**THIS COURSE IS PENDING FOR CPE POINTS FOR ALLIED HEALTH PROFESSIONALS; SUBJECT TO APPROVAL
**UTAP funding approved: Course Code C00034978
- UTAP funding is only applicable to NTUC union members who will enjoy 50% unfunded course fee support, capped at $250 or $500 (aged 40 years old and above; this will apply from 15 April 2025 to 31 March 2027) each year when they sign up for courses supported under UTAP. This excludes SkillsFuture Credit utilisation and other government subsidies.
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Union Members Eligibility for UTAP Application (https://www.ntuc.org.sg/skillsupgrade)
- Union member must commence the course within UTAP approved period.
- Union member must achieve minimum attendance (75%) for the course based on existing Government regulations and sit for all prescribed examination(s) if any.
- Union member must submit claims via UTAP system within 6 months after course completion.
- Union member must not claim full funding through company sponsorship or other types of funding.
- Union member must have paid-up union membership before course commencement, throughout the entire course duration and at the point of claim.
- Should trainees have queries on the UTAP funding scheme, they can email to UTAP@e2i.com.sg or use the Live Chat function to enquire on membership matters
Overview
Participants will explore the structure and evolution of the English language, gaining insights into how its complexity impacts literacy instruction. Scarborough’s Reading Rope will be examined to deepen understanding of the many interconnected skills involved in reading development.
Teachers will investigate the six syllable types and how they determine vowel sounds, as well as effective strategies for teaching phonetically irregular words. They will work in breakout rooms to practice strategies.
Recognizing the critical role of handwriting (both manuscript and cursive), this course will highlight its importance for all students—especially those with dyslexia and dysgraphia. Since students must develop legible and efficient letter formation to free up cognitive resources for writing, participants will engage in demonstrations of multisensory strategies for teaching handwriting effectively. Teachers will engage in hands-on activities to practice handwriting strategies.
Course Fees & Closing Dates
| Registration Type | Closing Date | Fees (S$) /pax |
|---|---|---|
| Early Bird | 1 May 2026 | 200 |
| Normal | Till Full | 260 |
Schedule
Duration : Half-Day Workshop
| Date | Time | Venue |
|---|---|---|
| 2 Jun 2026 | 9.00am – 1.00pm (Singapore Standard Time GMT+0800) |
Live Online Training |
Corporate Registration Individual Registration
Speaker
Kim Nau
Kim Nau has an M.S. degree from Hofstra Universit in New York, and she is a full-time dyslexia therapist. She is one of less than 200 Fellows (worldwide) in the prestigious Orton-Gillingham Academy. She is also a certified Structured Literacy/Dyslexia Specialist from the Center for Effective Reading Instruction. She is a board member of the Long Island, New York branch of the International Dyslexia Association (IDA). Kim Nau is a published author with a book called, Orton-Gillingham Lesson Planning Guide: Differentiated word lists with decodable phrases and sentences for little kids and big kids.
Kim has had a wide-ranging teaching career with experience working with a varied population of students. She began her teaching career in New York City over 20 years ago as a classroom teacher and then moved on to teaching English to speakers of other languages at local colleges. Her passion for teaching students with dyslexia began in 2016 when she had the opportunity to study the Orton-Gillingham approach. Kim now has over 4,000 hours of experience working one-on-one with students (ranging in ages from 6-74) who have language-based learning disabilities.
Course Outline
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The structure of the English language
- Focus on how language has evolved: listening→ speech→ writing→ reading.
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Stages of reading development
- Examine and interpret Chall’s Stages of Reading Development
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Listening and reading comprehension
- Examine theoretical models that relate to language comprehension and word reading.
- Focus on the impact reading has on comprehension and vocabulary.
- Techniques for vocabulary instruction before, during, and after reading.
- Discuss the relationship between oral language, reading comprehension, and written expression.
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Reading fluency
- Share methods to improve fluency since fluency leads to stronger reading comprehension.
- Normal development of fluency in beginning readers.
- Association of poor fluency due to the brain basis of language disabilities.
- Implications of slow processing speed and working memory on reading fluency.
- Role of fluency on reading comprehension
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Discover the syllable types
- Trainer will explain the syllable types (closed, open, magic e, bossy r, consonant-le, and vowel teams).
- Trainees will practice labeling the vowels in a multisensory task.
- Model how to make “consumable” word lists appropriate for beginner students and more advanced language level students.
- Trainees will work in groups to create word lists based on the syllable type.
- Do sorting activity with the six syllable types.
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Demonstrate how to teach non-phonetic (learned words)
- Trainees practice the Trace Copy Cover Close technique and how writing with eyes closed can activate muscle memory.
- Share mnemonics to help some students remember “trick words”.
- Discuss how spelling non-phonetic words differs from spelling phonetic words.
- Model the S.O.S. spelling procedure. Trainees will practice in breakout rooms.
- Focus on why learned words do not “play fair”. Trainees choose 3-5 words from their learned word lists and discuss with a group which their words do not play fair.
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Handwriting
- Letter formation of manuscript and cursive handwriting
- Sky writing: gross motor→ fine motor.
- Trainer demonstrates proper paper position, grip and writing posture.
- Explain how cursive writing can reduce letter reversals with muscle memory.
- Trainer refers to the article: Why Bother with Cursive? by Diana Hanbury King.
Course Objectives
- Understand the structure of the English language
- Examine the stages of reading development
- Explain the role of comprehension and fluency
- Practice the six syllable types
- Engage in activities to understand the differences between non-phonetic vs. phonetic words
- Describe the role of handwriting in solidifying brain connections
Who Can Benefit?
Speech Therapists, special educators, mainstream teachers, therapists, support staff, and parents will benefit from a deeper knowledge of how the brain learns to read and how instruction needs to be more supportive for children with dyslexia and other language-based learning disabilities.
