We were delighted to read the article “Academic who lost ability to read turns the page” (TESS, 27 April), but disappointed it said that “there is little definitive research into exactly how such initiatives work” and “a lack of evidence to show why they work”. And there was no mention of other research and practice looking at the same areas.

The Institute for Neuro-Physiological Psychology (INPP) in Chester has spent more than 35 years developing ways to identify the underlying physical factors that can act as barriers to learning in children with reading and writing problems.

It is a pity that when mention is made of newer programmes or work such as the Primary Movement, cited in the article, the theoretical origins of these programmes are not also mentioned. Such omissions result in “patchwork” research, funding and practice.

Sally Goddard Blythe, Director, Institute for Neuro-Physiological Psychology, Chester; Peter Blythe, Founder, INPP.