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All Programme Fees

Main Literacy Programme Fees

  Subsidised Fees Standard Fees
Main Literacy Programme Per Hour Per Term Per Hour Per Term
Singapore Citizen
Off-Peak Classes $25.68 $513.60 $64.65 $1,293
Peak Classes $26.94 $538.85 $68.20 $1,364
Super Peak Classes $28.21 $564.15 $71.50 $1,430
Singapore Permanent Resident or Non-Singaporean
Off-Peak Classes     $77.60 $1,552
Peak Classes     $81.85 $1,637
Super Peak Classes     $85.80 $1,716

All fees are inclusive of GST, Termly Registration Fee of $8.02.

Off Peak 2 hours on weekdays
Peak  1 hour weekday & 1 hour weekend class 
Super Peak  2 hours on weekend class (Saturdays and/or Sundays) 

Subsidised Fees apply when:

  • Student is a Singapore Citizen and is attending an MOE school.
  • Student is a Singapore PR/Foreigner but has one parent who is Singaporean and the student is attending an MOE school.
  • Student has a diagnosis of dyslexia.

Standard Fees apply when:

  • Student is a Singapore Citizen but is not in an MOE school e.g. International school, Madrasahs, Specialised Independent Schools and home-schooling.
  • Student is a Singapore PR/Foreigner and both parents are Singapore PR/Foreigners.

MODES OF PAYMENT: GIRO ONLY

Giro bank deductions are made in 2 instalments within a term. For example, $513.60 payments for a term will be deducted: $513.60/2 instalments = $256.80 per instalment. Each instalment is collected every 5th of the month. 

Please note that there are late charges for unsuccessful deductions. For more details please refer to our Terms and Conditions.

 With effect from Term 3, 2021


English Language and Literacy (ELL) Programme Fees

  Singapore Citizens Singapore PR and
International Students
Types of Programmes Per Hour Per Term Per Hour Per Term
iReaCH $37.15 $743 $44.60 $892
iStudySmart (Short-term Programme) $18.10 $362 $21.70 $434

With effect from Term 3, 2021

 


Specialised Educational Services (SES) Programme Fees

  Singapore Citizens Singapore PR and
International Students
Types of Programmes Per Hour Per Term Per Hour Per Term
Preschool Programme - 2 off-peak period classes  $45.40 $908 $54.50 $1,090
Preschool Programme - 1 off-peak & 1 peak period classes  $47.85 $957 $57.40 $1,148
Preschool Programme - 2 peak period classes  $50.00 $1,000 $60.00 $1,200
Maths Programme - Essential Maths $65.00 $650 $78.00 $780
Maths Programme - Problems Sums for Upper Primary (P5 Standard) $65.00 $650 $78.00 $780
Maths Programme - Problems Sums for Upper Primary (P6 Standard) $45.40 $908 $54.50 $1,090
PREP 2 PSLE  Programme (Formerly known as English Exam Skills) $65.00 $650 $78.00 $780
Chinese Programme $65.00 $650 $78.00 $780
Chinese (Upper Primary) Programme $45.40 $908 $54.50 $1,090
Chinese (Secondary) Programme $45.40 $908 $54.50 $1,090
Speech and Language Group Therapy $92.70 $927 $111.20 $1,112
Speech and Drama Arts Programme $26.00 $390 $31.20 $468

With effect from Term 3, 2021

Painting by the Singapore River

 Scroll down for detailed timeline

Painting by the Singapore River UOB 01 min

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TIME PROGRAMME
1 pm to 1.30 pm

Registration and Briefing of Event

Boarding of the bus at DAS Bishan

2 pm to 3.30 pm Activity time
3.30 pm to 4 pm Tea Break
4 pm to 4.30 pm Showcase of Painting
4.30 pm to 5.00 pm

Boarding of the bus back to DAS Bishan

Corporate Governance

Charity Transparency Award

Dyslexia Association of Singapore was one of the 67 recipients at the 4th Charity Transparency and Governance Awards 2019 and was conferred the Charity Transparency Award by the Charity Council on 3rd December 2019.

The Charity Transparency Awards are a part of the broader scheme of the Charity Governance Awards that are an initiative by the Charity Council. They aim to promote good governance in the charity sector by acknowledging the excellent work of charities while inspiring others to emulate their best practices.

To recognise charities with good disclosure practices, charities that meet the qualifying standards in disclosure under the Charity Transparency Framework will receive the Charity Transparency Awards.
(Source: Charity Council)

 DASCharityTransparencyCharity Transparency Award
DAS President Mr Eric Lee  received the award from Chairman of Charity Council, Dr Gerard Ee.

 

DAS CORPORATE GOVERNANCE POLICIES

Whistle-Blowing Policy (PDF).
Conflict of Interest Policy (PDF).
Reserve Policy, Loan Policy and Investment Policy (PDF).
Engagement of Stakeholder Policy (PDF).
Related Party Transactions (PDF).
DAS Investment Policy Statement (PDF).

 

SUPPORTING A CHILD WITH DYSLEXIA

6 Key Ways to Support a Dyslexic Child in Literacy

 

This article was posted on Bubbamama. 

(1) PRACTISE PHONOLOGICAL AWARENESS SKILLS

Most learners with dyslexia suffer from a phonological deficit and phonological awareness influences the ease with which they develop reading and spelling skills. An important first step in improving phonological awareness is rhyme awareness. So, encourage a pre-schooler to sing nursery rhymes and play rhyme games. For slightly older learners, work on smaller units of sounds such as syllables, or single sounds (also known as phonemes)

Rhyme games can take place anytime and anywhere, just ask them to tell you which two of the three words you’ve said are rhymes. Or create a rhyme book – simply cut out pictures from old, discarded books and ask the child to locate a rhyming picture, for instance, a picture of the sun could go with a picture of someone running. Don’t forget to ask them what the word is.

For older children, ask them what the first sound in a word is, ask them to tell you several other words that have the same first sound. This can be played as a game where you take turns coming up with words that have the same starting sound. You can also make them come up with funny phrases that have words that all begin with the same first sound (also known as alliteration)

(2) HEAR, SEE, SPEAK AND READ WORDS

Most often, we encourage parents to engage their children in reading activities. Even if a child is too young to read, the act of reading to the child has many benefits. The development of listening and oral vocabulary is an important precursor to the development of reading and writing vocabulary. It’s important that parents point to the words as they read so that children can begin to form more concrete associations between the print and the sounds they hear.

Having discussions about what they’ve read is a strategy used to enhance comprehension skills and oracy skills, so read a book that is of interest to the child and ask questions.

Ask the child to retell the story to his/her siblings or grandparents. Or continue the story in his/her own way. Place a series of pictures with some keywords and ask the child to form a story around the picture, using the keyword. Organise storytelling activities as part of family get-togethers. These are fun ways parents can support their learners in their literacy development.

(3) MAKE LEARNING ACTIVITIES MULTISENSORY

Parents can also aim to engage their children through all their senses. Make learning literacy a multisensory experience. It is said that we retain only ten percent of what we hear and that figure grows every time you include other senses, and you have the potential to retain up to ninety percent of what you hear, see, say and do.

If the child is ready for letter formation, parents can go beyond the pencil and paper methods and use a variety of materials like play dough, whip cream, sparkles, sand and pipe cleaners to encourage them to form letters. When explaining something, like the meaning of a word, verbally model an example, show them what it means through visuals and illustrations and stick these images up on the walls or the fridge while asking the child to produce more examples with you.

(4) CELEBRATE SUCCESSES

Children with dyslexia may often be confused and suffer from low self-esteem as a result of the difficulties they encounter in school. As such, parents’ understanding and support are crucial to raising their confidence in their learning ability. Working together to create expectations on what they can achieve in tests, or a specific task like reading would demonstrate to the children that their parents are partnering them in this learning journey. Recognising achievements, no matter how small they may seem, recognises effort. After all, a journey of a thousand miles begins with and consists of many single steps.

(5) BE THE CHILD’S CHAMPION

As the children may be too young to represent themselves and seek out the appropriate guidance, parents can support them by advocating for their needs. Many people and professionals are involved in the support of a child, so parents may engage as many of them as possible to work together with them to enable their children towards success.

(6) EMBRACE DYSLEXIA COMPLETELY

I highly recommend that parents are fully aware of what dyslexia truly is. Being the parent of a child with dyslexia need not be a lonely experience as they can get connected to a parent network for support and to stay current with news and developments about dyslexia. Parents may also explain to their children about what dyslexia is in ways that they can understand and assure them that they have as much potential as other children and they are loved. When defining dyslexia, parents must not overlook the strengths it offers.

A 2004 British study reported that 20% of entrepreneurs are likely to have dyslexia and in a more recent study from the US, the figures have risen to 35%. Clearly, there are dyslexic advantages, so parents can work towards identifying these in their children and boosting these skills in appropriate ways. Parents can share success stories with their children, describing how many individuals with dyslexia had similar struggles and have worked hard to achieve great success in their fields.

 

Tips provided by

Geetha Shantha Ram
Director, DAS English Language and Literacy Division, SpLD Assessment Services & Staff Professional Development


Click here to learn more about Geetha

Who We Are

We are a team of professionals working together to provide the best possible service from the identification of dyslexia and other learning differences and providing the most suited remediation for our students.  Our teachers are referred to as Educational Therapists because they go beyond delivering lessons,  they design, implement and evaluate interventions catered to individual needs.  Our lessons are not mass produced but individually tailored.  

We work together to bring out the best in our children.  

  • Educational Therapists 
  • Psychologists 
  • Educational Advisors
  • Curriculum Specialists
  • EduTech representatives

 

WHAT DO WE ASSESS FOR?

The Dyslexia Association of Singapore helps students who are:

  • Primary 1 to Secondary 5
  • Diagnosed with dyslexia

 

We also help adults who struggle with literacy. 

Enrolment

ENROLMENT

 

Enrolment The Enrolment Process

Who we can help

  • Singaporeans in mainstream school
  • Primary one to Secondary 5
  • Diagnosed with dyslexia

 

Profiles of students

Banding of students on the Main Literacy Programme (MLP):

  • MLP supports learners with a diagnosis of dyslexia.
  • All students upon entry to MLP will be banded according to abilities and profiles based on their psychological report. Subsequently, the progress of the students will be based on the curriculum-based assessments conducted twice a year, in Terms 2 and 4.

 

 Band How MLP helps
studentbanding2 Band A

Band A covers emergent literacy skills and students who are assigned to be in this band typically have language or cognitive weaknesses that co-occur with their dyslexia.

studentbanding3 Band B Band B covers functional literacy skills and students who are placed in this band would likely have fairly developed language skills (e.g., verbal scores above 80) but significant basic literacy difficulties (reading and spelling scores less than 80).
studentbanding1 Band C Band C covers functional to advanced literacy skills and students who are placed in this band would likely have fairly developed language skills and some functional literacy skills but continue to struggle with reading fluency, reading comprehension and composition writing.

 

 

Our Mission, Goals and Aim

Our Mission

Helping Dyslexic People Achieve

Our Goal

To build a world class organisation dedicated to helping dyslexic people and those with specific learning differences in Singapore.

Our Aim

To empower special education professionals and caregivers to help people with special educational needs achieve their full potential.

educational

DAS as a Social Enterprise

DAS views itself as a social enterprise. We strive to be a sustainable business with a social mission. Our business is used as a means to help dyslexic people achieve. We reinvest our surpluses to fulfil our social objectives and in doing so, combine the entrepreneurial and business skills with our philanthropic mission characteristics as a not-for-profit organisation.

Characteristics of DAS Social Enterprise

We provide high-quality, professional, innovative and client-focused solutions to create and sustain services for the dyslexic community in Singapore and the region.

We operate as a financially viable and cost-effective business which at the same time ensures that no dyslexic person is unable to access our services because they cannot afford it.

We generate social returns on our investments through the development of a dynamic, motivated team of highly qualified and experienced professionals.

We have a heightened sense of accountability to stakeholders through our professional management team.