Frequently Asked Questions

What can I or my child expect to gain?
Is the Davis Programme is suitable for adults?
How does the Davis Programme differ from other programmes for learning difficulties?
What happens during the Davis Programme?
Can a Davis programme help solve other learning problems?
Why do you say correct instead of cure?
How does the programme affect a person's self-esteem?
Who can benefit from the Davis Programme?
How much improvement can be expected by the end of a 5 day programme?
Can someone lose their natural abilities after your programme?
What happens after the programme?
Are there alternatives to the programme?
Can I speak to others who have been through the programme?
What is my next step?
How can you know whether or not to discontinue phonics instruction with a dyslexic child?
After the Davis programme should you continue with phonics instruction as this will probably be taught in school?

What can I or my child expect to gain?

The basic tools of literacy, including:

The ability to recognise and correct perceptual distortions at will.
The ability to focus attention.
The knowledge and skills to eliminate confusions in words and symbols.
Increased self-confidence and ability in reading, writing, math or physical skills.
A successful and effective method of learning and studying that can be used throughout a lifetime.

Is the Davis Programme is suitable for adults?

Yes, because:

The Program is facilitated one-on-one and is designed to meet the individual's specific goals and areas for improvement.
The Davis Program is a one-week, intensive program; there are no weekly visits.
Follow-up work is done independently on your schedule, at your own location, and with no extra expense.
It provides tools for focus, mental clarity, stress-management, energy-level management and skills that will ease reading difficulties.

How does the Davis Programme differ from other programmes for learning difficulties?

The Davis methods address the root cause of dyslexia. The dyslexic learns how to control disorientation at will. This programme corrects the learning disability using the natural strengths and talents of the individual's personal thinking and learning style. It is fun. Many other programmes address only the symptoms and involve a lot of repetition (which dyslexics often find boring and tedious).

What happens during the Davis Programme?

These are the basic procedures:

Davis Perceptual Ability Assessment. A screening to determine the ability to perceive multi-dimensionality and tailor the programme to the student.
Davis Orientation Counselling™. The client learns to perceive accurately and correct perceptions at will. This is achieved through the perceptual and kinesthetic exercises described in The Gift of Dyslexia.
Davis Symbol Mastery™. Picture thinkers learn best through a visual/spatial approach. Clients learn the basic symbols of reading and writing by creating the alphabet and other symbols as clay models. Abstract words are mastered by creating the concept of each meaning in clay along with the word.

Can a Davis programme help solve other learning problems?

Yes. Here are a few examples:

Dysgraphia (handwriting difficulties)
Dyscalculia (math difficulties)
ADD (attention deficit disorder)
Auditory perception deficits
Motor coordination difficulties
Problems with time and order

These stem from the same cause as dyslexia, so they too can be corrected.

Why do you say correct instead of cure?

Cure implies a malady or ill health (mental or physical). To correct means to remove errors and mistakes, to make right.

How does the programme affect a person's self-esteem?

Improvement in self-esteem is usually seen in the first few days of the programme as the person begins to experience success with learning for the first time.

Who can benefit from the Davis Programme?

Adults and children of eight years and above who are gifted with dyslexia. Each client must be willing and motivated to pursue the programme for self-improvement, not because someone else insists.

How much improvement can be expected by the end of a 5 day programme?

Typically, at least a one or two year grade level of improvement can be expected in reading or some other basic skill. The age of the client and initial motivation are factors in how much improvement occurs. Future progress is determined by the individual's motivation and continued use of Symbol Mastery after the programme.

Can someone lose their natural abilities after your programme?

No. The Davis approach emphasises and utilises the natural strengths and talents of the dyslexic thinking and learning style. It unleashes and validates the ability of visual-spatial-kinesthetic learners. In fact, any natural abilities are usually enhanced.

What happens after the programme?

The client must master a list of 217 trigger words which limit reading comprehension and skill. This can be completed in short tutoring sessions over several months after the basic programme. At the rate of five words per week, this can be accomplished within one year.

Follow-up support is also included as part of the programme. This consists of:

Student Symbol Mastery Kit (includes manual, dictionary, grammar book, clay and other study aids).
Training for a tutor or teacher and family members.
Email and telephone consultations.
Up to three return visits to review the basic Davis tools, if needed.

Are there alternatives to the programme?

Yes, you can:

Read The Gift of Dyslexia and follow the steps.
Use instructional videos that will assist you in applying these methods.
Attend a workshop and learn how to use the Davis methods with your child or student.

For videos and workshop information visit the Davis Dyslexia Association International web site at www.dyslexia.com.

Can I speak to others who have been through the programme?

Certainly. There are a number of people who have said they would be happy to share their experiences with others.

What is my next step?

By now you probably have a few questions of your own. If so, please call Ann Cook on 0272 855 926 to discuss a programme or book a free Initial Consultation.

How can you know whether or not to discontinue phonics instruction with a dyslexic child?

The most significant sign that phonics instruction is not working is frustration. If the child regularly shows signs of frustration with any method - such as anger, tears, or unwillingness to proceed - the attempts to teach by that approach should cease, and another approach should be tried. The biggest mistake is to pursue a course relying on repetition and drill with an unwilling child. Most dyslexic children are very quick to grasp concepts that they easily understand; if a child is slow to learn pre-reading or reading skills, it is a sure sign that the approach is not working. Intensifying the instruction will not help.

Some dyslexic children find it easy to learn to work with phonics and enjoy word puzzles and games involving phonics. If the child is relaxed and enjoying the activity, then it will not do any harm and the child is probably learning.

However, a common pattern seen in these types of children is that they will seem to do well in early primary years, but will get “stuck” and not be able to transition from decoding of words to reading fluency. At this point, these children do not need more phonics, but rather they need to learn the visual whole word recognition skills that will bridge the gap between sounding-out words and recognising and comprehending words by sight. Children like this often make extremely rapid progress with Davis methods, as they already have good foundational skills for reading, and the Davis tools provide the missing link they need to become strong and competent readers.

After the Davis programme should you continue with phonics instruction as this will probably be taught in school?

Learning phonics and phonetic decoding skills is a primary level reading or pre-reading skill. A child over the age of 8 or 9 should not need more instruction in phonics after the Davis programme; emphasis on phonics may cause the child to regress or become confused, and in any event will tend to slow down reading.

Children aged 5-7 should probably be exposed to both phonetic sounding-out strategies and to the visual methods taught with Davis Learning Strategies™. The teacher or parent should explain that these are different tools to help learn to read, and through observation, help guide the child to use the combination of strategies that work best for him or her.

Dyslexia Workshop

Frequently Asked Questions