Research-based educational games for children with learning differences
Games, a patient monitoring tool and a community to support every step in the learning process
Science meets engaging game-play
Clinically Validated Through 5 Years of Research
Our technology is based on decades of neuroscience research, offering measurable improvements beyond playing. It enhances phonological awareness and reading fluency, making every Poppins session a significant step towards language mastery.
Complementary to Human Rehabilitation Sessions
Poppins complements conventional management by enabling children to extend their reading intervention programs through fun activities at home.
Music at the Heart of the Rehabilitation Experience
Poppins integrates music and rhythm into rehabilitation: a harmony that has the ability to activate areas of the brain that are responsible for learning, memory and language development.
Parents understand the Poppins difference
Emmanuelle D.
Mom of Clément, 9 years old
Amélie C.
Mother of a 9-year-old Dys
Claire H.
Maman d’un enfant dys de 9 ans
Amélie P.
Maxence's mom, 9
Marilyne B..
Mother of a 9-year-old Dys
Claire H.
Maman d’un enfant dys de 9 ans
They have shown perseverance in the exercises requested. They saw that it was not always easy but Bleu's encouragement motivated them.
Claire H.
Mother of a 9-year-old Dys
Claire H.
Maman d’un enfant dys de 9 ans
She went deeper into the matter with Enzo, because he had Poppins.
We saw the difference, that's clear. We had reports in May and November, we started Poppins in August, and since then the number of words read per minute has doubled.
Aurélie T.
Mom of a DYS child
Mathilde G.
Mom of a DYS child
Nathan feels it too - he had empty dictations before (the teacher has 4 levels of dictations, 4 is the most difficult)/he started at level 2, was at 60% the time before, 80% now, but without empty dictations, he is much more confident.
Sabrina C.
Mom of a DYS child
The teachers saw it. Anais, who had a big lack of self-confidence, is doing better. It's not just Poppins, of course, but the result is there.
Elisa S.
Mom of a DYS child
Can your child use Poppins?
5 years of research, now available.
Get early intervention when it matters most.
Find out if Poppins is right for your child by answering a few questions.
Children betwenn 7 and 11 years old
Dyslexia Dysorthography
Awaiting or Receiving Specific Interventions
On Mobile or Tablet
Poppins brings together recognized experts with talented researchers to guarantee a scientifically-backed approach to the rehabilitation of learning differences
Our team is working to ensure that Poppins is a reliable tool, validated by clinical evidence, ensuring the rehabilitation of learning disorders that is in line with the highest standards of scientific research. Our commitment to excellence and scientific integrity is reflected in every game, activity, and learning journey we offer.
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Application
Poppins, games that make you progress
Available on tablet or mobile (iOS and android), the application guides your child through personalized musical games to strengthen reading, writing, and comprehension skills
Musical games
better anticipate the pace of speech
better anticipate the arrival of sounds in order to process them correctly
improve brain connections between visual, auditory, and motor areas
King Song
Rythm Cooking
Pop N’Run
Beat Jumper
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Tracking platform
A platform designed for you
- Track your child's progress.
- You decide the number of sessions: 20 minutes, 3 to 5 times per week.
- Regular telephone follow-up included.
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Featured In
The science behind Poppins
Progress through music.
The links between music and cognitive disorders have been demonstrated over the past several decades in numerous scientific studies.
Poppins' Learning Efficacy: Key Highlights
Phonological awareness
Our program has demonstrated a statistically significant enhancement of phonological awareness among children with severe dyslexia, paving the way to improved reading skills.
Reading speed
We've observed a statistically significant increase in reading speed across all children with learning differences, indicating a robust improvement in fluency.
Reading accuracy
Our clinical trials exhibit significant improvement in reading accuracy for children with learning differences, fostering better comprehension and academic success.
Accessibility is at the heart of Poppins' concerns
We partner with national health plans to expand access and get families care fast.
Health Plans
In-network with major health plans in France
Solidarity access
We believe in equal opportunities. We are fighting for each child to have their own. That's why we're offering free access to Poppins for families with the lowest incomes.Check your eligibility now.
FAQS
Poppins was designed for children between the ages of 7 and 11.
Poppins can be played on a smartphone, or on a tablet.
For Apple devices, you'll need at least iOS 15.
If you are on Android, it will be Android 11 at least.
You can see your device's operating system version in your phone settings.
As this is a mostly tactile game, it was not possible for us to offer it to you on a computer.
You can download Poppins using the links below:
> https://apps.apple.com/us/app/poppins/id6466090054
> https://play.google.com/store/apps/details?id=com.poppins.therapy
He can totally use Poppins.
That said, keep in mind that Poppins has not been tested with non-dyslexic children, so we can't assure you that the game will benefit him just as much.
Dyslexia is often associated with other learning or developmental disabilities: when we tested Poppins, having other learning disabilities was not incompatible with gaming.
Your child can therefore use Poppins: there are no willing to play.
Engineers for learning differentiation, motor and singing activities, and the computer magic wand.
Game developers so that the use of Poppins is smooth, and that children are engaged in their learning.
👾 Scientists, speech therapists, neuropsychologists and psychomotor therapists without whom we could not make Poppins evolve, and whose feedback allows us to improve the therapeutic support of children.
We would especially like to thank Professor Habib (neurologist, Timone Hospital, AP-HM,), Dr. Grosmaitre (neuropsychologist, Head of CRTLA, Necker Hospital, AP-HP), Professor Cohen (Head of Child Psychiatry Department Pitié-Salpetrière, AP-HP), Professor Charline Bolduc (Music and Learning Research Chair, Quebec), Grossard (speech therapist, Pitisalé-HP) Pitié-Salpetrière, AP-HP), Professor Charline Bolduc (Music and Learning Research Chair, Quebec), Grossard (speech therapist, Pitié-Salpetrière, AP-HP) Joana Matos (physician in charge of CRTLA, Pitié-Salpetrière) and Professor Jean Xavier (child psychiatrist and EXIST manager, Henri Laborit Hospital) as well as Nathalie Groh, president of the FFDys and Laetitia Branciard, vice president of the FFDys
