Dealing with dyslexia

Children suffering from dyslexia have a new hope: the Davis method. Conceived by Ron Davis, who was himself dyslexic, this correctional treatment banks on using mental talents that such kids share, to overcome learning problems

Parents and teachers find it quite frustrating working with children diagnosed as having a specific learning disability or dyslexia. A frequent query is, "How do I teach a student who is struggling to read?" It is probably true to say that no single method works best for all students, and that an eclectic approach using multiple strategies would be most beneficial.

One such method - the Davis method - is fast growing in popularity all over the world because of its proven results. Friday asks Pat Hodge, a certified Davis Facilitator who holds a Diploma in Specific Learning Difficulties attained in the UK, to explain how this method works. The mother of two dyslexic children herself, Pat says how the Davis Dyslexia correction methods are now available in the Middle East for the first time.

How did the Davis method develop?

In 1980, at 38, Ron Davis, an American engineer, overcame his own severe dyslexia when he developed ways to eliminate common perceptual distortions. For the first time in his life, he could read and enjoy a book without struggling. After independent clinical research and working with experts in many fields, Davis perfected his programme for correcting dyslexia in adults and children.

In 1982, Davis and Dr. Fatima Ali opened the Reading Research Council Dyslexia Correction Centre in California, achieving a 97 per cent success rate in helping clients overcome their learning problems. In 1994, Davis wrote The Gift of Dyslexia which has since been published in 11 languages. In 1995, Davis Dyslexia Association International began formally training others in the Davis methods.

How is the Davis method different from other approaches?

Davis believes that dyslexia is a result of an inherent mental gift or talent. People who develop dyslexia think in pictures, rather than words; they are imaginative and creative; and try to solve problems by looking at the whole picture, rather than working step-by-step. Davis Dyslexia Correction relies on using the mental talents that dyslexics share to overcome the learning problems. To do this, students must learn and follow a different approach to learning.

When dyslexic students recognise their mental talents, they develop a renewed sense of self-esteem and confidence. When they start employing study methods which capitalise on their talents, progress is very rapid.

Since dyslexic students think in pictures, they have difficulty 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 attempting to force students to use a method that is inherently difficult, the Davis method teaches a visual and meaning-based approach that is much easier to use.

What are the key aspects of the Davis Dyslexia Correction programme?

The two major components of the programme are Orientation Counselling and Symbol Mastery. Davis Orientation Counselling® teaches dyslexic students how to recognise and control the mental state that leads to distorted and confused perceptions of letters, words and numerals. The student learns to turn off the thought processes that cause misperceptions.

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, and punctuation marks, to make sure that they have an accurate perception and understanding of these symbols.

Students then use clay to model trigger words - the short abstract words, frequently encountered in reading, such as 'and, the, to, for' or 'it'. These words cause problems when dyslexic students cannot form a mental picture to go along with them.

Can this method help solve other learning problems?

Yes. Handwriting problems, math problems, ADD and dyspraxia. Since all these stem from the same causes as dyslexia, they too can be corrected.

Dr. Onita Nakra has a Ph.D. in Educational Psychology from the University of Minnesota, U.S.A. Her specialisation is in assessment, diagnosis and intervention methods for children with special needs.