This FAQ page addresses common questions from parents considering learning intervention for children with learning difficulties in Singapore. Cognitive Development Learning Centre is a Singapore-based learning intervention centre established in 2009, supporting children with mild to moderate learning difficulties through customised, psychology-informed learning support.
Learning Interventions and How it Work
Learning intervention is a structured form of educational support that focuses on how a child learns, rather than simply what they are taught.
It addresses the underlying learning processes—such as attention, memory, language, and executive functioning—that affect a child’s ability to access and cope with the school curriculum effectively.
Tuition focuses on reinforcing school syllabus content and preparing students for tests and examinations.
Learning intervention, on the other hand, focuses on building learning readiness, cognitive skills, and learning strategies so that children can understand, retain, and apply what they are taught in school more effectively.
Cognitive Development Learning Centre is not a tuition provider.
Therapy typically involves clinical treatment for developmental, emotional, or behavioural conditions and is provided by healthcare professionals.
Learning intervention is educational, not clinical. It supports children who are attending school but struggle academically due to learning difficulties. Cognitive Development Learning Centre is not a therapy centre.
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Yes. Many children struggle despite tuition because standard teaching approaches do not address their individual learning profiles. Learning intervention is designed for children who find mainstream learning overwhelming or ineffective, even after trying tuition.
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No. A formal diagnosis is not required. We support both diagnosed and undiagnosed children who struggle with learning. Our focus is on understanding each child’s learning profile and providing appropriate, individualised support rather than relying on labels.
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No. Cognitive Development Learning Centre does not provide tuition or therapy services.
We are a learning intervention centre. Our role is to support children who experience learning difficulties by helping them develop effective learning skills, strategies, and readiness to cope with academic demands.
Tuition focuses on reinforcing school syllabus content and examination preparation. Therapy involves clinical treatment for developmental, speech, or behavioural conditions.
Cognitive works in the space between tuition and therapy, providing structured, evidence-informed learning intervention for children who attend school but struggle to learn effectively despite classroom teaching or tuition.
When a child requires clinical therapy support, such as speech or medical-related intervention, we encourage families to seek support from the appropriate healthcare professionals.
Who Is This Support For?
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Learning difficulties refer to challenges in acquiring and using skills such as reading, writing, listening, speaking, reasoning, or Mathematics. These difficulties arise from differences in how the brain processes information and are not an indication of low intelligence. Many children with learning difficulties have average or above-average IQ but require tailored support to learn effectively.
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We support children with mild to moderate learning difficulties, including:
- Attention Deficit Hyperactivity Disorder (ADHD) – difficulties with attention, impulsivity, and sustained focus
- Autism Spectrum Disorder (ASD) – challenges with communication, flexibility, and abstract learning
- Dyslexia – difficulties with reading, writing, spelling, and sequencing
- Other learning difficulties, such as Global Developmental Delay (GDD) and Dyscalculia, where learning challenges affect academic progress
We also support children without a formal diagnosis who are slow learners or struggle academically despite tuition, as well as students from special schools who require functional academic support such as basic literacy and numeracy for daily life.
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Parents may consider seeking support if their child shows signs such as persistent academic struggles, difficulty focusing on schoolwork, low confidence, or repeated changes in tutors without improvement. While a professional diagnosis can be helpful, early learning support can begin based on observed learning challenges.
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Yes. Many of the children we support attend mainstream schools.
Learning intervention is suitable for children who are able to follow the school curriculum but struggle to cope with learning demands due to difficulties such as attention challenges, weak foundational skills, slow learning pace, or ineffective learning strategies.
For children in mainstream settings, learning intervention focuses on:
- Building effective learning skills and strategies
- Strengthening foundational abilities such as attention, literacy, and working memory
- Improving classroom participation, task completion, and confidence in learning
The goal is to help children learn more effectively and independently, so they are better equipped to cope with school expectations over time.
Learning Difficulties & Areas Of Support
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We provide customised learning intervention that focuses on building foundational learning skills such as reading, writing, spelling, attention, and learning readiness. Support is available for preschool, primary, and secondary school students, depending on their individual learning needs and readiness for intervention.
Our intervention programmes support learning in subjects such as English, Mathematics, and Science, with an emphasis on helping children develop the skills needed to understand and cope with academic demands, rather than simply reinforcing school content alone.
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Yes. We support students from special schools by focusing on functional academic skills, such as basic literacy and numeracy that are useful for daily life, independence, and communication.
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Our Communication programme is a learning-focused intervention, not a clinical therapy service.
The programme primarily supports children in developing reading, writing, and spelling skills, as well as the language and communication abilities needed for learning and everyday interaction. Depending on a child’s needs, this may also include support for social communication, phonics, and simple oral-motor exercises that help with speech clarity and classroom communication.
Speech Therapy, on the other hand, is a clinical service that addresses a broader range of speech and language disorders. This can include areas such as swallowing difficulties, feeding issues, and complex speech or language impairments, which fall outside the scope of learning intervention.
At Cognitive Development Learning Centre, our Communication programme focuses on functional communication for learning, helping children communicate more effectively in academic and social contexts. When a child requires clinical speech or swallowing intervention, we encourage families to seek support from a qualified speech therapist.
Our priority is to ensure each child receives the most appropriate support for their needs, whether through learning intervention or referral to clinical services when necessary.
Assessment, Progress & Outcomes
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The recommended frequency of sessions depends on your child’s learning needs and assessment results. In general:
- Intensive intervention: 3–4 sessions per week for children who are significantly behind and require more structured support
- Targeted intervention: Around 3 sessions per week for children with mild to moderate learning difficulties
- Ongoing support: 1–2 sessions per week for children who are gaining independence but still require monitoring
Session frequency is adjusted over time based on the child’s progress and learning readiness.
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Learning intervention is primarily conducted at our centre, where the environment is structured and designed to support focused learning. For families who require flexibility, home-based learning intervention may be considered on a case-by-case basis, depending on the child’s needs and suitability.
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An initial assessment helps us understand your child’s current learning level, strengths, and areas of difficulty. This allows us to recommend an appropriate, individualised learning intervention plan rather than a standard programme.
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Preschool children complete a tailored written assessment, while primary school students undergo a computer-based assessment commonly used in schools internationally. The assessment evaluates foundational learning skills and helps guide personalised intervention planning.
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Each child’s progress is monitored using an Individualised Education Plan (IEP), which outlines learning goals based on their assessment results. Progress is reviewed regularly to ensure learning strategies remain appropriate and responsive to the child’s development.
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Progress varies depending on each child’s learning profile, starting point, and level of support. Many children begin to show observable improvements within a few months of consistent learning intervention, particularly in areas such as confidence, engagement, and foundational learning skills.
Progress is reviewed regularly to ensure learning strategies remain appropriate.
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Since our establishment in 2009, we have supported many children with diverse learning needs through customised, psychology-informed learning intervention. Our approach focuses on adapting teaching strategies to each child’s learning profile, with progress monitored regularly through structured planning and review. Outcomes vary depending on individual circumstances, but our emphasis is on building sustainable learning skills rather than short-term results.
Schools, Parents & Professional Considerations
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Although we specialise in learning intervention for children with learning difficulties, our programmes are aligned with the MOE curriculum to support students in mainstream education. This ensures consistency with school expectations while providing customised learning support.
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We work closely with parents by providing regular feedback, guidance, and recommendations to support their child’s learning progress both at the centre and at home.
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Yes. Our team includes professionals with backgrounds in psychology, special education, and related support disciplines. All staff also undergo structured in-house training to ensure consistent, high-quality delivery of our learning intervention approach.
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We customise programmes by reviewing each child’s learning profile and tracking learning responses over time. After each session, our team conducts post-lesson reviews and uses observations and learning data to refine goals, strategies, and materials. This ensures the learning plan remains individualised and appropriate as the child progresses.
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Yes. We provide practical strategies and guidance that parents can apply at home to support carryover of learning. When needed, we also share written updates so parents understand what was taught and how to reinforce it between sessions.
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You can contact us to schedule an initial consultation. During the consultation, we will understand your child’s learning needs and recommend a suitable programme pathway. We will then guide you through the enrolment steps and scheduling options.