JOHOR BAHRU, May 22 – Universiti Teknologi Malaysia (UTM), through the Language Academy, Faculty of Social Sciences and Humanities (FSSH), in collaboration with the Rotary Club of Puteri Lagoon Johor Bahru, organised the “Understanding Dyslexia: Medical Insight & Challenges” knowledge-sharing programme to raise awareness of dyslexia and equip language teachers with practical intervention strategies to support learners with reading and writing difficulties.

The programme brought together educators, medical professionals, university staff, students, and members of the public to explore dyslexia from both medical and educational perspectives. In addition to increasing awareness, the session aimed to share intervention techniques and teaching approaches that language teachers can apply in the classroom to better support learners with dyslexia.

Speaking at the programme, Dr. Kate of the Rotary Club of Puteri Lagoon, Johor Bahru, highlighted the importance of increasing awareness among educators.

“We hope this sharing session will help raise awareness among language teachers, as dyslexia is fundamentally a language-related learning difficulty. Greater understanding will enable educators to provide more effective support for affected learners,” she said.

The programme featured Dr. Albert Lee, a Child and Adolescent Psychiatrist from Hospital Sultanah Aminah (HSA), alongside special needs educators Azwidah Fasihah, Nabilah, and Hafiza Izzati, who shared their expertise and practical experiences in supporting neurodivergent learners.

Azwidah introduced participants to the characteristics and common misconceptions surrounding dyslexia through an interactive quiz. She explained that dyslexia is a specific learning difficulty that affects reading, spelling, and writing skills, often due to challenges in processing phonological information. She also highlighted that dyslexia does not limit an individual’s ability to succeed, citing examples of accomplished public figures with the condition.

Providing a medical perspective, Dr. Albert Lee explained the neurological basis of dyslexia and emphasised that it is not linked to low intelligence. Instead, individuals with dyslexia often demonstrate strengths in areas such as creativity, innovation, and problem-solving. Through practical demonstrations using scrambled texts, participants gained a better understanding of the reading challenges commonly experienced by learners with dyslexia.

The session also focused on classroom-based interventions. Nabilah demonstrated strategies to improve reading skills, including the use of flashcards and structured instructional techniques that can strengthen word recognition and reading fluency. She stressed the importance of patience, consistency, and positive reinforcement in helping learners gain confidence and achieve better learning outcomes.

Meanwhile, Hafiza Izzati shared approaches to addressing writing difficulties among learners with dyslexia. She introduced proper pencil grip techniques, assistive tools, and writing templates that can help improve organisation, letter formation, and overall writing development.

Dr. Aida, representing the Language Academy, FSSH, UTM, described the programme as a valuable learning opportunity for future educators.

“This programme provides meaningful exposure for preservice language teachers, particularly those interested in reading intervention. It allows them to learn practical strategies that can be applied to support learners with dyslexia in educational settings,” she said.

Throughout the programme, speakers emphasised the importance of early identification and intervention, as well as close collaboration among educators, parents, and healthcare professionals. Participants actively engaged in discussions and sought advice on supporting learners with dyslexia in schools and other educational contexts.

The programme concluded with a strong message of inclusion and empowerment, reinforcing the importance of creating supportive learning environments where individuals with dyslexia can thrive. Through initiatives such as this, UTM continues to promote inclusive education and advocate for the needs of diverse learners while strengthening community awareness and professional knowledge on learning differences.

By Nur ‘Aqilah Syafiqah Mohd Ezal and Dr. Aida A. Rahman