Frequently Asked Questions
Where are treatments held?
We offer three options for our students.
- Sessions can be undertaken at our offices which are on Level six (6) of the office tower of United Square mall.
- Zoom sessions can also be arranged if required.
- Sessions can also be conducted at the following schools in Singapore where we have a Reading Specialist based – The Australian International School or Nexus International School.
Does my child need a diagnosis?
No, a Dyslexia diagnosis is not necessary, however, it’s important to note that the signs of reading difficulties and Dyslexia vary from person to person. Here are some common signs that may indicate Dyslexia in children:
- Developmental language delays
- Difficulty remembering letter names
- Difficulty recognising familiar words
- Spending an unusually long time on reading and writing tasks
- Frequent letter reversals and poor spelling
- Phonemic awareness
- Executive function
- Task avoidance frustration
- Family history
- Comorbidities
Why is an assessment necessary?
Understanding the root cause of reading and spelling difficulties is crucial for effective intervention. Our research-based assessments pinpoint specific areas to target so we can create tailored interventions.
How many treatment sessions are required?
For best results, we recommend 3−5 sessions per week, each with a duration of 45 minutes. A typical treatment block is 30 sessions.
What types of intervention is used?
We use evidence-based practices, incorporating direct and explicit instruction in phonics reading and spelling development. Recognising that each child learns uniquely, we tailor our programs to address specific needs. This might include enhancing phonological awareness, mastering decoding of regular words and building on irregular words, or strengthening reading comprehension. Our Specialists are committed to staying at the forefront of the Science of Reading, continually refining our methods based on the latest research to ensure the most effective instruction available.
