Vital stats

  • Age: 26
  • Problem areas: Reading, writing, spelling, eye tracking, co-ordination, self-esteem and confidence
  • Completed Dore: March 2010


Heading for a job in computers

Vital stats

Age – 26
Problem areas – reading, writing, spelling, eye tracking, coordination, self-esteem and confidence
Completed Dore – March 2010


Mom Heather had been aware of problems with Matthew’s reading and writing from a very early age. He was diagnosed with moderate general learning difficulties and statemented when he was just four years old. Throughout his school life, he needed extra help just so that he could keep up.

“The most upsetting thing was his complete lack of confidence,” Heather says. “He had very few friends and really struggled with social skills. He couldn’t join in a group conversation because he couldn’t follow what people were saying! He was also very prone to mood swings – extreme highs followed by bad lows – and his coordination was dreadful.”

Despite all this, he managed to get several GCSE passes, and at 16, went to college to study computing. He was re-assessed by an educational psychologist who diagnosed him with dyslexia – and the college did everything they could to help him succeed. He left with his HND and his confidence had improved dramatically.

Matthew’s journey

But when Matthew started at Coventry University, things took a turn for the worse. They could only give him extra help once every couple of weeks, and because he joined in the second year, he found it harder than ever to make friends. His confidence plummeted, and he almost quit several times. Finally, he decided to go part time and his confidence was extremely low.

He was keen to find a job in computing, but most of the entry level jobs were on a helpdesk. Matthew knew he would find it impossible talking to people all day on the phone, so eventually he started working at his local supermarket. Six months into the job, he hit rock bottom. “I feel like I’ve got no friends and no life.”

With Heather’s encouragement, Matthew made the decision to embark on the Dore program. The initial assessment confirmed the dyslexia diagnosis and highlighted very slow eye tracking. This explained why he found reading and writing so hard and why he would constantly get so tired – things were just too difficult for him.

During the program, Heather started to notice “very gradual, but definite improvements.” “He actually started reading – just the newspaper to begin with, but he seemed to enjoy it and was able to concentrate more easily. Now he’s never without a book!”

The future

There have been many other improvements too. He now communicates more effectively and his vocabulary has improved enormously. A long overdue sense of humor has started to emerge, along with a greater sense of confidence.

He’s taken on more responsibilities at work and is even involved with training new staff! The most pleasing thing as far as Heather is concerned, is that his social skills have come on in leaps and bounds since the program. He is able to get involved with group conversations and he’s started going to social evenings with his colleagues.

His coordination has improved so much that he’s reached quite a high standard of tennis and is an active member of Warwick University Tennis Club. He even goes to club nights! And now his confidence is so much better, he’s actively looking for a job where he can use his computer skills. He’s had several interviews, and, while it hasn’t happened yet, Heather is sure that it is only a matter of time.

“If only we’d known about Dore earlier, I’m convinced that Matthew’s school life would have been much easier for him.”
Heather, Matthew’s mum.

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