reading | Helen Arkell

Dyslexia Assessment Research Participants Needed!

Are you a parent of an adolescent aged 11–16 who has reading difficulties and is fluent in English?

Researchers at the University of Surrey are inviting parent-child pairs to take part in an online research study exploring the connection between reading difficulties and anxiety.

Your insights will help them better support adolescents with reading difficulties in the future.

As a thank you, both you and your child will receive a £10 Amazon voucher for participating!

To take part please email Jovana Durica at: UnRAP@surrey.ac.uk

More information is available in the invitation letter below.

Thank you.

UnRAP Invitation Email

By Vicky Brighton|2026-09-02T09:50:55+01:00September 2nd, 2026|Homepage featured, Latest news, Research news|Comments Off

‘Go All In’ with our Summer Reading Tips!

This year is the National Year of Reading.

To help encourage a love of reading, Helen Arkell is pleased to share our top reading tips for the Summer Holidays!

For children with dyslexia, building confidence is just as important as building skills. Whether you’re practising phonics, reading together, exploring graphic novels, listening to audiobooks, or using assistive technology, you’re helping your child develop a positive relationship with reading.

Not every child learns to read in the same way – and that’s okay.

If reading feels hard, try a different approach. Audiobooks, graphic novels, or reading together all count as reading and can help build confidence.

Remember…

Children who struggle with reading often work much harder than we realise.

Reading can be:

More effortful

More tiring

More frustrating

A little patience goes a long way.

Encourage, Don’t Pressure

The goal isn’t just to create good readers…It’s to create children who enjoy stories.

A love of books often comes before confident reading.

This Summer we will share useful tips to help your child keep their interest alive. Week-by-week we will share some simple strategies that encourage reading before the new term begins.

Wishing all our families a happy, relaxing summer filled with stories, laughter, and plenty of opportunities to discover the joy of reading!

Following along here and on our social media to learn more. 📚

By Vicky Brighton|2026-07-17T12:36:20+01:00July 17th, 2026|Latest news, Team blog, Uncategorized|Comments Off

Morph Mastery Course: Practical Tools for Supporting Dyslexic Learners

Join Louise Selby at Helen Arkell Dyslexia Charity on Monday 29th September for a Morph Mastery training course – a hands-on opportunity to explore effective ways of teaching spelling, reading and vocabulary through morphology.

Based on research, this course introduces ten adaptable strategies ideal for learners with dyslexia and specific learning difficulties. Designed for ages 9–13 (but easily extended to other age groups), the approach is structured, multi-sensory and flexible enough for classroom, group or one-to-one teaching.

Spaces are limited; book early to secure your place.

To book please visit Louise’s webpage here.

About this Course

Morph Mastery is both an intervention and a resource book offering practical ways to teach spelling, reading and vocabulary using morphology (the system of language based on prefixes, suffixes and roots). It is based on research into what works for learners with specific learning difficulties and dyslexia. It’s multi-sensory, structured and can be adapted and personalised. The intervention is aimed for ages 9 – 13 but the strategies can be used with a wider age range in groups and class.

This is a practical course in which you learn ten key strategies in Morph Mastery which you’ll be able to adapt to your setting, whether it is whole class teaching, group work, or 1:1.

Venue: Helen Arkell Dyslexia Centre, 24 West Street, Farnham, Surrey, GU9 7DR

Date: Monday 29th Sept 9:30 – 3:30

Cost: £125 per person

Audience: This course is suitable for SENCOs, SEN teachers, English leads, teaching assistants, and tutors

By Vicky Brighton|2025-06-30T12:53:59+01:00June 30th, 2025|Course news|Comments Off

Signed ‘Max Magic’ books now available in our shop!

We are delighted to announce that we are now selling signed copies of the Max Magic trilogy, written by Farnham author Tom Easton and TV’s Magician Stephen Mullhern.

These books are now available in our bookshop and make the perfect Christmas present for any young reader. The magical stories for children follow the story of Max, a budding young magician, inspired by Stephen Mulhern’s incredible story of his journey to become a magician, performer and TV star.

“These engaging books are perfect for sparking children’s imaginations. Thank you for presenting these in a dyslexia-friendly format for our learners,” said Claire Harvey, Head of Education at Helen Arkell Dyslexia Charity.

We stock all three books in the Max Magic collection, which you can order online or find them at our Farnham Centre.

Watch the special message from author Tom here and stop at our shop for more ‘magical’ stocking fillers for all ages this Christmas!

By Helen Arkell|2025-03-18T14:18:23+00:00November 15th, 2024|Shop news|Comments Off

Exploring Reading Experiences in Neurodivergent Adults

An Invitation to Participate in Research

The Neuroscience of Communication Development Lab (N-CoDe Lab) at Royal Holloway, University of London, is excited to announce a new research project focusing on the reading experiences of neurodivergent adults. This research focuses on understanding how the experience of reading grows and changes throughout life, particularly in individuals with a diagnosis of autism, Developmental Language Disorder, and/or dyslexia.

Who are they looking for?

Adults aged 21-30
With a formal diagnosis of autism, DLD, and/or dyslexia
A history of challenges with reading during childhood
Raised speaking English in the UK

Please note they are not including individuals without a diagnosis or reading difficulties.

This criteria has been carefully selected to ensure they can accurately explore the nuanced ways in which specific neurodivergent profiles impact the relationship with reading, motivation, and support systems over time.

What Should I Expect?

If you wish you participate, you will begin by completing a short questionnaire, which should take approximately 30 minutes. This can be done online, via email, or over the phone. Should you meet the eligibility criteria, you will then be invited to participate in a one-hour online interview. The interview will delve deeper into your reading experiences, focusing on your personal journey and any changes in motivation and support over the years.

How Can I Participate?

If you are interested you can access an information pack, which includes a video information sheet and an easy-to-read version, and complete the initial questionnaire by visiting this link. This is an opportunity to share your unique experiences and contribute to a better understanding of how neurodivergence influences reading and motivation.

For more information or if you have any questions, please do not hesitate to contact Hannah Jones at hannah.jones.2020@rhul.ac.uk or the N-CoDe Lab at ncodelab@rhul.ac.uk.

By Helen Arkell|2024-10-29T10:18:26+00:00August 8th, 2024|Research news|Comments Off

Dyslexia Research Participants Needed!

If you are over 18 and have a Dyslexia diagnosis, you could help!

The University of Surrey has reached out to us with 2 exciting research opportunities that you may be able to participate in. If you are interested and wish to participate please get in touch with the research organisers using the contact details in the images below.

Thank you for your help!

By Helen Arkell|2024-10-29T10:18:34+00:00July 29th, 2024|Research news|Comments Off

New! Personalised learning 1-2-1 tuition in the summer holidays

We have summer dates for our personalised learning one-to-one tuition sessions!

Book as many or as few as you like and give your child a boost in study skills, literacy, writing, spelling and memory and learning techniques. Maths sessions are also available.

Find out more.

By Helen Arkell|2024-07-23T16:31:05+01:00May 28th, 2024|Course news, Homepage featured|Comments Off

Understanding problems with working memory

Children (and adults) with dyslexia can have trouble with their working memory. These are the short-term memories that we use when we are doing a task such as following instructions or adding two or three numbers together. This can affect performing a series of tasks such as getting dressed, making a sandwich and maths ability. It also affects reading; having figured out each sound in a word, remembering what those sounds to make the whole word can be tricky.

Here are some ways to help with working memory:

Explain what the end result of the task will be and why so that the child understands the outcome, eg you need to have warm clothes on to be ready for school.
Only give one or two instructions at a time, eg please put your socks on, then put your shoes on. In maths, this may mean giving only one part of a sum at a time.
Present the instructions in the order they are to be followed (so not ‘put your shoes and socks on’).
If necessary, repeat instructions and ask your child to tell you what they have understood.
If you can, and especially for a new task, show the child what you mean as well as say it.
Give them time to process and respond to these instructions, then carry them out, before offering further instructions, eg now get your coat from the hook and put it on.

Understanding that your child may have problems with their working memory and adjusting how you instruct them but also your expectations, will hopefully make life slightly less fraught – especially in the mornings!

By Helen Arkell|2024-07-23T16:36:29+01:00February 26th, 2024|Team blog|Comments Off

Research into Augmented Reality for teaching reading

Martyn is a lecturer and Ph.D. student at the University of Greenwich, working within the School of Computing and Mathematical Sciences with a focus on Video Games Development. He is currently researching reading and phonics and have developed an augmented reality application designed for phonics instruction. He is reaching out to schools in the hope of gaining expert opinions from teachers and additional learner support professionals regarding the application and its potential applications in teaching phonics.

Are you an education professional who can help with this study? Do you have experience using classroom-based tools and techniques for phonics instruction?

What does the research involve?

If you decide to participate in this research, you will be provided with a link to install an app. You will also be provided an associated booklet. You will use the app and consider how the app might function as phonics teaching tool. You can use the app as much, or as little as you like. There is no charge for the app or booklet, and you can keep booklet and app after the study. The app does not store or collect any personal data.
As a participant, you will be invited to join a series of interviews and/or focus groups. Attendance at all sessions is not mandatory; you can participate in the discussions either online or in person. The in-person focus groups will be held at the University of Greenwich, and each session will last no longer than one hour.
At this stage, no children are involved.

You can access the Participant Information Sheet here

You can find out more about the app and the study here

You can contact Martyn and join the study by emailing him at m.p.broadhead@greenwich.ac.uk

By Helen Arkell|2024-07-23T16:36:55+01:00February 2nd, 2024|Research news|Comments Off

Research request: dyslexia and reading enjoyment

Hannah and her team Royal Holloway University are studying reading enjoyment in adults with dyslexia to see whether a person will wait to read more of a book and other reading behaviours (eg comprehension, reading anxiety) in those with and without dyslexia.

Could you take part? The online task takes around 30 minutes.

Hannah is looking for:

Those with dyslexia
Between ages 18-30
Without any other neurodevelopmental condition that could affect learning, including autism, ADHD, epilepsy, or genetic disorders.
Those who are native English speakers (defined as attending school in a majority English-speaking country from age 5).
With normal or corrected to normal vision and hearing
Please use a computer, laptop or tablet to complete the study rather than a mobile device.

Scan the QR code on the poster to go to the study, or click here.

By Helen Arkell|2024-07-23T16:44:34+01:00July 5th, 2023|Research news|Comments Off

About this Course

Venue: Helen Arkell Dyslexia Centre, 24 West Street, Farnham, Surrey, GU9 7DR

Date: Monday 29th Sept 9:30 – 3:30

Cost: £125 per person

Audience: This course is suitable for SENCOs, SEN teachers, English leads, teaching assistants, and tutors

An Invitation to Participate in Research

If you are over 18 and have a Dyslexia diagnosis, you could help!

Here are some ways to help with working memory:

What does the research involve?

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