I am so delighted with the progress Jake(aged 11) has made in your sessions, Penny. His spelling, reading, writing and comprehension are all so much better. Jake really enjoyed his classes with you. You have made a huge difference. 24-1-12

Thank you so much for all your hard work with Daniel (aged 10). I saw your initial assessment and saw the huge progress he made during the 18 months he worked with you in reading, spelling and reading comprehension. 1-7-13

Penny has improved my daughter's confidence and love of English and spelling through her excellent programme and her total dedication to the children she teaches. I cannot recommend Penny's programme highly enough. My daughter has excelled in her entrance exams for senior school and even managed to achieve a Drama scholarship for her chosen school. I believe Penny's teaching played a huge part in helping my daughter to gain entrance to this school. 12-12-14

I would like to thank you so much for all the support you have given our eight year old daughter this year. She is a different girl and we have learned so much about how we can support her better. July 15

The Bloomfield Learning Centre, By a Parent and a Teacher

This is what Layla (aged 11) said about you: Penny is the only teacher who has ever really helped me to write. Zaki (aged 16) says much the same thing. Needless to say I appreciate you too! You've taught me how to teach spelling and the importance of hand-writing for older kids. You are a Star and we are lucky to have had and still have your support 1.10.13

Sheila Stone, Deputy Head

“If only the Infants were taught their sounds properly, you wouldn’t have to pick up the pieces in the Juniors”.

Pat Day, a Learning Support Assistant

“Penny, it’s so easy to use your books, they’re so simple”.

Ruth Durdle, Dyslexia Consultant

"Penny Tolson's books have formed an integral part of the government funded Children's Fund project, 'The Early Identification of Dyslexia' within schools in the London Borough of Redbridge. These books are ideal for teachers and LSAs, who can use them with minimal or no training. I have found them effective in raising standards and the children find the lessons are fun."

Geir Solberg, Headteacher, Røra Primary School, Norway

"This evening we have had a small celebration at Røra school. Bjørg ended the first course in English using the Penny Tolson method. She started with 3 boys with almost none skills in English, they would not (or could not) read or write a single word in the English language. With her eagerness and using your method, they have got a fabulous improvement only with a few months' teaching. Both the  boys and their parents (who took part in the celebration) are very pleased with the skills the boys achieved during the course!

They have learned some grammar, high frequent words, they have played the Swap and I know they have had a great time together. When I left the party one hour ago, Bjørg and the boys with the parents were quite busy playing Swap!

Glynis Allen, Specialist teacher FE/HE (Dyslexia) AMBDA

"I am a specialist teacher working at HMP Forest Bank in Manchester and I have found your books invaluable.  I understand that you also provide CDs to accompany your books and would be grateful if you would provide the necessary details as I would have to raise a purchase order through the prison.
I am currently working with an offender ... and it is his first time in prison.   [He]is in his fifties and he had been told from an early age at his 'special school' that  he was 'thick' and that he would never be able to read and write. Needless to say, with gentle encouragement and positive re-inforcement he has almost successfully completed your first book.
Last week after he had completed his lesson, he filled up and began to weep.  After I had allowed him to regain his composure I asked why he had wept when he had done such a fabulous lesson  - and his response? ... ... for all those wasted years.
Now I am hoping to conduct research into dyslexia and offender learning and am hoping to take a 'snapshot' of learning needs when prisoners commence their induction.  If you are interested in any aspect of this work and notably, the impact of intervention please do not hesitate to keep in touch."

Why My Books are Important

“Kids at the greatest risk of exclusion are the ones who aren’t quite disadvantaged enough to be on the SEN register – kids with a reading age of 8.5 –10 years.  It is interesting to note that 75% of all prisoners in Great Britain have a reading age of below 10 years”. – David Moore, an HMI, given at a NASEN Conference in October 1997.

Taken from the North Kent Dyslexia Association newsletter