Easy Training Program

Visual Recognition — Identifying same and different in the symbol domain

The child must match the number of dots (visual impression) to the correct number symbol. This trains distinguishing and correctly assigning visual impressions in the symbol domain.

Strengthens the ability to recognize and distinguish same from different in the symbol domain — a fundamental skill for learning letters and numbers.

Visual Recognition — Matching symbols to visual quantities

The child must match a number symbol to the correct dot pattern. This requires careful observation and distinguishing in the symbol domain — similar to distinguishing between letters.

Trains the recognition and differentiation of symbols and their visual meaning, as is constantly required when reading and writing.

Visual Recognition — Distinguishing similar images

Children with differentiated visual recognition cannot filter out minor differences. Visual things that look similar are not recognized as different — just as h and k or o and a get confused.

Sharpens the ability to perceive fine visual differences. Those who can reliably distinguish similar images can also better tell apart similar-looking letters.

Visual Recognition — Matching shape, fill color and outline color simultaneously

The child compares nine geometric pictures using three features: shape, fill color and outline color. Some choices differ in only one feature. This helps the child practice noticing small visual differences.

Sharpens the ability to process multiple visual features at once, strengthening the fine discrimination needed for reliable letter and number recognition.

Visual Memory — Retaining and reproducing what has been seen

The child must remember positions and colors of cards. People with differentiated visual memory often have difficulty remembering colors, shapes, and patterns.

Trains storing and reproducing visual information — a prerequisite for word image retention and reading without losing one's place.

Visual Memory — Remembering and retrieving visual pairs

In Memory, what has been seen must be retained and reproduced when needed. Exactly this visual memory skill is also needed for remembering letter shapes and spelling patterns.

Strengthens visual storing and retrieval, which is essential for recognizing word images and copying from the board.

Visual Memory — Expanding visual retention capacity

With the larger playing field, more visual information must be processed simultaneously. People with differentiated visual perception can only remember certain shapes, images, and patterns with difficulty.

Expands the capacity of visual memory — the ability to retain more of what has been seen and retrieve it when needed.

Visual Memory — Recognizing what is missing through remembering

The child must memorize what has been seen and then recognize what is missing. Visual information that cannot be stored leads to poor word image retention.

Trains short-term retention of visual impressions and recognizing changes — important for error detection when writing.

Visual Memory — Recalling color positions from a grid

The child must memorize which color appeared at which position in a grid and then reproduce it from memory. This spatial-visual memory task mirrors the demands of remembering where words and numbers appear on a page or worksheet.

Trains the ability to store and retrieve position-bound visual information — essential for word image retention and copying accurately from a board or book.

Visual Sequencing — Remembering and reproducing visual sequences

Visual sequencing is the ability to know which letter comes first in a word and which comes next. This game trains remembering growing visual sequences in the correct order.

Strengthens the ability to arrange visual impressions in sequential order — indispensable for writing letters in words in the correct sequence.

Visual Sequencing — Remembering image sequences

The child must remember the order of images and reproduce it. This ability corresponds to arranging visual impressions, as is necessary for letter sequences when reading and writing.

Trains arranging visual impressions in the correct sequence and supports letter-order accuracy.

Visual Sequencing — Extended image sequences

With fewer visual cues, the child must retain longer sequences of visual impressions and arrange them in the correct order.

Expands the capacity of visual sequencing for more complex reading and writing tasks.

Visual Sequencing — Image sequences with six answer pictures

The child must retain the order of the pictures and recognize each one among six similar pictures. The larger choice demands closer looking and a more secure hold on the sequence.

Expands the capacity of visual sequencing when the choice is larger, and sharpens the accurate distinction of similar pictures — the basis for reliable letter order in reading and writing.

Visual Sequencing — Remembering number sequences in order

The child must remember a growing chain of numbers and reproduce them in the correct order. This directly trains the sequential processing of symbols — the same ability required to keep letter sequences in a word or digit sequences in a number in the correct order.

Strengthens sequential symbol memory, which is fundamental for spelling accuracy, reading fluency, and working with multi-digit numbers.

Auditory Recognition — Distinguishing pitch levels

With differentiated auditory recognition, similar-sounding sounds cannot be told apart — e.g. k and g, v and f, a and e. Pitch discrimination is the foundation of this ability.

Sharpens the ear for fine sound differences, as needed when distinguishing similar-sounding letters and words.

Auditory Recognition — Distinguishing similar-sounding words

The child must hear whether two words rhyme. For this, they must be able to distinguish similar-sounding words from what they hear — a central skill of auditory recognition.

Trains the ability to distinguish similar-sounding words — a prerequisite for correct writing and reading.

Auditory Recognition — Distinguishing same from similar

The child must decide whether two words are identical or just rhyme. Sounds must be precisely filtered from the background and compared.

Strengthens the precision of auditory recognition — those who reliably distinguish same from similar words make fewer spelling errors.

Auditory Recognition — Distinguishing same from different tones

The child listens to two tones and must decide whether they are the same or different. This fine auditory discrimination is the foundation of phonological awareness — the ability to hear that similar-sounding letters like b and p or d and t are actually different sounds.

Sharpens the ear for detecting subtle sound differences, building the auditory precision needed to distinguish similar-sounding letters and avoid spelling errors.

Auditory Memory — Spatially assigning what has been heard

The child must retain what has been heard and assign the direction of the sound. In dyslexic individuals, differentiated processing of what has been heard is often observed.

Trains retaining and processing auditory information — the foundation for understanding and following spoken instructions in class.

Auditory Memory — Retaining what has been heard and recognizing what is missing

The child must remember a sequence of sounds and recognize which one is missing. Retaining what has been heard and reproducing it when needed is the core skill of auditory memory.

Strengthens storing and retrieving what has been heard — important so that letters and syllables are not omitted when writing.

Auditory Memory — Remembering and reproducing sound sequences

The child hears a sequence of distinct tones and must reproduce them in the correct order using colored buttons. This auditory working memory task directly parallels the challenge of holding spoken syllables and sounds in memory while writing a word.

Trains the ability to retain and accurately reproduce sequences of sounds — essential so that syllables and letters are not omitted or rearranged when writing from dictation.

Auditory Sequencing — Remembering and reproducing sound sequences

Auditory sequencing is the ability to hear which sound comes first and which comes next. When reading, words are broken down into sounds — the correct order must be heard and retained.

Trains recognizing and retaining sound sequences, as required when blending sounds into words while reading.

Auditory Sequencing — Reproducing rhythmic beat patterns

The child listens to a pattern of high and low beats and must reproduce it in the correct order. Processing rhythmic sequences trains the ability to perceive and maintain temporal order in auditory input — the same skill needed to segment words into syllables and sounds when reading.

Strengthens the ability to process and reproduce auditory patterns in sequence, supporting syllable segmentation and reading rhythm.

Attention — Focusing thoughts when dealing with symbols

Dyslexic children are not generally inattentive — but as soon as symbols like letters or numbers come into play, attention decreases. The child must learn to direct their thoughts to the symbol and ignore distracting influences.

Trains attention control: the child practices keeping their thoughts on task and suppressing automatic but incorrect reactions.

Attention — Suppressing automatic reactions

Attention is the A in the AFS Method. The child must learn to slow down their quick thoughts and consciously pay attention to the correct information — the color instead of the word.

Strengthens the ability to consciously direct one's thoughts. Once the child has experienced this, many mistakes caused by inattention when dealing with symbols will no longer occur.

Attention — Counting items while ignoring interfering numbers

The child must count how many digits appear on screen while ignoring what the digits actually say. This creates a classic attention conflict between quantity and symbol — exactly the kind of interference that dyslexic children must learn to manage when letters and numbers demand focused, deliberate processing.

Trains attention control in the number domain, teaching the child to suppress automatic but incorrect responses and focus on the relevant information.

Spatial Orientation — Recognizing rotated shapes in space

Dyslexic individuals cannot correctly assess positions in space. Letter confusions due to positional differences such as b and d or b and p are the result. The child must learn to recognize shapes in different rotations.

Trains spatial orientation through rotation exercises and strengthens the ability to assess the space-time structure.

Spatial Orientation — Recognizing upside-down shapes

Spatial orientation is the ability to assess the space-time structure. With 180° rotation, the ability to recognize shapes in completely reversed position is tested.

Develops spatial stability needed for correct writing and confident arithmetic.

Spatial Orientation — Processing complex rotations

Spatial orientation also includes assessing sizes and positional relationships. With stronger rotation (270°), spatial imagination is more intensely challenged.

Strengthens deeper spatial perception and helps children who confuse letter directions or mirror digits.

Spatial Orientation — Recognizing mirrored shapes

Reversed writing and letter confusions like b/d are among the most common difficulties with differentiated spatial perception. Reliably recognizing mirrored shapes is crucial for this.

Trains left-right discrimination in the visual domain and helps reliably distinguish mirrored from correct shapes.

Spatial Orientation — Pure shape perception without details

By simplifying to silhouettes, pure spatial perception is tested — without distracting details. The space-time structure must be inferred from shape alone.

Sharpens spatial accuracy and strengthens the ability to reliably assess shapes and their position in space.

Spatial Orientation — Copying and mirroring line patterns

The child must recognize which dots are connected by lines and transfer the spatial layout to a second field. Later, the pattern is drawn as a mirror image. This trains spatial perception, left-right orientation, and planned movement.

Strengthens the ability to judge shapes and relationships in space. This helps children perceive directions, mirror images, and spatial sequences more consciously.

Body Perception — Left-right discrimination on one's own body

Body perception is the ability to assess one's own body. Left-right discrimination is part of spatial awareness and directly influences writing direction and letter formation.

Trains a stable body schema and reliable left-right assignment — a prerequisite for correct writing direction, spacing, and handwriting.

Body Perception — Left-right discrimination from different viewpoints

The child sees a figure with an arrow indicating a direction and must determine left or right from their own perspective — accounting for whether the figure is seen from the front (mirrored) or back (same). This perspective-switching trains body schema at a deeper level than simple left-right tasks.

Develops flexible left-right discrimination across perspectives, strengthening the body schema needed for correct writing direction and spatial awareness in everyday learning.