Media Coverage 

CCFS embarked in January on a three-year project to support students with dyslexia in learning English. The project, entitled “A Tiered Intervention Model: Supporting the Learning of English as a Second Language for Chinese Primary School Students with Dyslexia”, aims to develop and evaluate a locally-designed English literacy programme and a teacher assessment tool for junior primary dyslexic students, as well as provide onsite support to project schools. A dearth of rigorous research and development works on how dyslexia complicates learning English as a second language. This project will fill the gap by developing and implementing an intervention programme for dyslexic students with difficulties in learning English. School teachers are provided with resources and training for curriculum differentiation, and onsite school-based support. Dissemination activities will also be organised to promote public awareness in this regard. As pointed out by the project leader Professor Kevin Chung Kien-hoa, Director of CCFS, this project is a cross-sector collaboration harnessing expertise from different professionals. Team members include Dr Patcy Yeung from The University of Hong Kong, researchers and policymakers from the Hong Kong Specific Learning Difficulties Research Team. The project aims to support 40 schools with more than 1,500 students, and to provide a local framework and empirical basis for school-wide interventions to support learners with difficulties in learning English in the long run.