A. Assume Your Child is Able
We have no way of predicting how each individual child will respond to this or any instructional program. Each child has different strengths and passions. However, research shows that one of the most important factors for learning success is a parent or teacher who believes the child is capable of learning. It sounds so simple. Unfortunately, as our children progress in education, there will be educators who will focus only on presumed defects and limitations. Don’t let them. Your child can learn. Your child will learn. Your job as a parent is to remember this and to keep your focus on your child’s abilities.

B. Make Learning Fun
One of the most important principles of this program is that learning should, can and must be fun. Because our children experience developmental delays, learning takes longer. Unless we can make learning an enjoyable experience, we are likely to meet resistance from our children. If learning is fun, our children will be enthusiastic and motivated to learn.

C. Success is Key
“Success is Key” is another closely related principle. In addition to having fun, our children need to feel successful in their attempts to learn. If they feel successful, they will enjoy learning and be inspired to learn more. If they feel only failure, they will eventually feel defeated and avoid learning. By using a positive approach when instructing our children, and in correcting mistakes, we can help them feel successful every step of the way.

D. Let Child Set Pace
We need to let our children set the pace of learning to implement this program effectively. At times (perhaps too many times) it may seem that progress is slow, and we as parents may become frustrated by the lack of perceived growth. This is our problem, not our children’s. Do you ever hear your child complain “Darn, it is taking me so long to learn.” Of course not! Our children rarely seem discouraged by the speed of their own progress – they are proud of completing each task. Let us embrace their energy, go at their pace and suspend our own preconceptions about how long it should take to master a specific task. With our children guiding us, we can sit back, have some fun and delight in their progress, regardless of the pace.

E. Teach . . . Don’t Test
Another important program principle is that parents need to teach, not test. When we teach, we give our children information (“This word is ‘run’; this is ‘dog’”). When we test, we seek to elicit information from our children. (“What is this word? What is this letter?”). To use this program effectively, you will have to resist the urge to make teaching sessions into testing sessions. We will emphasize the differences between teaching and testing during the monthly sessions, and we will help you work with your child to teach in the most effective manner.

F. Don’t Let Guilt Get in the Way
This principle of the program focuses more on parents than children. The introduction of a new program into our busy lives can at times be overwhelming and, consequently, guilt-producing (“I missed another day of working with my child”). Don’t fall into that trap. Set a goal, perhaps to work with your child for 15 to 30 minutes three to five days a week; add more time as the program becomes part of your schedule. The important point to remember is that you are now teaching your child. Have a good attitude, and try not to feel burdened by this opportunity. This program can be enjoyable for both you and your child if you don’t pressure yourself.

G. Model . . . Don’t Correct
As your child learns, he will make mistakes. Remember to use a positive approach to teaching by modeling correct responses rather than correcting your child as each mistake is made. Provide feedback based on your child's effort, not whether the answer is “right” or “wrong.” Ongoing modeling and encouragement are the best motivators for your child.

For example, if Jeremy reads “I see cat” instead of “I see a cat,” you may feel the urge to stop him to point out that he missed a word. Or worse, you might say “no that’s wrong, it says ‘I see a cat.’” This type of correction is defeating for Jeremy, who felt proud to have read the sentence, but now has been corrected for not reading it perfectly. A better approach would be to repeat the sentence with an affirming voice and include the missing word “I see a cat” (you may even point to each word as you read) or to wait until you read the book again and take turns with your son, modeling the correct sentence. We will work on this concept more fully in the program. It is a subtle but important point. Correcting your child as he makes mistakes (and like all learners, he will make a lot of mistakes) robs him of his success and may lead to negative behavior or lack of motivation.