Learn how to tackle reading comprehension and writing through vocabulary with our online lessons.
The primary aim of iReaCH™ is to support learners in Reading Comprehension and Writing through the deliberate use of vocabulary instruction and educational technology, allowing them to better manage these higher order tasks expected of them in school. The teaching principles emphasised in the development and delivery of iReaCH™ adhere closely to the Orton-Gillingham (OG) principles and the Science of Reading and Learning to facilitate efficient and effective learning. iReaCH™ is developed to provide primary and secondary level students not only with the skills and content knowledge to cope with and excel in Reading Comprehension and Writing but also to increase their confidence and preparedness during examinations.
Aligned closely to the mainstream curriculum, our resources are developed in-house to cater specifically to the learning needs of our students. The employment of vocabulary instruction is integral in our online lessons, which purposefully taps on the use of educational technology to enrich the learning experience. iReaCH™ aims to encourage learners to become inquisitive knowledge seekers and develop their content knowledge and vocabulary necessary to enhance their confidence and competence in Reading Comprehension and Writing.
iReaCH™ is NOT funded by the Ministry of Education (MOE), only the DAS Main Literacy Programme (MLP) is eligible for an MOE grant. Please do contact your Learning Centres or our Customer Service at 6444 5700 (during office hours) should you have any queries.
Does your child experience difficulty in basic literacy skills?
Is your child struggling to answer comprehension questions accurately?
Does your child have difficulties with writing in an organised and relevant
manner?
Do you find that your child’s current vocabulary knowledge makes it
challenging for them to express their ideas effectively?
Then iReaCH™ is for you!
*A profiling test may be conducted to ensure that your child’s learning needs are best supported.
Does your child struggle with reading, spelling, phonics, or reading fluency?
Does your child find it difficult to understand comprehension passages or answer questions accurately?
Does your child need support in organising and expressing ideas clearly in writing?
Does your child have difficulty using vocabulary confidently and effectively?
Or does your child require support in developing higher-order literacy skills such as comprehension, vocabulary, and writing?
Then the iReaCH programme may be suitable for your child.
A profiling assessment may be conducted to help place your child in a class that best matches their learning needs and ability level, ensuring appropriate and targeted support.
They weren't diagnosed with dyslexia. But these children still need help with learning difficulties Article by The Straits Time. Featuring Serena Tan Abdullah, Deputy Director of the English Language and Literacy (ELL) Division And Pearllyn Kang, Assistant Director of the SpLD Assessment Services Some students struggle with reading and writing but don’t meet the official criteria for a dyslexia diagnosis. Despite this, their learning difficulties are real and still require support. DAS steps in to help these learners by offering intervention programmes tailored to their needs, even without a formal diagnosis. The article highlights the importance of early support and flexible teaching approaches to ensure no student is left behind simply because they don’t fit strict diagnostic definitions. Read the full article here. |
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WRITE MORE, WRITHE LESS Writing is a complex task. It involves skills such as planning, organising, using general knowledge and appropriate vocabulary, and ensuring spelling and grammar usage are accurate. In this article, we will look at one of the ways we can help them write better. Read the full article here. |
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IREACH FOR THE SKY! As an educator, Zaidah has always found teaching to be a rewarding experience. Teaching a group of learners with learning difficulties has been particularly fulfilling. In this article, she shares her experience as a das Educational Therapist and more about the iReaCH programme! Read the full article here. |
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INTERGRATING GENERATIVE AI INTO ENGLISH LESSONS Discover how Generative AI sparks the imagination and fuels collaborative storytelling in English classes! Explore the world of collaborative storytelling through AI prompts and AI-generated illustrations that spark creativity and enhance learning. Join the journey where imagination meets smart tech in the classroom! Read the full article here. |
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"This programme has helped me to understand the PEEL writing structures. My English has been improving. I used to be weak in my writing and iReach has helped my ideas flow. The lessons were interactive as we have educational games like Blooklet. Such activities help me to recall what I have learnt and I really enjoyed it." Secondary School Student | "I am pleased with the das iReach Programme as it has helped me improve my English Language skills and increased my self confidence when speaking to others." Secondary School Student |
"All thanks to you and das for giving her help and confidence. She scored A2 for her English." Parent of Secondary School Student | "Deep appreciation from my hubby and myself. I know that during this period you have taken much effort and hard work to work on my child's improvement. Thank you for your time and patience." Parent of Primary School Student |
In February, preparations for online learning was of utmost importance to DAS Educational Therapists as they began familiarising their students with Google Hangouts Meet and Gmail. Students of the Main Literacy Programme spent approximately 10-15 minutes of their lesson getting to know their DAS email address and passwords and accessed Gmail and Google Hangouts Meet to get to know the functions as well as the necessary information they’ll need in order to continue their remediation should home-based learning be implemented.
That was just the beginning of the big wave of changes that turned things around for our students, parents, and our colleagues. The Main Literacy Programme has always stayed grounded on delivering quality remediation, by individualising instructional materials and accommodating learning differences within a very small group of learners.
TEACHING THE MAIN LITERACY PROGRAMME ONLINE!! REFLECTIONS ON HOME-BASED LESSONS
REFLECTIONS ON HOME-BASED LESSONS BY das PARENTS
CEO THOUGHTS: das EMBRACES ONLINE LEARNING!
A PEEK INTO A CONVERSATION BY EDUCATIONAL THERAPISTS ON ONLINE TEACHING!
OUR RESOURCE DEVELOPMENT TEAM SHARES THEIR ONLINE TEACHING EXPERIENCES – Part 1
OUR RESOURCE DEVELOPMENT TEAM SHARES THEIR ONLINE TEACHING EXPERIENCES – Part 2
OUR RESOURCE DEVELOPMENT TEAM SHARES THEIR ONLINE TEACHING EXPERIENCES – Part 3
These BLOGS are featured in our #CIRCUITBREAKER NEWS Series in the DAS NEWS & HAPPENINGS BLOG find more interesting articles in the blog section!
We want every child to get the very best out of our Main Literacy Programme (MLP). The programme, developed in partnership with the Ministry of Education (MOE), provides up to 80 hours of literacy support each year. Regular attendance (at least 75%) helps students build steady progress and confidence.
To ensure no child misses out, we provide catch-up lessons (Structured Mandatory Make-ups, SMMU) in Week 11 of each term. These lessons provide students with the opportunity to recover learning time lost due to public holidays, DAS closure days (effective from 2022 onwards), or when their attendance falls below 75%. This way, every child has the opportunity to stay on track and fully benefit from the programme.
SMMU is a supplementary lesson. It is not intended as a one-to-one replacement for missed classes. Instead, it provides students with carefully designed literacy support through a structured and interactive online format.
Each SMMU lesson focuses on three important areas of literacy:
● Reading Comprehension
● Writing
● Vocabulary
All SMMU lessons are planned and curated by our team of experienced Educational Therapists.
The sessions include engaging activities that:
● Build on relevant skills students can apply in their academic work
● Strengthen comprehension skills and writing abilities
● Expand their vocabulary knowledge for greater confidence in reading and expression
Unlike our regular MLP intervention; which is tailored to individual learning profiles; SMMU is conducted in groups. This group format gives students a valuable chance to:
● Interact with peers
● Experience social learning opportunities
● Benefit from exposure to different teaching styles and perspectives
SMMU plays an essential role in ensuring that your child receives the full 80 hours of support promised under the MLP. More than just a make-up class, it is an opportunity for students to strengthen literacy skills, build confidence, and engage with learning in ways that will support them across all areas of their academic journey.
We want to assure you that SMMU is designed to be both beneficial and manageable for your child. Lessons are thoughtfully planned to keep students engaged, without overwhelming them, especially since they take place during the school holidays.
In addition, as education continues to evolve, online learning is becoming an essential skill that students cannot avoid in the future. Participating in SMMU gives your child valuable practice in learning effectively in an online environment; building independence, adaptability, and confidence in using technology for education.
Through SMMU, your child not only fulfils required intervention hours but also develops important academic and life skills that will serve them well in the years ahead.
Schedule for SMMU in 2026:
Year 2026 | SMMU Dates |
Term 1 | 17 March 2026 & 18 March 2026 |
Term 2 | 2 June 2026 & 3 June 2026 |
Term 3 | 8 September 2026 & 9 September 2026 |
Term 4 | 23 November 2026 & 24 November 2026 |
For more details on SMMU MLP lessons each term, please click here.
For Primary 1 to Primary 4 students, classes will be conducted face-to-face at a learning centre (subject to availability).
For Primary 5 to Secondary 5 students, classes can be conducted via Google Meet, an online meeting platform, or face-to-face at a learning centre (also subject to availability). A DAS email account will be created for your child should they be accessing online lessons.
Your child should preferably have a laptop or desktop computer to access the classes. Use of smart phones to access the class is not recommended as the screen is too small and certain applications used in the lessons may not be fully compatible with smart phones.
Yes, bursaries are available based on eligibility criteria with terms and conditions apply. If you would like to find out more and/or apply for a bursary for your child, please contact our customer service hotline at 6444 5700.
You can inform your child’s iReaCH™ EdT or Learning Centre Administrators before the start of the term so that arrangements can be made to see if your child can be provided with a device. (Please note that terms and conditions apply for eligibility & based on stock availability).
You can reach out to your child’s iReaCH™ EdT, Learning Centre Manager or Assistant Director (Admin), English Language and Literacy Division Mr Bala. He can be reached at [email protected] or 6444 5700 (during office hours).
