The two major components of the Davis® Dyslexia Correction program are Orientation Counseling and Symbol Mastery. Davis Dyslexia Correction always includes both of these components.
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.
From Dyslexia the Gift web site, www.dyslexia.com
© 1995-2006 Davis Dyslexia Association International
Reprinted with Permission
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.
From Dyslexia the Gift web site, www.dyslexia.com
© 1995-2006 Davis Dyslexia Association International
Reprinted with Permission
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The Davis Reading Program for Young Learners is designed for "at risk" children ages 5-7 years old. This parent-coached program prepares children with the essential tools to learn to focus and create solid foundations for learning language. Because parents are involved, they learn how best to help their children learn the fundamentals of reading, writing, and spelling into the future.
More information on the Davis® Reading Program for Young Learners (external link) |
Math difficulties can be incredibly frustrating for everyone involved. Dyscalculia, the word used to describe "math dyslexia" is actually very common.
In addition to obtaining the Orientation techniques that all Davis programs provide, clients of the Davis Math Mastery program master concepts that are critical to understanding math, using the Davis Concept Mastery techniques. Some of these concepts include:
In addition to obtaining the Orientation techniques that all Davis programs provide, clients of the Davis Math Mastery program master concepts that are critical to understanding math, using the Davis Concept Mastery techniques. Some of these concepts include:
- Change
- Consequence
- Cause/Effect
- Before/After
- Time (without the concept of time, math will continue to be a problem)
- Sequence (working with math in symbols requires understanding sequential steps)
- Order/Disorder (putting math into symbols requires that the numerals be in their proper places, proper positions and proper conditions)
Using clay, clients then look at math fundamentals, including:
As with the Davis Dyslexia Correction Program, non-pictorial words like and, if, as, and other words used in math problems will need to be mastered, using the Symbol Mastery process and the math definitions provided in the Student Manual.
More information on the Davis® Math Mastery Program (external link)
- Addition
- Subtraction
- Multiplication
- Division
- Fractions
- The base-ten system of numerals
- Decimals
As with the Davis Dyslexia Correction Program, non-pictorial words like and, if, as, and other words used in math problems will need to be mastered, using the Symbol Mastery process and the math definitions provided in the Student Manual.
More information on the Davis® Math Mastery Program (external link)
DD/ADHD is typically defined by deficits in attention, behavioral difficulties, and inappropriate energy levels in various situations. Equipped with the Davis tools, clients are taught how to self-monitor:
More information on the Davis® Attention Mastery Program for ADD/ADHD (external link)
- Focus/Attention (Orientation Counseling)
- Internal Energy-Levels
- Stress-Management Techniques
- Self (How do I relate in this world and to others?)
- Change
- Consequence (How do my actions create consequences? — Good or bad!)
- Cause/Effect (What caused this scenario to happen? What was the effect?)
- Before/After
- Time
- Sequence
- Order/Disorder (Executive Functioning)
More information on the Davis® Attention Mastery Program for ADD/ADHD (external link)
Davis Autism Approach® |
Many of us who work and/or live with Autism recognize that autistics on all severities on the spectrum have times when they seem to be existing in a world of their own. Depending upon the severity of the Autism, their actual participation in the world around them can be limited and inconsistent.
Chaos, change in schedule or environment, and high sensitivities to light, smell, sound or texture - all can overwhelm and, in effect, cause the autistic individual to "retreat" into that place which excludes others from participating or understanding. The fact is, the physical world is filled with stimulus, confusion, and chaos - so their own world is a much safer and more comfortable place in which to exist. They have "disoriented" themselves from the physical world.
These times of disorientation can be fleeting or may go on for many hours depending upon the circumstance. With extended periods of mental disorientation (or unorientation) to the physical world, many life concepts may have been missed during peak developmental periods...those missing concepts only serve to add to the confusion and chaos.
The goal of the Davis Autism Approach® program is to allow individuals with Autism to orient themselves to, and better understand, the world around them...and, ultimately, to participate fully in life.
Chaos, change in schedule or environment, and high sensitivities to light, smell, sound or texture - all can overwhelm and, in effect, cause the autistic individual to "retreat" into that place which excludes others from participating or understanding. The fact is, the physical world is filled with stimulus, confusion, and chaos - so their own world is a much safer and more comfortable place in which to exist. They have "disoriented" themselves from the physical world.
These times of disorientation can be fleeting or may go on for many hours depending upon the circumstance. With extended periods of mental disorientation (or unorientation) to the physical world, many life concepts may have been missed during peak developmental periods...those missing concepts only serve to add to the confusion and chaos.
The goal of the Davis Autism Approach® program is to allow individuals with Autism to orient themselves to, and better understand, the world around them...and, ultimately, to participate fully in life.
A Three-Tiered Approach
1. Individuation: Using the tried and true methods developed by Ronald D. Davis in his highly recognized work with Dyslexia, the Davis Autism Approach will provide the tools for Autistic individuals to orient themselves mentally to the physical world (become present), as well as to better understand how to regulate their internal energy and stress levels.
2. Identity Development: Next, we can begin to address gaps in the life concepts that have been missed. The first concept is the idea of SELF ("me") - an essential piece of the puzzle that will enable individuation to start or restart, depending on the severity of the Autism. This is done via the Davis Concept Mastery® process, which involves using clay to create models that depict various life scenarios and concepts that are instrumental to making sense of the physical world around them. These concepts serve to develop a self-identity that is complete. These concepts include:
1. Individuation: Using the tried and true methods developed by Ronald D. Davis in his highly recognized work with Dyslexia, the Davis Autism Approach will provide the tools for Autistic individuals to orient themselves mentally to the physical world (become present), as well as to better understand how to regulate their internal energy and stress levels.
2. Identity Development: Next, we can begin to address gaps in the life concepts that have been missed. The first concept is the idea of SELF ("me") - an essential piece of the puzzle that will enable individuation to start or restart, depending on the severity of the Autism. This is done via the Davis Concept Mastery® process, which involves using clay to create models that depict various life scenarios and concepts that are instrumental to making sense of the physical world around them. These concepts serve to develop a self-identity that is complete. These concepts include:
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There are 33 concepts in total that are covered during the Identity Development phase of the program. Each concept builds on the next: first the concept is discussed, then built in clay, and then explored in the environment and at home. So, each concept is internalized before moving on to the next one.
These concepts can be facilitated one-on-one, or can be set up as a coached program (where a parent, loved one, or caretaker is coached by New Chapter Learning and they subsequently work through the concepts with the client). 3. Relationship Concepts: Upon completion of the life concepts, there is one more piece to the puzzle that will enable a person to participate fully in life - having relationships with others! During this phase of the program, we introduce the different kinds of relationships that there are in the world - some are based on rules, others on trust, etc. We then address behaviors and interactions that are appropriate within each type of relationship. With these concepts, clients can now filter new experiences through their complete understanding of the world - making dealing with people and previously stressful situations a much easier process. Each client is different with respect to how quickly the concepts will affect behavior, but once mastered, their journey begins and there's no looking back! More information on the Davis Autism Approach® (external link) |
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Program Prerequisites
For the Davis Programs to be effective, a person must be personally motivated and willing to improve some aspect of learning or school performance.
The Davis programs are DRUG FREE solutions to Dyslexia and ADD/ADHD. Therefore, before a program can be scheduled, clients must disclose all medications. If you have any questions about these requirements, please call 616-534-1385 or email info@newchapterlearning.net.
The Davis programs are DRUG FREE solutions to Dyslexia and ADD/ADHD. Therefore, before a program can be scheduled, clients must disclose all medications. If you have any questions about these requirements, please call 616-534-1385 or email info@newchapterlearning.net.
Programs Include:
- Five consecutive days of one-to-one facilitation (ages 8 and up) or 30 hours of a modified schedule (under age 8). Additional days may be necessary for the Attention Mastery, Math Mastery, and Autism Approach programs (see details above).
- Support training for client’s family, tutor(s) or teacher(s) on the afternoon of the last day to ensure post-program follow-up and success.
- All necessary take-home materials for program follow-up.
- Three return follow-up visits (if necessary) and unlimited phone/email consultations.
