Independent teacher reviewer.
Helen Whiteman, Deputy Headteacher, Aldershot, Hants
"I am a mother of five and felt that my children were very forgetful in their every day lives, always relying on me to remember everything about their daily activities and timetable. Therefore I started searching for a method to work on their memory skills. In this search I came across the "Memory Booster CD-Rom". This programme has proved perfect for us in many respects. First of all it teaches them methods to record information. Secondly it exercises their memories through a variety of stimulating and challenging games. Thirdly the programme is so well designed that it entertains the child all the while it works their brains! Finally memory strength has helped my children with their spelling and concentration. Thank you all at Lucid Research!"
Niall, aged 9
"I used LADS with young offenders between the ages of 16-18 to provide baseline information which is then used to develop programmes to support their literacy needs. I have found LADS very useful indeed, quick and straightforward to use and very informative."
Joyce Ward, SEN Co-ordinator, HMYOI Huntercombe Oxfordshire
"LADS is a useful tool for screening as it generates a report on areas of processing that are of most concern to students who are having difficulties with their coursework. The report also reports on non-verbal ability, which is usually high in students in FE, thus giving a boost to their self-esteem"
Jane Kirk, Dyslexia Advisor, University of Edinburgh
"What's the earliest age at which dyslexia can be identified with reasonable accuracy? The answer - and I fervently wish more teachers and parents were aware of it - is four, thanks to a brilliant computer program devised by Lucid Research. The test takes only 15 minutes, the print out gives a clear and accurate indication of the probability of dyslexia, and the licence to use it costs schools just £75 a year, which is a small price to pay for what could save dyslexic children years of confusion and distress.
John Clare, Education Editor, The Daily Telegraph (29/01/2005)
To read Mr Clare's comments direct from The Daily Telegraph's website, go to www.opinion.telegraph.co.uk and search for the article using the single term "www.lucid-research.com" or using the two terms "Lucid" and "dyslexia".
Dyslexia Association of Singapore (DAS) introduces dyslexia screening software to identify dyslexics who are at risk
Mrs Soh suspected her child was dyslexic and hence, sent her child for the free computerised screening test conducted by the Dyslexia Association of Singapore (DAS). She was relieved to know that her child is not at risk of dyslexia.
In the past, parents would need to send their child for a 3 to 4 hour long full psychological assessment which costs $500 to $600 to ascertain if he/she is dyslexic. This hefty sum intimidated parents and deprived their dyslexic child proper intervention.
From May 2009, DAS has been using the LUCID software as a screening tool for dyslexia for children of 4 to 15 years of age. With LUCID, it takes about 15mins to conclude if the child is at risk of dyslexia. If the screening concludes that the child is at risk, it is still not too late for the child to undergo a full psychological assessment. This would be a great saving for parents of non-dyslexic children from the fees of undergoing the full assessment. This would also spare the parent and child the turmoil of the whole process of denial, embarrassment, resulting in delaying to seek the appropriate professional advice.
DAS has been conducting free computerised screening test for more than 10 primary schools since May’09 till Jun’10. There were more than 400 students screened and approximately 150 students were at high risk of dyslexia. They were hence recommended to go for the full psychological assessment. DAS would continue to conduct computerised screening at various schools using LUCID. DAS Associate Psychologists, Ms Veronica Ng and Ms Lim Boon Hong are very satisfied with the LUCID software. Apart from the computerised screening aspect, the psychologists could also use the opportunity to understand a child’s background, the environmental factors as well as their exam results as considerations if the child is at high risk of dyslexia.
“The screening is conducted in English. A child who is not proficient in the English language might have a lower score. Hence, we will seek to understand their language background. However, if a Primary 4 student obtained a lower score, we will recommend a full psychological assessment. This is because a Primary 4 student would have 4 years of exposure to the English language and should have a reasonable proficiency towards the language to handle LUCID screening questions.
Based on the selected size of 127 screening results attained out of 400 local students, the accuracy of LUCID is considered high. The LUCID screening is able to identify those at risk of dyslexia and is suitable to be used in Singapore.
They emphasized that LUCID aids awareness towards dyslexia but is not a substitute for the full psychological assessment.
Dyslexia has nothing to do with a person’s intelligence but there is a discrepancy between a child’s reading ability and actual reading age. Dyslexia is mostly detected during a child’s pre-school and Primary 1 age when they encounter difficulties in learning. Some would have delayed speech developments, difficulties with remembering alphabets, etc. There is also a possibility that dyslexia is hereditary is high. Dyslexia is a neurological condition and is not an illness and would not be curable. It could be overcome with professional intervention.
Globally, about 5% to 10% of students are dyslexic. According to an estimate by DAS, there are about 4% of dyslexics in the local student population which is approximately 29,000 students. The current student enrolment in DAS is however at 1,700.
Veronica and Boon Hong think that there are still students locally who are not aware of their dyslexia and hence, not receiving any form of intervention. “The later the intervention, the more struggles the child will face and the more difficulties faced while overcoming it.” The DAS hopes that the LUCID software would be able to identify more dyslexics and provide the appropriate professional intervention as soon.” For more details, please visit their website at www.das.org.sg
"In Northamptonshire the Lucid Rapid Dyslexia Screening Test is proving to be a most useful screening package. Many of our Special Needs Co-ordinators are using this test because it contributes to their on-going assessments in school. The children enjoy the activities, it is quick and easy to use, the print out information is clear and informative. Our Senco's use the information to support their class teachers and teaching assistants as well as working with parents. There are suggestions for activities to enable school staff to develop appropriate individualized interventions.
Caroline Bilby, Dyslexia Specialist teacher, Northamptonshire Support Services
"She is very bright and try's so hard but still could get no further ahead.
We had her take the Lucid Rapid Dyslexia Screening Test in December it was very quick and for the first time we got some answers.
It has been great to start the new school year with the report to give to her teachers so she can finally get some help".
Louise Nelson, Parent, Australia
"LASS Secondary has become an integral part of my assessment planning. As a screening tool LASS provides invaluable information about the nature of a students difficulties enabling a much more focused approach to in-depth assessment where necessary. As a monitoring tool, LASS is useful in evaluating the effectiveness of interventions that have been put in place and assists in tracking the student's progress. It is useful in evaluating the need for access arrangements and contributes to the evidence required in making decisions. The programme is easy to administer, students enjoy it, it is time-efficient and feedback is immediate. The LASS manual is excellent and provides a wealth of useful information. The Lucid Helpline is friendly and efficient and provides an excellent service to users of the software.
Cathy Ellis, SpLD Teacher, London
"LASS is proving the corner-stone for the school in terms of helping to screen pupils, assess them, understand their learning styles and thus help them to choose options, help with learning difficulties and help the pupils achieve success. Pupils are no longer only assessed on product, but also on process and learning ability. The print-outs are clear and easy to interpret, even by non-specialist teachers. LASS has a good diagnostic range of tests offering far more than conventional paper based assessment which only gives an IQ. Dyslexic students, we found, did not always do well in the conventional assessments, but were far more relaxed with LASS, which has given us greater reliability of data. There is no need to send away and wait for its return"
Anita Keates, Head of SEN, Foxhills School Technology College, Scunthorpe, NE Lincs.
"All of the pupils seemed to enjoy all of the tests and were very eager to have their turn! LASS provides more useful information than a pupils statement does, very easy to assess. Excellent tool for teachers, great graphics."
White Spire School, Bletchey, Milton Keynes
"LASS is used with pupils chosen by me to screen. These are special needs groups. One pupil in the group with very short concentration span and moderate learning difficulty was fully engaged for the hour - I suggested a break but "Oh no, miss, I want to get this finished." It was probably the only thing he had ever completed and with a smile on his face. Spelling tests will never be the same again. As for reading tests it is wonderful to be able to look at the errors as well as such easily interpreted scores. I also tested two of the brightest students in year 9. They thought it was great fun and were fully engaged."
Judith Wolfe, SEN teacher, South Shields
"LASS is an extremely effective tool for the early detection and screening of Specific Learning Difficulties, such as Dyslexia"
"I would thoroughly recommend this software to any school"
Anne Sheppard - Banbury School, Oxfordshire
Dr Alun Flynn, Principal Educational Psychologist, Powys, Wales
Karin Ohlis, Specialist Teacher, ReLS, Bollnäs, Sweden.
Professor Donald G Kubler, Furnam University, South Carolina, USA
Paul Cann, (1997), Director of the British Dyslexia Association's (BDA)
Pat Guy, Northampton High School, Northampton
Greenwood School, Plumstead
Tim Nichol, Adviser SEN, Service Children's Education Inspection Advisory Service
Pat Osborne, Oak Farm Infant School, Uxbridge, Middlesex
Kelly Ott, Greenwood School, Plumstead, London
"Exact is one of my key tools"
"...we were delighted with the test which was much quicker than paper tests with clearer results, especially for the speed of reading, typing and handwriting. It probably saved us approximately 100 LSA hours of marking and processing. It also cut out human error in the marking and standardisation"
Learning Support, Maidenhead
"...it was exactly what we needed to help us deal with the huge and time-consuming process of assessing over 1,000 students every year. It really has been a time saver of extraordinary value"
Assessment Co-ordinator, Surrey
Lucid's programs were quoted as an example of good practice in the
House of Commons Education and Skills Committee Special Educational Needs Report
Third Report of Session 2005-2006 Volume 2
Oral and written evidence EV 100, 101, 114 and 115
North Ayrshire Council has issued it's schools with Lucid software.
Maureen Huxtable (Private Tutor)
Sheila Dobie, Director, Institute for Neuro-Physiological Psychology (Scotland)
"Many thanks for your help with the queries I had with Lucid CoPS and LASS Junior.
Lynne Tandy, Waite End Primary School, Waterlooville Hampshire
As a trained teacher, who has worked with Dyslexic children for twenty years, I must say what a bonus it was to discover Rapid and Lass Tests. To be able to help parents and children simplify what was needed for their child. We are able to see their weaknesses and strengths and all done in a simple child friendly way. These tests have saved me hours of manual testing.
It is also encouraging to allay the fears of families. The parents are so relieved when the result is that the probability of Dyslexia is low . It helps us to see what areas of work to concentrate on.
Daiana Morris, Reading Specialist, Australia