KUALA LUMPUR, MALAYSIA - Media OutReach - 2 August 2018 - The lack of expert instruction and proper
intervention to rectify the reading problems of dyslexic children before they
fall behind in traditional schooling can lead to irreparable harm, low
self-esteem and a widening gap that becomes increasingly difficult to close.
Dr Choy Su-Ling and Ms Yap Jo Ling, first two Malaysian AOGPE-trained therapists.
This has negative societal
implications and it is a crucial responsibility of parents to ensure that their
dyslexic children are able to read proficiently to ensure their quality of
Approach -- the highly structured evidence-based approach to teaching reading
and recognized by the International Dyslexia Association (IDA), is now
available in Malaysia with the opening of Altuz Academy, a premier
education centre for dyslexia intervention.
All Academic Language
Therapists at the academy receive the vigorous training and supervised
practicum accredited by the Academy of
Orton-Gillingham Practitioners and Educators (AOGPE) and IDA.
"It is critically important
that remedial specialists, educators and teachers working with dyslexic
students be vetted, highly trained in an evidence-based approach with oversight
and accountability. Literacy training should be comprehensive, accredited by an
international organization and include a supervised practicum period. There
should also be ongoing professional development for the sake of the children
whom they work with," said founder of Altuz Academy, Dr Choy Su-Ling.
Dr Choy, together with
centre manager Yap Jo Ling, created history in the international dyslexia
community by being the first two AOGPE-trained academic language therapists
from Malaysia. They will continue to be
observed and audited by the AOGPE to meet and maintain the high standards of
approach was developed in the 1920s by Dr Samuel Orton, a doctor who first
discovered dyslexia, together with Anna Gillingham, a gifted teacher and
psychologist. This approach has been further supported by over 100,000 scientific
studies over 70 years that conclusively showed that a reading approach should
include five important pillars: phonemic awareness, systematic phonics,
fluency, vocabulary, and comprehension.
In the hands of a skilled instructor, this is a powerful
instructional approach that benefits students of all ages and abilities so that
learning becomes a rewarding experience. The key features of this approach are
multisensory, sequential, incremental, cumulative, individualized, based on
phonograms, and explicit.