For 12-year-old Chan Hao Tian, reading and spelling never came easily – sounding out words and making sense of written text felt like an uphill battle. However, after two years in the SDR programme, he has gained the skills and confidence to tackle these challenges head on.

“I am proud of myself for answering questions in class,” says Hao Tian, when reflecting on his personal growth and the confidence he has been building over time.

The Primary 6 student at Changkat Primary School now reads aloud comfortably and approaches unfamiliar words using strategies acquired through the two-year SDR programme, which supports Primary 3 and 4 students with dyslexia in reading and spelling (check out the programme here).  

Hao Tian using Word Attack strategies to read a word.

In the SDR programme’s small-group setting, Hao Tian was surrounded by peers who faced similar reading challenges. Realising he was not alone helped him feel more at ease in class. He says, “I feel better knowing that there are others like me.” Over time, he gained greater confidence to make friends and seek support when he needed help – something he takes pride in. As he puts it, “I have friends who help me in my schoolwork.” 

Hao Tian’s SDR teacher, Ms Loy Hin Jong, played a key  role by encouraging him to begin with words he could read confidently before moving to more challenging ones. This approach did more than improve his reading skills. It helped him cultivate his own inner voice of encouragement, developing a personal mantra: “Don’t be afraid. You can do it.”  

Hao Tian writing his “I am, I can, I have!” statements on a whiteboard.

That growing self-belief did not stay within the SDR classroom. It also shaped how Hao Tian approached challenges in his regular lessons.

He now confidently seeks help when needed: “I can ask my teacher how to spell difficult words.” He credits his English Language teacher, Mrs Maybelline Low, for regularly reminding him to apply   Word Attack strategies he had learnt when he comes across unfamiliar words in regular English class. For example, when he encountered the word ‘uncontrollably’, Hao Tian used the strategy of looking for smaller words to identify the base word ‘control’.  

Hao Tian’s story shows how confidence can grow when children are encouraged and empowered.

From stuttering student to flourishing student leader 

For Wong Jing Wen, a Pharmaceutical Science student at Republic Polytechnic, that same confidence she gained in primary school continued to grow long after she left the SDR programme. She now tutors a Secondary 4 student with dyslexia, paying forward the support she once received. 

“The SDR programme helped me to become a more confident learner. After SDR, I was willing to raise my hand to answer questions,” she reflects.

Her spelling improved dramatically – she no longer needed to memorise words letter by letter, but could spell them phonetically. As her literacy improved, so did her confidence in how she saw herself and what she thought she could do.

Jing Wen’s growing self-assurance changed the way she showed up in school. She began saying yes to opportunities that would once have intimidated her – from guiding new students as an Orientation Group Leader in secondary school to becoming a Student Council Executive Committee member. She even returned to her primary school to share her journey, reflecting her transformation from a student once afraid to speak up to someone ready to lift others up.  

Looking back on her transformation, Jing Wen reflects on what she has gained: “I am confident enough to step out of my comfort zone. I can think critically to solve problems and help other people. I have people who will back me up whenever I need them.” 

Jing Wen and her teacher and mentor, Mdm Nooraisha. Photo courtesy of Wong Jing Wen.

Jing Wen speaks fondly of Mdm Nooraisha, who had been her English and Form Teacher in lower primary before becoming her SDR Teacher. Familiar with both Jing Wen’s struggles and her potential for growth, Mdm Nooraisha remained a constant source of support. Mdm Nooraisha witnessed her transformation from a child who once struggled with spelling to a confident young woman who can now spell the names of complex medical drugs she encounters in her studies.

They stayed in contact throughout the rest of Jing Wen’s primary and secondary school years. At times, Jing Wen would seek her out for advice, finding in Mdm Nooraisha a mentor who continued to encourage her to step out of her comfort zone and challenge herself.

Reflecting on Jing Wen’s growth, Mdm Nooraisha emphasises the importance of patience, saying that learning to persist through challenges and setbacks often proves more valuable than immediate academic gains. “Some students may need more support early on, but with the right interventions, they can pick up skills and thrive,” says Mdm Nooraisha.

For parents, this is an important reminder that a dyslexia diagnosis does not define or limit what a child can go on to achieve.   

Jing Wen returning to her primary school to share her journey. Photo courtesy of Wong Jing Wen. 

Hao Tian and Jing Wen’s brave sharing show that with the right support, students with dyslexia can develop resilience and grow into confident learners – even as they continue to navigate challenges in reading and spelling. 

The phrase "I am, I can, I have!" in the title is drawn from the Resilience Learning Aid developed by the Guidance Branch, MOE, as part of efforts to support students' social-emotional development and resilience. For more information, you may access the link here.