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“Dyslexia is not only about early reading and school difficulties. It lasts a lifetime, with lifetime problems that we have to learn to deal with. But also with considerable lifetime advantages and distinctive capabilities that we need to understand and put to work. Neil Alexander-Passe’s new book The Successful Dyslexic provides valuable information and insights about dealing with the weaknesses as well as the strengths. I highly recommended this book for professionals, parents and dyslexics of all ages.”

– Thomas G. West, author of In the Mind’s Eye, Thinking Like Einstein and Seeing What Others Cannot


“This book should be compulsory reading for all teachers, parents and dyslexics. The author, dyslexic himself, attempts to unravel the keys to success in life for dyslexics.  Based on a series of surveys and interviews, the author undertakes a systematic analysis of the strengths and weaknesses in dyslexia, the importance of home and school support, and questions whether failure and the consequent urge to succeed could be a vital force in the over compensation that characterizes many of our more successful dyslexics. This was first suggested by Rod Nicolson in his book ‘Positive Dyslexia’.

My own experiences are fully endorsed here, with my own son a shining example that dyslexics are not necessarily motivated by money, but rather by a need to prove themselves and take control of their environment, even driven by a need to change the world.

At the same time, Neil Alexander-Passe presents a portrait of a group of unsuccessful dyslexics, dogged by low self-esteem, uncertainty, and learned helplessness, and damaged by the difficulties they have experienced in school and adult life. Given a more supportive environment and supportive parents, fewer children will emerged damaged from their school experiences, allowing them to achieve the potential as adults so clearly revealed in the chapter ‘The keys to success’ and the recommendations it provides could itself become the key to unlocking this potential!”

Emeritus Professor Angela Fawcett, Swansea University, and Vice President, British Dyslexia Association


“This is an eminently readable and valuable book. It will benefit many dyslexics and those who live with and work with them.

As an (ex) Head of two specialist boarding schools in the UK and a day-school in the USA, covering 24 years of working with dyslexic students, I appreciate the wisdom and applicability of this book to that population.

There are many key observations, from those on the lasting impact of negative experiences in school to the disruptive influences of noisy work environments to the impact of constant negative evaluations. Alexander-Passe suggests that negative experiences of school drive many dyslexics to prove they can be successful beyond school and even makes an argument that this inappropriate schooling has some positives. My experience of providing award winning schooling tailored to the many facets of cognitive and affective education suggests there may be other ways to take children to success. However, the author does make a powerful case for greater awareness and pro-active intervention in schools, a case which should be apparent but all too often is not.

The book contains succinct summaries and many lists of useful and pragmatic tips. It offers comprehensive coverage of the many factors that influence the life and work of dyslexic adults. It will be of immense value to education literature.”

Dr. Steve Chinn, FRSA, AMBDA, author, and Visiting Professor at the University of Derby


“The Successful Dyslexic: Identify the Keys to Unlock Your Potential is insightful, timely, and altogether an excellent book.  It fits perfectly with the current trend towards positive dyslexia.

The book is well researched and also provides ‘tips’ to be a successful dyslexic.  One of the crucial aspects of the book is how dyslexic people deal with challenging situations – it is this type of information that can have implications for education and provide the book with universal appeal.

The role of the school and the teacher is of course crucial in both identification and ensuring the young person with dyslexia does not experience the anger, frustration and long-term feelings of failure that can be a consequence of late or non-diagnosis. The author also highlights the frustration that can occur when ‘Dyslexics commonly excel orally when presenting their ideas but struggle when putting these onto paper’ (pg.47).  The author also suggests that technology can help to liberate young people with Dyslexia and this is a message that must be taken on board by all educators.

This is a book that deserves to succeed as it can reverse many years of ignorance and misunderstanding. I feel sure it will and I have no hesitation in recommending this book to all involved in the education and employment of people with dyslexia.”

Dr. Gavin Reid, Author of 28 book and an international independent educational psychologist