https://www.um.edu.mt/library/oar/handle/123456789/33554 2026-04-04T12:14:03Z https://www.um.edu.mt/library/oar/handle/123456789/31737 Title: The development of the English-Maltese assessment of speed of handwriting test Authors: Galea, Fiona; Agius, Rachael; Grech, Helen Abstract: This commentary discusses the development of the English-Maltese Assessment of Speed of Handwriting (EMASH), a novel bilingual (English and Maltese) writing speed diagnostic assessment battery. The EMASH is an adaptation of the Detailed Assessment of Speed of Handwriting (DASH), a previously standardized English assessment battery developed by Barnett, Henderson, Scheib & Schulz, 2007 with the aim of identifying handwriting difficulties. Given the lack of evaluation instruments that measure writing speed performance that are standardized on the local population, or are in the mother tongue, this study sets out to realize the translation and adaptation of the DASH for the Maltese population. The DASH is not scientifically appropriate to administer and score on Maltese children since it is standardized on a UK population. 2018-06-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/31733 Title: Investigating the spelling performance of Maltese children Authors: Zammit, Cristina; Agius, Rachael; Camilleri, Maria Noelle Abstract: This research investigates Maltese word and non-word spelling abilities of Maltese children. A total of 82 typically developing students attending state and church schools in grades 4, 5 and 6 participated in the research. Spelling abilities were assessed using a standardized Maltese spelling test and a non-word spelling test developed for the purpose of this study. A comparison of the children’s performance in these tests was undertaken in terms of their grade, gender, school-type, school language and home language. Findings show that word and non-word spelling abilities are only significantly affected by grade and schoollanguage. Spelling patterns were analyzed and discussed in light of the dual route model. Four distinctive categories of spelling patterns emerged in this study, which indicated the use of lexical and sub-lexical processes. Overall, findings are discussed in relation to other similar studies. 2018-06-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/31732 Title: Investigating word blending skills in Maltese children Authors: Agius, Rachael; Mifsud, Jessica Abstract: This study aimed to investigate the word blending skills of six to seven year old Maltese children whose home language is either Maltese/English (monolinguals) or Maltese-English (bilinguals). Typically developing children and children with reading difficulties from different school systems (State, Church, Private) were selected. Parents were asked to complete a language and literacy questionnaire prior to test administration. The participants’ word blending skills were assessed in English using the ‘Blending Words’ subtest of the 2nd edition of the Comprehensive Test of Phonological Processing. They were also tested in Maltese using a word blending test developed for the purpose of this research. The main findings show overall better performance in Maltese word blending tasks. Girls performed better than boys and State school performance was the highest for Maltese, while Private school performance was superior in English. Results also showed that bilinguals outperformed monolinguals in both language versions of the test. Typically developing children achieved higher scores in word blending than children with reading difficulties and children who were reported to have difficulties with learning the alphabet gave a significantly lower performance. Lastly, questionnaire findings show that frequent reading, reading enjoyment and good alphabet knowledge all result in better word blending abilities. Recommendations include encouraging children to read more frequently in both languages in order to enhance phonological awareness abilities. 2018-06-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/31731 Title: The Faculty of Health Sciences : looking ahead Abstract: The last Editorial by Professor Angela A. Xuereb Anastasi, in Volume 4, Issue 1 of this journal, provided a summary of the achievement the Faculty of Health Sciences has obtained over the past seven years. As Professor Xuereb Anastasi moves on to her well-earned sabbatical, I thank her on behalf all members of staff for the achievements of the Faculty under her leadership over these years. As I now take up the baton from her as Dean of the Faculty of Health Sciences, I know that I have stable ground to work on, and I look to the future with optimism and enthusiasm to continue to see the Faculty grow and mature. Where do I envision the Faculty will go over the next four years? Firstly, I would like to see greater collaboration between the Departments within the Faculty and greater openness of the Faculty to work with other Faculties, both teaching and research. This should provide the possibility of new ideas being created, bringing a breath of fresh air, which is not possible if we maintain a ‘silo’ mentality. 2018-06-01T00:00:00Z