By Vincent D’Silva

JOHOR BAHRU: For a child with dyslexia, a simple page of words can sometimes feel like a mountain — every sentence a climb, every spelling exercise another reminder that the classroom seems to move at a pace the child cannot follow.

Yet behind that struggle may be an intelligent, curious and capable young mind, quietly wondering why learning appears so effortless for everyone else.

It is precisely these children — often misunderstood, sometimes labelled lazy and too frequently left to wrestle with frustration in silence — whom the Rotary Club of Puteri Lagoon hopes to reach through its Global Grant project, “Bridging the Gap: Advocacy for Dyslexia Education in Johor.”

Working in collaboration with the Johor State Education Department, the club has taken its Dyslexia Advocacy Roadshow across all 10 districts in Johor, with nearly 900 Pemulihan teachers expected to benefit from the programme.

Dr Kate Chan Sook Cheng, chief lead of Global Grant project GG2572748, said the initiative grew from Rotary’s earlier work supporting children with special educational needs through the establishment of multisensory classrooms.

“Through that experience, we noticed another group of children who often struggle quietly in the classroom — children who may have average or even strong intelligence, but face significant difficulties with reading, writing and spelling,” she said.

Chan said these pupils could too easily be misunderstood as lazy, careless or simply unwilling to try.

“Unfortunately, these children can sometimes be misunderstood as being lazy, careless or simply not trying hard enough. Over time, this misunderstanding can affect their confidence, motivation and emotional well-being,” she said.

It was this quiet struggle that convinced the club there was another gap that needed urgent attention.

Chan said the issue extended beyond public awareness of dyslexia to teachers’ knowledge and the practical strategies available to them when supporting pupils with specific learning difficulties.

“We realised that there was a gap not only in awareness, but also in teachers’ knowledge and practical strategies for supporting these students. Public understanding of dyslexia and specific learning difficulties also remains limited,” she said.

The roadshow therefore goes beyond merely explaining the definition of dyslexia.

Its aim is to help teachers understand what learning can feel like through the eyes of a child who must work considerably harder to decode words, spell accurately or complete written tasks.

Teachers are introduced to practical classroom strategies while being encouraged to recognise the emotional burden that can accompany repeated academic struggles.

The hope is that greater understanding will gradually replace stigma.

“Perhaps this child is not unwilling to learn. Perhaps this child simply needs a different way to learn,” is the change in thinking the programme hopes to inspire among educators.

Taking the programme throughout Johor was also deliberate.

Dyslexia is not confined to a particular community, while access to professional resources, specialised knowledge and intervention may differ considerably between urban and rural areas.

The club therefore wanted knowledge and support to move beyond larger towns and reach teachers serving children in every corner of Johor.

“For us, education should have no geographical boundaries. A child’s opportunity to be understood and supported should not depend on where that child lives or attends school,” Chan said.

The involvement of almost 900 Pemulihan teachers is particularly significant because these educators frequently work directly with pupils experiencing difficulties in literacy and numeracy.

They are often among the first educators to observe when a child continues to struggle despite repeated instruction.

With greater understanding, these teachers can look beyond academic performance alone and consider whether a pupil may require different teaching approaches or further assessment.

They can also play a wider role by sharing their knowledge with mainstream teachers, helping schools recognise warning signs earlier.

Among the signs teachers may notice are persistent difficulties in reading, spelling and writing, along with anxiety about reading aloud, embarrassment when attempting written work or emotional distress caused by repeated failure.

What may appear outwardly as poor motivation can sometimes conceal extraordinary effort.

That is why early recognition matters.

Chan said timely support could make a profound difference not only to a child’s academic progress, but also to his or her sense of self-worth.

“When children repeatedly experience failure without understanding why, they may begin to lose confidence in themselves,” she said.

“Early identification gives us an opportunity to intervene before frustration becomes discouragement. With the right support, these children can discover that they are capable learners — they may simply learn differently.”
Another cornerstone of the initiative is its multidisciplinary approach.

The programme brings together educators, special education practitioners, psychologists and medical professionals because dyslexia can affect far more than a child’s reading ability.

The organisers liken dyslexia to an iceberg.

Above the surface may be difficulties with spelling, writing or reading.

Below it can lie frustration, anxiety, low self-esteem and declining motivation.

Teachers understand what happens inside classrooms, while special educators contribute specialised intervention methods. Other professionals can help address language, developmental and emotional needs.

Together, they provide a fuller picture of the child.

During the roadshow, teachers are introduced to structured and systematic learning methods, progressing from familiar concepts to unfamiliar ones, concrete learning to abstract ideas, and simpler tasks towards greater complexity.

Multisensory approaches, including VAKT or VATS principles, encourage children to learn through several sensory pathways rather than depending solely on listening or reading.

Literacy activities emphasise phonological awareness and understanding how language works instead of relying heavily on memorisation.

Games, pair reading, hands-on learning and interactive activities are also encouraged.

Importantly, many of these approaches do not require expensive equipment or specially designed classrooms.
They can be adapted within ordinary schools.

Chan said empowering teachers was fundamental because sustainable change ultimately begins in the classroom.

“When teachers understand why a child is struggling, their response changes. Instead of asking why the child cannot keep up, they begin asking what they can do differently to help that child learn,” she said.

“That shift in understanding can change a child’s entire educational experience.”

Feedback from teachers in Kota Tinggi, Tangkak, Batu Pahat, Kulai and Pontian has so far been encouraging.

Participants have reportedly gained not only greater knowledge of dyslexia, but also greater empathy for what struggling pupils may experience.

Some have begun reflecting differently on children who appear to be falling behind despite considerable effort.

The Johor State Education Department has played an important role by facilitating the participation of Pemulihan teachers from schools across the state.

However, Rotary does not intend for the initiative to end when the roadshow concludes on Oct 1.

Plans are being explored for further collaboration, including appropriate intervention materials and more comprehensive practical training.

Chan said the longer-term ambition was to create an education environment where awareness of dyslexia extends beyond individual programmes and becomes part of a broader culture of understanding among teachers, parents, schools and communities.

“We hope this project will create lasting awareness, strengthen early identification and help ensure that children with dyslexia receive the understanding and support they deserve,” she said.

“Every child should be given the opportunity to learn with dignity, confidence and hope.”

Ultimately, Rotary believes success cannot be measured merely by attendance figures or the number of districts visited.
Success will be found in quieter moments.

It will be seen when a teacher stops calling a child lazy and begins asking how that child learns.

It will be heard when a hesitant reader finally speaks with confidence.

And it will live in the smile of a child who once feared the printed page, but discovers that learning can once again become a place of possibility rather than pain.