DyslexiaVoice_Books&Stories_Summer24

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Dyslexia Scotland

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Dyslexia Voice design and editorial staff: Cathy Magee

Katie Carmichael

Lena Gillies

Sue Bowen

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All rights reserved. Dyslexia Voice is published by Dyslexia Scotland. Articles within this magazine provide a view from the author only. Opinions may differ from professional to professional. Dyslexia Scotland may or may not share these views and opinions. Reproduction or transmission in part or whole of any item within this magazine is not permitted. While every effort has been made to ensure the accuracy of the information in this publication, the publisher accepts no responsibility for errors or omissions. Images have been reprinted with the permission of the publishers or copyright holder. We acknowledge the support and funding of the Scottish Government for this work.

©2024 Dyslexia Scotland

Dyslexia: classroom changemakers

2 November 2024, Glasgow

Young and dyslexic

Balaam p12

Yoko Jones p18

The CEO's voice

Dyslexia Scotland

Chief Executive Cathy Magee, OBE

Our summer issue of Dyslexia Voice explores the theme of books and stories. As some contributors, like Suzy Taylor, have observed, it is quite common for dyslexic people to have a lovehate relationship with books. A number of authors have talked in this edition about their experiences of writing books and listening to others’ dyslexia stories as part of that process. Other articles describe the significant power of stories, words, language, imagination and poetry. Some talk about telling stories through song or collecting stories as part of a dyslexia assessment.

In Irene Lumsden’s article on pages 36-37, she refers to a hard-hitting quote from the Organisation for Economic Co-operation and Development, which states that reading for enjoyment is the single most important indicator of a child’s future success.

Therefore, it is encouraging that so many magazine contributors have highlighted ways to engage children, young people and adults in reading and accessing literature. We hear from Irene about the important role that school libraries play in this respect, by inspiring a love for stories and making sure books are accessible in a range of different formats to suit people with dyslexia. Changemaker William Gordon felt so strongly about these issues that he fought to save his school library. Dyslexia Champions from Comley Park primary school visited their local library to learn more about dyslexia-friendly books. Our very own dyslexia library for all our members is featured on page 8

Several inspiring articles about dyslexia and careers are included, as so many were submitted for our spring edition. Read about a dyslexic teacher, an inclusive fitness instructor and Scotland’s Apprentice of the Year.

As always, our members and guest contributors of all ages have generously shared their stories, practical tips and advice for fellow dyslexic members.

Dyslexia Scotland’s updates this quarter include:

• Our Dyslexia and Inclusive Practice programme for educators goes from strength to strength. We now have 20 Panel members (including ‘alumni’ from previous years). The 2023 to 2024 cohort met in Stirling in May for their Reflective Support day, where they started writing up their practitioner enquiries. The recruitment process for the 2024 to 2025 group has just closed and shortlisting will take place in June.

• The Events team has been busy planning this year’s events. Bookings for the 2024 Education Conference are now live – see page 3

• Please note the slightly different dates for Dyslexia Awareness Week on page 56.

Wishing you all a very happy summer.

Thanks so much to all our members and guest contributors.

The Dyslexia and Inclusive Practice programme had a Reflective Support Day in Stirling

Our library is your library

As Dyslexia Scotland members you have free access to our library of almost 500 books

Our non-fiction section holds around 300 books offering a broad range of information and study relating to the understanding and support of dyslexia and other specific learning differences.

We also have nearly 200 editions of dyslexia-friendly books, including classic novels, for younger children and teenagers.

As our library is now your library, if there is a book you have in mind that isn’t available on the online catalogue, please let us know and we will do our best to add it in.

Borrowing Books:

• books can be borrowed for 4 weeks at a time

• the due date on any book will be 35 days after issue date to allow time to cover delivery delays

• up to 4 books can be borrowed at any one time

• books will posted out to you

• books must arrive back to Dyslexia Scotland on or before the due date, unless an extension has been agreed with our Library volunteer Return postage costs will need to be covered by you, the borrower

• you can pick up or drop off any reserved books in-person on Thursday mornings (10.30am to 1pm).

The library is manned by our volunteer, Teri, one day a week. It may take up to one full week before we can pack and post your books out to you or respond to reservation requests and emails.

Accessing the library

1. Log on to the Dyslexia Scotland website using your Dyslexia Scotland membership details.

2. Click on ‘Resources’ from the home page.

3. Click on ‘Library’.

4. Click on the instructions button below to reveal both written and video instructions on the next steps.

5. Follow either the written or video instructions

The best book about dyslexia

We asked readers what is the best book about dyslexia - here's what you recommended

Margaret Rooke, London

"The Dyslexic Advantage by Brock L. Eide and Fernette F. Eide helped me so much as a parent. It shows how you can achieve your goals in your adult life, using the skills that come with dyslexia. It stopped me focusing only on everyday school matters and allowed me to see the bigger picture."

Margaret is the author of Dyslexia is my Superpower (Most of the Time). Read more about her book on page 42-43

photo credit: Alex Lister

Scott Duncan, Renfrewshire

"I’m listening to the audio version of The Dyslexic Advantage by Brock L. Eide and Fernette F. Eide. It’s very helpful in building up my own understanding of my dyslexia, and the nuances involved for others with dyslexic thinking. I’ve shared this book with a few key people, including my employer, family, friends and social media followers."

Jennifer Thomas Edinburgh

"At home with Dyslexia by Sascha Roos. As a parent whose child has dyslexia, I found this really helpful with lots of ideas and information about how to help him with his school work."

Join the Dyslexia Scotland members' library to borrow hard copies of these books

Captain Fantastic

by Melanie Betts, a guest contributor

Dyslexic author Tommy Balaam struggled at school but has blossomed as a writer and entertainer

Dad and author Tommy Balaam told Dyslexia Voice, “I’m dyslexic and growing up I was great at maths but really struggled with English and reading, although I loved stories and songs. For me, rhyme comes more naturally and it’s more engaging and great fun - I know my own kids love it! It made sense to create a rhyming picture book for more children to enjoy. The story is brought to life with brilliant illustrations by Daniel Howard, so any child aged between four and seven can connect with the story wherever they are in their development.

"I was always in the top set for maths and bottom set for English but had no idea why. I was 19 and at drama school when my teacher noticed I was struggling to read scripts and encouraged me to get assessed. The words would jump around and when I needed to read in front of a group, it was incredibly challenging. Sight reading is my weakness, and the dyslexia identification helped.

I found coloured sheets, double spacing and bigger fonts helped stop the words moving. Anyone with dyslexia will find they need to work much harder than everyone else but there are things that can help. My passion for drama motivated me find ways to learn the scripts in advance and eventually I found enjoyment in text and books by pushing through. I love rhyme and music and for me, being a creative writer is not about spelling – an AI bot can sort this out for me – but much more about storytelling."

The Undersea Monster is the third title in the Captain Fantastic series available to buy on Amazon. The story is beautifully illustrated and follows our intrepid hero Captain Fantastic and his loyal canine companion Wilson, as they travel through space to land on a remote blue, sea planet. But Captain Fantastic doesn’t listen to Wilson’s wise words about the water and dives too deep, needing to be rescued right out of the jaws of the (not so scary) Undersea Monster.

In another boost to Tommy's career, Captain Fantastic has been voted the UK's Number One children's entertainment company by the trusted reviewing site FreeIndex.

The Captain Fantastic books are available on Amazon and Tommy hopes to hold some events for children with additional support needs and their parents this year. Watch this space.

Shed life

by the Scottish Men's Shed Association

Connecting with his local Men’s Shed gave Simon a place to feel accepted and

“Growing up with dyslexia in 1960s and 1970s Britain significantly impacted on my life”, Simon told Dyslexia Voice. “Like many from that generation, I severely struggled with education and even moved to a school for children with special educational needs but this didn't help either. I could not read or write and was never once offered support on a one-to-one basis.

“Like many from my generation, I severely struggled with education."

“This unfortunately continued into my adult life and evening lessons until I became depressed by the constant pressure and frustration. My working life was no different, I had difficulties learning new roles and responsibilities and could not cope with any task which involved paperwork, so was dismissed.

“After a major car accident, I became housebound but my caring wife Marion helped and encouraged me to try and do things to fill my days. This resulted in a passion for DIY and woodwork in my shed, working with electrics and concrete, and led to me converting our double house into one.

“Then one day, I heard about the Scottish Men’s Shed Movement which originated in Australia over thirty years ago. Known for my woodwork skills, I was offered premises from Getting Better Together in Shotts to start-up a Men’s Shed in our local area. The Shed was donated some timber to make a reindeer sleigh for the local community which I thoroughly enjoyed but when we had no wood left or tools available, I felt overwhelmed trying to set it all up on my own. Depression took over again and I gave up.”

New friendships

Then 72-years-young, Royal Engineer Commando veteran Ray Elliott came on the scene. Ray took one look at the empty Shed, saw its huge potential to benefit the health and wellbeing of men in the local area, and using his ‘gift of the gab’ went scavenging to local factories, construction sites and companies to share the dream for the local Men’s Shed to acquire some materials to get to work on some projects for the community. Ray spoke to Getting Better Together in Shotts and asked them to reach out to Simon to invite him to come along on his return from holiday. ►

Left: (main picture): Simon ; Top inset: Simon helps another Shedder; Bottom inset: Fellow Shedder Ray

Ray said, “Simon arrived at the Getting Better Together workshop and stood in the doorway absolutely amazed. Shelving was up and workbenches, vices and timber were in place and I simply asked, "So, are we going to work together on this?" and that was the beginning of our friendship and teamworking.

“Simon and I quickly bonded working together in the Shed. The Scottish Men’s Shed model is not all older guys in a wood workshop – Scottish Sheds are open to all men aged 18 or over from all walks of life and the most important part is the banter and camaraderie and forging friendships.

"Scottish Sheds are open to all men aged 18 or over from all walks of life and the most important part is the banter and camaraderie and forging friendships."

"Men with little or no interest in woodwork join for the social aspect and play games or take part in hobbies or just come in for a brew.

“Simon explained what happened with the shed and how his dyslexia can affect his mood and confidence. His frustrations led to him putting up a wall and the fight or flight response kicked in. As Simon opened up to me and shared his past experiences, I offered to take on the paperwork and dealing with customers – tasks that would overwhelm him especially when customers would ask for measurements of items. I would however always update Simon, so he was kept involved and informed on each project we worked on. Dyslexia has not stopped Simon from being a huge and valuable part of our Shed life. If unsure of anything, he just asks me to go over it again or I draw a plan and clear instructions for Simon to follow.”

"Simon explained how his dyslexia can affect his mood and confidence. His frustrations led to him putting up a wall and the fight or flight response kicked in."

Simon said, “Connecting with my local Men’s Shed has been a godsend. My fellow member Ray supports me to ‘measure twice, cut once’ and we work together as a team on everything. Being a perfectionist, I like to check and check again and am proud of the fabulous work I have created. I am also involved in the Shed’s local radio show and have become confident with operating the slides, fading the music or talk out and preparing the music tracks. I even delivered the show independently when Ray was off ill. I really feel like a valued part of the Shed team and have a newfound purpose in life.”

Join a Shed

Check out the Scottish Men’s Sheds Association (SMSA) ‘What is a Men’s Shed?’ animation to find out what they are all about. Find your local Men’s Shed and ‘head to the Shed’ for a visit to see if it is for you through the Scottish Men's Shed Association map. ■

Meet Yoko Jones

an interview by Ross Duncan, a Member of Dyslexia Scotland

In the heart of Paisley, an award-winning social entrepreneur with dyslexia is rewriting the rules of fitness and inclusivity

Meet Yoko, a trailblazer whose journey from Malawi to Scotland is a testament to her resilience, determination, and the transformative power of embracing dyslexic strengths.

Yoko's story begins in Malawi, where she spent her formative years attending Saint Andrew's International School. Despite her talents and ambitions, Yoko struggled academically until later discovering that she was dyslexic. Faced with academic challenges, Yoko thrived in sports. Little did she know this passion would pave the way for a new chapter in her life – a journey to Scotland.

Arriving in Scotland at the age of 15, Yoko was encouraged by her school here to focus on sports rather than academia. Although that was disheartening, it was also very motivating. Yoko said, "That day I decided to stop chasing things I couldn't do”; she focussed on her strengths.

Driven by a desire to create a space where fitness knows no bounds, Yoko founded a social enterprise in Paisley centred around accessible and inclusive fitness. Her vision was simple yet profound – to build a community where people from all backgrounds and abilities could come together to embrace fitness as a tool for empowerment.

Despite the challenges of starting a social enterprise, Yoko was persistent. From navigating paperwork to securing funding, she persevered, fuelled by unwavering commitment to inclusivity.

The social enterprise Jones and Us focuses on delivering programmes to as many people as possible, including families and babies, people with disabilities and children of all ages.

Since its inception in 2019, Yoko's initiative has blossomed into a vibrant community-based endeavour, bringing more to people’s lives than just physical fitness.

"From improved mobility to enhanced mental well-being, the changes extend far beyond the physical realm," says Yoko, reflecting on the profound impact of her coaching.

Central to Yoko's approach is the belief that fitness is a universal language that transcends barriers. "I work with everyone, across the board," she affirms.

Whether it's weight loss, mobility issues, or building confidence, Yoko's goal is to strengthen both the mind and body, empowering individuals to access anything they aspire to achieve in life.

Looking ahead, Yoko envisions a future where fitness serves as a platform for education and empowerment. She said, "My aspiration is to educate people on the diverse ways of

My work story

by Charis Gambon, a guest contributor

Charis reflects on the ups and downs of dyslexic working life

It can often take me longer to work out new information in a role but once I have learned the information I will do exceptionally well with it. However, many employers do not want to take this risk as they assume that dyslexic individuals are simply lazy or that they are too much work. When I am asked to do numeracy or reading and writing tests for a role as part of the application process, I know that the company are going to turn me down as I never score highly. I find the tests confusing particularly when it comes to fractions.

My dyslexia, alongside the fact that I also have dyspraxia and autism, has meant that companies don’t want to take a chance on me. I can get overwhelmed when I receive too much information at once and I prefer to break tasks down.

Despite this, it doesn’t mean I can’t multitask or that I can’t complete complicated tasks. I find it easier to either work on one thing or quite a few at once, with no in between.

I have had a fair few jobs that require written aspects such as admin or journalism. While I am really good at writing documents or articles my spelling is far from great which leads to me becoming frustrated.

I’ve had a few employers who have been nothing but supportive which makes the whole world of difference. I have also had a few employers who don’t seem to care which made me feel stupid and undervalued.

Dyslexia has certainly shaped my career journey as I struggle with personal statements, and when they are required I hardly ever get an interview let alone the role.

I find the personal statement requirement to be a daunting task and never

manage to fill all of the words offered. Despite the fact that I am happy to talk about myself in articles and blog posts, such as this one, I struggle immensely with talking about myself in a professional career format.

I wonder if it is because the statement is closed with a specific aim whereas posts and articles are free flowing with the aims dictated by myself. Dyslexia certainly has shaped my career journey but I wouldn’t want rid of my dyslexia.

Dyslexia Scotland presents: summer lecture series

A problem shared

by Liz Rodger, Dyslexia Scotland volunteer

Dyslexic Adult Networks co-ordinated by Dyslexia Scotland are safe spaces for adults with dyslexia to meet, share experiences and find support, says co-ordinator Liz

Dyslexic Adult Network meetings allow adults with dyslexia to share experiences and discuss them in person.

At the February meeting in Glasgow, NHS Education Nurse Robert Jenner spoke about working as a painter and decorator. He later retrained as a nurse specialising in learning difficulties. Robert now supports other nursing staff to learn and develop.

Robert spoke about the challenges of painting and decorating. He could never remember what he had been working on by the end of the week and this made filling in his time sheet challenging.

A group discussion then took place around health and safety on construction sites. Site supervisers, the group said, often assume all trades people have read and understood the site rules and some dyslexic workers may be embarrassed to admit they have difficulty with literacy.

It was suggested it may be more dyslexia friendly to have an induction day where all site rules are discussed with new staff rather than assuming all trades people would read them. It was also suggested health and safety rules should contain more symbols and pictures to aid understanding.

Robert then talked about how being called daft at school and criticised by teachers for appearing not to apply himself to his school work enabled him to develop his empathy and advocacy skills as a learning disabilities nurse. Robert now uses these skills to help other nurses learn on the job.

Suggestions and empathy from others with dyslexia about workplace issues is available at Dyslexic Adult Networks. Meetings offer a variety of dyslexia subjects.

I hope to welcome you to one of our meetings in the near future.

Books and me: a love-hate relationship

by Susan Taylor, a member of Dyslexia Scotland

Books can be a source of joy, if you can remember what they say, writes Susan Taylor

Before I was struck down with meningitis, I could actually read and write. After returning from the hospital, I no longer had these skills. My mother describes it as a light switch that became broken and never worked again.

My mum put up with my temper tantrums while I was learning to read. What was the point of struggling with this skill I could not do? It felt like ‘mission: impossible’.

My mum loved books and always encouraged me to read, and she would read stories to my sister and me. One day she sat down and started telling the story of ‘The Hobbit’. I always imagined a warm, comfortable place where hobbits live. If I could read, I would go on great adventures with Bilbo Baggins, leading me to the world of Middle Earth.

I loved books such as ‘The Lord of the Rings’ and pictured beautiful elves, strong dwarves, and Gandalf the wizard.

After an unexpected party, they all set off on perilous adventures together. I loved trying to warn the characters that they were in danger, like when they entered a cave where they thought they were safe.

This led me to read books I enjoyed. I loved comics like Beano and Dandy, and DC Comics such as Wonder Woman. I still imagine myself as Wonder Woman, or maybe I just do things that make people wonder?

Reading has allowed me to go on adventures that would never happen in real life. I can sit and climb mountains like Everest, through reading Joe Simpson's real-life disaster ‘Touching the Void’, and ‘Into Thin Air’, and ‘Eiger Dreams’ by Jon Krakauer..

My frustration with books is that I read very slowly. What takes me weeks or

months, others have completed in a few hours. I can read the same page repeatedly without understanding what is happening.

Another frustration is trying to find key information to answer a question. Other people, like my mum, can just skim over the page and find keywords. Unless I have highlighted this, I must start from the beginning every single time. I am usually exhausted by the end, waking up with the book plastered to my face. People do not understand when they give you a report to read and then quiz you about it, and you have no memory of any of the words on the page.

I also like a good laugh. As a teenager, reading 'The Secret Diary of Adrian Mole, Aged 13¾' about the love disasters of a hapless teenager. As an adult, Bridget Jones became a heroine. I could visualize myself dressed in a carpet and being eaten by Alsatians. I love cooking, but Bridget's blue string soup for a dinner party was hilarious. I also love cooking books and recipes. I can only encourage people to find books they love.

Dyslexia Voice past issues

Members of Dyslexia Scotland can get PDF versions of past issues of Dyslexia Voice free of charge. If you can't find the edition you want in our online shop, then email to request it. We'll email it to you free of charge.

info@dyslexiascotland.org.uk

Telling stories through song

by Cathy Mungall-Baldwin, a guest contributor

Telling her story through song helps Edinburgh-based Cathy stay optimistic about life, she tells Dyslexia Voice

I have lived with dyslexia and dyspraxia all my life although I was only identified at the age of 42. I have a range of disabilities – two hip replacements following Avascular Necrosis (a bone decomposing condition), a spinal injury and chronic disease of the arteries (Fibromuscular Dysplasia) which caused a stroke in February 2022.

This made my dyslexia more severe and left me with severe chronic fatigue, a short-term memory impairment and reduced concentration. I'm a singersongwriter and have written an album reflecting on how my impairments have shaped my life experiences. I sing my songs and play flute in my band Jelephant who gig around Scotland.

Jelephant is a 6-piece folk-pop band with a jazzy fusion. As well as singing my own songs in English, I sing folk songs in Icelandic, Finnish, and Sámi. We were called “a band to watch for the future” by Ian Oliphant on Celtic Music Radio FM when he played our demo.

I continue to live a fulfilling life despite my restrictions. I'm a great advocate for myself and others with my conditions, and I love to share my story to give hope and inspiration to others.

Whilst I do feel disadvantaged in life by all the challenges to my health, I also

Students Staying organised

by Daniel Hiddleston, a guest contributor

Recently graduated Daniel shares his favourite technique for managing the demands of his job as an Academy Operations Manager in a professional football club

My job is busy. I’m constantly dealing with change, different parts of the work evolving and various highs and lows. I’ve really had to step up my solution-focussed thinking and ability to adapt and prioritise.

This level of organisation has always been really challenging for me – it’s something I have to put a lot of effort into. I want to make sure I am fulfilling my role as best I can, but leaving time aside to not just do the bare minimum but to put my own spin on the job, further it and enhance the processes that are already in place.

I know that lots of other dyslexic professionals share my challenges, so I want to share the tool that helps me.

Priority matrix

I use a simple tool called the Eisenhower Matrix. Have you tried this? It’s a well-known tool but something I’ve just come to learn about and use a lot in the last three years.

In the fast-paced professional football environment, this has been immensely beneficial to support my day-to-day tasks while giving me the space to enhance the work.

What is the Eisenhower Matrix?

The Eisenhower Matrix is a simple tool that helps you to decide on the urgency and importance of your workload, and put the most pressing and ►

important ones first.

The tool is divided into quarters: ‘Do’, ‘Schedule’, ‘Delegate’ and ‘Eliminate’.

Benefits for dyslexia

So, for someone like myself with dyslexia who struggles with organisational ability, short-term and working memory, and reading fluency, the Eisenhower Matrix has given me a much-needed structure and process. It helps stabilise my routine and connect with colleagues, rather than get bogged down by tasks.

With the matrix tool, I’m able to set a schedule of when to do certain tasks, when to pass them to others and when to recognise that some don’t need done at all. (Eliminating a task is so satisfying – the joy of crumpling up a postit note, and aiming for the bin…I hardly make it! But there is still that satisfaction when you have completed a task and can move on.)

For me, I need visual cues to help me stay organised and seeing the matrix quadrants helps me visualise my process day-to-day and week-to-week.

Making it work for you

We all have our own processes to complete tasks and the Eisenhower Matrix may not be one for you. However there are ways you can put your own twist on it. It can be as simple as making it electronic, using a part of your desk with post-it notes to differentiate quadrants, or simply by hand writing.

It may work for you, it may not, but I hope that my experience can trigger your thinking in how you can prioritise and organise despite struggles.

Try the Eisenhower Priority Matrix for yourselfsee page 29 for a template

Priority matrix

Try the Eisenhower Matrix that Daniel recommends to help you to organise and prioritise your tasks

urgent

Do

important

Do it now

not urgent

Decide

Plan time to do it later

not important

Delegate

Get someone else to do it

Delete

Unnecessary tasks

The Story Collector

by Basia McDougall, a Tutor Member of Dyslexia Scotland

Discovering dyslexia often doesn’t happen until someone has reached college or university - this tutor outlines a typical experience

I assess adults to find out whether they have dyslexia. This involves using ‘tests’ to explore reading, writing, spelling, ability to solve picture puzzles and so on. Yet my job wouldn’t be possible unless I also listen to the individual's story. My job then, is, in a way, a story collector. Stories put test results into context; it’s an important part of the way I assess adults.

Let me tell you a story of Jo, a fictional character. Everyone knew Jo as a successful, able student. Yet Jo has been referred to me for an assessment by her university. She looks tired but says she is well. She has no history of serious illness, no hearing difficulties and a stable education. She has an excellent educational record and is now in the second year of her university degree. Her old school friends are incredulous that she is going to be assessed for dyslexia. She’s embarrassed and thinks she may be wasting my time.

“Tell me your story of how you came to be here”, I suggest. Jo begins at the beginning. She enjoyed her time at primary school. Yes, she struggled to learn the times-tables and yes, now she thinks about it, she dreaded reading aloud. Perhaps she was a little slower copying from the board but she did just fine. In fact, she carried on doing “just fine” until she got to the third and fourth years of high school.

French was tough but the teacher was awful. Nobody liked him. She had a “brilliant” history teacher, Miss Wylde. She brought history to life with her stories; the voices she put on were so funny. Jo’s face drops as she recalls how hard she worked at home to keep up with written classwork though.

She stops. “What about exams?” I gently prompt.

Jo explained she chose Highers in subjects she enjoyed, on the whole. She took Maths to Higher level, begrudgingly. She had a kind teacher who seemed to understand and took the time at lunch to explain things again, one-to-one. For English she found books in film form; learning was easier watching YouTube videos or listening to audio books.

Art was her favourite subject, “apart from the writing bits”. Still, Jo passed her exams well. Few knew, she confided, just how long it took to memorise entire essays but it was an exam strategy that worked.

Fast forward a few years and Jo’s at university. She’s struggling. “There’s so much reading!” she exclaims. She finds she has to re-read bits over and over. It was all taking too long - and time management had never been a strong point. In the last few weeks, she hasn’t slept nearly enough; her diet was poor and she stopped socialising to study.

By the end of her story, Jo was sobbing. We pause the appointment for a cuppa. The assessment confirmed she is very able, a great problem solver. Jo is also determined and conscientious. She used her strengths to get around challenging test items. In fact, she did well in a lot of my tests – and had dyslexia.

Jo needed pointers to develop new study strategies to meet the new demands of Higher Education. She graduated with a 2:1. I feel privileged to be part of her story. Jo’s story is made up but it’s similar to the type of story I often hear from students I assess. Keep sharing your stories; they might help shape other people’s stories - mine, as well as perhaps, your own.

Do you want to be professionally assessed for dyslexia?

Find out more about what's involved on our website

Apprenticeships

Apprenticeships are a gateway to career success for school leavers like Marc

"If it wasn't for an apprenticeship, I'd probably be homeless," trainee butcher Marc Ingram told an audience of volunteers at Dyslexia Scotland's annual residential in Dunblane in May.

The eighteen year old, who has dyslexia and ADHD, left school early with no qualifications, barely able to read and write. The classroom experience had felt suffocating to him and he admitted that his whole mission through every class was "to find a way to get put out of class."

Now he's qualifying as a butcher at degree-level, thanks to a training scheme that gives young people and adults gateways into trades and professions throughout Scotland.

Marc took up the apprenticeship with The Smiddy, a popular butchery and restaurant near Stirling. Not only is he learning a trade that pays him well enough to have his own car, motorbike and acommodation, but he's excelling through the ranks at work - and planning to go into business for himself as soon as possible.

The eager apprentice has shown so much passion for learning that he was crowned 'Scotland's Apprentice of the Year 2024'.

Marc is enthusistic about the opportunities that this opportunity has given him. He says, "I'd recommend an apprenticeship to anyone. You go straight into work that you love and your mentors teach you everything that they can about the job. I love every day at work, I'm getting well paid and life is good. I would never have been able to go to college or university, so this learningon-the-job has changed my life."

Opposite page: Marc shared his inspiring story with Dyslexia Scotland staff and volunteers earlier this year

Kickstart your career with an apprenticeship. Visit apprenticeships.scot to apply

Dyslexia Champions

by Sarah Switzer, a Member of Dyslexia Scotland

A group of P6 and P7 Dyslexia Champions at Comely Park primary school in Falkirk have been thinking of ways to keep making their school inclusive and more dyslexia friendly

This year, we have had two groups of Dyslexia Champions (30 of us in total) meeting at a weekly lunchtime club with our teacher Mrs Switzer. Some of us are dyslexic and some of us are not, but we want to help in as many ways as we can.

This year we have helped with pupil and parent workshops, spoken in assemblies and continued using the brilliant Mission Superheroes Programme. We held a competition to design a school dyslexia mascot and Dave the Dyslexia Dog was our winner. The winning design was then turned into an actual toy by a very talented Granny. Dave has been helping us spread the word that there are many dyslexia friendly books out there.

Dave joined us when we visited our local library to see what they had to offer. We learned about books with dyslexic characters and how different fonts, line spacing, page colour and certain publishers can make a big difference. We also learned about the different apps the library uses so we can access audiobooks for free. At school, we can use the app BorrowBox to listen to audiobooks but some of us did not know that we could get audiobooks from the local library too.

The librarians were keen to ask us questions and get ideas from us too. They are now using bookmarks, showing the Blue Dyslexia Ribbon, to indicate which books are dyslexia friendly on their bookshelves. At school, we have designed our own bookmarks, using Dave our mascot in the designs, to highlight dyslexia friendly texts in our class and area libraries and at our recent book fayre.

Our next visit with Dave will be to Waterstones book shop in Falkirk for a

question-and-answer session about what dyslexia friendly texts they have available. We want to get as many people as possible enjoying books, in whatever format, especially those who have not really liked reading in the past.

Issy says, “It is not just dyslexic people who find reading difficult. We want to help people even if they don’t have dyslexia.”

Ellie says, “I like audiobooks and I find the Dog Man books easier to read. The backgrounds are sometimes different so the words stick out more.”

Thinking about helpful font types has led us to introduce the OpenDyslexic font for our P6 and P7 pupil iPads and we hope to encourage teachers and pupils to use this font when creating documents.

Some of us will be heading to high school soon and we know that we can use the Read Aloud or Speak Screen functions on our iPads and access audiobooks to cut down some of the effort in reading long pieces of text. We are showing Primary 5 pupils how to use these tools so they can be confident to access reading in different ways. We are so proud that our hard work this year has helped our school to achieve a ‘Reading Schools’ core accreditation.

So what is next for our group? We would like to create a set of resources for each class and will need to raise some money for this. Things like coloured overlays, reading rulers/ trackers and word mats in dyslexia-friendly fonts. Watch this space!

Reading for pleasure

by Irene Lumsden, Dyslexia Scotland Chair of Council and Board Member

School librarian Irene explains the greater benefits of reading

I love books. I love reading. I love escaping into another world, walking in someone else’s shoes, learning more about myself and other people. Books and stories bring me joy.

Reading for pleasure has many benefits. As well as stimulating your brain, losing yourself in a book is a great way to relieve stress. Reading increases your general knowledge, emotional intelligence and empathy. It expands your vocabulary and your imagination. However, I do realise how lucky I am to find books so accessible and enjoyable.

It is particularly important to encourage children and young people to enjoy reading. According to the Organisation for Economic Co-operation and Development, reading for enjoyment is the single most important indicator of a child’s future success and finding ways to engage them in reading may be one of the most effective ways to leverage social change. Regularly reading stories outside of school results in higher scores in reading assessments. Worryingly, a recent Programme for International Student Assessment survey of 15-year-olds indicated that 71.6 % of girls and 81.1 % of boys in Scotland said, "I don't read or I read less than 30 minutes a day”. There is a real anti-reading culture for young people these days – apparently books aren’t cool, and reading is boring. So young people with dyslexia have a double whammy - not only are they facing peer pressure not to read but they may have literacy difficulties, too.

"Reading for enjoyment is the single most important indicator of a child’s future success."

So how can we persuade our young people to read? Well, fortunately, there are many great dyslexia-friendly books available. The Scottish publishers, Barrington Stoke, have some great titles and they are all written especially for dyslexic readers. They are also fantastic stories, and the books are regularly nominated for awards. Consider manga, comics and graphic novels. Although they are often dismissed as less “worthy” than traditional format books, they are an effective way to engage reluctant and struggling readers. As Kyle Redford from the Yale Centre of Dyslexia and Creativity stated: “The brilliant thing about the graphic novel is the way they offer dyslexic readers several different cues to the story. If a reader gets snagged on the vocabulary or storyline of a graphic novel, illustrated pages offer contextual cues to help decipher meaning.”

Audio books are a wonderful way to access stories - you can listen without worrying about reading words on a page. Many books are available in audio format and can be accessed on a myriad of devices. Research by the National Literacy Trust showed that “listening to an audiobook requires the same cognitive skills as reading in print, and supports the development of skills that children need to read including language comprehension and the ability to understand and retain information. The ‘cool factor’ of listening to stories on a digital device is also particularly appealing to reluctant readers.”

Another potential barrier to reading more books (and listening to audio books) is the cost of buying them. However, your local library should be able to help you find dyslexia-friendly books and many also offer free access to online platforms like Libby and Borrowbox where you can borrow eBooks and audio books. Dyslexia Scotland has a marvellous library available free to members. The Royal National Institute for the Blind also has an excellent ‘Bookshare’ library which people with ‘print disabilities’ (including dyslexia) can access, and the charity Calibre Audio also offers audiobooks.

I hope this article helps show that books are more accessible than you think, gives you some ideas as to how to access books for you and your family, and helps you discover the joy of books and stories.

Changing the narrative

by Elisabeth Kelly, a Member of Dyslexia Scotland

Fending off discrimination and negative attitudes at work has only made this dyslexic teacher more determined

I can clearly remember some of the times I was told I wasn’t good enough because of my dyslexia. I imagine there were many more both overt and more subtle through the years since my identification at eight years old.

I remember at school being made to stand up in front of the class and told to spell a word out loud. I could not spell it and the teacher made me stand there for so long attempting to until she called me stupid and told me to sit down. Another time that stands out clearly was at university by the Professor overseeing my dissertation. He told me that although my work was good enough, I wouldn’t get a First Class Degree because my grammar wasn’t consistent. Later, when I returned to university to study for a postgraduate qualification in Teaching, I was told to “not mention it”, certainly not in the profession I was going into. And that was by the Learning Support Department at the university.

Luckily someone didn’t mind, as I went on to get a postgraduate with Distinction (twice!). However, the very people who were meant to support me made me feel not good enough, and that feeling lasted a very long time in my teaching career. Lastly was by a headteacher. “Goodness, are you? Don’t tell the children or parents” was their response.

At the time I believed them. That in some way my dyslexia made me lesser, that it was shameful and something to hide. I did once spell something wrong in a letter to a parent and they showed no compassion. They wrote back asking me how I could possibly teach their children when I couldn’t even spell myself.

However, last month I stood in front of a class of P7s and proudly told them that yes I was dyslexic, yes I was a teacher and yes I was also a poet and a children’s author and yes they could be too.

I explained how, in fact, my dyslexia helped. That I wasn’t bound by rules and constraints of grammar and that made my poetry more powerful, more real and helped me become a published poet. I tutor young people now, and I tell them all I am dyslexic as many of them are also. It shows them there is no shame, that I have benefited from my dyslexia, and, where it is a pain –because it can be - I have built strategies to help.

I use computers for spelling, I write lists, I have places to put things to be organised. I embrace my chaos because that is who and what I am. My son is autistic and my daughter dyslexic and we are all hugely creative. We refuse to be defined and boxed. I am so proud of my diverse family who think in a zig-zaggy way instead of up and down. It is the zigzag that means I now write books, and people read them.

"It shows them there is no shame, that I have benefited from my dyslexia."

Poetry UnwRAPped

by Julie McNeill, a Member of Dyslexia Scotland

Poetry projects are helping learners with dyslexia across Scotland, writes poet and author Julie McNeill

The Scottish Poetry Library in Edinburgh are never short of innovative and creative ideas to celebrate poets and poetry. I was delighted when they expressed an interest in widening access for dyslexic and neurodivergent writers.

As a poet, co-author of Mission Dyslexia and parent to two dyslexic children, it was a dream project to be involved with. With the help of a steering group made up of education professionals, poets, library staff and representation from Dyslexia Scotland I designed a series of workshops and resources for primary and secondary schools and CPD materials for teachers.

Working with three high schools and three primary schools across Glasgow, Perthshire and Falkirk, we delivered workshops around finding and using your voice, how to find poems, the parallels with rap music and songs, and much more. We also commissioned three poets to write and record poems around their experience of neurodiversity.

Each school group produced patchwork poems made up of single words and short sentences on things they love, things that are important to them and wishes for the future. Teachers had the opportunity to do the same.

I loved the buzz and energy in the room, the brilliant creative minds that paired world peace with strawberry donuts in wishes for the future. The pupils shared so much of themselves in these sessions and produced beautiful, exciting, adventurous poems. These are the voices we should be listening to.

A podcast on the project and all the resources are free to download on the Scottish Poetry Library website alongside videos of the commisioned poems by Beth McDonough, Victoria McNulty and Craig Houston. Poetry Unwrapped will

be part of this year’s Wee Write programme in Glasgow.

Later in the year the Dymphna bursary will be announced by the library which will award £2,000 to one neurodivergent writer to aid their creative practice. Check out the Scottish Poetry Library website for all the details.

Thank you to Asif Khan, director and all the library staff for pushing boundaries of poetry and working hard to make resources as inclusive and exciting as possible. Mr Khan said, ‘"The Scottish Poetry Library is working with Julie McNeill on a pioneering project to enable young people who commonly might struggle with poetry, find their voice and the confidence to creatively express themselves through the art form."

"The pupils shared so much of themselves in these sessions and produced beautiful, exciting, adventurous poems. These are the voices we should be listening to."

Young, dyslexic and brilliant

by Margaret Rooke, author

'Dyslexia is my Superpower (Most of the Time)' eases the insecurities that parents and young people have about dyslexia, writes Margaret

Rooke

Finding out our daughter was dyslexic shocked me to the core. This might sound a bit extreme, but she had achieved well at school until she was 11, and we had no idea that she had been secretly struggling and would suddenly stop learning.

She was trapped in an education system largely run for those whose minds work differently, and I knew one of my jobs was to find ways to revive her dwindling confidence and self-belief.

I’m an author, and I started exploring how people did well in life both despite and because of their dyslexia. One of the outcomes is my book Dyslexia Is My Superpower (Most of The Time) – interviews with more than 100 children and teens, some from Dyslexia Scotland, who told me about their struggles and their successes.

Some told me their stories, while some drew beautiful illustrations, including designs for their ideal school and images of what happens inside their brain.

These children and teens taught me so much, and they laid to rest my insecurities and concerns about the future.

The children in the book know what their strengths are. They know exactly how their parents and teachers can support them in their lives, and what doesn’t work for them at all.

Young people may not always want to confide about their feelings to their parents, but that’s where this book comes in. It’s useful for young people to hear about other children’s experiences, as this shows them they’re not alone and helps them understand themselves. It’s also useful for parents to understand what their child might be going through.

The positivity of the children shines through. Jed, who’s 10, from Texas, told me ‘My brain is shot by a lightening bolt of smartness.’ That’s despite him describing his hard days when he ‘lets it all flush out’ with a cry. Joe, 13, from West Lothian, describes the transformation after he received his assessment results and his school started to help him. Emma, 9, from Renfrewshire, explains how she knows where to be on a tennis court, thanks to the way her brain works. Molly, 16, from Stirlingshire talks about the way creative ideas constantly pop out of her head.

There are many fantastic books available to help us all understand dyslexia and support our loved ones, but this one is in the words of children and teens themselves. It’s they who know how they want to be supported and how they want to be taught. They want to be listened to. Let’s hear what they have to say.

Many wonderful books have been brought out over recent years to help everyone affected by dyslexia. My goal, when writing Dyslexia is My Superpower (Most of The Time) was to speak to those who know most about what it’s like to be a child or teen with dyslexia – the young people themselves.

Dyslexia is My Superpower (Most of The Time) is available through JKP publishers for £13.99. Members of Dyslexia Scotland can get 20% off on the JKP website with code SCODY20.

Left: Dyslexia is my Superpower (Most of the Time); Right: Margaret signs a fan's book

Advocating for our child’s rights

by Kirsty Innes, a Member of Dyslexia Scotland

Speaking with the school and sharing experiences is key to improving the school experience, writes Kirsty

I have been advocating to get my son's dyslexic learning needs fully recognised by his teachers. I could see his challenges were impacting on his confidence and enthusiasm for learning. Through our own experience, and speaking to others, I became very aware of the barriers to identification and support across Scotland. Mindful that not every child will have someone advocating for them or have the budget to pay for private identification, I contacted Midlothian Council's Educational Director, encouraging improved support, training and resources to allow schools to do this. I was then invited to be a parent advisor on the region's Dyslexia Working Party, a group of passionate teachers and learning assistants, who are currently creating paperwork and training to support improved identification and support across schools in Midlothian. Rory also agreed to share his case study for use in Dyslexia Scotland policy work to reinforce the importance of early identification across Scotland.

By sharing our experience, we are giving a voice to other parents and children like us and supporting Midlothian Council in ensuring their new dyslexia paperwork for schools (and associated training and tools), reflects the lived experience of young dyslexic learners. Though it is early days, if the current plans are approved, they will definitely help to improve the identification pathway and support for other dyslexic learners in Midlothian. Midlothian Council certainly appear to be taking parents' input on board and I'm hopeful that their roll out will make a real difference. I will continue to advocate as long as is necessary.

Saving our school's library

by William Gordon, a Member of Dyslexia Scotland

When William learned that his son's school library was to close, he took positive action to help out

I am dyslexic. My son who is in P5 is currently at the evidence-gathering stage in the identification process at school. I see a lot of me in my son's struggle at school: from poor handwriting and getting his Bs and Ds always mixed up to total avoidance of school work.

The school and his teachers have all been amazing and very supportive. I got a lot of useful hints and tips to support my son with his homework from attending a Dyslexia Scotland workshop last year.

I recently emailed Dyslexia Scotland asking for books for my son’s school library. The school lost its library last year and the Parents and Carers council have been supporting the school to implement their own library.

We were extremely grateful to have received a selection of books for our dyslexia-friendly corner and now we’re in the process of ordering some helpful IT support software such as smart reader pens.

William's son's school has some new books for readers with dyslexia

Changemaker Channel

All over Scotland, changemakers for dyslexia are making a difference

"Wallyford Parent and Carers' Council have been working alongside the school to set up our own school library. We have a dedicated corner to support and promote learning for young people with dyslexia and we are getting assistive technology, such as smart pens that read text out loud." (Read more about this project on p45)

William Gordon, East Lothian

"I have written and illustrated a short story for children aged 3 to 6 and self-published this via Amazon. For my book, I decided to select the Inconstant Regular font which was designed as a result of the 'There's Nothing Comic About Dyslexia' campaign run by Dyslexia Scotland. I hope that by doing this I have created an inclusive resource for both parents and young children with dyslexia.

By creating my book with dyslexia in mind, there is one more resource out there to support reading skills and literacy development in young children with dyslexia. I hope that my book helps reluctant readers to engage with literacy and to fall in love with reading. I also hope that my book makes it easier for parents or carers with dyslexia to read to their children.

Finally, I hope that it helps raise awareness of the importance of creating literature and education resources with inclusivity in mind so that other authors may be inspired to adopt this best practice. Thus increasing the availability of other books like this for a wider demographic."

Aurora Stewart, Glasgow

"Falkirk Library aims to create a welcoming environment for readers with dyslexia. We highlight different reading options which are available, for example apps that can be used on tablets which can then be adjusted further to meet their needs. We are also purchasing reading rulers (overlays) so customers can visit the library and read without having to bring their overlays with them, so they don’t feel isolated or like their options are limited. These will be available to both adults and children.

This all improves our customers' experience as we have taken on suggestions like using bookmarks to highlight dyslexia-friendly stock, including materials not specifically designed for dyslexia but which some people with dyslexia may find enjoyable and engaging. We are also making use of posters to suggest books, pointing out publishers who are dyslexia friendly and what resources are available for readers with dyslexia, for example, overlays and apps for audiobooks and e-books.

Some of these materials will be designed and created by the dyslexia champions so their peers can understand things from their perspective and relate more easily to them. Their engagement is important as they provide valuable insight and experience that helps to shape our service."

Falkirk Library ►

Left: Aurora's book aims to inspire children with dyslexia to love reading; Right: Wallyford primary school has new dyslexia resources

"Our Adult Basic Education service supports adult learners across Fife to improve their literacy, numeracy and ICT skills in an inclusive, supportive and dyslexia-friendly environment. We also deliver dyslexia and dyscalculia awareness training to staff and volunteers, and offer the Professional Development Award in Dyslexia qualification to partners and volunteers across Fife.

Many of the adults we work are thought to be dyslexic, although few have been formally assessed. Our social-practice approach means that people identify and work towards their own goals and work at their own pace. Being dyslexia-friendly supports all learners, neurodivergent or not.

We are positive about neurodiversity and help people identify their strengths while they meet their personal challenges. Our learners tell us they feel more confident - for many, our service is their first positive experience of learning.

Many people achieve qualifications which they thought were beyond them when they were at school. We hope to empower all our learners and show them that learning can be fun and rewarding, and that it is never too late to get support for your dyslexia."

Jane Norie, Fife Council ■

Fringe benefits

by Cameron Currie and Helena Cassels, guest contributors

For Helena Cassels and Cameron Currie's inaugural production they are bringing Rachel Sheinkin and William Finn’s ‘The 25th Annual Putnam County Spelling Bee’ to this year’s Edinburgh Fringe - and members of Dyslexia Scotland can get a discount on tickets

The musical tells the story of six young spelling bee participants and four audience guest spellers who spell complex words, navigate growing up and reveal their motivations for being at and winning the Bee whilst trying to cope with failure and elimination. More importantly, the show highlights the ability of words and language to empower these young spellers, giving them confidence in not only their talents and abilities but their ability to make their own decisions and forge their own paths in order to make themselves happy and proud. ►

We are delighted to be partnering with Dyslexia Scotland for our production because of this shared belief in empowering others. Spelling Bee explores the power of language, the importance of communication with others and words’ ability to bridge cultural, social, and personal differences, situating ourselves when growing up.

We believe that the work Dyslexia Scotland does is vital; not only in helping people with dyslexia maximise their full potential and campaigning for both young people and adults in all aspects of their life, but also in empowering these people and providing them with a community of similar individuals to connect with.

Although Spelling Bee has comedic improvised elements with audience participation, it is at its core a story that talks of childhood motivations and those who are ridiculed for spelling words ‘perfectly’ as well as the friendships and community they develop with each other. Though it may not be evident at first, we believe that there are strong similarities between those who spell words ‘perfectly’ and those with ‘learning difficulties’ . Both groups are similarly ridiculed despite their seeming differences.

Dyslexia Scotland members can access a discounted ticket price of £11 per ticket. Cameron and Helena would love for you to come and see this hilarious and uplifting story with amazing music, showcasing a love of words and the joy that they bring!

Location: theSpace @ Niddry St, Edinburgh, EH1 1TH (Lower)

Dates and times: 12 to 17 August (11.15am), 19 to 24 August (11.35am) ■

The Poet's Poison

by Drum Consulting, a guest contributor

Mum-of-four Justine Scott-Gray pushes through years of self-doubt to publish her first illustrated poetry book The Poet’s Poison

During her early years Justine was aware she was not able to keep up with her classmates. Although her imagination was on full speed her ability to communicate was limping along.

In 2020 Justine started on a journey to change her life. Her new poetry book

The Poet’s Poison takes the readers on an honest journey of her life, from childhood, bereavement, addiction and challenges of her dyslexia as she tackles full-time work, starting and running her own business, and motherhood.

By telling her story, Justine hopes to inspire others facing similar challenges, and empower them to move on after a set-back in life. She also hopes that any education professionals reading the book will find useful insight into the potential of children who learn differently.

Young and dyslexic

Create and share

The Kelpie

a story by Merryn Lilli Lord

One night in a village in Africa there was a girl called Ano. She was 12 years old and had a dog called Midnight. Her and her friend Joe liked to play in the fields behind her house. One night when they were playing there it started to pour with rain. It was Monsoon season, so when it rained they weren’t allowed to be outside. The next morning everyone was stranded, because it had flooded. The kids had only stayed in the summer house on a hill, so they had some land.

They decided to go swim in the lake, to play. Then, Joe suddenly sunk. Ano desperately tried to find him, but he was nowhere to be seen. So she dived under. She found a cave; it had some air in it so she could breathe. She was relieved as she heard something that she thought was the sound of Joe’s voice. But, when she swam towards it, it turned out to be a Kelpie!

Ano couldn’t believe it, she had heard of Kelpies in tales, but never thought they were real. The Kelpie started to swim towards her; it was getting closer, and closer and closer.

She didn’t know what she could do; she was up against a wall. The Kelpie suddenly blew out a stream of air bubbles. Ano was out of breath, she tried to swallow the air bubbles, and she never thought it would work. Suddenly she could breathe. Then she spotted a flash of green. It turned out to be Joe's t-shirt - he was right there. She was so happy to be reunited with him.

The Kelpie started to motion for them to follow it. So they did. It took them through lots of caves and tunnels; eventually they found a drain that had been covered. Ano and Joe heaved and pulled at the drain and eventually they made it come free. The Kelpie suddenly disappeared in a flash of bubbles. Joe and Ano swam back to the surface. They went home to find their mum and dad happy to see them again. Their dad built a bridge over the lake connecting all the houses. That way if it ever flooded again they wouldn’t have to worry as they would still be able to get everywhere.

Books and stories

a

poem

by Monty Saunders

I love to write and think in rhyme, I’m sure you’ve noticed too,

I put this down to my dyslexic mind

A skill that saw me through.

School is tough for everyone

But those that are slightly different,

Must find a way to defy being shunned,

Because children are so vociferant

Through those early days of reading

There was nothing I loved more,

Than the rhyming chanting feeling

Of a Gruffalo-type score!

Of all the books I read when I was only wee,

The lion that wanted to love

Was the very one for me…

“You’ve got to be strong to be different,

But if you’ve got love on your side,

You’ve got the most precious gift that there is

We want you as king of our pride”

A message I hold as dear today as all those years ago,

It’s history books that I love these days

But if ever I need a piece to flow,

I’m back to my rhyming ways!!

Useful stuff

Bunny vs Monkey by Jamie Smart

A book review by

Bella McNeill

What’s it about?

It’s a book about Bunny, Pig and Weeny who are trying to live peacefully and look after the woods but every day Monkey and Skunky come up with new, crazy ideas on how to destroy it.

Skunky is an inventor and Monkey volunteers to test out his inventions (The CluckCluck Zeppelin, Frog-a-saurus, Mole-A-Rolla and lots more…) as they travel through time and space to try and find their past and future selves to help them in their mission.

Sometimes I feel sorry for Monkey and sometimes he’s annoying.

What’s good about this book?

It’s really funny, adventurous, it’s colourful, it has cliff-hangers and it’s good for people like me with dyslexia as it’s easy to read and full of pictures.

The stories make me laugh and make me want to read the next one.

What else?

I love all the funny names and how they are spelled just as they sound. There are not very many tricky words that look different from how you would say them. Every story is a comic and lasts about 4 pages so you can read them quickly before bed or in reading time at school.

At the back of the book it tells you how to draw the characters which I really like because I like art and it’s fun trying out my own characters at home.

If you like Dog Man and comic books, you will love this book.

A woman walks into a library and asks if they have any books on paranoia.

The librarian says, "They're behind you."

Thanks to Beano for writing our jokes! You can find FREE jokewriting and reading resources schools.beano.com and new jokes every day at Beano.com.