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Nov 22

Testimonials

Here are some comments from those who have already used the toolkits. Read for yourself how the toolkits are changing children’s lives.

Parents say …

“My daughter was failing to learn to read. I asked Helena to spend 15 minutes or so with her for two or three times a week, and after about five weeks she’s fine – no more reading problems now!”

Mother of Rosie (7), Kent

“If you ever needed praise for your programme then my son’s words tonight are “Mummy, reading is wonderful, I want to read all the books in the world!” We are part way through the programme and my son has responded amazingly well to it, 10 mins a day and no more. We were all at our wits end with phonics, but now our son is starting to read and loving it. Please please please start pushing this into schools more, such great method for kids who just don’t get phonics.”

A happy mother, Hertfordshire.

“My daughter was unable to read at the age of seven. She learned to read in two weeks with Reading Revival. Then the reading books were given to our illiterate home help, who went on to teach herself to read and speak English with them.”

Father of Chloe (7), Gibraltar

Michael kept forgetting the words – I thought he’d never learn them, then the next day he read the whole of Book 1 straight off!’

Mother of Michael (7), Plymouth

“My son started Reading Revival after one year and one term in school. At that point he could read just a few of the flashcard words, but after 10 weeks (which included Christmas when reading was put on hold for two weeks at least) he had read all 12 books. The last book he read aloud confidently to me without me helping him with the new, unfamiliar words in that book. Reading Revival has given him a lot more confidence to read and now he’s reading fluently.”

Mother of Elliott (6), Plymouth

“We are really pleased with the scheme and I am very pleasantly surprised to see that he has picked it up so quickly!”

Mother of Joshua (4), Blandford

“Abby was unable to read and by the age of seven she was demoralised. After two weeks of 10 or so minutes daily with the Reading Revival method, she ‘cracked the reading code’ and became fluent shortly afterwards. Now, 11 years on she has been accepted to the university she wanted. Thank you for teaching her to read!”

Mother of Abby (18), Whitstable

“I was initially sceptical about teaching my child to read at home, but I am astonished by the progress she has made in such a short time.”

Mother of Jessica (4), London

“My son was having such difficulties with reading that he was about to be statemented, and we were so worried. However, he started to learn to read using the Reading Revival toolkit and came home halfway through the scheme with book six. I was absolutely astonished when he read three pages straight off. My husband and I are amazed at the difference and he has now been taken off the list for special help because he is fluently reading. It has made all the difference to his academic progress.”

Mother of John (6), Devon

“My niece is currently learning to read using Reading Revival. She is really enjoying it and making great progress, so thanks so much for a great product and approach.”

Aunt of Melissa (6), Edinburgh

“I used the Reading Revival program for my eldest daughter when I found she was struggling to learn to read in Reception year of school. Very pleased to tell you that she her reading really took off, she has just read her 100th book to complete Book Track at our local library and is top of her class (year 3) for reading & comprehension. Have also just started my 3 year old on it!”

Mother of Ellie (5), Devon

“I bought a toolkit for my granddaughter because she was well behind the other children in her class in reading ability. She enjoyed using the toolkit and is now three years ahead of her reading age.

Grandmother of Lucy (7), Tavistock

“I was shocked when I was called in to school to be told that my daughter was bottom of her class and she required special help to read. She used to hate books but after using both the Reading Revival toolkits she’s not only turned into a bookworm with a love of reading but she re-reads the toolkit reading books for pleasure too. It’s changed her life – she’s not only performing better at other school subjects but she’s more confident now too.”

Mother of Alice (6), Surrey

Teachers say…

“After six weeks with Reading Revival, the boys are no longer in the bottom group of their year 2 class and they are even keen readers – well, desperate to read, actually!’

Teacher, Devon

“I used Reading Revival with one class. All the children learned to read (at varying levels) in one term. The parents of some of these children came as a deputation to the head teacher to ask why their older children could not read when the younger ones had learned so fast!”

A supply teacher of a Reception class in Kent

“After trying everything to no avail with two boys in particular, after one term with Reading Revival, one boy was reading confidently and the other was picking up book after book and reading each one easily. He’s marvellous – he’s reading really well now. It’s lovely to see him and that’s due to what you’ve done.”

Head Teacher, Devon

“We trialled the Reading Revival toolkits at our secondary school with 12 -15 year olds who couldn’t read and we were stunned with the results in just a term. We have been so impressed that we have bought several toolkits for our teaching assistants to use with all children who need extra help.

Head of English, Tavistock

Children say …

(On reaching the end of allotted daily reading time) “Can I just see what happens next?”

Juliette (5) Dorset

“Is it time to read yet?”

Josh (7) London

(With an expression of amazement at the end of book 1) “I’m reading!”

Malcolm (5) Essex

“Do I have to stop now? I want to read to the end of the book!”

Martha (5) Lancashire

Nov 4

What’s really stopping children from learning to read?

It’s not money, materials or our children’s ability. It’s stubbornness.

The statistic that one in five children leave school functionally illiterate is commonly quoted, and the finger of blame has been pointed in different directions. It’s a lack of funding for individual child support. It’s the huge time investment that teachers need to help each struggling child to read. It’s inferior reading materials that don’t inspire the child. It’s even been suggested that it’s the fault of the child who simply isn’t capable of reading fluently. However, in my thirty years of experience of teaching children to read I have noticed that none of those reasons are the ultimate barrier.

I have successfully taught every child in my care to learn to read, from three to 15 years of age, even those with considerable learning needs. I have done it in a fraction of the normal time taken, at a fraction of the cost, and the children are left enthused by the reading experience. So what’s the catch? Why aren’t all schools using this method?

Here’s the rub, and I believe it is the root of the literacy problems that dog Britain’s disappointing record. Brace yourself, because when I visit schools and speak to teachers or SENCOs and get to this point in my narrative, I see arms folding, lips pursing and sometimes even a flicker of fear on the faces in the room – and that’s no exaggeration. The fact is (deep breath) that I’m not using a government approved phonics method. This is enough to get me ejected from rooms, and why? There are two reasons that I find stop me from having access to children who needlessly get left behind by our failing system.

Firstly, the government directs schools to use the phonics method when teaching children to read, even if it doesn’t appear to suit 20% of children. I have brought this up with senior figures at the Department for Education and have been told that schools are free to make their own choices, and yet I have been told by several schools that they will be severely criticised if they use anything else, and there are clear written directives to use phonics. Recently one teacher told me that they didn’t want to risk providing me with testimonials. They would only talk off the record about their success at transforming children’s reading ability in a single term if I immediately promised not to identify them in any way. Why is the government more interested in the method of teaching rather than the results? This stubbornness creates a climate of fear rather than empowering teachers to do whatever is best for the child. At least if a school’s literacy statistics are poor the teacher can blame the government rather than themselves, but this does not put our children’s best interests at heart. Teachers should be celebrated for trying new things, not castigated.

Secondly, although I’ve met many truly admirable teachers, I have met teachers and SENCOs so stubborn it takes my breath away. They insist doing ‘more of the same’; forcing a phonics approach rather than something new with a child unable to read as they get further and further behind. I was once invited by the Head of Children’s Services of a London Council to contact a school that had only 40% of its children reaching the required literacy standards. I contacted the head teacher by telephone and email, offering my services for free with their most difficult students. He refused to speak to me and my emails were all ignored. I hadn’t even reached the hurdle of mentioning that my method wasn’t based on phonics! I’ve noticed that even when some people are doing things that do not work they’re unwilling to either ask for help or be open to try something new. I know I find it tough to admit when I’m doing something that isn’t working – that’s human nature. I also know that phonics works for thousands of children. But it’s heartbreaking that the children in that London school will leave school without learning to read due to the simple stubbornness of those in charge to accept some free assistance.

For years the debate has raged about the efficacy of different reading methods, and I have been caught up in that too because it’s a very emotive subject. But it’s time we all stopped stubbornly holding to one particular view and embrace whatever works for the child. We must all pull in the same direction of the end result, which is to get every one of our children to read before they leave school. In my experience that is an entirely achievable goal.

Sep 18

Another year and your child still can’t read?

Are you worried because your child is now in a new school year and still performs well below the level of their classmates in reading ability? I occasionally meet teachers who struggle to teach some of their children to read but insist on doing ‘more of the same’ which hasn’t worked. They refuse to try a new method, even if it is easy to administer, and this wastes precious time that demoralises the child.

Some years ago, as a ‘supply’ teacher I was given a new class of Reception children to teach for one term.

I started teaching them as I had always taught my reception classes for the previous twenty years – they learned 12 words at sight, then I gave them a book containing only those 12 words – which, of course they were able to read easily. Successive books consisted of the same words plus a few new ones, which they always read easily by the end of each book. Within a few weeks, all the children were reading to some degree – some very well.

Then the head teacher had a visit from a deputation of parents who had a child in my class and an older child in another class. They wanted to know why their youngest child could read, when their older one couldn’t.

The Reading Revival Toolkits are the latest generation of those books, which are now honed to the point where any child (with or without special needs) can learn to read in a few weeks – cheerfully, enthusiastically and with a love of reading.

Anyone can use them – there is no special teaching ability needed. So if your school isn’t succeeding to teach your child to read, there is actually something you can do quickly and easily that will produce the results you need: the Reading Revival method.

Aug 18

How schools could save thousands of pounds.

All schools have many demands on their money. All schools also have children who are not reaching the required level in reading skills and so need intervention programmes to remedy the situation. There are many available, most of which have an array levels and accessories that offer work on all aspects of reading in the hope that by the time the child moves up to secondary level, they will have caught up with their peers. Of course, these programmes do not come cheap, but schools will often divert precious financial resources to if the programmes achieve their aim.

And then there’s Reading Revival.

Just one toolkit will suffice to turn around all a schools’ students from non-reader to a reading age of 7 years in just one term. Impossible? We have plenty of parents and schools who have tried it and can hardly believe the results. There are no complicated workbooks or flashcards to grapple with and there’s no special training needed to use the toolkit. This is all you need to do:

Learn 12 words by heart. (2 or 3 days)
Sit with the child while they read the first book that consists only of those 12 words. (5 minutes)
Sit with the child while they read the second book consisting of the first 12 words plus 8 new words, prompting or reminding the child where necessary. (With sessions of 5 – 10 minute per day: about 3 days.)
Read each successive book, which add a few more new words to each book. (About 6 weeks to book 18)

At this stage a child will be able to read half of all the most used words in English and will have a solid reading base – even if they had zero reading skills to start with.

Then, if necessary, Toolkit 2, Books 19-36 will take a child on to complete reading fluency in a further term.

The toolkits work just as well for children with special educational needs because they are so easy for the child to understand. And the best bit for schools’ limited budgets? The toolkits only cost £60 each. Imagine turning round all your struggling readers and being able to divert all the money earmarked for that to other pressing things on your ‘to do’ list.

It can’t be done any quicker – or cheaper – than this. Just try it. You’ll be as amazed as all the other schools who are using the Reading Revival method.

May 21

Terms and Conditions

The contract between us – terms and conditions

Any contract for purchases made through the website will be with Reading Revival Limited, whose registered office is situated at High Ways, The Down, Bere Alston, Devon PL20 7HG, company registration number 06725645 (Reading Revival).

Reading Revival wants you to be delighted with the reading scheme you have purchased and we will do all we can to give satisfaction. We must receive payment of the whole of the price for the goods that you order before your order can be accepted, and the contract formed. Payment is not taken until the point of despatch of the goods to you from our distribution centre. Once payment has been received Reading Revival will confirm that your order has been received by sending an email to you at the email address you provide in your registration form. The shipment email will include your name, and the total price. Reading Revival’s acceptance of your order brings into existence a legally binding contract between us on these terms. Any term sought to be imposed by you in your order will not form part of the contract.

Many children have benefitted from the Reading Revival toolkit. Reading Revival is entitled to withdraw from any contract in the case of obvious errors or inaccuracies regarding the goods appearing on our website. If an error or inaccuracy is discovered with regards to the advertised price of the goods that you have ordered, we will contact you as soon as possible by email. This will be to inform you of the correct price of the goods, and to ask you if you wish to continue with the order at the amended price, or to cancel the order altogether.

These terms and conditions, together with the current Reading Revival website prices, delivery details and Reading Revival contact details, set out the whole of our agreement relating to the supply of the goods to you by Reading Revival. These terms and conditions cannot be varied except in writing signed by a director of Reading Revival. In particular nothing said by any sales person on behalf of Reading Revival should be understood as a variation of these terms and conditions or as an authorised representation about the nature or quality of any goods offered for sale by Reading Revival. Reading Revival shall have no liability for any such representation being untrue or misleading.

Governing law

This website and our terms and conditions have been designed for use within the United Kingdom and under UK law. We are happy to consider requests for our products and enquiries from outside the UK, but can give no implied or express warranty that the use of this website or the placing of any order through this website from outside the UK complies with any applicable non-UK laws or regulations. Accordingly, any products or promotions not permitted under your local law are not offered to you.

Returns policy

We hope you will be very happy with your purchase. However if you wish to return anything for any reason, please notify us by email and send it to us in a fully resaleable condition within 14 days. We will gladly offer a refund or an exact replacement to you.

We will process your refund or replacement as soon as possible, and you will be refunded in full within 30 days. If the goods you have returned are incorrect, faulty or damaged, we will refund the delivery charge you incur, but it is not possible for us to refund the original cost of delivering the item/s. If the item is not in fully resaleable condition, we reserve the right to refuse a refund on the item.

Availability of goods you order

If Reading Revival has insufficient stock to deliver the goods ordered by you, we will notify you as soon as possible and any sum debited by Reading Revival from your credit card will be re-credited to your account and Reading Revival will notify you by email at the address given by you in your order form. The refund will be made as soon as possible and in any event within 30 days of your order. Reading Revival will not be obliged to offer any additional compensation for disappointment suffered.

Delivery of goods to you

If the goods you have ordered are in stock, they will be dispatched within two weeks by first class post, although we will endeavour to process the order within a few days. All delivery times quoted on the website are estimates only, based on availability, normal processing and delivery companies. You will become the owner of the goods you have ordered when the goods are despatched to you from our distribution centre.

If the address you have given for delivery does not accept delivery of the goods, or if you do not respond to the collection card left by your postman, your order will be returned to the sender and you will be charged for the return of the order. We can not be held responsible if you incur loss should you provide us with a wrong delivery address and your goods are signed for by another party.

For goods delivered outside of the EU, the consignee (ie the person to whom the consignment is sent) will be the declarant and importer into the country for which the consignment is destined. The consignee will be responsible for both customs clearance and payment of customs duties and local taxes where required.

Customs charges

If you are ordering goods for delivery outside of the EU, please note that your consignment may be subject to import duties and taxes, which are levied once the goods reach the country of destination. Any such charges levied in relation to customs clearance must be borne by you. It is accepted by you that Reading Revival has no control over additional charges in relation to customs clearance. Reading Revival recommend that you check with your local customs officials or post office for more information regarding importation taxes/duties that may be applicable to your online order.

Liability

If the goods Reading Revival delivers are not what you ordered or are damaged or defective or the delivery is of an incorrect quantity, Reading Revival shall have no liability to you unless you notify Reading Revival of the problem, in writing to within 10 working days of the delivery of goods in question.

If you do not receive goods ordered by you within 30 days of the date on which they were despatched to you, Reading Revival shall have no liability to you unless you notify Reading Revival in writing at the Reading Revival contact address of the problem within 40 days of the date on which the goods were despatched to you.

If you notify a problem to Reading Revival under this condition, Reading Revival’s only obligation will be to make good any shortage or non-delivery; to replace or repair any goods that are damaged or defective; or to refund to you the amount paid by you for the goods in question to the original method of payment.

Reading Revival will not be liable to you for any indirect or consequential loss or damage arising out of any problem you notify to Reading Revival under this condition and Reading Revival shall have no liability to pay any money to you by way of compensation other than to refund to you the amount paid by you for the goods in question under paragraph (c) above.

Nothing in this condition is, however, intended to limit any rights you might have as a consumer under applicable local law that may not be excluded nor in any way to exclude or limit Reading Revival liability to you for any death or personal injury resulting from its negligence.

Nothing in this contract creates any right which is enforceable by any person who is not a party to the contract.

Force Majeure

Reading Revival shall have no liability to you for any failure to deliver goods you have ordered or any delay in doing so or for any damage or defect to goods delivered that is caused by any event or circumstance beyond its reasonable control.

Invalidity

If any part of these conditions is unenforceable (including any provision in which Reading Revival excludes its liability to you) the enforceability of any other part of these conditions will not be affected.

Complaints

Reading Revival makes every effort to provide you with excellent products and service that give you complete satisfaction. However in the rare event that customer satisfaction is not obtained, we operate a complaints handling procedure which is used to try to resolve disputes when they first arise. If you have a complaint, please contact the Customer Service Manager at the following address:

Reading Revival Limited; High Ways, The Down, Bere Alston, Devon PL20 7HG.

Disclaimer

The nature of Internet communications means that your communications may be susceptible to data corruption, interception and delays. Reading Revival shall not be responsible for any detrimental reliance you place on this website or its contents.

Reading Revival is providing this site and its contents (including any downloadable data or software) on an ‘as is’ basis and makes no representations or warranties of any kind with respect to this site or its contents and disclaims all such representations and warranties, whether express or implied, to the fullest extent permitted by applicable law. In addition, Reading Revival makes no representations or warranties about the accuracy, completeness or suitability for any particular purpose of the information and related graphics published in this site or that any software or the server that makes it available are free of viruses or other harmful components.

The information contained in this site may contain technical inaccuracies or typographical errors. All liability of Reading Revival howsoever arising for any such inaccuracies or errors is expressly excluded to the fullest extent permitted by applicable law.

Neither Reading Revival nor any of its Directors, employees or other representatives will be liable for damages arising out of or in connection with the use of this site in any way. This is a comprehensive limitation of liability that applies to all damages of any kind, including (without limitation) compensatory, direct, indirect or consequential damages, loss of data, income or profit, loss of or damage to property and claims of third parties.

Hyperlinks

Our website may contain hyperlinks that connect you to sites of other organizations. Reading Revival does not control these websites and is not responsible for their content. Any such links are provided only as a service to users of this website and no mention of any organization, company or individual to which our website is linked shall imply any approval or warranty as to the standing and capability of these organizations, companies or individuals on behalf of Reading Revival.

Copyright notice

All design, text, graphics and the selection or arrangement thereof are the copyright of Reading Revival, or of other copyright owners. Permission is granted to electronically copy and print in hard copy portions of this site for the sole purpose of placing an order with Reading Revival, or using this site as a shopping resource. Any other use of materials on this site (including reproduction for purposes other than those noted above and modification, distribution, or republication) without the prior written permission of Reading Revival is strictly prohibited.

Trade marks

No permission is given by Reading Revival in respect of the use of its or any such other trade marks, product names, titles or logos and such use may constitute an infringement of the holder’s rights.

May 21

Educational toys aren’t very educational

In the January issue of Which? Magazine it was reported that the magazine’s consumer experts believe that six hi-tech toys that market themselves as educational make claims that are overblown.

Although the manufacturers state on their websites that their products can ‘develop core skills in reading, spelling, maths, logic and creativity’ the experts found some of the claims to be vague and dressed up in pseudo-academic jargon which could potentially mislead parents. In fact, the experts thought that the toys didn’t contain enough high-quality text to have significant impact on a child’s reading.

Emma Plackett, Co-Founder at Reading Revival Ltd. believes that parents who are keen to play an proactive and positive role in their child’s development are being let down because they ultimately don’t see the results from the investment they spend in educational toys.

“These self-styled educational toys that claim to improve reading often do not teach reading in the most effective, efficient way,” she explains. “The toy should help the child to steadily build vocabulary with the most used English words, and add more words at a controlled rate whilst providing plenty of practise of words already learned. If the toy simply draws a child’s attention to random words that they may not often re-encounter, it can only claim to encourage an enjoyment of the reading activity rather than an actual proficiency.”

She also calls for a ‘plain English’ approach to make parent’s choices easier.

“Parents are being seduced by the extravagant promises of toy manufacturers and the language used in the marketing literature may be deliberately opaque,” she says. “Producers of educational aids for children have a responsibility to parents to describe the product and its benefits in such a way that a parent can make the best decision for their child.”

Emma

May 16

Children with special educational needs

“After six weeks with Reading Revival, the boys are no longer in the bottom group of their year 2 class and they are even keen readers – well, desperate to read, actually!’ – Teacher, Devon

Our experience shows that anyone who can match shapes and speak fairly well can make real and astonishing progress using this method. We don’t believe that any child has to leave school unable to read and we are doing something about it that actually gets results – fast. If you think that phonics doesn’t work as a method for your child to learn to read, give our toolkits a try. We think you’ll be surprised and relieved to see your child’s progress.

From time to time, we see headlines in the newspapers about children ‘falling through the literacy net’ and ‘one in five children leaving school unable to read’.

There are many reasons why a child may be unable to read, and we do understand that a child may have educational needs that are very complex. But progress can be made. We have seen that the reading method used by Reading Revival can help children who have not been able to learn to read with anything else. They may take longer and reach a more basic level of ability but we still see extremely encouraging results that help children read for themselves. Parents who have tried everything else to no avail have taught their child to read with the Reading Revival toolkits, and parent and child has enjoyed the process too.

If you want to try the scheme, be assured that if you are not completely satisfied, you can return the toolkit for a full refund. We want your child to read as much as you do.

“My severely dyslexic son was having such difficulties with reading that he was about to be statemented, and we were so worried. However, he started to learn to read using the Reading Revival toolkit and came home halfway through the scheme with book six. I was absolutely astonished when he read three pages straight off. My husband and I are amazed at the difference and it has made all the difference to his academic progress.” – Mother of John, Devon

Buy the parent kit for £60.00 including VAT and delivery

May 16

Children who need a reading boost

Your child doesn’t have any diagnosed learning problems but still struggles to respond to the standard reading methods. This toolkit will increase their confidence and show quick results, so that your child can catch up with their classmates and actually starts to enjoy reading.

Schools generally teach children with the widely accepted phonics methods, and this is very successful for many children. However we are increasingly contacted by adults whose children are falling behind when learning to read. They don’t respond to the phonics way of learning to read even though they try hard, and this soon results in a lack of concentration and a reluctance to read.

Here at Reading Revival, we don’t profess to be experts in cognitive development, but we do have years of experience of observing children as they learn to read. We can see that children like to learn when they can see that they are making quick progress and we have noticed that some children simply don’t learn to read using the phonics method.

This reading toolkit is different, because it helps children to recognise words quickly, gets them reading books straight away, and uses only a very low key approach to phonics. Children see the benefits of reading and quickly build their confidence. It is a fast paced, exciting process that encourages a love of reading. Not only that, but children often understand phonics better afterwards, because they have seen it in action in the books they have read. Boys seem to prefer reading using this method too because they are usually more impatient to see results when they’re learning!

Simple, fun and effective.

“My daughter was failing to learn to read. I asked Helena to spend 10 minutes or so with her three times a week, and after about five weeks she’s fine – no more reading problems now!” – Mother of Rosie (7), Kent

“My daughter was unable to read at the age of seven. She learned to read in two weeks with Reading Revival. Then the reading books were given to our illiterate home help, who went on to teach herself to read and speak English with them.” – Father of Chloe (7), Gibraltar

“My son started Reading Revival after one year and one term in school. At that point he could read just a few of the flashcard words, but after 10 weeks (which included Christmas when reading was put on hold for two weeks at least) he had read all 12 books. The last book he read aloud confidently to me without me helping him with the new, unfamiliar words in that book. Reading Revival has given him a lot more confidence to read and now he’s reading fluently.” – Mother of Elliott (6), Plymouth

“Abby was unable to read and by the age of seven she was demoralised. After two weeks of 10 or so minutes daily with the Reading Revival method, she ‘cracked the reading code’ and became fluent shortly afterwards. Now, 11 years on she has been accepted to the university she wanted. Thank you for teaching her to read!” – Mother of Abby (18), Whitstable

Buy the parent kit for £49.00 including VAT and delivery

Buy the teacher kit for £79.00 including VAT and delivery

Apr 25

About us

Built on traditional methods – brought up to date
Reading Revival is based on traditional teaching methods of the 1960s and 1970s, stripped back to create a truly simple and effective learn-to-read technique, which can be used by parents and teachers alike. Phonics doesn’t work for every child, so we devised an alternative way to learn to read that really works.

Founder Helena Rogers is a qualified teacher and former head teacher, who recognized the need for a simple and universally accessible learn-to-read system. Having experienced many reading schemes in her 25 years of teaching, she honed the Reading Revival method and has now adapted it to suit home teaching through our handy kit.

“Learning to read used to be a natural and simple process. Now, with the advent of phonics-based teaching and new educational approaches, it can sometimes seem rather bewildering to parents and children. I feel passionately that in the family is where reading starts, and I wanted to create a system that empowers, rather than confuses, parents. So, Reading Revival is grounded in encouragement, gradual and non-pressurised learning and the simplest of techniques. What’s more, it results in an enthusiasm for reading that is a joy to behold. I hope that your child will benefit, just as many others have, and that Reading Revival unlocks a lifelong love of reading.”

Co-founder Emma Plackett is a learning and development professional with a background of experience in national and internationally recognised companies. She takes an active interest in literacy and learning policy. Emma has provided recommendations to the All Parliamentary Group for education report into Overcoming Barriers to Literacy and actively engages with schools and parents on the subject.

“We believe that anyone who understands speech and can match shapes can soon learn to read, regardless of whether they have a special educational need. In fact, we have a proven track record of helping those where everything else failed. Helping people achieve their potential is an enormous privilege and it starts with reading ability. Helena and I have taught many children to read with this reading toolkit and we now want to share this method with a wider audience. It is a delight to use and I am certain you will enjoy using it too. It’s a unique product.”

Reading fluency in just ten minutes a day

The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.
– Dr. Seuss, I Can Read With My Eyes Shut!

Teaching your child to read needn’t be a mystery. It needn’t be time-consuming. It certainly shouldn’t be a chore. And it’s one of the greatest gifts you can provide for your child.

All you need is our simple reading toolkits and only 10 minutes a day. We’ll do the rest.

Reading Revival is a simple, step-by-step method for teaching your child to read. Our toolkits provide all you need, starting with simple shape-matching exercises to books and stickers that provide encouragement as each stage is mastered. It’s a refreshingly uncomplicated process and you’ll be amazed at the progress can be made in such a short time.

Reading Revival is suitable for children from around 4 years of age. Reading Revival prides itself on success with children who:

are dyslexic
have fallen behind with reading at school
find traditional phonics methods difficult
lack confidence in their reading ability

In just ten minutes a day, you can teach your child to read in a few weeks. And better still, it’s tried and tested: