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A. No, just do as many or as few as fit into your session time.  The warm up is always tracing over the large picture letter cards and then we do a variety of the other activities (of your choosing or as outlined on the chart)

A. Kids love routine.  Their confidence soars when they know how the activity works and that they can do it!  They enjoy the routine of tracing the picture letters on the jumbo picture cards while saying the sounds the letters make.  We need to keep the alphabet as logical and simple as possible to encourage ease of learning.

A. Three-year olds are especially receptive to learning their letters and sounds.  These early learners are at the perfect stage of development for learning the basics of literacy; boosting them towards future success.  The Reading Gym Program uses fun and friendly activities geared to keeping beginning learners happy and engaged.

Q. Do you see results with delayed students?

A. Delayed students who have tried to learn their letter sounds many times with little success have excelled with this program.

A. Many 2 and 3-year olds start this program by learning to name the common objects they see in our letter pictures.

A. Individual therapy is great but groups of 2-3 kids works even better.  Studies show that learning increases in small group situations.

Q. Why is each Reading Gym activity designed to last for about 5-7 minutes?

A. We have found that short bursts of activity enhance learning and engagement. 

A. Decoding (Reading) is not a naturally learned developmental activity such as speaking or walking.  We need to be shown and explicitly taught letter sounds to automaticity in order to be able to decode words quickly and accuratjjjely.  We have taught many older kids and delayed adults their sounds using the Reading Gym program.  Reading Gym works where other methods have failed.

Q. Why is it called Reading Gym when it is all about learning the letter sounds not about reading words yet?

A. Reading the letter sounds is reading.  We need to take the time to explicitly teach the letters and the sounds that they make.

A. The phonological and orthographic systems interact together and complement each other during multisensory Reading Gym activities such as finger tracing the jumbo picture letter cards while saying the letter sound.

Q. Why do we focus on letter sounds rather than letter names?

A. We teach the letter sounds because an automatic naming of the sounds allows us to “sound out” words quickly and accurately.  When sounds are not known to automaticity, we must work very hard to come up with letter sounds.  This makes “sounding out” slow and difficult.   We need a strong foundation in the letter sounds in order to free the mind for the more difficult task of reading.

Q. Why does the Reading Gym use the same key words for each letter?

A. The Reading Gym uses the same key words and the same picture cues in order to help the client learn the sounds to automaticity.

A. Learning will begin immediately and will usually start to consolidate after 3-5 sessions. 

A. The client’s knowledge and the ability to say the letter sounds quickly is vital to the reading process.  The short vowels can be particularly challenging to beginning or delayed readers as they are extremely close in auditory frequency and may be difficult for the student to differentiate.

Q. Will the Reading Gym program help students to learn their sounds quickly?

A. Our clinical trials have shown that our Reading Gym Program accelerates learning of letter knowledge

A. Rapid repetition is coach led.  The coach flips through the double-sided card deck and says the sound, then the student repeats the sound while looking at the card.  

Rapid naming has the student saying the sound without help as the coach flips through the cards.

Q. What is rapid repetition and how does it relate to errorless learning theory?

A. Our Rapid Repetition drill is a form of errorless learning.  The coach and child work together as a team.  The coach says the letter sound and the child repeats.  They complete the whole card deck (26 letter sounds) rather quickly and the child perceives that there is little effort required.   However, it’s great for the brain because the child is practicing correctly, while simultaneously gaining confidence and decreasing anxiety.     

A. From our experience, when children say that something is easy they are expecting praise.  They are saying, “Wow, I can do it.”  They are not saying, “I’m bored, give me something harder.”  We should answer with, “You’re so good at that, great job!”  “It will be even easier with a bit more practice” or “That’s awesome!!  Can you imagine how perfect it will be when you have practiced it a few more times?”


Repetition and practice of the components that the student can do easily, increases fun, confidence, and automaticity. (This is why line dancing is so popular with adults)


If they are not allowed repetition and practice with the components that they can do easily they will be less ready to move confidently to the next level.

Q. Will working on the same thing be boring?

A. We as adults and teachers are the ones that make it boring or interesting.  When children know that they have your undivided attention and when they are getting lots of praise and a few laughs, they have fun learning and practicing.


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