FAQ

The current programme is recorded. Mr Moore has recorded a new 10-book Guided Reading programme, so families do not need to attend at a fixed time or worry about time zones. Children can watch at a suitable pace during the access period.

Yes. In British schools, children commonly begin studying whole books as part of English from the primary years. This is often called class reading or guided reading. A class may spend several weeks on one book, using it to develop vocabulary, spelling, grammar, comprehension, discussion and writing. Trinity Learning’s programme builds on this British educational approach, but is especially helpful for international students and children who use English as an additional language.

The current programme consists of ten newly recorded Guided Reading book courses by Mr Moore. Each book course is designed to guide the child through a complete reading experience, rather than giving fragmented extracts or isolated worksheets.

 Mr Moore’s view is that whilst many children can decode English words, they often struggle to understand the story. A child may say that they have read many books, yet when asked deeper questions about the plot, the characters, the ideas, or the writer’s purpose, their understanding can be minimal.

Guided Reading was created to address this gap. It helps children:

• Fully comprehend a book
• Enjoy it more deeply
• Learn how to think as confident readers

Access is valid for one year, subject to the terms of the current purchase or offer. During this access period, children may revisit the lessons and use the videos to consolidate their learning.

Mr Moore combines the enjoyment of storytelling with the discipline of a traditional English reading lesson. He brings the book to life and also teaches children to notice vocabulary, themes, atmosphere, character, authorial choices and deeper meaning.

Key features include:

• Carefully selected books connected to the British school reading curriculum and literary culture
• A whole-book approach rather than isolated comprehension passages
• Key vocabulary explained in context
• Discussion of themes, characters, structure and the writer’s intentions
• Cultural and historical background, where relevant, to deepen understanding
• A strong emphasis on enjoying literature, not simply completing exercises

Yes. Because the current programme is recorded, children may replay lessons during the one-year access period. This is useful for reviewing vocabulary, revisiting key scenes, or watching a difficult section again at a more comfortable pace.

No. Listening to a story is mainly passive. Guided Reading is active.

Children still enjoy the story, but they are also being trained to think as readers. Mr Moore:

• Draws attention to key moments in the text
• Explains difficult words
• Explores themes
• Asks questions that help children make connections

The aim is not only to remember the plot, but to understand the book.

Yes. The current recorded courses offer subtitle options in English, Chinese, Arabic and Japanese. These subtitles are intended to support understanding while still encouraging children to listen carefully to Mr Moore’s English.

An audiobook usually reads the original text aloud from beginning to end. It does not normally:

• Stop to explain vocabulary
• Discuss the writer’s style
• Introduce cultural or historical context
• Help the child predict what may happen next

Guided Reading offers the pleasure of hearing a story, but adds teaching. Mr Moore:

• Highlights important vocabulary
• Explores ideas
• Explains context
• Helps children develop a more thoughtful relationship with the book

Families access the course through Trinity Learning’s current online learning platform. After purchase, parents will receive the relevant access instructions for the current platform.

Reading comprehension exercises usually use short extracts followed by questions. They are useful for exam practice, but they can become fragmented and mechanical.

Guided Reading works with the whole book. Children follow the development of the story, characters and themes over time. In Mr Moore’s words, it is like a much larger comprehension exercise, but with the story allowed to flow.

This helps children build:

• Stamina
• Memory
• Inference
• Vocabulary
• A deeper understanding of texts

Yes. Each video is followed by a quiz so that children can check their understanding and consolidate what they have learned. The quiz is not meant to turn reading into a source of pressure; it is a simple learning checkpoint to help children notice what they understood, what they missed, and what they may want to revisit.

The main purpose is to teach children how to read with understanding and enjoyment. The course develops:

• Vocabulary
• Comprehension
• Inference
• Literary awareness
• Confidence in speaking about books
• A stronger foundation for English

It is not a narrow exam-cramming product; it is a foundation-building course for language, thought and literary culture.

There is no heavy formal homework. The core aim is to help children enjoy reading and develop a lasting reading habit. However, the quizzes after each video provide useful consolidation. Children may also keep a vocabulary notebook, note down interesting words or phrases, and explore the author or related books if they wish.

Lesson lengths may vary depending on the book and section. A sensible approach is to let the child watch at a pace that maintains high concentration. If a lesson feels long, parents can split it into shorter sessions and return to it later.

Parents should look at the specific book level, recommended age or reading guidance on the course page. A practical test is to let the child read a few pages of the book and see whether they can follow the words and the general rhythm of the story. Reading-age indicators, Lexile levels, Accelerated Reader levels and school reading schemes can also help, but they do not replace observing whether the child can understand and enjoy the book.

Usually, no. Mr Moore’s view is that reading the whole book in advance can sometimes reduce the enjoyment of discovering the story through the course. However, this is not a strict rule. Some children benefit from reading beforehand, and children who have already read the book can still gain a better understanding by studying it with Mr Moore.

A physical copy is helpful but not always essential. If the family already has the book, the child may follow the text while watching. If the package includes physical books, this will be clearly stated in the offer. If no physical book is included, parents may purchase the relevant book separately if they want the child to follow the text closely. Many children download the books onto their devices through Kindle.

That is normal. Children do not need to stop for every unfamiliar word. Mr Moore highlights important vocabulary and explains key words in context, but he does not turn the lesson into a dictionary exercise. Children should learn to use context, listen for meaning, and allow understanding to build as the story develops. A vocabulary notebook can be useful for words they want to revisit later.

Some children need time to adjust to listening to a proper English reading lesson. Parents should first use the introduction and sample materials to judge suitability. If the child finds the course challenging but broadly accessible, it is worth continuing steadily. If the child genuinely cannot follow the story after trying, parents should contact Trinity Learning so that the level can be discussed and a more suitable pathway can be recommended.

Yes. In fact, Guided Reading is especially valuable for children who can read English words but do not yet fully understand English books. It helps them move from word decoding to real comprehension, with vocabulary, context, themes, and ideas explained in a structured way.

Yes, if the aim is a deeper understanding. A child may be able to read independently but still miss the author’s ideas, structure, tone, vocabulary and deeper meaning. Guided Reading helps independent readers become more thoughtful readers. It is not only about getting through a book; it is about learning how to understand and discuss it.

Yes. Many children dislike reading because it feels difficult, lonely or dull. Mr Moore’s expressive teaching helps bring the book to life. When children begin to understand the story, the characters and the ideas, reading becomes less of a task and more of an experience. The aim is to rebuild the child’s relationship with reading.

Guided Reading is a whole-book comprehension experience. Instead of asking the child to answer isolated questions after a short passage, Mr Moore guides the child through the story as it develops. Children learn to follow the plot, infer meaning, notice structure, understand characters, and connect ideas throughout the whole book.

Reading quantity does not always equal reading quality. Some children read quickly but only at a surface level. They can retell the plot but cannot explain tone, theme, authorial choices or deeper meaning. Guided Reading slows the process down in the right way: it helps the child read with accuracy, attention and thought.

Yes. Guided Reading gives children more language, ideas and examples to draw from. Mr Moore highlights adjectives, phrases, synonyms, character descriptions and ways of speaking about books. As children understand more, they have more to say and can speak with greater confidence.

Often, this is not only a vocabulary problem but also a confidence and context problem. Children may know a word but not know when or how to use it. Because Guided Reading places vocabulary inside a meaningful story, children see how words work in real sentences and emotional situations. This helps vocabulary become usable, not merely recognised.

It is exactly the kind of gap Guided Reading can help address. The books are selected to connect children with the kind of literature and reading culture valued in British education. Over time, children become familiar with the plot, characters, themes, language, and discussion. This creates a stronger literary foundation.

Yes. Interviews often require children to speak about books, ideas and personal interests. A child who has studied a book properly has something meaningful to say. Guided Reading gives children vocabulary, opinions, and examples, which can make book discussions much stronger conversation starters.

It can. Strong readers often become stronger writers because they absorb how good writing works. Guided Reading helps children notice description, structure, atmosphere, characterisation and language. When children understand how writers create effects, they can begin to use some of those techniques in their own writing.

Guided Reading is not a shortcut or exam trick. It strengthens the foundations that school-based English depends upon: vocabulary, comprehension, inference, expression, structure and confidence. Over time, these foundations support better performance in reading, writing, discussion and literature-based tasks.

No. It is highly relevant for children preparing for British independent schools, interviews or English-medium education, but the benefits are broader. Any child who needs stronger English comprehension, better vocabulary and more confidence discussing books can benefit.

Parents may watch together, especially with younger children or children who need encouragement. However, parents should avoid turning the lesson into a test. The child should feel that reading is enjoyable and meaningful, not another source of pressure.

Light note-taking can be useful, especially for new vocabulary, interesting phrases, themes, character notes or favourite moments. However, the child should not write so much that they stop listening and enjoying the story. The course should remain a reading experience, not a copying exercise.

Not for every unfamiliar word. Constant dictionary use can interrupt the flow of reading and make the story feel like a task. Children should first try to understand from context. They can note down words they want to revisit later. Mr Moore’s teaching focuses on important words and ideas, not on turning the book into a dictionary exercise.

The quiz gives children a clear moment to check their understanding. It helps them recall key events, notice important vocabulary and consolidate what they have just watched. It also gives parents a simple way to see whether the child has followed the lesson without turning the entire course into homework.

The current programme is recorded, so it is not a live interactive class. However, Mr Moore’s teaching is designed to make children think actively. He uses guiding and reflective questions throughout the lesson, encouraging children to predict, infer, notice patterns and consider why the writer has made certain choices. The quiz after each video provides a further checkpoint for active learning.

After finishing a book course, the child can review favourite sections, revisit quiz questions, discuss the story with a parent, write down new vocabulary, research the author, or choose another related book. The best outcome is not only that the child has completed a course, but that they want to continue reading.

No course can honestly promise that every child will change overnight. The aim is to create the right conditions: a strong teacher, carefully chosen books, clear explanation, enjoyment, vocabulary in context, and repeated exposure to good English. For many children, this is what begins to change reading from a duty into an interest.

Success should be measured by the child’s engagement and growth, not only by test scores. Useful signs include completing videos steadily, attempting the quizzes, remembering key moments from the story, using new vocabulary, speaking more confidently about books, and choosing to read more independently.

Because enjoyment is not a decorative extra; it is central to long-term reading. If a child experiences reading only as pressure, worksheets or correction, the habit rarely lasts. Mr Moore’s approach preserves the story's pleasure while still helping children understand it properly.

As this is a digitally recorded product, it is generally non-refundable once access has been granted. Parents are encouraged to watch the introduction and sample lesson before purchase to check suitability.

Course access is intended for the purchasing family in accordance with the platform’s access rules. If more than one child will use the course, parents should check the current access terms with Trinity Learning.

No. Course access is for the enrolled user or purchasing family and should not be shared publicly or passed to other families. Trinity Learning’s recorded courses are protected digital products.

This depends on the package purchased. Some offers may include original physical books, while others may provide only digital course access. Parents should check the specific sales page or offer terms before purchase.

Where physical books are included, delivery times depend on the location and delivery route. The current delivery estimate should be confirmed on the purchase page or with customer support at the time of ordering.

This depends on the current offer structure. Trinity Learning may offer individual book courses, bundles or the full 10-book programme. Parents should check the current sales page or ask customer support for the latest options.

Discounts and promotional packages may change from time to time. Parents should refer to the current official Trinity Learning sales page or announcement rather than relying on old campaign information.

Parents should contact Trinity Learning customer support with the account email, the course title, and a screenshot or description of the issue. Support can then check access, login details or platform settings.

The programme is taught by Haydon Moore, co-founder of Trinity Learning and a former British prep school headmaster. Having taught for 30 years, Mr Moore brings a wealth of knowledge and experience in helping thousands of children to foster a love of reading.