Nessy

Dr Jen O’Sullivan 

You’ve probably heard the phrase ‘practice makes perfect’. But for reading, it’s more accurate to say ‘practice makes permanent’, a term popularised by renowned educator Dr. Anita Archer. The more times a struggling reader successfully reads a word, the more permanent that word becomes in memory. 

If you’re supporting a child who finds reading hard - who stumbles over simple words, avoids books, or tires easily during reading tasks - you’re not alone. For children with reading difficulties, learning to read requires more time, more support and most importantly: more repetition. 

The good news is that repetition is a powerful strategy—and it doesn’t have to be dull or discouraging. With thoughtful structure and a bit of creativity, repeated practice can become an empowering part of learning, helping children build confidence and make real progress. 

Why Repetition Matters Even More For Struggling Readers

Children with dyslexia often struggle with phonological processing - the ability to recognise and manipulate the sounds in spoken language. This makes decoding, spelling and reading fluency difficult. These children may forget words they’ve just read, need help recalling phonics
patterns, or misread high-frequency words over and over. 

This isn’t due to a lack of effort or laziness. While most children might need just 4 to 12 exposures to remember a new word, those with reading difficulties often require 20, 30, or even more meaningful encounters before that word is stored in long-term memory (Kilpatrick, 2015). 

The Science Behind Repetition 

Repetition helps with something called orthographic mapping (Ehri, 2014). This is the process where the brain connects the sounds in a word (phonemes) with the way the word looks (spelling). When this connection becomes strong, children can recognise a word instantly without having to sound it out each time. According to researcher David Kilpatrick, orthographic mapping is essential for building a large sight word vocabulary – and repetition is how the brain
makes those connections stick. 

Activities That Make Repetition Work For Struggling Readers 

Here are five activities designed to give repeated exposure while boosting engagement and confidence:
● Multisensory Repetition – Hearing, saying, writing, and seeing the same word or pattern in different ways can accelerate learning for children with dyslexia (Shaywitz, 2020). For example, a child might trace a word in sand while saying each sound aloud.
● Repeated Reading – Rereading the same short passage multiple times helps build fluency and reinforces word recognition. Each repetition gives the brain another opportunity to strengthen connections and build automaticity. To keep it fun and engaging, try reading in different voices—a robot voice, a whisper, or even a pirate. Changing the voice adds an element of play, making repeated reading feel more like a game while still giving the brain valuable practice.
● Spaced Review – Revisiting the same words or concepts across days or weeks, rather than all at once, leads to stronger long-term memory. Nessy lessons use this approach to make learning stick.
● Echo Reading – An adult reads a sentence or phrase aloud first, then the child repeats it. This technique gives immediate modelling, reinforces reading with expression, and supports memory through repetition.
● Word Sorts and Pattern Hunts – Encouraging children to group words by patterns (eg. light, night, fight) or find them in different contexts helps them notice spelling regularities and see the same words repeatedly in meaningful ways. 

How Nessy Makes Repetition Engaging for Struggling Readers 

Nessy uses game-based learning, storytelling, and humour that encourages repeated exposure without frustration. Nessy’s programmes are designed to intentionally repeat key skills in fun and engaging ways. Children don’t just hear or see a word or pattern once—they encounter it
multiple times, in different ways, helping it ‘stick’ in memory. 

Final Thoughts: Repetition Builds Strong Foundations 

Repetition isn’t just helpful—it’s essential for learners who find reading difficult. With enough meaningful practice, skills that once felt out of reach can become more automatic and manageable. Structured, consistent exposure gives the brain the time it needs to make lasting
connections. 

For struggling readers, progress doesn’t happen overnight. It’s the result of repeated, well-supported opportunities to practise and improve. When repetition is built into learning in purposeful and engaging ways, it becomes a powerful tool—not just for building skills, but for making real, steady progress. 

References:
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley.
Shaywitz, S. E. (2020). Overcoming Dyslexia (2nd ed.). Vintage