The need for an evidence-based reading intervention specifically tailored to the characteristics of the Indonesian language has now been formally addressed. Dr. Harwintha Y. Anjarningsih, an expert in psycholinguistics and language pedagogy who serves as a lecturer in the English Studies Program and Department of Linguistics, Faculty of Humanities, Universitas Indonesia (FIB UI), has released her latest academic reference book titled “Mendesain Intervensi Disleksia yang Sukses: Pendekatan TAL-ID” (Designing Successful Dyslexia Interventions: The TAL-ID Approach).
The TAL-ID approach arrives as a direct response to the challenges of dyslexia management in Indonesia, which has long relied on adapted modules from foreign languages. Through this publication, Dr. Harwintha thoroughly examines local phonotactic structures, the complexity of open and closed syllables (CV, CVC, up to consonant clusters), and grapheme-phoneme consistency in Indonesian. Furthermore, the book bridges brain-based language processing research with concrete steps for reading remediation in the classroom, guiding teachers, speech therapists, and educational psychologists to design measurable, tiered reading modules aligned with each child’s specific profile.
Dr. Harwintha Y. Anjarningsih emphasizes that children facing reading difficulties or dyslexia require explicit instruction that aligns with how the brain processes language units. The TAL-ID approach serves as an evidence-based guide for educators and parents across Indonesia, ensuring that interventions are targeted, effective, and sustainable.
The release of this book has drawn high praise from the Head of the Riau Province Language Center, Dr. Umi Kulsum, M.Hum. She noted that the work offers meaningful insights for anyone invested in education and the development of children with dyslexia, providing a highly relevant framework for designing personalized, goal-oriented interventions centered on individual needs.
Dr. Umi Kulsum further expressed her hope that this inspiring book will not only enrich the perspectives of educators, parents, and practitioners, but also serve as a beacon for empathetic, patient, and hope-filled guidance. Through this publication, the TAL-ID approach is expected to gain widespread recognition and make a lasting contribution to strengthening national literacy and inclusive education. (SM)
