Workbook improvements
A Zubibook workbook is not published and forgotten: it is reviewed against evidence and improved with a date and a reason. This page tells you what has changed in each workbook, when, and above all what each change aims to do for the child — the only valid reason to change anything. If you bought a workbook and it later improved, your download is updated: you never pay twice for the good version.
August 2026
Workbooks grow from 20 to 30 missions
Dyslexia, ADHD, dyscalculia, dysgraphia, language and emotions.
What it aims to do for the child: a month of real work at one mission a day, without repeating. With 20 missions, a steady child finished the workbook in three weeks and the fourth week was left without a routine — exactly what a habit-building workbook cannot afford. The 10 new missions in each workbook are not filler: they continue the difficulty ladder where mission 19 left it, and the movement breaks grow with them (from 3 to 5 per workbook, because more work calls for more regulators, not fewer).
The three levels of the autism workbook truly come apart
What it aims to do for the child: that the adult's help matches THEIR level, not a generic one. Until now the three levels shared most of the family prompts. Now each mission carries, besides the common prompt, its own guide per support level: level 1 is stretched (verbal production, flexibility, generalising beyond the workbook), level 2 is modelled (first the adult, then the child, with turn-taking as the scaffold) and level 3 is structured (two options, success almost inevitable, the adult's hand under the child's and never on top). It is the difference between a workbook “for autism” and a workbook for this child.
Two exercises that had no correct answer, fixed
What it aims to do for the child: that no exercise asks the impossible, because for a child who already doubts himself, an exercise with no answer is not a printing error: it is confirmation that “he can't”. In the word-splitting mission of the dyslexia workbook, one pair asked to choose the right split of something that was not a word. And in the Italian edition, the consonant-cluster mission asked to write the name of a picture whose Italian word does not begin with that cluster: the Italian workbook now works the S-clusters (scuola, stella, scoiattolo), which is where Italian really trips. Both were found through systematic review, not a complaint — that is the right order.
The workbooks speak two more languages: Italian and Portuguese
What it aims to do for the child: that the workbook teaches the child to read THEIR language, not Spanish in disguise. It is not a translation: the Italian syllable-splitter cuts the way Italian cuts (the s goes with the vowel behind it: fi-ne-stra) and the Portuguese one the way Portuguese cuts (es-co-la; and pão is one beat of the voice even with two vowels). Each language brings its own stories, its word bank, its minimal pairs and its own phenomenon: double consonants in Italian, nasal vowels in Portuguese.
July 2026
The punch tool cuts out shapes with meaning
What it aims to do for the child: that fine motor work has a why. Punching a rectangle is gymnastics; punching the leaf, the acorn and the trunk of the forest is preparing the pieces you later play with. The motivation is not in the punch: it is in what comes out of it.
QR audio on every mission
What it aims to do for the child: autonomy. The word split into syllables, at slow speed, so the child can check alone whether he got it right, with nobody correcting him. For a child with dyslexia, being able to hear the instructions without asking for help is the difference between working alone and depending on an available adult.
Syllable colour system
What it aims to do for the child: that the syllable is seen before it is read. First syllable red, second blue, third green, fourth purple, with a grey dot between them that does the same job when printed in black and white. It is the pedagogical heart of the dyslexia workbook.