Understanding dyslexia

Read our Testimonials

As we have operated in this crucial area for some time, we have provided services to a wide-range of clients. Read on for their stories.

John's Story

John worked as an administrative officer. His role typically contained a lot of paper based tasks, which he struggled with on a daily basis. His specific difficulties included:

  Report writing. Structuring the text in a concise and fluent way. Producing correct spelling. Proof-reading the documents for typing mistakes.
  Reading a lot of complex documentation which he had to understand and summarise for his colleagues.
  Remembering to do tasks. John typically forgot deadlines and found he was taking work home to catch up.
  Maintaining his concentration, especially towards the end of the day when he was feeling tired.

Although he had been coping with these difficulties for a number of years, the continuous pressure finally forced him to take time off work for stress. On his return, he finally admitted to his manager and himself that he needed help. John’s manager arranged a workplace dyslexia assessment for him with Parker-Hope Dyslexia Consulting. John went on to receive a diagnosis of dyslexia and a list of workplace support to help him.

The following support was implemented for John within his workplace:

 To assist with structuring text, John used a mentor to talk through the content of his reports, ‘specimen’/template documents, mind maps, and specialised software (inspiration).

 Specialist spelling software was installed that highlighted the correct homophone

 Literacy tuition was provided with a provider specialising in dyslexia.

To help with reading complex documents, John found the following useful:

 The use of mind maps to summarise the information.

Additional time to complete reading tasks.
The use of a reading pen to decode unfamiliar words.
 The use of ‘text–to-speech’ software to receive large quantities of written text.

To target his memory problems, John used a Dictaphone™ to verbally record information, making daily and monthly ‘to-do’ lists. He also used an internal memory strategy called associations to remember large quantities of information.

To help with concentration, John took regular breaks. He also took the time to set realistic goals and objectives, and he performed tasks requiring a lot of attention at the beginning of the working day. 

Mike's Story

Mike performed a manual role working in a warehouse. Six years ago, he sustained an injury to his leg and back. Although he is now fit and well, he can no longer sustain physical manual work. Mike did want to return to work, however he didn’t know the direction to take. He wasn’t aware of his current skills & abilities.

Once he contacted us, Mike was given a test designed to evaluate eight different areas of aptitude. These included the following:

 Mechanical Reasoning
 Space Relations
 Language Usage
 Perceptual Speed and Accuracy

He also took part in an occupational interest exercise. This maps a person’s interests to different areas of work. Mike excelled in several areas. These included verbal and numerical reasoning, language usage, and abstract reasoning. His general IQ score also indicated that he had the potential to do well in further study. Results from the occupational interest highlighted interests in several areas - clerical, management, and computing.

Mike decided that he wanted to study (part-time) for a new career in IT. In the meantime, he was successful in securing a clerical post.

Mary's Story

Mary had struggled all her life with reading and spelling. Her time at school was particularly traumatic, and her teachers frequently told her that ‘she was stupid and would never amount to anything’. Determined to prove them wrong, Mary managed to achieve several qualifications. This included a degree in humanities. Mary did find study very difficult, and seemed to have to work much harder than her classmates. 

Although Mary was successful in her study and had secured a good job, she still had problems of insecurity, low confidence, and feelings of worthlessness. Mary finally decided to go for an assessment to find out if she was dyslexic, and although the assessment did confirm she was, this did not take away her lack of self-worth.

Mary decided to go for coaching to address these issues. After four sessions, she finally learnt why she felt as she did. More importantly, she knew what to do about it. Mary discovered a new sense of confidence and self-esteem, and the knowledge of some simple strategies to maintain this. She had finally achieved the peace of mind that she had been searching for.