 12 No. 1 January 2025  \nINTRODUCTION  \nDyslexia is a specific learning difference that persists throughout one’s lifetime. (Ramus et al., 2003) . While it is characterised by difficulties primarily with the phonological aspects of reading and spelling (Hulme & Snowling, 2013; Kemp, 2009), the secondary implications also include learning gaps in reading comprehension and writing. As reading comprehension and writing are one of the most important and highly emphasised academic skills taught in school (Curriculum Planning and Development Division, 2020), learners with dyslexia, arguably, may experience significant challenges as the demands and expectations increase substantially throughout their educational journey.  \nAdditionally, strong correlation between reading comprehension and writing has been shown to grow through the primary school years (Bourke & Adam, 2010) . In other words, learners with reading difficulties will likely demonstrate gaps in vocabulary acquisition and reading comprehension which includes interpreting and drawing inferences based on the information presented in the text (Mercer & Mercer, 1993) which consequently, impact their developm","cbCaic6o4j2zPZ9A","https://ap.wps.com/l/cbCaic6o4j2zPZ9A","pdf",1124551,"English","# Abstract\n# Introduction\n## Dyslexia and literacy challenges\n## Current gap in intervention\n## Singapore education system","[{\"question\":\"What problem does the iReaCH programme aim to address for secondary students with dyslexia?\",\"answer\":\"It targets advanced literacy needs—especially reading comprehension and writing—because difficulties often persist or increase as students progress to secondary school.\"},{\"question\":\"How is iReaCH delivered and what is its main instructional focus?\",\"answer\":\"The programme is delivered online and emphasizes vocabulary instruction as an intentional pathway to develop reading comprehension skills and strategies.\"},{\"question\":\"What outcomes does the paper report about the effectiveness of iReaCH?\",\"answer\":\"Results show positive gains in applying vocabulary knowledge, improving comprehension skills, and enhancing writing techniques, with moderate to large effect sizes for vocabulary and reading comprehension.\"}]","Online intervention literacy programme for secondary students with dyslexia - Vol. 12 - No. 1 - January 2025 | PDF",1790578432,76]