What is Dyslexia?

Dyslexia is a common specific learning difficulty, generally referring to difficulties in reading, writing and spelling.

Causes

According to the definition from the International Dyslexia Association in 2002, dyslexia is a learning difficulty that is neurobiological in origin and not caused by a poor learning environment.

Students with dyslexia have a regular learning experience and normal intelligence. However they encounter great difficulty in word recognition, which leads to problems in reading comprehension and writing.

In recent years, functional magnetic resonance imaging has provided neurobiological evidence for the causes of dyslexia (Shaywitz & Shaywitz, 2005).

Some scholars have pointed out that a student’s dyslexic condition is not caused by one single problem, but by multiple cognitive impairments (Badian, 1997).

(Reference: Website of Hong Kong Specific Learning Difficulties Research Team)

Behavioral Symptoms

The British Dyslexia Association pointed out in 2008 that primary school students with dyslexia often make spelling errors because they confusing words with similar glyphs and pronunciation.

Their muscle coordination is relatively poor, making it difficult to write, and there are often traces of correction in their homework.

In terms of reading, they are often reluctant to read articles out aloud, and it is easy for them to make pronunciation errors, or to skip words when reading. Hence they find it difficult to grasp the central idea and focus of the article.

(Reference: Website of Hong Kong Specific Learning Difficulties Research Team)

Impact on Learning

A study on dyslexia in Chinese language showed that impairment in phonological retrieval and orthographic awareness is most common in primary schoolchildren in Hong Kong (Ho, Chan, Tsang, & Lee, 2002; Ho, Chan, Lee, Tsang, & Luan, 2004).

Students with dyslexia have weaker working memory and are slower in information processing. As a result, their abilities in speech processing, visual and auditory cognition, concentration, left-right discrimination, sequencing and organization are also affected.

According to a study by the Research Team, the prevalence of dyslexia in Hong Kong is about 9.7% to 12.6%. About 6.2% to 8.7% of schoolchildren are mildly dyslexic, 2.2% to 2.3% are moderately dyslexic and 1.3% to 1.6% are severely dyslexic (Chan, Ho, Tsang, Lee & Chung, 2007).

(Reference: Website of Hong Kong Specific Learning Difficulties Research Team)

Assessment

Kindergarten & Primary Screening Service
Preschool Child Assessment
Dyslexia Assessment

One Minute Dyslexia Quick Check

If you suspect that your child is at risk of dyslexia, you may want to review the following list of symptoms and see if he or she shares any of those characteristics. A high score indicates that the child is likely to be at risk. You can leave us your contact information and we shall get in touch to help you work out a best solution for your child.

Please also leave your email address if you would like to receive information from us. Thank you!

(checklist available in Chinese only)

Pathways' Kindergarten & Primary Screening Service

Details

Service Target

Pre-school and primary school children aged 4 or above suspected of having dyslexia.

Objectives

To identify children at risk of dyslexia via screening tests.
To provide advice on appropriate support services for the child and parents, based on the screening test results.

Duration

About 45 minutes

Fees

Please refer to service fees for details

Frequently Asked Questions

Why should we take the Kindergarten & Primary Screening Service?

At the moment, it takes quite a long time for a child to wait for a full assessment on dyslexia to be conducted via the government or the school. During this period, the screening service from Pathways can help parents to have an initial understanding of their children’s literacy problems, and to arrange for early intervention if necessary.

We've taken the screening test. Why do we still need to undergo a comprehensive assessment?

The result from the screening test simply reflects the tendency of the child on being at risk of dyslexia, and is by no means a proper diagnosis. Parents who wish to apply for learning support at school will still have to submit diagnostic reports. Parents may consider to discuss with teachers and social workers for arranging a comprehensive assessment at school, or they can also take an assessment at private agencies. Assessment by the Clinical or Educational Psychology Support Service at Pathways can normally be arranged within one month.

Test Details

(content in Chinese only)

Application

To apply for the Kindergarten & Primary Screening Service, please call 2870 1377 / 3105 2311 for details.

KPSS Application Form

Related Services

Download “Kindergarten & Primary Screening Service” Brochure

Story

Mr. Lowell Lo Kwun-Ting

Mr. Lowell Lo is a composer, singer, music producer, actor and environmentalist. Born in Hong Kong, he was educated in the United States. He composed more than 800 songs, scored more than 100 movies and won numerous awards. But in his younger days, dyslexia made learning very difficult for him. Later on, through the encouragement of his teacher and the help of his wife, he finally overcame his learning difficulties and figured out his own way to learn and cope. His success and achievements gradually helped him to redevelop his self-esteem and confidence.