Bringing Awareness to Dyslexia

Date: April 19, 2021
To: Zebadiah Kraft, M.A.
Instructor of Technical Writing
University of Alaska Anchorage
From: Leilani Fugere
Zarif Turker
Subject: Bringing Awareness to Dyslexia Through Early Testing and Teacher Training
Attached is the report from our study: “Bringing Awareness to Dyslexia Through Early Testing
and Teacher Training.” We completed the tasks we described in our proposal on April 10th,
2021: Acquire if there is concern public for this topic (Survey), Analyze data, research effects of
dyslexia in students, research teacher training with learning disabilities, and finalize our report.
To actually complete these tasks, we did a lot of research on dyslexia. We gathered information
from the public from a survey we wrote and researched the effects dyslexia has on a kid as well
as what training teachers are given. We collected our data and findings and wrote our report.
We found that the general public is aware of dyslexia to some degree but does not know too
much about it. Many do not know the effect dyslexia has on a child or what it really means to be
It is our recommendation that children should be tested early on for dyslexia, teachers should
receive better training, and that the public should also be more aware of dyslexia and how it
affects someone.
If you have any questions, please feel free to contact Leilani Fugere at [email protected]
or (678) 571-8564, or Zarif Turker, at [email protected] or (907) 390-7123.
Bringing Awareness to Dyslexia
Through Early Testing
and Teacher Training
Prepared for: Zebadiah Kraft, M.A.
Instructor of Technical Writing
University of Alaska Anchorage
Prepared by: Leilani Fugere
Zarif Turker
April 19, 2021
Bringing Awareness to Dyslexia
Through Early Testing and Teacher Training:
A Recommendation Report
Prepared by: Zarif Turker
Leilani Fugere
On March 16, 2021, Prof. Zebadiah Kraft, instructor of Technical Writing at the University of
Alaska Anchorage (UAA), approved a proposal by Zarif Turker (student of business and public
policy) and Leilani Fugere (student of social work) to perform a feasibility study on bringing
awareness to dyslexia and establish early testing on kids as well as organizing adequate training
for teachers to help dyslexic students. The first step the authors took was researching the amount
of dyslexics there are in the US and checking if there are any specialized programs for dyslexia.
Then, they designed a questionnaire to collect information on how well the Anchorage
community knew about dyslexia and the effects of having bad education and unprepared teachers
for dyslexic students. The members of the Anchorage community showed lack of knowledge on
dyslexia and uncertainty of if there are any training programs specific to this learning disability
at their schools. Most of the respondents were very interested in seeing these changes for the
better of themselves and their children who suffer from it.
Table of Contents
Executive Summary………………………………………………………………………………………………………..1
Research Methods…………………………………………………………………………………………………………..3
Task 1. Acquire if there is concern public for this topic (Survey)…………………………………3
Task 2. Research effects of dyslexia on students……………………………………………………….3
Task 3. Research teacher training with learning disabilities…………………………………………3
Task 4. Analyze Data and Prepare our Response……………………………………………………….3
Task 1. Acquire if there is concern public for this topic (Survey)…………………………………4
Task 2. Research effects of dyslexia on students……………………………………………………….4
Task 3. Research teacher training with learning disabilities…………………………………………5
Task 4. Analyze Data and Prepare our Response……………………………………………………….6
Effects of dyslexia on students……………………………………………………………11
Teacher training with dyslexia……………………………………………………………11
The Anchorage community’s knowledge about dyslexia’s effects on student’s education11
Option 1: Require adequate teacher training or tutoring programs to help dyslexic
Option 2: Test kids at a young age for dyslexia………………………………………….12
Appendix A: Dyslexia’s effect on student’s education in the US Questionnaire…………………….14
Table of Illustrations
Figure 1: Age of people who took the survey……………………………………………………………………..6
Figure 2: Familiarity with dyslexia……………………………………………………………………………………7
Figure 3: Does it make a difference what age you’re diagnosed……………………………………………8
Figure 4: How did you know you were dyslexic…………………………………………………………………9
Figure 5: How much do you struggle with reading and writing……………………………………………..9
Executive Summary
Studies have shown that people with dyslexia aren’t diagnosed until around the 3rd grade.
However, it is also not uncommon for people to go into their adolescence and later on not know
that they have dyslexia and continue to struggle with reading and writing. Students not getting
the help they need in their own education can cause greater effects on them later in life as well.
Many students go unnoticed by teachers and parents. Schools should have a required assessment
test for younger grades to help catch dyslexia and other learning disabilities early on. With 14.5
to 43.5 million children and adults having dyslexia in the United States we know that this is a big
issue. By testing students early on we can help them overcome their difficulties.
Not only do we need to be testing students early on, we also need to make sure teachers have
adequate training to be able to help students with dyslexia and how to best fit their learning
styles. On average elementary school teachers can have 3 to 6 students in their class that display
some form of dyslexia. As we get into higher grade levels that number only increases. Children
who get effective phonological training in kindergarten or 1st grade will have significantly fewer
problems with reading at grade level than a child who receives help in later grades. To provide
the best care teachers need to be familiar with dyslexia so they know what to look for.
We found that the general public is aware of dyslexia to some degree but does not know too
much about it. Many do not know the effect dyslexia has on a child or what it really means to be
dyslexic. It is our recommendation that children should be tested early on for dyslexia, teachers
should receive better training, and that the public should also be more aware of dyslexia and how
it affects someone. Raising awareness for dyslexia is the first step to getting someone the help
they need.
On March 16th 2021, Mr. Kraft- our writing professor, has asked us to write a feasibility report
on something that could help make our community of Anchorage better. My partner and I have
chosen to research the topic of dyslexia. More specifically the need for testing dyslexia early on
in kids, the need for better training of teachers in dyslexia and the need to educate the public on
this learning disability. We came up with ways to make this happen:
● Acquire if there is concern public for this topic (Survey)
● Research effects of dyslexia on students
● Research teacher training with learning disabilities
● Analyze the data and prepare our response
With the actions above, we went into further detail to help explain who these things are
important and how they can lead to an improvement in testing kids at an early age for dyslexia,
implementing better training that includes the knowledge of dyslexia for teachers, and educating
the public on this learning disability.
In the rest of our paper we talk about how we did our research, what we learned from it, the
results we concluded with, and what we recommend for the future.
Research Methods
We started our research off by first becoming familiar with dyslexia ourselves. We needed to
have a good understanding of this learning disability in order to write about it well.
While researching we discovered that there aren’t many trainings, teachers go through when it
comes to dyslexia and many people don’t know how to even tell if someone may be struggling
due to dyslexia.
To complete all the research needed, we broke our project down to four task:
1. Acquire if there is concern public for this topic (Survey)
2. Research effects of dyslexia on students
3. Research teacher training with learning disabilities
4. Analyze the data and prepare our response
In the following discussion of how we performed each task, we explain the reasoning that guided
our research.
Task 1: Acquire if there is concern public for this topic (Survey)
We conducted a survey for the public to take. This gave us a better idea of the public’s concern of
the topic and of their understanding of dyslexia. We had a wide age range of people take the
survey so we can collect data from different age groups/generations.
Task 2 : Research effects of dyslexia on students
In order to write our proposal we must first understand how dyslexia affects students. We must
familiarise ourselves with what dyslexia is and how to possibly overcome it. We will also figure
out the numbers and percentages of the people affected by dyslexia.
Task 3: Research teacher training with learning disabilities
Students can’t get the help they need if there is no one to help them. Teachers need to be trained
in how to spot dyslexia in students and how to help them. We will learn what that training should
look like and how to make it more of a priority in the education world.
Task 4: Analyze Data and Prepare our Response
We went over the survey data and examined all the responses. In our survey we asked questions
about dyslexia, what people knew about it, and how it has personally affected people who are
dyslexic.We had 37 responses total varying from different age groups and were able to come up
with results based off of these findings.
In this section of our report, we will share our findings and completed research for our tasks.
Task 1: Acquire if there is concern public for this topic (Survey)
We have created a survey to gather information from students and the general public’s knowledge
about dyslexia and how it has affected people who are dyslexic. With this survey we have better
knowledge about how people view dyslexia, what they know about it, and see the affects
dyslexia has on someone.
Task 2: Research effects of dyslexia in students
A student with dyslexia struggles with understanding the distinctions between sound, symbols,
visual stimuli, and simple tasks of listening, speaking, spelling, and balancing/coordinating
physical movements. These usually occur in tasks that require information processing, linear
sequencing, and time coordination which results in the student having difficulty executing these
basic atvitives with simplicity. This meaning that if students don’t get tested at a young age to
know if they have this learning disability and if they don’t get the right assistance in performing
these simple tasks that are dragging them behind other students, then they will never be able to
get the education that they deserve in order to live the life they want and feel like they fit in.
Many students with this disability have a hard time feeling like they truly belong which tends to
lead to low self-esteem, as stated in this article, “students often suffer from low self-esteem
because they worry that there is something wrong with them, and are often accused of not trying
hard enough to learn to read.”(Katherine Martinelli, Understanding Dyslexia, 2019). The
“failure” of reaching their full potential and eventually giving up on subjects in school that they
once had a liking for are also big problems students face with getting no assistance with their
disability. Ways to support students with this learning disability is to, as the parent and teacher,
work with your student at the pace they are most comfortable with as well as encouraging them
to have consciousness about time without making them feel pressured. Help your student find
ways of learning that makes understanding easier, such as colored pictures and music instead of
words. If you make schooling fun for them by playing learning games as well as creating a bond
where they feel comfortable with you, they wouldn’t feel as distant from their other classmates
and they will start believing in themselves.
Task 3: Research teacher training with dyslexia.
Many schools do not test students for specific learning disabilities until they are about two grade
levels behind in their reading skills. Even with that testing, dyslexia is usually not of the
disabilities they test for. With dyslexia not being commonly tested, many students can go without
knowing they have it, which leaves them without the help that they need. It’s proven that 80 to
90 percent of students with learning disabilities have dyslexia but they might not know it. This
means the majority of those students are struggling with not only learning new concepts at
school but trying to learn ways to stop dyslexia from holding them back without any professional
help. In 2004 the Individuals with Disabilities Education Act (IDEA) was passed, which stated
that children with learning disabilities are ensured special education and related services,
dyslexia is included in that. However, a few things have to be done in order for that to happen.
Dyslexia needs to be tested for just like the other disabilities and teachers need to be trained in a
way that they can recognize dyslexia in students so that they can also properly teach them.
In order for a student with dyslexia to get the help they need, teacher training is vital. Research
suggests that “most teachers receive little formal instruction in reading development and
disorders during their undergraduate studies” (Lyon & Weiser, 2009, p. 476). In order for a
teacher to teach someone with dyslexia they need to know how dyslexia affects a student and
gain more general knowledge of it. Learning more about dyslexia and the misconceptions it’s
associated with will help a teacher have a better understanding. Two common misconceptions
about dyslexia are that it is uncommon and dyslexia is simply reading and writing backwards.
If non-special ed teachers know the signs that indicate dyslexia in a child, the student may be
referred quicker for testing. Some signs of dyslexia include, a student showing strengths in areas
such as math or the ability to speak in paragraphs with a high vocabulary but struggles when it
comes to reading or writing or a student is struggling with the sounds of a language such as
identifying the first sound in a word, rhyming, or repeating words back to you. Instruction for a
student with dyslexia needs to be clear, focused, and direct. They will also need time to process
the meaning of new information given to them. There are different strategies to go about
teaching someone with dyslexia and it’s important for a teacher to be trained in those different
As of right now, training teachers for dyslexia isn’t a requirement. Some may only read over
dyslexia briefly in a textbook and not come back to it again. There are certain programs around
the nation that are specifically designed to train educators on how to best teach dyslexia. The
Dyslexia Resource is one of these programs. The mission of The Dyslexia Resource is to
empower communities to serve dyslexic learners. Which is accomplished through offering
training and tutoring programs, and through its community partnerships. It teaches people
essential skills to use in the classroom that all learners can benefit from and keeps you up to date
about the research going on with dyslexia. Yet, there still aren’t enough programs for all dyslexic
students, and most of them haven’t even heard of the programs that do exist. Training like this
should be implicated more in the qualifications of becoming a teacher and around the US.
Task 4: Analyze the data and prepare our response for the final response.
We went over the survey data and examined all the responses. In our survey we asked questions
about dyslexia, what people knew about it, and how it has personally affected people who are
We had 37 people respond to our questionnaire. Of those people we had ages ranging from 18 to
60. It was interesting to see the public’s knowledge of dyslexia and to see responses of people
who are dyslexic and how it has affected them personally.
Figure 1: Age of people who took the survey
The first section of our survey was designed for everyone to be a part of for us to gather
general information.
Figure 2: Familiarity with dyslexia
Most people are at least somewhat familiar with dyslexia, meaning that they have heard of it but
don’t know exactly what it might entail and how it can directly impact someone. There are also a
few people who have never heard of dyslexia or weren’t very familiar with it. This is why we
think it is important to educate the public more about this learning disability. So that everybody
can have an understanding of what being dyslexic is like and what it is.
One question we asked was, “In your own experience do you feel (if needed) that teachers are
able to adapt lesson plans to someone with a learning disability?” Looking over answers, we saw
that almost half (45% ) of the people who took our survey believe that teachers lack the ability to
change lesson plans to best adapt to everyone in the classroom. One of our other questions that
didn’t have a graph result was, “Do you believe teachers need extra training and education in
order to teach dyslexic students? Explain your answer.” Almost everyone, minus one person said
that teachers should receive some sort of extra training in this field. Some responses we got to
the question we mentioned earlier were:
● “Teachers benefit from training of this kind because there is minimal instruction for
specific accommodations and methods when earning their bachelor’s.”
● “Yes, Most training is superficial and does not provide the actionable steps needed to
become skilled at teaching students with different needs.”
● “Yes. I think teachers should have the tools and skills needed for students with
disabilities. Especially if dyslexia is as common as I’ve heard it is. Those students deserve
an education and to be able to learn just as much as any other student.”
● “Yes. Though it has always been common, dyslexia is a disability that is often overlooked
and seen as minor.”
Based on these responses, this shows us that the public agrees with us, teachers do need
additional training to best support students who are dyslexic.
Another question that we asked was, “At any of the schools you went to, were there special
programs or tutoring for students with dyslexia? If so, what?” Many of the replies were “No” or
“I have no idea.” The answer that stood out to us the most for this question was from a teacher,
it said, “I have no idea if they provided services for students growing up. I’m not even sure about
the school I currently work at. If they do it would be under their IEP and even then I do not see
any services given that specifically target dyslexia.” Making tutoring or some other aide more
available for students with dyslexia could help them in their educational development. If a
teacher doesn’t know what’s going on in their own school whether there is a program or not, no
students or parents will be able to find out. The response we got from a teacher is a good
example of why we need to raise awareness and seek stability to stable programming for
Figure 3: Does it make a difference what age you’re diagnosed
One of our main focuses of this research project is implementing testing for dyslexia in students
at a young age. We asked this question to see if the public thought it was something that mattered
and many of them believed that age does matter in this case. After examining the rest of our
survey we will be talking more about how diagnosing someone with dyslexia in their first years
of school rather than later on makes a big difference.
The second section of our survey was specific to people who are dyslexic or have someone
in their family who is.
Figure 4: How did you know you were dyslexic?
The first question we asked was “Are you or someone in your family dyslexic, if so, what age
were you diagnosed with it?” We had about 20% of the people who took the survey say they
were dyslexic or someone in their family was. Most being diagnosed at a young age, with an
exception of one in high school. In the graph above, we see that many people were diagnosed
with dyslexia on their own or by parent recognition. This shows us that the schools and teachers
have failed to identify dyslexia in students and could be lacking the training they needed to
recognize it. The biggest concern is that only 27.3% of people were diagnosed professionally
which is a problem we are trying to change for the majority of people.
Figure 5: How much do you struggle with reading and writing
Many students struggle with academics, it becomes harder for them when struggling with a
learning disability, like dyslexia. Many struggle with reading and writing and we saw that about
20% of people who took our survey were held back a grade because of it. When students don’t
get the proper help they need to succeed, we see a greater setback. Students who should be
thriving are struggling because they have no one to help them in the capacity that they need. A
question we asked people who are dyslexic was, “What has changed in your school life once you
were diagnosed with dyslexia?” Out of everyone who answered only one said that something
changed. They were moved to a school that was designed specifically for people who are
dyslexic and they got the help they needed. The rest said that nothing changed for them. If
nothing changes in a student’s schooling after they have been diagnosed, they aren’t going to get
better and things won’t become easier for them. They will continue to struggle because they
haven’t been given the tool they need.
Another question that we received interesting responses to was, “Did you suffer from any
psychological problems such as stress or anxiety due to the struggles encountered at school? If
so, explain.” Here are some of the answers we received:
● “Yes. Primarily just the blanket expectation that all kids can do everything and there’s no
problems in their life. Not everyone’s life and learning techniques are the same and I feel
like school really lacks in acknowledging that.”
● “My son suffers from anxiety due to the struggles he encountered at school. He was
picked on at school back in elementary because of his struggles in learning.”
● “Yes, I always worried about being the last one done with reading and it would keep me
from comprehensively reading”
As we can see dyslexia doesn’t just affect one part of our lives, it affects us all around. Many
people deal with anxiety or low self esteem due to something they have no control over. We saw
students who feel like they are a failure because they can’t meet society expectations in learning,
students who are picked on because they might not learn as fast, and just students who feel like
they are behind. Finding students the help they need plays a crucial role in students with dyslexia
feeling like they are doing okay when it comes to education.
Effects of Dyslexia on Students
Dyslexia affects students in many ways. It makes learning more difficult as their minds can’t
process things in ways that people without this disability can. Dyslexia affects listening skills,
speaking, spelling, and balancing/coordinating physical movements. Dyslexia also affects a
person’s mental health. Students can feel like they don’t measure up to the other students and
may feel like they are falling behind. This can lead to students feeling stupid and doubting
themselves. Many lose interest in school and withdraw themselves from their learning. These
effects can be prevented if students can get the help they need. The earlier the better.
Teacher Training with Dyslexia
Teachers do not receive that amount of training they need to best help their students. Learning
signs of dyslexia and how to teach someone who has dyslexia should be essential. Everyone
deserves to have equal opportunities in their education. There are specific training programs that
help with this issue and should strongly be recommended that each school district offers this
training. Educating teachers on dyslexia is the best way to help the students.
The Anchorage community’s knowledge about dyslexia’s effects on student’s education
With the responses of our survey collected from members of the Anchorage community, we can
conclude that they agree that testing for dyslexia should be done at a young age as well as
requiring extra teacher training and tutoring programs as this learning disability causes students
to suffer with daily tasks as well as with psychological problems without the right education.
We advocate that the Anchorage community seek the two options listed below.
Option 1: Require adequate teacher training or tutoring programs to help dyslexic students
According to the research we have conducted, teachers aren’t required to take additional training
to learn what dyslexia is and to know what to do when they have a dyslexic student. It is very
important teachers have the right knowledge and equipment to be prepared to know exactly how
to help a student with dyslexia. It’s unfortunate that there are many kids who couldn’t get the
right education they deserve because they didn’t receive the help from their teachers or couldn’t
join a program specialized for this learning disability. By having these changes, not only will the
dyslexic student feel like they matter and fit in but will also get the right education which will
lead to the benefits in life that they deserve.
Conducting this process not only would help dyslexic students succeed in school and life but
would also prevent some psychological issues such as anxiety, stress, depression, and personality
disorders. Having a disability makes it hard on a person to not feel different and if they fail
classes because of the lack of needed education, they will just feel dumber and begin to develop
psychological problems.
Option 2: Test kids at a young age for dyslexia
According to the questionnaire, the majority of the people who are dyslexic realized they had this
learning disability at a young age but, on their own. The problem we are trying to resolve is
being able to require testing for dyslexia as only 27.3% of people who took the survey were
professionally diagnosed. There are still some people in the Anchorage community who don’t
even know about their learning disability and were probably even turned down from life
opportunities due to the needed education that they could have received if they were tested early
on in their lives. Right now, children are learning they have dyslexia through the way they read
around the ages 5 and 6, only if their parents catch on to symptoms of this disability.
It’s a really big problem there aren’t many tests being done on children as dyslexia is a very
common learning disability that affects not only the person’s school life but even gets in the way
of them doing simple, daily tasks. Due to the results of our research and questionnaire, we
believe that testing at a young age is needed and should be required for such a big problem kids
struggle with like dyslexia.
Reference Page
About idea. (n.d.). Retrieved April 13, 2021, from
How does dyslexia impact on a child’s learning? (n.d.). Retrieved April 13, 2021, from
How to Spot dyslexia, and what to do next. (2019, October 14). Retrieved April 13, 2021,
The impact of ‘dyslexia’ (on student learning). (n.d.). Retrieved April 13, 2021, from
Lyon, G. R., & Weiser, B. (2009). Teacher knowledge, instructional expertise, and the
development of reading proficiency. Journal of Learning Disabilities, 42(5), 475- 480.
Martinelli, K. (2019, June 24). Understanding dyslexia. Retrieved April 13, 2021, from

Understanding Dyslexia

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[Email Protected]. (2021, February 02). The dyslexia resource. Retrieved April 13, 2021,
Appendix A:Dyslexia’s Effects on Student’s Education in the US Questionnaire
The following questionnaire was distributed randomly across the population of the Anchorage
community with a total of 37 responses. The bolded numbers are the percentages we got for each
1. Your Age:
Ranging from 18 to 60
2. Are you familiar with dyslexia?
Extremely Familiar 8.1% 13.5% 64.9% 8.1% 5.4% Not at all Familiar
3. In your own experience do you feel (if needed) that teachers are able to adapt lesson
plans to someone with a learning disability
Yes 45%
No 55%
4. Do you believe teachers need extra training and education in order to teach dyslexic
students? Explain your answer
Yes except for one
5. At any of the schools you went to, were there special programs or tutoring for students
with dyslexia? If so, what?
Majority said no/I have no idea
6. How much time do you or your kid spend on school work per day?
1-3 hrs 40% 4-6 hrs 37.1% 7-9 hrs 20% 10+ hrs 2.9%
7. Do you know the basic tells that someone may be dyslexic?
Yes 45.9%
No 54.1%
8. Based on your knowledge, what do you think would be the most challenging thing for
someone with dyslexia?
Majority said reading and keeping up with other students
9. Do you think it makes a difference at what age someone is diagnosed with dyslexia?
Yes 70.3%
No 16.2%
Unsure 13.5%
10. Are you or someone in your family dyslexic, if so, what age were you diagnosed with it?
Yes: 20% :at a young age except for one in High School
11. How did you realize you were dyslexic?
School/Teacher realization 18.2%
Professionally 27.3%
On your own/parent recognition 54.5%
12. On a scale of 1-10, how much do you struggle with reading and writing
1 17.6% 11.8% 23.5% 5.9% 0% 29.4% 5.9% 5.9% 0% 0% 10
13. Were you held back or failed in classes due to the struggles of having no assistance with
your dyslexia?
Yes: 20%
No: 80%
14. What has changed in your school life once you were diagnosed with dyslexia?
Nothing changed except one was moved to a school for dyslexia
15. Did you suffer from any psychological problems such as stress or anxiety due to the
struggles encountered at school? If so explain.
57% developed anxiety or stress

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We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

  • When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
  • We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

  • The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
  • We will have a different writer write the paper from scratch.
  • Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment Help Service Works

1. Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2. Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3. Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4. Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

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