ABSTRACT This paper synthesizes research on dyslexia remediation, word recognition development and the Malay language writing system to design and develop a Malay language word recognition intervention program (MyBaca) for children with dyslexia. Malay is alphabetic, is highly transparent, with salient syllabic units. The program is designed based on theories of the Simple View of Reading and Ehri’s phase theory of word development. The objectives of the program are to teach the full alphabetic knowledge of Malay and the consolidated alphabetic knowledge of grapho-syllabic spelling-sound patterns of Malay. The instructional strategies are designed based on pedagogic principles of the Orton-Gillingham approach, the National Reading Panel review, and elements of Structured Literacy. The curriculum is sequenced according to evidence-based research on Malay GPC knowledge acquisition and the grapho-syllabic spelling-sound patterns. The design process which integrates both theory and empirical evidence may provide some insights toward overall dyslexia intervention.

中文翻译：

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面向阅读障碍儿童的马来语单词识别干预程序的设计与开发

摘要 本文综合对阅读障碍矫正、单词识别发展和马来语书写系统的研究，为阅读障碍儿童设计和开发马来语单词识别干预程序（MyBaca）。马来语是按字母顺序排列的，高度透明，具有显着的音节单位。该程序是根据简单阅读观和 Ehri 的单词发展阶段理论设计的。该计划的目标是教授马来语的完整字母知识和马来语图形音节拼写声音模式的综合字母知识。教学策略是根据 Orton-Gillingham 方法的教学原则、国家阅读小组审查和结构化识字的要素设计的。课程根据对马来语 GPC 知识获取和图形音节拼写声音模式的循证研究进行排序。整合理论和经验证据的设计过程可能会为整体阅读障碍干预提供一些见解。