Dear Ministry of Education,

It is with deep concern that I respond to MOE’s recent announcement regarding the revision of subsidy eligibility criteria for the Dyslexia Association of Singapore (DAS) Main Literacy Programme (MOE-Aided) [MLP(MA)] for students transiting from Primary 6 to Secondary 1.

While I understand MOE’s rationale—that students who achieve AL1 to AL5 in PSLE English are deemed to have “sufficient foundational literacy skills” to manage secondary school coursework independently—I urge the Ministry to reconsider this policy shift. The decision risks overlooking the complex, lifelong nature of dyslexia and the unique challenges faced by students at this critical stage of transition.

1. Dyslexia is lifelong, not seasonal
Dyslexia is not a condition that disappears once a child achieves a certain grade. Even students who manage to attain AL1 to AL5 often do so at great personal effort, with additional home support, therapy, or tutoring. Removing their access to subsidised DAS support assumes that past performance is an accurate predictor of future ease in learning. Research and lived experience both show that this is not the case.

Clinical evidence confirms this: even after intervention, children with dyslexia remain slower and more effortful readers and may continue to face difficulties with writing and note-taking. Adolescents may achieve some fluency, but they often still struggle with phonological deficits that prevent them from catching up to their typically reading peers. Critically, research dispels the myth that dyslexia can be “outgrown”—it persists into adulthood, even if individuals develop coping strategies.

2. Transition to Secondary 1 is a vulnerable period
The shift from Primary to Secondary school represents far more than an academic step-up. Students face a heavier syllabus, more abstract concepts, new environments, and new social dynamics. For students with dyslexia, this change can be overwhelming.

Research shows that self-judgment of competence plays a decisive role in whether dyslexic students persist or withdraw from school learning. When their abilities are framed only through narrow academic grading, they risk internalising a sense of incompetence. This not only harms self-esteem but can cause students to disengage entirely. The DAS Main Literacy Programme helps to counter this by fostering a safe, affirming environment with specialised educational therapists who guide, counsel, and encourage students beyond literacy instruction.

3. Grades do not equate to mastery
MOE’s current benchmark—that AL1 to AL5 students no longer “require” support—is unnecessarily restrictive. An AL5 or AL4 grade reflects scores in the range of 60–75 marks. This cannot reasonably be interpreted as mastery, nor as an indication that the student will thrive in secondary English or the wider demands of content-heavy subjects such as history, geography, or science. To withdraw subsidies on this basis risks penalising students who may have achieved only a tenuous grasp of literacy through extraordinary effort.

Furthermore, research into dyslexic students in higher education has found that they remain more at risk for dropout and are less likely to complete programmes within the expected timeframe than their non-dyslexic peers. This demonstrates that strong, ongoing scaffolding is necessary even for students who initially appear to be coping well.

4. Future-readiness requires stronger literacy, not weaker support
As Singapore positions itself for an AI-driven future, literacy demands are rising, not falling. Effective use of large language models such as ChatGPT or Gemini depends on one’s ability to structure thoughts, iterate, and articulate ideas clearly in written English. Beyond AI, our economy still prizes strong reading and writing skills as essential for research, communication, and innovation. Weakening literacy support at secondary level undermines national goals of future-readiness.

5. Emotional well-being and hidden costs
It is also important to recognise the hidden costs borne by families of dyslexic children. Research highlights that children with dyslexia often experience low self-esteem, school avoidance, and emotional stress. Families frequently invest in therapies to help their children cope with bullying, ostracisation, and anxiety. Removing subsidies at Secondary 1 not only adds financial burden but also strips students of a safe space where they feel seen, supported, and empowered to grow.

 
In light of these concerns, I respectfully urge MOE to reconsider the revised subsidy criteria. If the intent is to prioritise resources, a more nuanced approach could be taken—for example, allowing subsidies to continue for AL1–AL5 students upon reassessment of individual needs at Secondary 1, rather than enforcing a blanket cutoff.

Singapore has long been admired for its educational foresight and commitment to equity. We should not risk disadvantaging students who, despite showing promise at PSLE, remain in need of targeted, affordable support to navigate the critical years ahead.

Respectfully,
Jonathan Ho
Parent of a dyslexic child

References
Shaywitz, S.E., & Shaywitz, B.A. (2020). Dyslexia: neurobiology, clinical features, evaluation and management. Handb Clin Neurol, 173, 277–289.

Chambon, M., et al. (2022). Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence. Journal of Learning Disabilities, 55(1), 35–47.

Raskind, M.H., et al. (2019). Students with dyslexia in higher education: academic performance and predictors for success. Dyslexia, 25(2), 136–152.