“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)

“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

“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

“I have been working with Dyslexic children for eighteen years . The manual testing that we do takes 2 hrs to implement with the child and about 4 hours to analyse the results. It is so exciting to be able to do the same thing in only 20 minutes and to be able to say that there is a high or low risk of dyslexia.
One of the children I work with was happy to be able to say it was dyslexia causing his problems and another was relieved it was only a low risk of dyslexia. It is fun for them to do the test and good for the parents to get an instant result. They can then get the help required.”

Diana Morris, Private Tutor/Teacher
Member of Dyslexia Speld, Western Australia

“[CoPS] has proved most valuable, and is appreciated for a variety of reasons. The pint-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 veiwed 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.”

Northampton High School, Northampton

“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.

“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

“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

“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

“LASS has become an integral part of my assessment planning. As a screening tool, LASS provides invaluable information about the nature of a student’s 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. The program is easy to administer, students enjoy it, it is time-efficient and feedback is immediate. The LASS manual is excellent and provides wealth of useful information. The Lucid Helpline is friendly and efficient and provides an excellent service to users of the software.”

SpD Teacher, London

“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.”

Paul Cann, (1997), Director of the British Dyslexia Association’s (BDA)

“As a trained teacher , who has worked with Dyslexic children for twenty years, I must say what a bonus it was to discover the Lucid 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. It helps us to see what areas of work to concentrate on.”

Diana Morris Reading Specialist on Lucid – Australia

“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.

“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

“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 HE, thus giving a boost to their self-esteem”

Dyslexia Advisor, Univerity of Edinburgh

“I used LADS with young offenders between the ages of 16-18 to provided baseline information which is then used to develop programmes to support their literacy needs. I have found LADS very usefull indeed, quick and straightforward to use and very informative.”

SEN Co-ordinator
HMOI Huntercombe Oxfordshire

“We found the Lucid RAPID test very beneficial for our daughter Darci and also for ourselves, as it gave us a more specific profile on her learning. It showed her probability of dyslexia as being low. This now enables us to concentrate on the learning difficulty rather than just thinking she has dyslexia. I would recommend any parent who thinks their child had a learning disability to allow them to take this test.”

Joanne Reid, Parent, Australia

“Lucid Rapid is proving to be a most useful screening package. The children enjoy the activities, it is quick and easy to use, the print out information is clear and informative.”

Dyslexia Specialist Teacher.
Northmptonshire Support Services

“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

“With ViSS I am confident that I can identify those children who need to be referred.”

John Vickers
Trent Valley Academy

“I will not tutor a new pupil without accessing them first with the appropirate 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 a — 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 (Specialist Dyslexia Tutor)

“Exact is an easy to use, non-threatening assessment tool for access arrangements. The pupils were very positive about completing in a very clear format making access arrangements so much easier.”

Judith Wolfe
SENCo, South Shields

“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”

Stuart Lucas, Head of Support for Learning/Teacher of English, Loretto School.

“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