Davis® Mastery for Dyslexia
age range: 8 years old to the upper limits (no one is too old!)
Structure of the Program:
Perceptual Distortions: Perceiving information accurately is the essential first step for reading, listening, learning any new concept. When text or speech is not perceived accurately confusion sets in and mistakes begin. Orientation Counseling® teaches focusing tools that allow individuals to control the accuracy of their perceptions. In an oriented state your brain accurately perceives what your senses take in. In a disoriented state distortions are perceived as reality.
Slow, Labored Reading: Reading in a state of disorientation slows down the reading process and makes reading a tiring experience. Once a learner is oriented and perceiving text correctly, the next step is to minimize the “triggers” that push the reader into disorientation.
There are two main categories of triggers: letters and sight words.
Letters: During the program week the individual constructs upper and lower case alphabets out of clay. Through a series of exercises and tests, the client detriggers all 26 letters, upper and lower case. This process, known as symbol mastery, takes anywhere from 4 to 14 hours.
Trigger Words (Sight Words): Once the letters of the alphabet have been mastered, the client moves on to master the identified trigger words. These are words without mental images attached to them such as the, and, if, as. The client creates a visual definition out of clay for each word, one at a time. Under each clay model, the word is spelled out in clay. Once created, the client follows a sequence to master that word. Once mastered, the word is no longer a trigger for disorientation. This process begins during the program week. Mastering all trigger words takes anywhere from 6 months to 2 years to complete, depending on the client’s rate of progress in the Post-Program phase.
"If reading is like driving on a road, letters and sight words are like potholes in the pavement. They make the ride uncomfortable and bumpy. Symbol mastery is like paving over the potholes one at a time. Once they are all filled in, reading is a 'smooth ride'."
– ten year old client
For picture thinking individuals, reading and listening become smoother and more meaningful when these words have associated mental images.
Skipping lines and words : Many picture thinking individuals skip around when reading text. This can lead to confusion. Reading exercises which train the eyes to look from left to right are the next step in the process. (Spell Reading and Sweep-Sweep Spell)
Comprehension Struggles: Orientation and eliminating triggers combine to improve reading comprehension. The next step to maximize comprehension involves a skill called Picture at Punctuation. The reader is taught to monitor her understanding. The support person participates in a reflective process of "checking for meaning." The reader describes the mental pictures she is developing, phrase by phrase. Some text is not readily imagined in pictures. In these cases, the reader tells what emotions are elicited, or gives the meaning in her own words to confirm comprehension.
Resources:
What is Dyslexia?
37 Characteristics
Famous Dyslexics
Anatomy of a Learning Disability
Structure of the Program:
- 5 day intensive; each day consisting of 6 hours of 1-on-1 guided learning
- instruction for support person for Post-Program work
- 3 Post-Program review sessions
- ongoing phone contact and email communication
Perceptual Distortions: Perceiving information accurately is the essential first step for reading, listening, learning any new concept. When text or speech is not perceived accurately confusion sets in and mistakes begin. Orientation Counseling® teaches focusing tools that allow individuals to control the accuracy of their perceptions. In an oriented state your brain accurately perceives what your senses take in. In a disoriented state distortions are perceived as reality.
Slow, Labored Reading: Reading in a state of disorientation slows down the reading process and makes reading a tiring experience. Once a learner is oriented and perceiving text correctly, the next step is to minimize the “triggers” that push the reader into disorientation.
There are two main categories of triggers: letters and sight words.
Letters: During the program week the individual constructs upper and lower case alphabets out of clay. Through a series of exercises and tests, the client detriggers all 26 letters, upper and lower case. This process, known as symbol mastery, takes anywhere from 4 to 14 hours.
Trigger Words (Sight Words): Once the letters of the alphabet have been mastered, the client moves on to master the identified trigger words. These are words without mental images attached to them such as the, and, if, as. The client creates a visual definition out of clay for each word, one at a time. Under each clay model, the word is spelled out in clay. Once created, the client follows a sequence to master that word. Once mastered, the word is no longer a trigger for disorientation. This process begins during the program week. Mastering all trigger words takes anywhere from 6 months to 2 years to complete, depending on the client’s rate of progress in the Post-Program phase.
"If reading is like driving on a road, letters and sight words are like potholes in the pavement. They make the ride uncomfortable and bumpy. Symbol mastery is like paving over the potholes one at a time. Once they are all filled in, reading is a 'smooth ride'."
– ten year old client
For picture thinking individuals, reading and listening become smoother and more meaningful when these words have associated mental images.
Skipping lines and words : Many picture thinking individuals skip around when reading text. This can lead to confusion. Reading exercises which train the eyes to look from left to right are the next step in the process. (Spell Reading and Sweep-Sweep Spell)
Comprehension Struggles: Orientation and eliminating triggers combine to improve reading comprehension. The next step to maximize comprehension involves a skill called Picture at Punctuation. The reader is taught to monitor her understanding. The support person participates in a reflective process of "checking for meaning." The reader describes the mental pictures she is developing, phrase by phrase. Some text is not readily imagined in pictures. In these cases, the reader tells what emotions are elicited, or gives the meaning in her own words to confirm comprehension.
Resources:
What is Dyslexia?
37 Characteristics
Famous Dyslexics
Anatomy of a Learning Disability