About Us

R.E.A.Dyslexics, the first institute of its kind in Pakistan, caters specially to the needs of dyslexic children with learning difficulties.

READyslexics (or READ for short) was established in Karachi 28 years ago, and has since become a pioneering institution in Pakistan for three reasons:

  • It was the first center in the subcontinent to explain, diagnose and remediate the incidence of learning difficulties among children and adults of all ages.
  • It was the first center in Pakistan to introduce formal standardized educational assessments in clinical as well as group settings.
  • It was the first center to introduce formal one-year long teacher-training through a Diploma Course in collaboration with a leading UK-based institution specializing in learning difficulties.

Today, the READ Diploma Course (RDC) has been considerably shortened, distilled, and improved with the availability of new resources and updated knowledge. Over the past 25 years approximately 300 have graduated from READ’s teacher-training. Most of them have found swift and successful placements in Pakistan’s schools as well as in schools and centers overseas.

Over the past 28 years the impact of READ upon the educational landscape in Pakistan has been quite significant. The most important among them is the change in attitudes and behaviours in the teaching community and among parents towards students who are underachieving in schools because of language-learning difficulties.

For the first time the community of parents and teachers understood that there can be rational reasons, explainable causes and customized solutions to the problems faced in schools by students who are underachieving and who appear to be lacking in motivation. READ paved the way forward with successful educational interventions and almost all leading schools in the country followed suit. They adopted more enlightened approaches drawn from the READ’s proven teaching and training models and results. The emergence of Quality Education as an attainable goal in Pakistan’s educational environment became, for the first time, a practical and replicable reality.

In addition, READ’s quarterly newsletter “The Learning Network” (now digital and online) carried insightful and illuminating articles and information, offering critical facts and anecdotes to thousands of keen readers throughout Pakistan. It helped disseminate enlightened approaches and effective practices for others to model in their schools, classes, and even homes.

In recent years READ has entered the mainstream educational community by adapting and tailoring the READ teaching and training curriculum to address all kinds of disadvantaged learners from early childhood and upwards. READ’s extensive and intensive experience with remedial education has helped it to develop a unique approach to language and mathematics learning in general. For the first time, we have developed in Pakistan, a teaching and learning approach which combines in a single curriculum:

  • The teaching of the English language according to the way minds learn the language and as proven by research.
  • The use of a remedial approach that addresses specific learning deficits revealed during assessments. These have been drawn and adapted from Harvard University’s Literacy Lab program, and other programs used in UK, US and Canada.
  • The use of an incremental and developmental approach to teaching and learning language-based subjects. This approach breaks down lessons into specific incremental components and takes into account the ability and performance discrepancies for different age groups.

From 2012 onwards READ has started to successfully outsource its teachers to private schools to enable them to cope with students struggling with their language based (English) learning.

READ also entered into an extended agreement to train teachers coming for extremely deprived backgrounds teaching in schools set up in Karachi’s ghetto-slum areas by local NGO’s. Last year READ trained 35 teachers using its unique set of Literacy Learning Modules (Vocabulary building, Reading, Creative Writing, Spelling, etc.). These teachers belonged to Kiran School and other schools operating in underprivileged neighbourhoods. It also initiated the setting of a Toddler’s Group in its own premises, exclusively for Kiran School’s children to expose them to quality education of the kind that was once reserved for the well-heeled elite of the country.

READ has now accumulated a wide and diverse array of experiences with underachieving children, with their educational assessment, with teacher-training and administrative monitoring, quality-control and interventions. Consequently it has developed an extensive repertoire of high quality teaching and learning materials, tools and resources (both book and non-book) to bring to the mainstream world of English language learning for ESL learners and others underachieving in language and literacy acquisition.

For further details regarding the services offered by us, please visit the services page.

The institute, R.E.A.Dyslexics, first made its presence felt in the year 1986. It was a pioneer in a field which was virtually unknown in our part of the world. It was established by the enterprising Shad Moarif, with a Masters degree in Counseling and Special Education from Harvard University, who began remedial teaching with a team of just three tutors who were trained by him. Since then, R.E.A.Dyslexics has not looked back and has earned the respect and confidence of parents and schools alike.

Since its inception, R.E.A.Dyslexics major contribution to Karachi has been to create an awareness among schools and parents, of the urgent need to reach out and help children with learning difficulties. Dyslexia was an unknown phenomenon in Pakistan and the information and knowledge provided by us has helped parents to understand the enigma of the discrepancy between the inadequate academic performance and the high IQ’s of their children. Once the problem was recognized, they turned with relief and hope to the help at hand, provided by R.E.A.Dyslexics.

The awareness program has been pursued through seminars, open-houses and workshops which are attended by parents, teachers, heads of schools, psychologists and neurologists. It has also been covered from time to time by newspapers and TV through interviews and articles. Much has been done, but there is a need for much more and we continue to work with dedication to achieve our goals.


Since dyslexic children do not respond to conventional language learning instructions, R.E.A.Dyslexics has designed a comprehensive tutorial-based programme that is especially tailored to suit the needs of a particular child. At R.E.A.Dyslexics, three leading language learning (remedial) programmes have been integrated over the years to form the READ PROGRAMME. It is a blend of two US-based programmes, the Orton Gillingham and the Harvard Laboratory, and the British Hickey Programme. Besides addressing the academic aspects, it relies on the therapeutic tutor/pupil rapport. It also develops the child’s personality resulting in improved self-esteem, self-confidence and self-directed learning.

The Alphabet Arc

Sound Card - Rainbow

Read Diploma Course 2-Jan-2017

Workshop on Critical Thinking 20-Jan-2017

Awareness of Dyslexia 27-Jan-2017

‘Learning Network’ is put together by READ and uploaded on our website. It reproduces articles from different sources to benefit parents and teachers of children with learning difficulties.

The newsletter also contains articles by local writers which provide information about learning problems. New research is also conveyed to all readers. Readers of the newsletter are requested to write articles or email their views so that ideas and new methods of teaching are circulated to all our readers. The newsletter is circulated to parents, schools, teachers, institutes, professionals, and doctors.

Learning Network Newletter


Nadir Toosy

Being dyslexic doesn't mean that you don't see things the same way as everyone else. All it means is that you are slightly more gifted in some things over everyone else. Sadly, at school there wasn't a way to measure that and I'd often hear my teachers say that you are very smart, however, your reading and writing are not at the same level as the class.

I attended READ for 2 years and that helped change the way I approached school. The time spent there probably felt like the best time of the day as it was one full of pure encouragement and that's often what a child really needs. It’s more of a battle for the parents to accept that their child isn't the regular kid than it is for a child to be fine with being different.

I dabbled in law school for about 4 years and left it to go on to pursue a Communication Design degree at the Indus Valley School of Arts and Architecture. I’ve run my own Photography Company for the past 2 years and all I really can say is that accepting one’s natural talent and pursuing it is far more exhilarating than constantly trying to be “normal”. READ enabled me to realize that earlier on but, I wasn't able to enforce it till much later in life. Embrace yourself and work on that which makes you happy and it will never feel like work!

Fahad Khan

Growing up I hated school. I never understood the concept of waking up so early in the morning, getting dressed and then sitting for hours on end listening to a teacher. I still hate the idea, but I have realized that is essential in life to get ahead. While, sitting in the classroom, which was no less than a torture chamber, I found myself struggling to comprehend what was being taught. Far too often words seemed to just jumble themselves in front of me, almost as if the letters themselves were jumping and dancing on the pages they were printed on. Yes, I had a problem. A disadvantage I could barely understand. Why was it easier for others to grasp the concept of reading and writing, while I was still struggling to read even the simplest books?

I was in fourth grade, when one day I was taken out of class and taken to the library along with three of my other classmates who also faced the same challenge. A kind looking teacher patiently helped us go through all the lessons taught to us in the previous grade. This started my journey to READ where, for the next nine years, I spent long hours with numerous teachers who tirelessly worked with me so I could reach where I am today. Even though my problems, although seldom, did return while I was studying in college, their teachings always stayed with me so that I could overcome my difficulties easily. Today as I start my venture into the restaurant world I can never forget where I started from and how much READ has helped me over the years to be more expressive than I have ever been.