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2018 Summer Holiday Course

We’ve created two courses that will help your child develop crucial skills required for becoming a fluent, independent reader while having fun in class!


The Storytelling Tour #2

 Join us on the 10th of June
for a day of FREE Storytelling session at I CAN READ Kota Damansara!



It is with great excitement that we can announce the much-anticipated opening of our 6th I Can Read centre in Malaysia, Setia Alam. The grand opening was held over the weekend and we are extremely thankful for the turnout.

All attendees were treated to scrumptious food and the children took part in balloon sculpting activities. Parents had the first look at our newly renovated centre and they were introduced to our I Can Read methodology by I CAN READ Academic Manager from Singapore.

We would like to thank everyone who came down to give their support and share this joyous occasion with us! Here’s a look at some of the pictures that were taken during the event. 

For more information, please call 03 3362 1264 or e-mail :


Storytelling Tour # 1: BookXcess

 Reading books with children helps to develop so many important skills including empathy. When a child can put themselves into the story it helps them to develop their understanding systems and relate to emotion. They identify with characters and feel what they are feeling. 

On May 20th, 2018, I Can Read decided to bring the magic of reading and our interactive method of storytelling to the community. We partnered with BookXcess to host a storytelling event at The Starling Mall. The main focus was to model for parents just how beneficial story time with their children can be. 
Nearly 30 attendees came and we were overwhelmed by the positive response! The attendees were first presented with some questions from us and our storybook fairy performed with some of the important communication skills to include when working with young readers.
The event was a fantastic success! The parents were given the opportunity to have their questions answered by people trained specifically to help kids read using modern phonetic techniques. Parents were able to leave with more knowledge on how to support and help their young readers flourish and grow. It was not only a wonderful day filled with fun and literary magic!



Why is I Can Read the world's best reading programme?  Why is I Can Read the parent's system of choice?

It is because no other reading programme can make the following claims:

  • Created by educational psychologist following years of research.
  • Created by educators with the following qualifications: PhD, BA, MA, Hons, DipEd, Master of Letters, Literature, Linguistics and Psychology majors, thesis based on research into reading acquisition and over 20 years field work.
  • ICR creators are also the authors of “Dealing with Dyslexia and Reading Difficulties” published by Pearson Education.
  • Is a proven programme trialled in Singapore and overseas and backed by statistical data.
  • Has successfully taught over 200,000 students.
  • Has been hailed by Professor Brian Byrne (author of The Alphabetic Principle) as being in line with current research into optimum ways to teach reading.

If you choose I Can Read, you are choosing a reputable system which has proven itself over 16 years, is the market leader and is supported by professionals in the field.  The evidence is clear: you can't go wrong with I Can Read!



A good instructional approach to reading lessons will make explicit the manner in which sounds combine to create words. It will teach students that accessing the sounds accurately makes pronunciation clearer.

As students become aware of how sounds blend together, they realise that whole, meaningful words are actually an array of smaller sounds which can be added or subtracted, stretched and blended in the process of word construction. Thus by the time these students move on to looking at letters, what they are able to demonstrate is that letters representing sounds combine, as do sounds and are in fact pictures of sound. This is the first essential stage on the way to learning to read the English language. 

However, it is by no means the end of the story. English is a hybrid language and lacks an agreed rule system for its grammatical constructs, its syntactical outlines and most confusing, for the pronunciation of strings of letters or combinations of letters that combine to complete words. 

Take the letter a. It can represent several different sounds, as in words like cat, gate, was, any, tall, bath and area. Or take the combination of letters ough. It is impossible to know the correct pronunciation of these letters. In the word cough, the sounds are /k/-/o/-/f/.

Now take the word bough. The sounds are now /b/-/ow/ (as in cow). With the same letter sequence in words like though, through and enough, one can see that learning to read in English means knowing how to access the sound array accurately at all times. To not be able to do this means having to guess and hoping to get lucky in the attempt, frequently resulting in reading difficulties.

As English is not rule-bound, it cannot be learned by rules. The challenge faced by educators in recent times is how to empower children to accurately access the sound sequence. Once the foundational requirement to accurately manipulate the phonological array has been taught, the next challenge is how to guarantee accurate pronunciation of the sequence. 

As you saw by the example above, pronouncing the same group of letters is not always straightforward. Many words in English are unpredictable with regard to pronunciation. There has been a need for some time to create an instructional approach that would remove the confusion and ambiguities that can arise when group of letters letters combine in unpredictable ways. 

Children must know whether to say /off/ or /ow/ (for example) in a word like cough. Additionally many words in written English contain letters that seemingly make no contribution to the pronunciation of the word. This can lead to confusion and reading difficulties for any student. A word like apple could as easily be written /apl/ where the three sounds are all present and eliminating the remaining letters /p/ and /e/.

Historical conventions are not easy to override and few have tried or succeeded. Webster managed to eliminate a few anomalies in written English and changed colour to color for instance, but what has happened is that generally the spelling conventions established by the 17th century have remained in place since and have been impervious to change, notwithstanding the differences between written British English and written American English.



There are a number of contributing factors as to why many children have reading difficulties. They are comprehensively covered in the book, Dealing with Dyslexia and Other Reading Difficulties, written by registered psychologists and founders of I Can Read Antony Earnshaw and Annabel Seargeant and published by Pearson Education. 

The authors, who have spent nearly 20 years investigating reading development as research psychologists, support the view that in general, poor reading skills are the consequence of ineffective and inadequate instructional approaches.

What this means is that, in general, children fail to learn to read English easily or well because they are not taught properly. Well-meaning teachers may have exposed students to the alphabet prematurely, making it confusing for a beginner reader who has not yet developed sufficient pre-reading skills such as syllabic and phonemic awareness.

Through our reading programmes taught by Reading Specialists, I Can Read ensures that learning how to read is a rewarding and fun process for children.

Contact an I Can Read Centre near you today for more information or to book a diagnostic reading assessment.