Singapore

Reading Instruction in the Primary Grades

Instructional Materials

There are no mandatory materials for reading instruction at the primary level. The Ministry of Education (MOE) provides an approved list of instructional materials as a guide for schools. The list includes supplementary books, workbooks, and audiovisual or multimedia instructional materials for teaching reading and the English language. These materials are published by educational publishing companies that are required to adhere to the English Language Syllabus 2010 (ELS2010). Prior to publication, the MOE conducts a comprehensive review of the materials.

Schools also have access to instructional materials such as reading texts, teaching guidelines, and materials for learners through an online portal developed by the MOE for all teachers. These instructional materials are designed and developed by curriculum specialists in the MOE to deliver the outcomes of the ELS2010.

Additionally, schools have the autonomy to select books, magazines, or other types of reading material for their extensive reading programs. Schools also receive funds from the MOE annually to purchase age-appropriate books and multimedia materials for their school libraries to increase student access to high quality reading materials.

Use of Technology

The Singapore Masterplan for Information and Communications Technology (ICT) in Education provides guidelines for using ICT in teaching and learning. The fourth (and latest) Masterplan for ICT in Education, introduced in 2015, builds on the foundation of the first three masterplans. Incorporating insights from extensive reviews and stakeholder consultations, it seeks to optimize the use of ICT in learning and in supporting the total curriculum. The masterplan reflects the changing educational landscape and developments in educational technology, and the MOE’s directive to help students develop 21^st century competencies and build a broad and deep foundation for and lifelong love of learning.

Technology is used to bring about greater interactivity and engagement in the learning process. The English curriculum includes the use of a variety of nonprint resources (e.g., Web‑based texts, CD‑ROMs, DVDs, analog resources) providing authentic contexts for incorporating the development of information, media, and visual literacy skills in the teaching and learning of language and literacy. Schools have the autonomy to decide on the level and type of technology used to enhance the learning environment. They select the appropriate technology‑based materials and pedagogy that best meet student learning needs with funding from the MOE.

Role of Reading Specialists

Specialists work with students with special educational needs, particularly those with literacy difficulties. They include reading specialists, educational psychologists, and dyslexia coaches.

Reading specialists work with schools to identify and support students with literacy difficulties. They design programs based on research on reading instruction and intervention to support students who lack developmentally appropriate early literacy skills. Two such programs implemented in all primary schools are the Learning Support Program for students in Grades 1 and 2 and the Reading Remediation Program for students in Grades 3 and 4. Reading specialists provide on site support to teachers trained to implement these programs. They also provide advice to schools on supporting students with literacy difficulties across all grade levels.

Educational psychologists and dyslexia coaches lead in the identification and support of students with dyslexia. They develop evidence-based resources for teachers and parents to support students with dyslexia at home and in school. The School-Based Dyslexia Remediation program is a targeted intervention program available at all primary schools to help students with dyslexia.²⁵ Dyslexia coaches provide training and consultation to schools to enable them to conduct the program.

Second Language Instruction

In addition to reading specialists, schools also are supported by Allied Educators^d and other professionals to design school-based programs to help students who may not have a good foundation in English, particularly those who do not use English as a predominant language at home. Some schools engage these students in specialized programs to enrich learning outside the curriculum. These could be in the form of more intensive phonics programs, speech and drama classes, or intensive reading programs. English language teachers also are trained to differentiate their teaching for students who may need extra support, especially in building the foundational literacy skills.

Accommodation Policies for Instruction and Testing

A range of differentiated instruction and programs is available to cater to students with different learning needs.²⁶ Specialized early intervention programs are available for lower primary students who are at risk of having difficulties in literacy and numeracy. More attention also has been given to enabling schools to better cater to students with special educational needs. Each primary and secondary school has a core group of teachers trained in special needs, Allied Educators for Learning and Behavioral Support, and school counselors who have the knowledge and skills to develop instructional plans, adapt and differentiate the curriculum, and provide targeted support to meet the needs of students with special educational needs. Special support includes provisions and resources for students with learning, sensory, and physical disabilities.

In terms of testing, access arrangements are provided when necessary depending on students’ needs. These arrangements include availability of other test formats (e.g., the Braille version), provision of a reader or a scribe, longer test duration, and teacher facilitation.