Q. Is the program suitable for all ages?
Yes, it is suitable for all people between the ages of 8–80 years old.
Q. What is included in the program?
- The initial assessment usually takes 2 hours. This will determine the client’s suitability for the program and allows the client /parent to meet me and ask any questions they have about the program. The aim of this is to provide all the information you need to decide if the program is right for you &/or your child
- The Davis® Dyslexia Correction program is usually 30 hours, ideally spread over 5 days. The Davis Maths program takes longer, usually 42 hours dependant on the clients needs
- The client goals will be agreed at the start and the program will be tailored towards achieving those goals
- All the materials needed are included in the fee
- All sessions are one-to-one with the facilitator
- Training for the support person will be included in the program
- An additional six hours of follow-up is included to ensure that the program’s benefits continue to develop
- The client /support person will be able to contact me the facilitator via email or telephone for ongoing advice and support.
- A report will be written up if the client/parents request one, within 10 working days of completion of the program
Q. How is the Davis® method different from other approaches?
Ron Davis believes that dyslexia is a result of an inherent mental gift or talent. People who develop dyslexia think in pictures/feelings rather than words, they are imaginative and creative, and they try to solve problems by looking at the whole picture rather than working step-by-step. Davis® Dyslexia Correction relies on using the strengths of the individual to overcome the learning problems.
When a person with dyslexia recognises their strengths, they develop a renewed sense of self-esteem and confidence.
Some of the ways that Davis ® Dyslexia Correction Program differs from other Dyslexia tuition are:
- The Davis® method does not rely on instruction based on phonics.
People with dyslexia tend to think in pictures or feelings, they have difficulties thinking with the sounds of words so it is hard for them to try to read by breaking words down into component sounds. Rather than trying to force students to use a method that is inherently difficult for them, Davis® methods teach a visual and meaning-based approach that is much easier for people with dyslexia to learn and use. This in turn leads to much more rapid progress than with traditional instruction and most students become fluent and capable readers using the Davis strategies.
- The Davis® method does not employ repetition or drill
People with dyslexia have a hard time remembering things that they do not fully understand. Repetition and drill are a waste of time for them, and only increase their frustration because they will not retain information unless they understand where it fits into the ‘big picture’.
- The Davis® method does not rely on physical devices such as coloured overlays or large print books.
Dyslexia is a developmental learning problem, and is not a result of problems with vision or hearing. While some physical devices may seem to make reading or writing easier, the use of such devices does not help the person with dyslexia to function normally.
- The Davis® method does not rely on medications or herbal treatments.
It is important for a person with dyslexia to take control of their own learning. Since dyslexia is not a disease or a psychiatric ailment, medications are not appropriate and will only hinder the person’s learning abilities.
Q. Why do you call the abstract word a trigger word
A word always consists of three components to be easily understood and used. The Trigger Words are missing one of these three components.
For example, the three components for the word elephant are the sound of the spoken word, its written form (spelling) and its meaning. If the meaning of a word is missing (because it is an abstract word), then the client will be confused and disorientated when he/she sees this word in context.
The Davis® method will provide the missing ‘picture’, the meaning of this word so the reader is no longer confused when seeing the word in context.
Q. Why clay?
Clay is used to demonstrate the meaning of specific words, and also to illustrate broad concepts. This encourages the client to use their three-dimensional learning style.
Q. How do I know if my child is dyslexic?
If your child seemed particularly bright and ready to engage with learning about the world from a very early age, particularly if he/she seemed to be an early reader but then started to hit problems, they may be gifted with the difference that can lead to dyslexic difficulties. Generally speaking, we only recognise dyslexia from those things that prove difficult. You can be dyslexic yet never develop a problem. However, perhaps for your child it all went downhill when he/she started school
If you are wondering whether either you are or your child is dyslexic, try this online dyslexia test. It is not conclusive but will give you a good idea of whether you could be dyslexic. Generally speaking if there is a large discrepancy between your child's intelligence and his reading and writing ability he/she may well be dyslexic.
Q. Will it work for me /my child?
Each dyslexic person is different, as is the pattern of their dyslexia. A Davis® Program may not be the answer at a particular time for a client. For this reason a facilitator will meet up with you to ensure that the program will be suitable. If it is not, we will tell you so and explain why.
There is, however, a growing body of research evidence, which demonstrates the effectiveness of our methods. There is other research completely independent of our program, that supports the scientific background on which it is founded.
Q. Can dyslexia be cured?
No! Dyslexia is not a disease, and it is not the result of a brain injury or defect. Dyslexic people think primarily in pictures, not words, and have difficulty learning to work with symbols such as letters or numerals. When they are confused or frustrated as children, they begin to experience distorted perceptions, such as reversals of letters, and develop life-long leaning blocks that hamper their progress. The problems that prevent leaning can be corrected. That is, dyslexic children and adults can learn to recognise and to control the mental state that results in distorted perception, thus eliminating this problem. They can also learn new and more effective approaches to reading writing, spelling or math calculation, and thus overcome problems at school or work.
