News and Articles

In Their Right Mind

By Joanne Black from New Zealand Listener, May 8, 2010

At least one in 10 New Zealanders are thought to have dyslexia, and their right-brain emphasis could make them a real asset in the workplace - provided they survive their school years.

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Q&A by Abigail Marshall from The Dyslexic Reader

Convinced that son is dyslexic

Q.My 11 year old son was tested for dyslexia this summer and we got his results yesterday. They came back as negative, but I'm still convinced that he has dyslexia. Out of the 37 basic dyslexia symptoms published on the internet, my son has 33 definite symptoms, and two possibles. I asked the tester, "so your telling me that he has all the characteristics of dyslexia, but because he's not a bad enough reader, he doesn't have it?" And she said "Yes." This doesn't sound right to me.

From The Dyslexic Reader (Volume 43, Issue 16)

A.I think you are getting confused by the concept of "diagnosis". Dyslexia is not something that...

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Reported by René Engelbrecht, Master of Arts in Research Psychology

By René Engelbrecht; Thesis written April 2005 available at www.rene-engelbrecht.co.za

South African educator René Engelbrecht worked with a group of 20 Afrikaans-speaking pupils in grade 5-7 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).

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Getting to the Root of Dyslexia

A medication-free program is helping people overcome learning disability: By Mike King, The Gazette – January 27, 2006

Clinton Pazdzierski used to have terrible handwriting and tended to consult his colleagues a little too often about documents when he was a personal finance officer.

"I knew I had difficulties with work, and it was becoming an issue," Pazdzierski, 33, recalled yesterday. "I had a lot of issues with handwriting and comprehension of documents."

It was something he had to struggle with since he was a child and had developed ways to cope.

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An Interview With Ron Davis, Creator of the Davis Dyslexia Correction Method

By Jennifer Brady published in GuidanceChannel.com – November 2005

GuidanceChannel.com: While most people perceive dyslexia to be a curse, you view it as a gift. Why?

Mr. Davis: The very thing that the person is doing that causes a learning problem early on will actually be of great benefit to the individual later on in life. If we look at what dyslexia is composed of, we will understand why it is both a negative and a positive. Dyslexia is a result of a way that the individual is thinking – in pictures rather than words.

There are two basic ways that a human being can think — through either verbal or non-verbal conceptualization. Verbal conceptualization is what most people consider thinking to be — talking to yourself with words, inside of your head and without your mouth moving. Non-verbal conceptualization, is composed of images rather than words. People with dyslexia think with pictures rather than words. Non-verbal conceptualization is actually extraordinarily fast, as images occur in one's mind 32 frames in a second, while the speed of speech is only between four and five words a second.

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Brain Function, Spell Reading, and Sweep-Sweep-Spell

By Abigail Marshall – March 2005

Two of the most important Davis tools for building reading fluency and word recognition skills are Spell-Reading and Sweep-Sweep-Spell. During these reading exercises, the student reads a passage out loud in the company of his support person. When he encounters an unfamiliar word, he spells it out letter by letter; after he says the name of the last letter, if he recognizes the word, he says the word, and then moves on. If he does not recognize the word, his helper supplies it for him, and the student repeats the word – and then continues.

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.

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Brain Science and Dyslexia: How the Newest Studies Show why Dyslexics Must Use Unique Strategies for Reading, and How Davis Methods Build those Strategies:

By Abigail Marshall – July 2003

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.

Typical, non-dyslexic readers rely on a brain system that begins with perception of the letter sequence or words via the visual cortex in the posterior region of the brain (Visual Word Form Area or VWFA), and continues in the auditory cortex in the left temporal (midbrain) region, where sounds of speech are ordinarily processed (Wernicke's area). For more complex reading tasks, the left frontal regions involved in logical thought and speech production (Broca's Area) are also invoked.

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A Framework for Understanding Dyslexia - The Davis Counselling Approach

Article Published in Department of Education and Skills - UK Government Website

The Davis approach to working with people with dyslexia is based on the principle that dyslexic strengths and difficulties share the same root - the dyslexic thinking style. Dyslexics tend to think primarily through pictures and images rather than through the internal monologue used by verbal thinkers.

People who think in pictures tend to use global logic and reasoning strategies, capturing the whole picture rather than working through a process in sequential steps. When they are confused or intrigued by an object or situation, they will mentally move around and explore it from different viewpoints or angles. From this, they develop many abilities and talents in areas such as spatial awareness, creativity, practical skills, lateral thinking and problem-solving.

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