About Us

About Us

Altuz Academy is Malaysia’s premier Orton-Gillingham reading specialist centre. The Orton-Gillingham Approach is the global reference standard for reading and remedial reading instruction and we are very pleased to introduce this evidence-based and internationally recognized approach to make literacy more accessible to all Malaysians.

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Our therapists are all AOGPE-trained, a specialized and comprehensive dyslexia teacher training accredited by both the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) and the International Dyslexia Association (IDA). Our centre is also guided by Fellows with over 25 years of experience.

We invest in only trained teachers because the OG approach relies on the skilled instruction of our therapists who will plan, prepare, adapt and customize lessons to help the child unlock their reading potential. For this reason, the IDA no longer accredit programs because, “…any curriculum will only be effective with deep teacher knowledge and training (IDA, 2016).”

Altuz is Latin for “high” or “elevated” and our academy is named as such because it is our greatest desire to avail to those with a learning difference, the joy of learning and discovering; and to grow confidently towards a higher level of excellence.

Our Values





The Orton-Gillingham Approach

Orton-Gillingham is an instructional approach intended primarily for use with individuals who have difficulty with reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.

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The essential curricular content and instructional practices that characterize the Orton-Gillingham Approach are derived from two sources: first from a body of time-tested knowledge and practice that has been validated over the past 70 years, and second from scientific evidence about how individuals learn to read and write; why a significant number have difficulty in doing so; how having dyslexia makes achieving literacy skills more difficult; and which instructional practices are best suited for teaching such individuals to read and write.

The Approach is so named because of the foundational and seminal contributions of Samuel T. Orton and Anna Gillingham. Samuel Torrey Orton (1879-1948) was a neuropsychiatrist and pathologist. He was a pioneer in focusing attention on reading failure and related language processing difficulties. He brought together neuroscientific information and principles of remediation. As early as 1925 he had identified the syndrome of dyslexia as an educational problem. Anna Gillingham (1878-1963) was a gifted educator and psychologist with a superb mastery of the language. Encouraged by Dr. Orton, she compiled and published instructional materials as early as the 1930s which provided the foundation for student instruction and teacher training in what became known as the Orton-Gillingham Approach.

The Orton-Gillingham Approach is most often associated with a one-on-one teacher-student instructional model. Its use in small group instruction is not uncommon. A successful adaptation of the Approach has demonstrated its value for classroom instruction. Reading, spelling and writing difficulties have been the dominant focus of the approach although it has been successfully adapted for use with students who exhibit difficulty with mathematics.

The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically.

Source: AOGPE

The Academic Language Therapists

Laurie Cousseau

Supervising Fellow

Dr Choy Su-Ling

Founder, Academic Language Therapist

Jacquiline Norris-Holt

Academic Language Therapist

Yap Jo Ling

Academic Language Therapist

Ian Yap

Academic Language Therapist