Our primary programme
Small-Group Dyslexia Intervention
Up to five learners, matched to each other — not grouped by age, or by whoever happened to enrol that month. Sixty minutes, structured literacy throughout, with each child working toward their own goals inside the same lesson.
Small-group intervention
RM90 per child, per session
The size
Five is a ceiling, not a target.
A group runs at four when four is the right four. We have never added a fifth child to make the numbers work.
Past five, teaching becomes supervision
An interventionist has to hear every child read, catch every error in the moment, and correct it before it is practised wrong. That is arithmetic, not philosophy — it stops being possible somewhere around six.
Everyone is working at their own edge
Because the group is matched, one explanation lands for all five. Nobody is waiting through material they have already mastered, and nobody is being carried through material they cannot yet decode.
Children hear each other struggle
This is the part parents do not expect. A child who believes they are the only one hears four others working through exactly the same difficulty out loud — and something loosens.
The matching
What “matched” actually means.
Three things have to line up. Age is not one of them — two nine-year-olds can be three years apart in what they can decode.
Decoding stage
Which sound–letter patterns a child has secure, which are shaky, and which have not been taught. Not reading age — the specific gaps.
Attention and stamina
How long a child can hold focused effort before the work stops being useful, and what helps them come back when they drift.
Confidence profile
Whether a child will risk an answer in front of others yet. A child still braced for failure needs a different group from one who will guess out loud.
This is what the assessment is for. We cannot match a child we have not assessed, which is why placement always comes after one — and why we sometimes conclude that a group is not the right answer at all.
Inside a session
Sixty minutes, the same shape every week.
The predictability is part of the method, not an accident of scheduling. A child who knows exactly what is coming spends their effort on the reading rather than on bracing for it.
- 5 min
Review
Rapid recall of patterns already taught. Fluency comes from retrieval, not from repetition on the page.
- 15 min
New teaching
One concept, taught explicitly. Never more than one, and never assumed.
- 15 min
Guided practice
Building and breaking words with letter tiles, so the pattern is handled before it is read.
- 15 min
Reading in connected text
Applying it to real sentences — the step where decoding becomes reading.
- 8 min
Spelling and dictation
Writing is the harder direction, and the one that proves a pattern is secure.
- 2 min
Close and home task
What was covered, and one small thing to practise before next time.
Fit
The group is not right for every child.
We would rather tell you that at the assessment than three months into a placement.
This usually suits a child who
- Can work alongside others for sixty minutes
- Has a decoding profile that matches a group we are running
- Is losing confidence faster than they are losing skill
- Responds to structure, and settles when they know what is coming
We’d suggest individual sessions when
- The gap is wide enough that a group would hold them back
- Attention or anxiety makes a shared room hard right now
- A specific co-occurring need calls for undivided attention
- No current group is a genuine match — we will not force one
Between sessions
What you get, beyond the hour itself.
A record of every session
What was taught, how your child responded, and what to practise — not a tick sheet.
Home practice that takes minutes
One small task, matched to what was taught that day. Short and frequent beats long and occasional.
Progress reviews
A structured look at what has moved and what should change next, discussed with you rather than posted to you.
Placement
How a place is confirmed.
Register
Opens an account and tells us what you have been noticing. No payment, and no programme chosen yet.
Assessment
A structured look at how your child reads, spells and writes, and where the difficulty sits.
Recommendation
We talk it through in plain language — including if what we would recommend is not a group, or not us.
Matched to a group
If a group fits, we place your child in the one that matches, and set their individual goals within it.
We are an education service, not a medical one. Our assessment describes how your child learns and what teaching will help. It is not a diagnosis, and we will say plainly when a formal diagnosis from another professional would be worth having. What an assessment covers →
Current groups
How a place comes free.
Groups run to a maximum of five, so a place opens when a child moves on or a new group forms. Because the group has to match your child rather than merely have a chair free, the useful question is not which evenings we run — it is whether there is room in a group your child belongs in. Ask us, and we will tell you straight.
Questions parents ask
About the group, specifically.
What if the group turns out not to suit my child?
We move them. A placement is our best judgement from the assessment, and judgements are sometimes wrong — a child can turn out to need individual sessions, or a different group entirely. We would rather change it early than defend it.
Will my child be the weakest one there?
No, because that is what the matching is for. Every child in the group is working at a similar decoding stage. The experience we are aiming for is the opposite one: realising that four other children find this hard too.
Is the group the same five children each week?
Yes, while the group is running. The consistency matters — the children get used to each other, and a child who is still nervous about reading aloud is reading aloud to the same familiar four.
Do you diagnose dyslexia?
No. We are an educational intervention centre, not a medical or psychological service. Our assessment describes how your child reads, spells and writes and what teaching will help. If a formal diagnosis would be useful, we will say so and point you toward professionals who can carry that out.
What does the fee include?
The session itself, all materials used in it, the written session record and your child's home practice. There is no separate materials charge.
Start here
Register your child, or ask us a question first.
Registering opens an account and starts the assessment conversation. It is not a commitment to a programme, and there is nothing to pay to ask. Current fee RM90 per child, per session; from 1 January 2027 it becomes RM120.