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Background While much is known about how morphological awareness (MA) contributes to reading development, little attention has been paid to how reading may conversely affect MA development, particularly in readers of Chinese in a bilingual/multilingual setting. Methods The study adopted a cross‐lagged panel design. Young bilingual readers of Chinese were measured in MA, word reading and reading comprehension – all in Chinese – twice from Grade 3 to Grade 4. Results Path analysis revealed that Grade 3 MA significantly predicted Grade 4 reading comprehension after controlling for the autoregressive effect. Over and above Grade 3 MA, Grade 3 reading also significantly predicted Grade 4 MA. Subsequent analyses, however, revealed disparate developmental patterns between those with Chinese and English, respectively, as their home language. Implications These findings, while supporting reciprocity of developmental relationships between MA and reading, also suggested that the pattern of relationships can vary as a function of students' target language experiences in a bilingual/multilingual setting.

Singapore's participation in the Second International Science Study (SISS) in the 1980s marks the beginning of nearly four decades of involvement in IEA studies. International large-scale assessments (ILSAs) play an important role in complementing other information sources to inform policymakers about different aspects of the Singapore education system. The insights derived from these studies have at times served as reassurances to policymakers and program designers that progress has been made in some areas and, at other times, identified where improvements could be made. Participating in ILSAs has proved useful for Singapore. The Singapore Ministry of Education has used data from PIRLS and TIMSS for systemlevel monitoring and secondary analyses of the data have provided insights to inform policymaking and program development; here three actual use cases are used to illustrate the impact of ILSA in Singapore. These cases cover uses ranging from catalyzing curriculum redesign, to monitoring the implementation of a new pedagogical approach to learning science, to keeping tabs on any trade-offs from the bold, system-wide curricular and pedagogical shifts adopted. As a result of this long history of participation, the Singapore Ministry of Education has developed general principles guiding the use of data from large-scale assessments, which provide a useful framework for those interested in international efforts to improve education for all.

Background: Singapore needs to prepare for a rapidly ageing population in the next one to two decades. By 2030, the number of seniors aged 65 years and above will almost double in number to comprise a quarter of Singaporeans. Diseases are on the rise due to aging population, by 2030, 1 in 7 adults aged 18 to 69 years will have diabetes, 1 in 220 residents to have a heart attack, 1 in 180 residents to be diagnosed with a cancer and 1 in 230 residents to have a stroke. One big effect of this demographic clustering will be a shift in disease patterns towards chronic diseases. Objectives: This preventive health programme was designed to bring services closer to seniors to promote health and wellness in the community. Content: There are two forms of Community Health Post targeted at seniors with existing chronic diseases and those who are at risk of developing common chronic diseases. The first form of the health post provides one-to-one health coaching sessions based on a suite of health-related topics and are individualized to the needs of the individuals. This is conducted by the nurse educator. The second form of the health post comprises of group sessions which are conducted by a nurse educator, and supported by other professionals from the hospital. The group sessions aim to build on peer-motivation and support and to provide more disease-specific information focusing on selfmanagement. Methodology: A two-week curriculum is planned for the group sessions, each lasting two hours, and conducted in the format of a workshop, with more than 30 participants per session. Health coaching topics may include: Nutrition & diet, Physical activities and falls, mental wellness, personal hygiene and chronic diseases related education talks. The group sessions are structured in a fun and interactive manner to build interest in the seniors and increase their commitment to return for all sessions and gain confidence in taking charge of their health. Conclusion: The evaluation of the Community Health Posts would provide more insights on the effectiveness of the programme as well as the areas of needs of the senior residents in preventive health.