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was placed in the ‘neutral or both’ category. Figure 2 shows that overall, throughtheir metaphors, these learners appear to have only slightly more negative viewstowards all aspects examined.OverviewPositive42%Negative51%Neutral/both7%Figure 2: An overview of all aspects revealed by dyslexia participants in Singaporethrough their metaphorsThese findings are not unexpected since there have been beliefs that dyslexiclearners tend to have low self-esteem and perhaps their experience is thatlearning has more barriers and challenges (Humphrey and Mullins, 2002). However,what is interesting is the high percentage of positive metaphors, which is of likelysignificance for potential achievement in learning. Burden and Burdett (2005)argued that the motivational factor including self-efficacy and commitment toeffort could be a key reason towards the success of learning by young dyslexiclearners - their participants showed a more positive attitude to learning, yet, their50 boy participants were from a British independent special school, where a betterlearning environment and a possibly more positive and well-motivated learnergroup had been established through self-selected entry to the school.The overall finding from this present study shows a large degree of positivitytowards all aspects of learning by dyslexic learners in Singapore. This is perhapslargely due to the awareness work carried out by educational therapists, specialneeds teachers and mainstream school teachers in Singapore to promote theunderstanding of dyslexia among learners, their families and in their schools.22 | Singapore Primary School