If you have difficulties reading, writing or sequencing your thoughts, it is likely that you are also feeling frustrated, anxious or confused.
It may simply be because you have been encouraged to use learning techniques which suit 85% of the population but may not match your particular learning style.
Most people know that dyslexia involves difficulties with reading, writing and sustaining attention. A dyslexic person might also have difficulties with focusing and attention skills, organisation, time, memory, handwriting, maths and physical coordination. These impact on the work place (or educational environment) as well as in the individual’s life.
Less well known is that dyslexia is also characterised by curiosity, creativity, intelligence and a highly visual way of thinking and learning. The Davis® methods are an innovative approach which uses these positive elements to help overcome reading and learning difficulties.
The Davis Dyslexia Correction® Program deals with the issues that the individual wants to change and is personalised to meet individual goals.
A basic reading programme will be delivered over 30 hours of one-to-one work with a Davis facilitator. This is may be over 5 consecutive days, or possibly over more, but shorter, days, depending on age and stamina. The days will always be close together so that the programme is ideally completed without too much of a break.
The Davis approach recognises that dyslexia is a form of intelligence: not a disability. The approach treats dyslexic intelligence with dignity and harnesses it to the process of correcting learning problems.
The methods use the three dimensional learning style of the dyslexic student. The two primary modes of thinking in which learning can occur are verbal and non-verbal thinking. Verbal thinking can be defined as thinking with the sounds of words ("talking in your head"); non-verbal thinking can be defined as thinking with mentally-generated sensory impressions ( three dimensional “thinking in pictures”). Conventional methods are based on the idea that there is something wrong with the student, who needs to learn how not to be dyslexic. Davis methods are based on the idea that there is something different in an individual's thinking and learning style; something of great value, that can be worked with towards a greater understand of language and maths.
It does not rely on repetition or drill. Dyslexic students 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 methods deal with the causes of the problems dyslexics have, not the symptoms; they will put the student in control. This program uses the natural strengths and talents of the individual's personal thinking and learning style. It is fun. Many other programs address only the symptoms and involve a lot of repetition that may be boring and tedious and unhelpful to many dyslexic people.
Children aged 8 and up, whose school performance does not reflect their capability. Symptoms most commonly seen are learning related and/or attention problems.
Teenagers who have continued to fall behind in their schoolwork, and often show frustration and poor self-esteem as a result. Typically, their learning difficulty has gradually eroded their enjoyment of reading and school in general and, very often, they show signs of social isolation or depressed behaviour.
Adults who have long experienced their learning and attention problems and realise they are functioning below their potential. Often they are fed up with coping and are motivated by a desire to achieve more in their personal and professional lives.
The two major components of the Davis Dyslexia Correction program are Orientation Counseling and Symbol Mastery.
Davis® Orientation Counseling teaches dyslexic students how to recognize and control the mental state that leads to distorted and confused perceptions of letters, words and numerals. Through a simple mental technique, the students learn to turn off the thought processes that cause misperceptions. Instead, they are able to restore their minds to a relaxed and focused state, suitable for reading and other studies. Once Orientation is learned, the student is ready to build the conceptual skills that will allow them to overcome problems stemming from dyslexia.
Davis Symbol Mastery® gives dyslexic students the ability to think with symbols and words, so they can learn to read easily and with full comprehension. Using clay, students first work with the alphabet, numerals, and punctuation marks, to make sure that they have an accurate perception and understanding of these symbols. Students then use clay to model the trigger words--the short abstract words, frequently encountered in reading, such as and, the, to, or it. These words cause problems when dyslexic students cannot form a mental picture to go along with them. Through Symbol Mastery, the student makes a three-dimensional clay model of the meaning of each word, together with a model of the letters of the words. With this approach, learning is permanent.
Have you ever had thoughts like these:
"Why do some children learn to read almost immediately, while other - bright - children not only find reading difficult, but stumble on some of the most basic words such as 'if' and 'at'?"
"Why are there children who can’t learn their times tables, however often they try?"
"Why are there children who get 9/10 in a spelling test, but then spell those same test words incorrectly in their next piece of writing, sometimes just hours or even minutes later?"
To find out why, sign up to a free 15-part course by visiting www.whytyrannosaurusbutnotif.com.