Think-Top Educational Institute St. Augustine, Trinidad

Easter 2026 · Reading Intensive

Reading
Intensive.

For students who are still struggling to read confidently in primary school.

Two weeks. Real progress. No guesswork.

6 Seats only
2 Weeks
Day 1 Assessment begins
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Programme Details

Dates

Mar 30 – Apr 10

Holiday break only
No Easter Weekend classes

Hours

8:00 am – 2:30 pm

Full days, structured timetable

Cohort

Max 6 students

Standards 2–3 · Primary school

Location

50 Dookiesingh St

St. Augustine, Trinidad

Investment

$1,500

Full two-week programme

Diagnostic Assessment Orton-Gillingham Method Written Progress Report

Who This Programme Serves

Is this your child?

If your child is in Standards 2 or 3 and reading is still a struggle, these signs will feel familiar. This programme was designed for exactly these students.

01
🔤

Guessing words by the first letter

Your child looks at a word, sees the first letter, and guesses. They are not reading. They are estimating. There is a difference.

02
📚

Avoiding reading whenever possible

They lose the book, forget the homework, or suddenly need water when reading time comes. Avoidance is a signal, not a character flaw.

03
🧩

Struggling to hold the thread of a story

They can sound out words but cannot tell you what happened. Decoding and comprehension are two different skills. Both need attention.

04
✍️

Reading aloud feels painful for everyone

Slow, halting, anxious reading aloud is not laziness or lack of practice. It usually means the foundation was never properly built.

05
📝

Writing is far behind what you expected

Reading and writing develop together. A child who cannot read fluently will not write with confidence either. The gap grows if left alone.

06
⏰

You have been waiting for them to catch up

Some children do catch up on their own. Many do not. Two weeks of structured, precision instruction is not a shortcut. It is a starting point.

✕

This is not catch-up tutoring. Catch-up tutoring covers content your child missed. This programme identifies why your child is struggling and begins correcting it with structured, expert-led instruction from Day 1.

The Process

We assess before
we teach.

Every child who enters this programme begins with a reading profile. We do not assume. We do not guess. We find out exactly where your child is, and we build from there.

1

Reading Profile on Day 1

Before any instruction begins, we complete a structured diagnostic assessment. This tells us precisely where the breakdown is: phonemic awareness, decoding, fluency, comprehension, or a combination. We do not start teaching until we know what we are teaching to.

2

Targeted Instruction Built Around Your Child

Two weeks of structured, daily instruction using the Orton-Gillingham method. Multisensory, systematic, and sequential. Every session is built around what your child specifically needs. Not a general programme. Not a one-size approach.

3

Progress Monitored Daily

We track what is improving and what still needs work throughout the two weeks. Instruction adjusts as your child responds. Nothing is fixed if it is not working. Everything is documented.

4

Written Progress Report on Final Day

On the last day, you receive a written summary of where your child started, what was covered, what progress was made, and what to continue working on. You leave with clarity, not just hope.

A Typical Day

Structure is not
optional.

Children learn best when the day is predictable and purposeful. Every session has a clear objective. Every block has a reason.

8:00 am
Arrival and structured start. Students settle, review goals, prepare materials.
8:30 am
Phonics and decoding block. Systematic instruction using Orton-Gillingham sequences.
9:30 am
Reading practice and fluency work. Guided oral and silent reading with comprehension focus.
10:30 am
Break
10:45 am
Vocabulary, comprehension, and written expression. Building meaning alongside decoding.
12:00 pm
Guided writing and language work. Sentence construction, grammar in context, short composition.
1:00 pm
Lunch
1:30 pm
Review, consolidation, and independent practice. Reinforcing the day's learning.
2:15 pm
Daily reflection and close. Progress monitoring. Preparation for tomorrow's focus.
2:30 pm
Dismissal

The Approach

The Orton-Gillingham
Method.

A specialist approach for students who have not responded to standard instruction.

The Orton-Gillingham (OG) method is a structured, systematic, and multisensory approach to literacy instruction. It was developed specifically for students who struggle with reading, particularly those with dyslexia and related learning differences.

It is not a programme. It is a methodology. We use it because it works where general instruction has not. It is not the right approach for every child. But for children who are guessing, avoiding, or stuck, it is often exactly what was missing.

Think-Top has offered specialist OG instruction as part of our reading clinic since our founding. This Easter intensive brings that same approach into an intensive two-week format with a small, closely supervised cohort.

Apply for a Seat
🎯

Systematic and Sequential

Skills are built in a specific order. Nothing is introduced before the foundation is ready. Nothing is skipped.

🖐️

Multisensory

Visual, auditory, and kinaesthetic pathways are engaged simultaneously. More pathways means stronger encoding.

🔁

Cumulative and Diagnostic

Each session builds on the last. New learning is added only when prior learning is confirmed. Nothing is assumed.

👤

Individually Designed

Instruction is shaped by each child's specific profile. There is no standard script. There is only what this child needs next.

What Every Child Receives

No child leaves
without these.

📋

Reading Profile on Day 1

A structured diagnostic assessment completed before instruction begins. We find out exactly where the difficulty is before we start teaching.

🏗️

Two Weeks of Targeted Instruction

Structured, expert-led daily sessions using the Orton-Gillingham method. Built around your child's reading profile, not a general template.

📄

Written Progress Report

A written summary sent home on the final day. Where your child started. What was covered. What progress was made. What to continue next.

Programme Details

Everything you
need to know.

Dates

March 30 – April 10, 2026

Holiday break only. No Easter Weekend classes (Good Friday through Easter Monday).

Daily Hours

8:00 am – 2:30 pm

Full structured days with supervised breaks and lunch period.

Cohort Size

Maximum 6 students

Intentionally small. Every child is known, supervised, and monitored throughout the programme.

Level

Standards 2 – 3

Primary school students still struggling with reading. Placement is offered only after assessment.

Location

50 Dookiesingh Street

St. Augustine, Trinidad. In-person only. Cameras installed in every classroom.

Investment

TTD $1,500

Full two-week programme. Includes diagnostic assessment, all instruction, and written progress report.

How to Apply

Six seats.
First come,
assessed first.

Applications are reviewed and parents contacted in the order received. Placement is confirmed only after assessment. Seats fill quickly. If you are considering it, begin now.

1
Submit the Application Form Complete the online form below. Takes less than five minutes.
2
We Contact You Applications are reviewed in order received. We will be in touch to discuss your child and schedule next steps.
3
Diagnostic Assessment Before placement is confirmed, your child completes a brief diagnostic assessment. We assess before we teach.
4
Placement Confirmed Once placement is confirmed, you receive programme details and preparation guidance.

Apply for a Seat

Easter 2026 Reading Intensive · Maximum 6 students

Available seats 6 only
Submit Application Form WhatsApp: (868) 483-7509 Call: (868) 483-7509

Placement is offered only after consultation and assessment.
Submitting this form does not confirm a seat.

Krys-Darcelle Dumas, Founder and Director, Think-Top Educational Institute

The Educator Behind the Programme

Led by someone who
knows your child's gap.

Krys-Darcelle Dumas is the founder and director of Think-Top Educational Institute. She holds a degree in Literature from UWI and has spent over a decade teaching English and Literature at secondary school level, including seven years at UWI. Think-Top has operated for 14 years and has maintained a 99% pass rate.

She designed this Easter Intensive around the same diagnostic-first approach that defines Think-Top's reading clinic. No child is placed before they are assessed. No instruction begins before the profile is built.

14 Years of Think-Top
99% Pass rate
OG Certified method