HOW READING WITH GIGGLES AND GAMES WORKS
The Reading With Giggles and Games System works better than
any other system by simultaneously tapping into several
areas of the brain of the student as they participate in the
activities guided by the system.
NEUROLOGICAL IMPRESS METHOD
The neurological impress method (NIM) is incorporated into
Reading alongside a child and running a finger under the
words as they are being read to, trains the child’s eye
movements and teaches one-to-one correspondence, two very
important reading skills. In “Reading
with Giggles & Games”, neurological impress is incorporated
into reading the lessons, song lyrics, and books. The more
senses and learning modalities involved in
the reading activity, the more the brain pays attention.
ATTENTION SPAN INCREASED
Student's attention spans are increased by the system.
Research on the effects of television on children’s learning
has shown that the methods used to promote children’s TV and
movie viewing, actually cause ADHD. The child’s brain needs
one-on-one interaction that no TV program or DVD, no matter
how educational, can provide. The Reading with Giggles & Games System
incorporates the human touch that only a parent or human
teacher can provide.
IMMEDIATE AMAZING RESULTS
Immediate amazing results are exhibited by students using
The child thinks of himself as a reader from the first
lesson in the
Giggles & Games System. Letter sounds are taught in
groups of two or three because they are actually easier to
discriminate between than one at a time. Immediately,
those sounds are used to form words. Using these sounds
immediately helps children remember the sounds because the
sounds are being actively used on a daily basis. This method
has been shown to be more effective than learning the whole
alphabet first and then beginning to blend sounds to make
READING PROBLEMS PREVENTED
problems are prevented by the System. Many children
requiring remediation are those who have not learned to
blend sounds smoothly. The child’s brain has difficulty
deciphering a word that is chopped into parts. The
Giggles & Games System first teaches the letter sounds that
can be sustained so that children learn to blend smoothly.
Also, the pure sounds of the letters are taught without the
extra schwa sound many well-meaning methods, programs, or
teachers add to the sounds. For instance, children using
the Reading with Giggles &
Games System learn to smoothly blend the word “man” in this
manner: “mmmaaaaannnn” instead of “Muh “a” nuh”. It makes a
significant difference in children’s ability to decode words!
Children’s ability to decode words predicts 80-90% of
reading comprehen-sion. It is well known that the ability to
read affects all other areas of academic success.
Each session is short (stop while it is still fun) and
positive. When teaching new words or sounds, the system uses
the 5/5/5 method. When the child does not say a word or
sound correctly, the parent simply says, “Let’s try again”.
If the child still does not respond correctly, the correct
response is given. The inability to produce the correct
shows the need to re-teach. When the child does answer
correctly, positive, affirming remarks such as “super”,
“great”, “fantastic”, “wonderful”, “good”, and “marvelous”
are enthusiastically spoken to the child to reinforce their
It is said that a child’s attention span is one minute for
every year lived. Children learn easily and willingly where
humor and music are involved. Humor and music are integral
components of this program. The result is a significant
increase in attention and retention, two critical elements
in learning to read.
Parents are a child’s most effective teacher! A parent’s
impact on learning cannot be duplicated by any other person
or institution. With parents as the teachers, remedial
action is immediate which prevents reading problems and
oversights. Parents are very busy and don’t often have the
time to come up with their own reading program for their
children. Reading programs can be very expensive and few of
them provide a systematic way of teaching the skills most
children need in order to learn to read. Knowing this, great
care has been taken to make this program affordable and easy
to use. Using the mini-book format has made it possible to
have a library of over 100 child-tested skill-reinforcing
books available without parents having to “rob the bank”.
This approach to teaching fundamental reading is based on
empirical research and has been tested in the classroom
resulting in successful application and achievement. This
research is used to guide the sequence of instruction. The
letter sounds are taught in a sequence found to be easiest
and most effective for beginning readers. Instead of
learning all of the letter names and sounds before beginning
to read, the child learns a few letter sounds and then
learns to blend those sounds to make words. The letter
sounds that can be sustained or “held out” are taught first
because they are easier to blend smoothly. Right from the
beginning, the child starts using these sounds to blend
words and then uses these words to read sentences. Because
the sounds are used and reviewed, they are not forgotten. In
most reading instruction there is little connection between
the phonics lessons taught and the reading selections given.
THE BRAIN IS TOTALLY ENGAGED THROUGH MUSIC
Music is also an important part of the Reading With Giggles
& Games System. Music has the effect of totally engaging
both sides of the brain of the student.
Songs act as important mnemonic devices for remembering new
learning. Children love the songs in the “Reading
with Giggles & Games” program!
PHONICS IS NOT TAUGHT AS AN ISOLATED SUBJECT
Appropriate practice is critical to learning! The more
closely the conditions of practice approximate the
conditions in which the learning will be used, the more
valuable the practice. In “Giggles and Games”, the phonics
program is integrated with the total reading program. This
enables early readers to associate phonics with reading
rather than as an isolated subject. Reading materials in the
form of mini-books are provided for opportunity to practice,
extend, and refine knowledge of letter-sound relationships.
This enables children to have confidence right from the very
beginning. The reading practice pages in the manual are
rightly named ,”Look, I Can Read!” pages because that is
what children say after just a few lessons. “Look, I Can
Read!” is music to the ears!
BRAIN-FRIENDLY FUN ENCOURAGED
Structures in the brain's limbic system, which controls
many essential human behaviors, also contribute to
the production of laughter and learning.
Reading With Giggles & Games” uses the shapes of the
letter as cues to their sounds enabling children to
remember the letter sounds after a single exposure! The
songs, games, and silly review methods used in this reading
program are there to eliminate stress and produce laughter
(the best medicine).
The Reading With Giggles & Games System creates an extremely
fun, learning environment in which the child often laughs
Laughter reduces levels of certain stress hormones. In doing
this, laughter provides a safety valve that shuts off the
flow of stress hormones and the fight-or-flight compounds
that swing into action in our bodies when we experience
stress, anger or hostility. This process has the effect
of making the brain very receptive to learning and retaining
new information, such as letters, phonemes and words.
The System encourages brain-friendly fun.
All children can learn when the presentation is fun and
frustration free. Studies have shown when children, as well
as adults, experience stress, the brain receives an overload
of a hormone called cortisol. Too much cortisol will shut
down thinking and learning, and can cause learning
EXPLICIT, SYSTEMATIC INSTRUCTIONS
The System uses an explicit, systematic instructional
approach. Research has shown that most children need a
systematic approach to learning to read. “Effective reading
instruction not only improves reading ability, but actually
changes the brain’s functioning so that it can perform
reading tasks more efficiently.” (Duane Alexander, M.D.,
Director of the NICHD.)