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Testimonials

Comprehension Booster...
"...well written, engaging and dovetailed to children's ability and age."


"...offers a wide collection of texts that children will enjoy."”...well written, engaging and dovetailed to children's ability and age.
John Dabell on behalf of Teach Primary Magazine To read the review in full click here.

Memory Booster...
"...I would have no hesitation is recommending this product.”


“All pupils were focussed and showed real enthusiasm. The children loved the cartoons and found them hilarious. I would have no hesitation is recommending this product.
Independent teacher reviewer.


"We are a large infant school with 58% special needs children. We recently purchased Memory Booster and since receiving it have found it to be a really useful resource. The children not only love playing the games but are starting to develop and in some cases refine memory strategies."
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!"
Mrs Campbell-Breeden


"I really enjoy using Memory Booster." "Memory Booster makes learning fun." "It really helps my memory." "It's so good that you can change the timing to suit your memory." "Levels can be increased with a nice cartoon ending."
Niall, aged 9

Lucid LADS & LADS Plus...
"...quick and straightforward to use and very informative"


"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

Lucid Rapid
"...the print out information is clear and informative."


"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 Singapore article
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...
"I would thoroughly recommend this software to any school."


"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

Lucid CoPS...
"It has proved most valuable, and is appreciated for a variety of reasons".


"Powys Educational Psychology Service has actively promoted and encouraged the use of Lucid CoPS in all Powys schools over the last five to six years. It forms part of an LEA strategy to empower schools in their early identification of special educational needs. It is now used by schools as part of an assessment and intervention practice built around the Derbyshire File for Dyslexia Friendly Schoools."
Dr Alun Flynn, Principal Educational Psychologist, Powys, Wales


"CoPS is the best way to solve the problem of identifying dyslexia...and the best way to prevent pupils from developing reading and writing difficulties."
Karin Ohlis, Specialist Teacher, ReLS, Bollnäs, Sweden.


"At Heathcote School we have found CoPS to be extremely helpful in identifying the strengths and weaknesses of our lower school children, singling out those of unusual ability as easily as those with marked weakness in certain areas. CoPS picked up children with colour perception problems and gave us real insight into the abilities of children who have joined the school mid-term, before their records from previous schools caught up with them." (Heathcote is a small Independent Primary school in Danbury, Essex. It is entirely mixed-ability, non-selective and is regarded as having a good reputation in dealing with children with problems including dyslexia and ADD/ADHD)." Shirley Charlton, Heathcote School, Danbury, Essex


"A major problem facing children, parents and schools is how to identify those children who have difficulty learning to read. CoPS is the only means we now have to identify these children in every school at ages 4 to 6."
Professor Donald G Kubler, Furnam University, South Carolina, USA


"Early intervention is the key to tackling the challenge of dyslexia. We are putting the principle into practice using CoPS 1 in a pioneering project in LEA's".
Paul Cann, (1997), Director of the British Dyslexia Association's (BDA)


"We have used CoPS for approximately a year now. It has proved most valuable, and is appreciated for a variety of reasons. The print-out of information is brilliant, it is clear and informative and cuts down on something normally incredibly time consuming. The children actually enjoy it, it is viewed as a treat and totally non-threatening. It is possible to pick up potential problems before a busy class teacher even registers a pattern of difficulty, and structure a suitable support programme for use in class... All in all, excellent."
Pat Guy, Northampton High School, Northampton


"We have been using CoPS to screen all Year 3 children in order to identify strengths and limitations of each child. We have found the system invaluable. It has helped us devise specific Individual Education Plans and teaching strategies."
Greenwood School, Plumstead


"CoPS 1 has been of great assistance to me in my work in drawing up Individual Education Plans that pay regard to pupil's preferred learning styles. The program gives a good indication of pupil's strengths and weaknesses. Pupils with a low opinion of their ability can receive a real boost when they examine their progress chart and see that they are often very able in most of the areas tested."
Tim Nichol, Adviser SEN, Service Children's Education Inspection Advisory Service


"We have been involved with CoPS 1 from the outset and are very impressed with the package. It is easy to use and needs very little adult input, which is an important consideration when working in a class of over 30 children. The reports generated are clear and...by identifying areas of weakness before the child begins to fail, we are able to intervene at an early stage."
Pat Osborne, Oak Farm Infant School, Uxbridge, Middlesex


"We have been using the CoPS 1 system to screen all Year 3 children in order to identify strengths and limitations of each child. We have found the system invaluable. It has helped us devise specific Individual Education Plans and teaching strategies."
Kelly Ott, Greenwood School, Plumstead, London

Lucid Exact...
"It probably saved us approximately 100 LSA hours of marking and processing".


"Exact is one of my key tools"
Stuart Lucas, Head of Support for Learning/Teacher of English, Loretto School.

Stuart also says about Lucid Exact....

"I find Exact the perfect tool at the end of Third Form (the May prior to GCSEs) to test pupils with a SpLD for the 26 month 'licence' for access arrangements. I then gather evidence from subject teachers and 'paint a picture' and recommend further testing if necessary."

"....the perfect fit for re-testing pupils at AS for access arrangements in order to look at progress (or more importantly - to see if there has been a backwards dip) after having used access arrangements for GCSEs) - this follows best practice for Form 8s i.e. re-testing."

"I use Exact (along with LADS) when testing new pupils for possible SpLDs/access arrangements at AS level. I find both fit the picture well as, being a busy Head of Support, it allows me to continue with the paperwork whilst keeping an eye on the candidate. I may then decide to recommend a full psychological assessment or further testing by myself. On the other hand, after full consultation with subject teachers/parents and pupil .


"...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 Products in general
"...increased accuracy and confidence in identifying and assessing needs"


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.
"increased accuracy and confidence in identifying and assessing needs"
"This represented good value for money"

Alan R Cowieson
Quality Improvement Officer
Additional Support for Learning & Pupil Support Service, North Ayrshire


"I will not tutor a new pupil without assessing them first with the appropriate Lucid test.
I cannot speak highly enough of their ease of use, speed, accuracy and fun content. The students barely realise that they are working! The manuals are clear and detailed and enable me to have an insight into the way a new student operates - so avoiding wasting time and money making false starts on a remedial programme.
The helpline is brilliant....All in all, a fabulous resource - I wish it had been available years ago."

Maureen Huxtable (Private Tutor)


"INPP is a centre for assessment and intervention of children's learning or behavioural difficulties with a particular focus on neuro-developmental delay. The assessment measures are therefore subjective. We use the entire range of Lucid Computerised products across age ranges to establish a baseline for the strengths and weaknesses, returning to them 6-12 months later to determine progress. The assessments are comprehensive, provide excellent backup evidence for analysis, and most significantly, are enjoyed by children and adults. The programs which are undoubtedly suitable for a wide range of professionals receive my highest possible recommendation."
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. The prompt delivery was amazing and has enabled me to install both and have them up and running. I feel confident that if I have any queries in the future you will be able to get me back on track."
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