That's a very good point. Asking a three year-old to read for twenty minutes isn't very good advice if three year-olds can't read, haha. Getting him to talk a lot as fluently as possible is still the goal. (I think the structure of reading from a book helps, but that isn't an option in this case.) Maybe ask him a question with the aim to have him talk for ten minutes straight. Then, asking follow-up questions if/when he starts to run out of steam. (I don't know how hard it is to get a three year-old to talk forever. Maybe it's really easy, haha.) So I guess my advice isn't too different from the Lidcombe program, except that I don't think praising fluent speech is a key ingredient; though if he starts stuttering badly, gently reminding him to slow down may help. (This)[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5632574/] article might actually be more applicable to you. The first one I shared is an overview of everything known about about the neuroscience of stuttering, this one is focused on the developmental aspects of stuttering; who grows out of it and why. Again, the researchers haven't pointed out *why* some children's brains grow out of stuttering, but they at least show the *how*. Best of luck! Please reach out anytime.