Please fill in the following and we will get back to you within 2 working days.

Teacher's Spotlight at Ara Damansara

A role model is a person who inspires and encourages us to strive for greatness, live to our fullest potential and see the best in ourselves. We learn through their commitment to excellence and through their ability to make us realize our own personal growth.

A role model can be anybody: a parent, a sibling, a friend but some of our most influential and life-changing role models are teachers.

Teacher Evelyn is a diligent educator, with 5 years of teaching experience in private and international schools. She also has experience conducting IGCSE and national examinations in English Literature. In her free time, Evelyn enjoys reading and travelling.

She began her teaching journey conducting Speech & Drama and Public Speaking examinations by the International Music Examination Board (IMEB), Australia. Evelyn's teaching ethos is inspired by the quote, "They may forget what you said, but they will never forget how you made them feel." In short, to teach a child with empathy and respect.

As a teacher, Esther is intuitive and resourceful. She holds a Bachelor’s Degree in English Literature from University Putra Malaysia. Teacher Esther has 5 years of teaching experience in international institute. She began her teaching journey providing free education to children in Hong Kong.

Her teaching ethos is inspired by Maria Montessori’s quote, “The greatest sign of success for a teacher, is to be able to say ‘The children are now working as if I did not exist.” Esther’s hobbies include listening to music, singing, dancing, and eating.

Our teachers are very eager to inspire and motivate your child in all academic areas. If you would like to meet with Evelyn and Esther, don’t hesitate to stop by our Ara Damansara centre, located at D-G-03 Capital 4, OASIS SQUARE No.2, Jalan PJU 1A/ 7A, Ara Damansara, 47301 Petaling Jaya, Selangor. Our friendly teachers look forward to meeting you!


Teacher Spotlight at Setia Alam

Much of what students learn from their greatest teacher is not detailed in a syllabus. Teachers who help us grow as people are responsible for imparting some of life’s most important lessons.

Teacher Jas is a passionate educator, she always ensures her class is conducted in a very lively manner and making sure everyone is able to participate in every class activity. She has 3 years of experience teaching in English subject in pre-school nationwide. She is professionally trained to conduct lessons in a fun and engaging education system. In her free time, Jas enjoys doing yoga, endurance sports, travelling and meeting new people and travelling.

Jas’s teaching ethos, "To every single child – I wish of a world where you can laugh, dance, sing, learn, live in peace and be happy. There is always a way on how to improve a child but it takes an open mind to do it. A judgement-free world is all they need.”

As a teacher, Divya is intuitive and resourceful. She holds a Bachelor’s Degree in Commerce, School of Business and Diploma in TESOL in London Teacher Teaching College. Teacher Divya has 2 years of teaching experience in English to children between the ages of 4 to 12. 

Her teaching ethos is, “The cornerstone of work is having fun while you do it.” Divya’s hobbies include listening to music, watching movies and exploring new things.

Our teachers are very eager to inspire and motivate your child in all academic areas. If you would like to meet with Jasvinder and Divya, please don’t hesitate to stop by our Setia Alam centre, located at 17-1, Jalan Setia Indah X U13/X, Seksyen U13, Setia Alam, 40170 Shah Alam, Selangor. Our lovely teachers are looking forward to meeting you!



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 15 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 300,000 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 20 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 15 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.