Davis Dyslexia Program Differ From FastForword Or Lindamood Bell

Davis Dyslexia Correction Methods

How does the Davis® Dyslexia program differ from Fast Forword or Lindamood Bell?

These are very different programs, and the best way to find out about each is to read separately about each one. We can only provide detailed information about Davis methods; here are some differences:

View of Dyslexia:

Davis views dyslexia positively, as being a normal developmental pattern of strengths and weaknesses; dyslexia is addressed by using methods geared to dyslexic strengths, including some that may not be easily used or understood by non-dyslexics.

Davis is distinguished from most other methods in that we do not see dyslexia as a "disorder" or "defect" in brain function, and we do not consider phonological processing as being a major factor in dyslexia, although phonological difficulties may be a symptom. We think that dyslexics have difficulty with reading based on phonetic decoding because they think in pictures, and not with the sounds of words.

Method of Delivery:

Davis is always given in a one-on-one setting if done formally with a Davis provider, generally over the course of one week with support training to the parent for follow up work. You can also do the Davis program straight from the book The Gift of Dyslexia. The book contains the key and most important Davis techniques for reading, but not everything that a Davis provider would be able to do for children with significant reading difficulties, or for addressing other problems such as attention focus, handwriting, or math.

Age and Profile of Learner:

Davis is geared for children 7 and older; the optimum age is probably 9 and above. Children age 7 and 8 are accepted for the program only after screening for maturity and readiness.

Davis methods work very well for children who are bright, visual-spatial learners, and who are motivated to work and apply the concepts on their own. It is especially geared for children who have already learned basic, beginning concepts of reading, but seem to have gotten stuck at a primary level and cannot transition to fluent reading; or for older students who read slowly, painfully, or have problems making sense of what they read.

Basic Methods Used:

Davis Orientation: A mental technique used to eliminate disorientation. It eliminates perceptual distortions, and also helps with balance & coordination.

Davis Symbol Mastery: Modeling the alphabet, other symbols, and the meanings of words in clay. Builds comprehension and visual word recognition skills.

Other techniques: Davis also provides other techniques and strategies geared to building skills for tracking, visual letter/word correspondence, whole word recognition, comprehension.

Davis does not involve direct tutoring, drill, or repetition, or a pre-set curriculum. Davis theory is that the creative thinking process must be invoked in order for learning to be effective - therefore, the activities rely heavily on guided self-discovery. Example: Davis Symbol Mastery® requires that the child model the meanings of abstract words like "to" - the dictionary is used to find the definition, but the picture or image must come from the child's own creative imagination - it is never copied or given to the child.

Phonics:

Davis emphasizes visual word recognition strategies over phonetic, and does not include any phonetic training or drill. Davis does include learning dictionary skills and the ability to use a pronunciation key, so some phonetic understanding is implicit in the method, but it discourages "sounding out" strategies for word decoding. Our view is that phonetic decoding is a rudimentary, beginning level skill, but that visual recognition skills must be learned to develop speed, fluency, and comprehension in reading.

Issues other than Reading:

Davis Dyslexia Correction is a comprehensive program geared to addressing underlying issues that are part of the dyslexic learning style, including problems with math, attention focus, handwriting, balance & coordination, that stem from the same underlying thinking pattern. The focus of the Davis program is to find and eliminate specific barriers to learning; to enable the dyslexic learner to recognize and control the mental processes that give rise to distorted perceptions; and to teach the dyslexic learner strategies for learning that will be easier and more natural than the strategies and approaches generally used in schools. By giving the dyslexic learner understanding and control of their thinking process, we eliminate the "disability" aspect of dyslexia, and create a foundation for independent, lifelong learning and achievement.