Testimonials

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"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)

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"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)

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"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

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"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.

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"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

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"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

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"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)

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"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

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"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

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"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

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"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

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"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

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"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.

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"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

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"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

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"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
To read the full report on the use of LASS Secondary in Banbury School, go to www.tic-lectoescritura-nee.net/pilotsch/banbury/repban.pdf

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"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

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"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

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"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

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"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

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"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

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For further testimonials visit our Memory Booster website
www.memory-booster.com