Educational Therapy focuses on supporting children with learning difficulties or getting ready to learn in a school-based setting. Your child will benefit from Educational Therapy if he/she has difficulties in:
Reading & literacy
Educational Therapy is the standard treatment for children and adolescents diagnosed with:
Dyslexia is the most common learning disability in children and persists throughout life. It is a specific learning disability that is neurobiological in origin and is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
This typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Also, problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge may also arise.
Our therapists use different assessment tools to evaluate the child and specific plans are given to each child under our Literacy Programme.
Developmental Dyscalculia (DD) is usually perceived as a specific learning difficulty for mathematics, or, more appropriately, arithmetic. It is a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations that must be quantifiably below what is expected for an individual’s chronological age, and must not be caused by poor educational or daily activities or by intellectual impairments.
In most cases, Developmental Dyscalculia often occurs in association with other developmental disorders such as Dyslexia or ADHD/ADD. Some typical characteristics of DD are difficulty when counting backwards and poor sense of number and estimation.
Dysgraphia is characterised by an impairment in handwriting, spelling, or written expression, in an individual without intellectual disability.
A child with dysgraphia will most often omit words in sentences, write disorganised sentences, misspell words, and/or have poor handwriting. Some children will not experience difficulty in reading or speaking, yet some do have these challenges as well. Dysgraphia is most commonly diagnosed along with ADHD/ADD and Dyslexia, among other developmental disorders.
Our Educational Therapists adopt an eclectic approach to ensure that treatment is catered to each child’s individual learning strengths and styles.
Olive Tree Achievers Programme (OTAP)
Literacy Programme is designed to guide children to gain competence in reading, comprehension, vocabulary building, and spelling. Children will be assessed from time to time via formative assessment and portfolio. We adopt the University of Utah Reading Clinic, Lindamood-Bell Learning Processes, Montessori, and Orton-Gillingham strategies to stir the interest for literacy and functional literacy.
Concepts include Vocabulary and Grammar, such as:
Tenses (past, tense, future)
Parts of speech
We address important gaps by "not just reading" but by reading beyond words and understanding what they mean; understanding how a word meaning changes when additional letters are added (e.g. move, remove, moveable); and constructing a sentence with proper word order, grammar, and vocabulary - not limited to the identification of objects, but expanding vocabulary with action and descriptive words.
Beginning / Medial / Ending sound
Blending (up to CVC words)
Silent 'e' words, r-controlled words
Basic comprehension skills
Alternate vowel spelling
Intermediate comprehension skills (main idea, sequencing, details, cause and effect)
Maths Programme is an instructional program designed for students who have identified deficiencies in Maths. Some topics that can be discussed are solving word problems/story sums, different methods of solving Heuristics questions, and different topics for PSLE Maths. Our teaching approaches include Montessori, Orton-Gillingham, and On Cloud Nine® (Visualizing and Verbalizing for Math).
We address important gaps by developing the ability to compare both numerical and non-numerical concepts using words (e.g., more/less than, equal to, bigger/heavier/narrower than); understanding math vocabulary and terminology (e.g., sum, difference, greater/fewer than, groups of 3 vs 3 groups) to aid translation of word problems into math equations; strengthening number sense (24 tens vs 24 hundreds) and concepts of time (e.g., before/after); and conceptualising the conversion of time and money.