How 3D Reading and Learning Began: Amy's Story

3D Reading and Learning has been a dream of mine for many years, born from a deep passion for helping children succeed. My journey began over 40 years ago when I started teaching 1st grade. It was during those early years that I first noticed something profound: some children simply didn’t learn the same way as their peers. This realization sparked my quest to understand learning differences on a much deeper level.

​

After taking a break from teaching to raise and educate my own 8 children, I noticed that five of them struggled with reading and learning. As a mother, I became determined to figure out why and what I could do to help. My search for answers led me down a path of research, where I eventually discovered the importance of the brain-body connection.

​

One of the pivotal moments came when we enrolled my son in a karate class. To my surprise, after just a few weeks, his reading skills improved. I didn’t understand exactly what was happening at the time, but I could see that the physical activity was helping him connect his brain and body in a way that facilitated learning. From that moment on, I started telling others that physical activities, like playing basketball or doing obstacle courses, could be incredibly beneficial for children struggling with reading and learning.

​

As I continued my research, I learned about Primitive Reflex Retention, which confirmed everything I had instinctively believed about the brain-body connection. Along the way, I also developed a phonics program over many years, incorporating elements from various reading programs I encountered. While phonics are undeniably important for reading, I recognized that not every child can simply "sound it out" even when they know the phonics rules. I wanted a phonics program that was simple, easy to understand, and—most importantly—not overwhelming or frustrating.

​

The final piece of the puzzle came about a year ago when I discovered the Equipping Minds program. While searching for ways to support visual processing, I stumbled across this approach that focuses on increasing processing speed and accuracy—exactly what I had been searching for. What amazed me was how this method could help children improve while playing games and having fun, making the learning process both engaging and effective.

​

The name “3D Reading and Learning” has meant a lot to me for many years. I wanted it to represent the idea that reading isn’t just about the brain—it involves the whole body. I’ve always been frustrated by how much money parents are often required to spend on tutoring, dyslexia therapy, and other processing therapies. I felt that many of these services take advantage of parents who simply want to help their children. This frustration sparked my dream of starting a non-profit organization that would help students without draining families' life savings.

​

Today, 3D Reading and Learning represents the three dimensions of learning: input, processing, and output. By identifying what’s keeping a student from fully engaging with one of these dimensions, and knowing how to address it, we unlock the key to successful learning.And that is the short story of how 3D Reading and Learning came to be—through years of experience, research, and a deep commitment to making sure all children have the opportunity to succeed.