Is there research supporting the Davis® Program?
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Yes! Davis is supported by a growing body of independent research, including many published studies and Master- or Doctoral-level thesis works. Here are a few abstracts and articles that may be of interest:
South African Researchers Report Reading Success with Davis Methods Researchers at University of the Free State in Bloemfontein, South Africa, compared the progress of 18 dyslexic students who were given instruction using Davis Dyslexia Correction techniques with a control group of students from the same school. They reported that over a period of nine months, the Davis students performed significantly better on tests of word recognition skills and spelling than a control group of students taught with phonological strategies. Read the full article here Marshall, A.(2010). South African Researchers Report Reading Success with Davis Methods. Retrieved June 14, 2012 from Dyslexia, the Gift. URL: http://www.dyslexia.com/science/freestate.htm The effect of the Ron Davis programme on the reading ability and psychological functioning of children South African educator René Engelbrecht worked with a group of 20 Afrikaans-speaking pupils in grades five to seven from a school for learners with special needs. These children had all previously been diagnosed with a reading disorder and had an average to above-average intelligence quotient. These children were randomly assigned to a control group (10) and an experimental group (10). This study shows that over a short term the Davis techniques had a positive effect on the reading and spelling ability of participants and on their psychological functioning. The effect was furthermore sustained after the intervention. Read the full article here Decoding Dyslexia - preview Jennifer Poole, Ph.D. conducted a comprehensive study of 14 different methods for dyslexia, including Davis methods, and published her results in the book, "Decoding Dyslexia" (Matador, 2008; ISBN 978-1906510510). She concluded that the key element for a successful approach to dyslexia was to resolve disorientation. She noted that the Davis method was the only approach that used the "orientation" terminology and was expressly based on recognizing and addressing disorientation. Read the preview here Whole Word vs. Phonics Research shows us that there is no one best way to build literacy skills. A balanced approach to teaching reading follows three developmental stages:
Study to investigate the effectiveness of Davis dyslexia correction method on reading performance of male dyslexic third grade elementary students "Effectiveness of Davis Dyslexia Correction Method on Reading Performance of Dyslexic Children," Journal of Applied Psychology. 6(2(22)):41-58, Summer. 2012. Read more: http://www.dyslexia.com/science/researchlist.htm#ixzz3hWtuLyAX Case Study - Malaysia, 2011 Researchers worked with three 13-year-old nonreading dyslexic girls, using a program of clay modeling and reading exercises adapted from Davis Symbol Mastery and the Davis reading exercises. Post-test results showed that all three students were able to fluently read a passage containing words studied with clay modeling, as well as correctly identify and spell all words; however they were not able to learn a different passage studied without use of clay.
Read more: http://www.dyslexia.com/science/research.htm#ambrose#ixzz3hWv1BVkd Research which supports Dyslexics have special talents in the area of visualization Read the full article here Brain Scans Show Dyslexics Read Better with Alternative Strategies Scientists studying the brain have found that dyslexic adults who become capable readers use different neural pathways than non-dyslexics. This research shows that there are two independent systems for reading: one that is typical for the majority of readers, and another that is more effective for the dyslexic thinker. Read the full article here Marshall, A. (2003). Brain Scans Show Dyslexics Read Better with Alternative Strategies. Retrieved June 14, 2012 from Dyslexia, the Gift. URL: http://www.dyslexia.com/science/different_pathways.htm How Research Supports the Davis Reading Method Spell-Reading and Sweep-Sweep-Spell are important because they build a vital center for reading in the brain. Beginning readers often rely exclusively on phonetic decoding strategies for all words, a process usually centered in the mid-temporal lobe of the left hemisphere, where letter sounds are connected to words. This is a workable means of decoding words, but it is slow – and it is particularly difficult for most dyslexics. Read the full PDF article here © 2005 Abigail Marshall and Davis Dyslexia Association International. All rights reserved. Used with permission. Brain Science and Dyslexia: How the Newest Studies Show why Dyslexics Must Use Unique Strategies for Reading, and How Davis Methods Build those Strategies Brain scan research shows that dyslexic adults who have overcome early reading problems and acquired strong literacy skills use different neural pathways than non-dyslexics. Read the full article here [reprinted with permission by Abigail Marshall – July 2003] |
See the most recent listing of articles published in research journals, books, or through universities or public agencies which include reference to Davis' books or the Davis approach to dyslexia.
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