Though Coleman's recent reevals show huge progress, as the curriculum gets more challenging and time passes, we'll have to stay on top of the issues and continue to practice strategies to cope and improve.
Though released from the SPLA therapist, she recommended an Occupational Therapist eval for visual perception issues. I still want us all (the family) to get some counseling, to continue to help improve understanding and lingering self-esteem issues. And we're also considering trying an Orton-Gillingham program, to help with Coleman's continued weakness in decoding.
One thing is for sure - we will definitely do more Davis Program work this summer!
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I will begin a teaching program this month to become a special education teacher. I learned about the Davis method online, and I am wondering how it works. The library is ordering a copy of his book and I am waiting for it to come in. I really can't wait to read it - I've read such rave reviews about the method.
Anyway, I am wondering , how do children learn to read if they are not decoding. You mentioned trying the Orton-Gillingham method to help your son improve his decoding skills. Does the Davis method teach him to memorize words? That sounds laborious.
Hi Jmannii,
In my opinion, one reason that Coleman didn't learn to decode well is because he had hearing problems during the time in his life that language is acquired (hearing issues steming from chronic ear infections, sinus infections, allergies). This contributed to his inability to take in language and process it (receptive language) and then his ability to express himself.
The dyslexia component, I think, is genetic (just my opinion) -- I see the same strengths and weaknesses in his father. But, his father can decode very well and was a spelling-bee champion.
One issue, though, certainly helps to perpetuate the other... and some dyslexics often have issues processing and expressing the spoken language without having ever been diagnosed with receptive and/or expressive language disorder.
In my opinion, the Davis program teaches the fundamental strategies that help dyslexics take control of their disoriented state... so that are then able to learn decoding or whatever skill area they are lacking. I think it needs to come first - before any specific tutoring for decoding, etc. It lays the foundation needed for real mastery to occur. At least from what I've seen...
For example, Coleman worked for weeks with the SPLA therapist... and she did make great headway in rapid naming/ memorization skills... but no progress in reading or reading comprehension. That is, until the very session after our week in the Davis program... there was a significant difference that even she was amazed by.
The Davis program doesn't teach one to memorize words... but to picture them. Just as you wouldn't memorize what a dog looks like... you can just close your eyes and see it in an instant. And it doesn't teach you to do this with ALL words in the English language.... just "trigger" words... words that have no real objective meaning... words that can't typically be pictured in the mind. For example, the words as, by, the, although .
The Davis program also has a reading method whereby all letters except the first letter of the word are covered up... then you show the second letter... then the third... the students first works on saying the letters... then at the end of the word they say the word. It's slow and tedious but you only do this for a few lines... until the student has slowed themselves down and is concentrating and doesn't make any mistakes...
then you show one word at a time... then one line... then one sentence... paragraph...
and stop at the end of each paragraph to discuss it's meaning (for comprehension).
So this "sweep" method really assumes that the basic skills for reading are already there... but teaches the student a strategy for mastering them (slow down, read each word - don't skip, concentrate, stop and assess comprehension).
Another component has students visualize punctuation and relate it to something they know... for example, a period as a stop sign.
One day we were leaving a subdivision and I paused at a real stop sign but did not come to a complete stop before proceeding... Coleman said, "Mom, that was a comma!"
So... in the end, our plan is to finish with most of his trigger words first... and then get Orton-Gillingham help w/ decoding.
There are some schools -mostly in the Western US and overseas - that are adopting Davis methods for use with ALL students... they've found that it the strategies can be a benefit to students with ADD or with no apparent academic problems at all... that test-taking skills have improved and standardized test scores have gone up across the board.
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