Davis technique to eliminate dyslexia exercises. Davis Ronald
This book is taken from the website http://davis-method.narod.ru/
Ronald D. Davies
Dyslexia
In honor of and in memory of Harold Joseph Anderson, a man who cared.
Foreword by Dr. Jone Smithvii
Introduction xv
Expressions of thanksxvii
Part one. What is dyslexia really.
| Chapter 1. | Underlying talent. | 9 |
| Chapter 2. | Learning disability. | 11 |
| Chapter 3 | Consequences of disorientation. | 14 |
| Chapter 4 | Dyslexia in action. | 17 |
| Chapter 5 | compulsive solutions. | 20 |
| Chapter 6 | Reading problems. | 22 |
| Chapter 7 | Spelling problems. | 25 |
| Chapter 8 | Problems with mathematics. | 26 |
| Chapter 9 | Handwriting problems. | 28 |
| Chapter 10 | The newest type of disability: ADD | 32 |
| Chapter 11 | Clumsiness. | 35 |
| Chapter 12 | Real solution. | 37 |
Part two. Little P.D. - evolutionary theory of dyslexia
Part three. Gift
Part four. What do we do with it
| Chapter 22 | How can this be determined? | 59 |
| Chapter 23 | Symptoms of disorientation | 61 |
| Chapter 24 | mental eye | 63 |
| Chapter 25 | Performing the Davis Procedures | 66 |
| Chapter 26 | Perceptual Ability Assessment | 69 |
| Chapter 27 | Switching | 73 |
| Chapter 28 | Discharging and checking | 84 |
| Chapter 29 | Fine tuning | 87 |
| Chapter 30 | Coordination | 91 |
| Chapter 31 | Basic Form of Symbol Mastery | 92 |
| Chapter 32 | Three steps to easy reading | 98 |
| Chapter 33 | "Mastering symbols" as applied to words | 101 |
| Chapter 34 | Continuation of the process | 107 |
| Recommended References | 108 |
|
| Glossary | 110 |
|
Foreword
In twenty-five years of working with students with learning disabilities, I have come to the conclusion that it is always the student who teaches me what I need to know. So it's not surprising to me that a dyslexic would take it upon himself to teach us what we need to know about dyslexia.
As a student, Ron Davies suffered the injustice, mistreatment, and humiliation that most people with a unique way of learning called "dyslexia" are familiar with. The combination of talent and inability described in Ron's book will be instantly recognizable by others who possess this unique combination of skill and difficulty.
As a teacher, Ron Davies provides us with a personal and experiential understanding of what a dyslexic student faces. In terms we can understand, he describes how the learning process is different for a person with dyslexia. He makes the experience real and, in doing so, gives us the inner understanding of the process necessary for effective learning.
Ron's Achievement Keys unlocked four different locks that stand in the way of learning:
The key to understanding that a dyslexic's way of learning is, in fact, a talent.
The key to comprehending the spatial perception characteristic of a dyslexic.
Key to the conceptualization of disorientation.
The key to methods of controlling disorientation and therefore controlling the symptoms of dyslexia.
Some dyslexics find that they absolutely cannot learn to read. As adults, they still struggle with sounds and letters, putting them together to decipher words. They cannot remember symbols or a combination of symbols. The words they know don't look familiar on the page. Their ability to recognize words is usually rated below that of a third grade student, even though they may have worked on reading for years.
Other people can read words relatively well. When they read aloud, everything sounds clear. But these students find that they do not understand what they are reading. They have to read the sentence several times to get some sense out of it. They tend to have severe writing difficulties and find the symbols of the language very discouraging.
Both types of dyslexics experience the same humiliation and frustration. (Translator's note: frustration- crazy., a deep chronic feeling or state of insecurity, despondency and dissatisfaction as a result of unfulfilled desires, internal conflicts or other unresolved problems). They are technically illiterate and limited in their freedom to make the printed word work for them.
These people have always been of particular interest to educators and researchers. Their inability to read and the use of their mental abilities in a traditional way has spurred our organization to continue seeking answers and solutions to their discomfort. In an effort to help our clients, at the Melvin-Smith Learning Center we study each and every new method that comes up.
In 1983, the parents of a dyslexic student in our school's program took him to the Ron Davis Research Center. It was our first encounter with a truly unique program. When the student returned to school, he felt "in heaven" from his progress. He claimed that for the first time he could concentrate and focus on completing a task to the end.
I immediately asked him what it was that had changed him so much. "I can't tell you, Dr. Smith," he replied. "It can make you sick. Only people with dyslexia can do it. It makes other people sick." Now I understand that he was referring to the "Providing Guidance for Orientation Control" program that he went through, and side effect nausea, which sometimes causes disorientation in people who are not dyslexic. But at the time, I was both confused and skeptical. I decided to wait and watch him to see if there were any lasting changes in his studies.
In front of me was a student whose ability to focus on class had clearly improved. By the end of the eighth grade, he was accepted into a prestigious high school, and it was clear that he was making progress. In the Word and Symbol Mastery program, he showed a correspondingly increased degree of confidence and gradual changes in reading and writing skills.
Two years later, I met another student who was about to enter the Reading Research Center program. This time the situation was different. I was offered to go with her and learn the methods that would apply to be her supervisor after she completed the program. My curiosity had already been piqued, so I was eager to learn the program from personal experience.
After what I saw, I decided to learn the techniques of "Giving Davis Orientation Control Advice" and the technique of "Mastering Davis Symbols". Since then, some other teachers on our staff have been trained in this way, and we use these methods all the time at the Melvin-Smith Learning Center.
Davis's concept of "orientation" is most easily understood by educators and psychologists as "attention." "Providing Orientation Control Recommendations" gives the client a stable state and a reference point for focusing attention. This is important to prevent disorientation and confusion when working with symbols for good reading, writing, spelling, speaking, and computing. There is strong visual stabilization, which promotes focus and creates a sense of "control" that most clients attest to. Taking control of your learning system and taking responsibility for it is very important for learning, especially when learning something as complex as a reading system.
It is correct to present the way of learning that dyslexics use as a talent. Over the years, we have noticed that people who experience symptoms of dyslexia are people with high intellectual development. On the other hand, talents that cause susceptibility to the confusion of information that symbols carry are a valuable quality. For example, people who "see" the spatial characteristics of our world intuitively understand how things work. They discover that they have an innate ability to fix things, to understand motors, electronic devices, plumbing systems, construction, art, and other related fields. Tasks that require the ability to visualize something creatively or otherwise are often easy for people with such gifts. This is most likely why so many inventors, scientists, athletes, and creatives are discovering that they, too, have symptoms of dyslexia.
Following the Orientation Guidance Program, Ron Davies' Symbol Mastery is applied to improve the student's reading and writing skills primarily by eliminating confusion about letters, words, numbers, punctuation, and math symbols. These techniques have excellent grounding in learning theory. They involve each of the senses in learning and provide the concept of integration. Students see, touch, discuss and conceptualize the information they are learning. The application of the method of intense mixed perception provides stimulation of important areas of the brain and promotes long-term retention.
When clients receive information after they have made an assessment, they often say, "This is it. This is how I feel." At that moment, their isolation and confusion disappear. They are ready for the changes that may accompany the therapeutic program.
The combination of student and teacher that Ron shared with us in his book has enriched our understanding of the millions of people who have a unique learning method known as dyslexia. Ron's work has given us the means to understand the dyslexic student. He developed a number effective methods to meet unique learning needs, which in turn gave us newfound hope for success.
Jone M. Smith, Ph.D. Educational Psychologist Licensed Speech Therapist
Dr. Jone Smith, Ph.D. in Education, works at the Melvin-Smith Learning Center, which has its corporate headquarters in Sacramento, California. She has authored and co-authored numerous books and articles on special education issues. Her latest post is titled "You Don't Have to Be Dyslexic" ("YouDon"
thavetoBeDyslexic ").
Author's note
The Gift of Dyslexia is purposely printed in larger print and with as few hyphens as possible so that the dyslexic can easily read it.
Introduction
(a scene from my life in 1949)
The clock on the wall in the classroom is ticking slower and slower.
Teak. . . teak. . . teak
"Please hurry! Please hurry!
Please, please, please hurry!" Little boy barely audible whispers these words. Every muscle in his body is tense. Hands twitch and tremble. Tightly clenched knees shake and touch the wall in the corner. He slowly rocks back and forth, but tries not to move the folded white handkerchief, his label of contempt, draped like a flag over his head.
"Please please!" he whispers again. Then he draws in a breath and twitches his leg. But that doesn't help; nothing can help. After a few minutes it starts, first a little trickle and then everything else. He quietly hopes it won't be so much that a puddle will form on the floor.
He leans over, pressing his face tightly into the corner. His arms are crossed on his knee, hoping to hide the wet spot. Now he is glad that he will not leave school when other children leave. Perhaps they will all be gone when he leaves, and no one will see; no one will tease him. He had cherished this dream at least a hundred times before, but perhaps this time he would not hear those terrible words:
"Backward!"
"Backward!"
"Look at the retard."
"The retard pissed his pants again."
He winces at the bell telling him that the school day is over. In the corner, in the midst of the trampling and noise of leaving children, a boy sits without moving, hoping that no one is looking in his direction. If he could become invisible, he would become invisible. And until there is silence in the class, he does not dare to move, he does not dare to make a sound.
The noise is getting quieter and the clock is ticking louder. Teak. . . tick, tick!
The boy is barely audible whispering something that only he should hear.
If he hadn't done it already, he'd be pissing his pants again now. He hides as much as possible in a corner and tries to become very, very small.
One of the hands that has put him in a corner grabs his shoulder and pulls him out. "What you said?" - requires a voice.
"I asked God to make sure that I no longer sit in the corner."
This childish prayer is the main reason for writing this book.
Expressions of thanks
Even though this book has my name and Eldon Brown's name on it, we are not the only creators of it. My wife, Alice, has worked just as hard to get this book into your hands as any of us. She was not only our editor, she also reconciled us in our conflicts, smoothed out ruffled feathers, and healed hurt pride.
Two other individuals deserve special thanks: Dr. Fatima Ali, who since 1981 has been Chief Executive Officer of the Center for Reading Research and my mentor, and Larry J. Rochester, without whom we would never have begun this work.
Here are the names of other people who gave us inspiration, were dedicated and helped us:
Rakaya Ansari
Courtney Davis
Dr. Richard Blasband
Sara Derr
Elise Helmic Davies
Jim Evers
Bill and Charlotte Foster
Dr. Louis Genn Jeff Gershaw
Dr. Albert Geise
Larry and Susan Gilbert
Dr. Brian Halevi-Goldman
Rev. Beth Gray Chris Jackson
BettyAnne and Delil Judah
Kate and June Monegen
Vicki Morgan Jacqueline
Pratt Dana Rahlmann
Marilyn Rosenthal
Dr. Barry Schwartz
Dr. Jone Smith
Gil Stowell Dorothy Towner
Finally, I give my thanks to the thousands of dyslexics who have walked through the doors of the Center for Reading Research and those who continue to come every week. It is they who answer my prayer and help me finally get out of my corner.
COANY WINKERBIN
LISTEN BODEN. . . IF THIS TEST SHOWS YOU HAVE DYSLEXIA, IT DOESN'T MEAN YOU ARE STUPID!
OH YEAH! NAME ME A SMART PERSON WHO HAD DYSLEXIA!
NAME TWENTY-FOUR MORE!
"Methodology of D. Davis to eliminate dyslexia"
The article was prepared by a teacher - speech therapist MOU secondary school No. 51
Barashikova Natalia Viktorovna, living in the city of Tver.
Ronald D. Davies is an engineer, businessman, and sculptor and founder of the Reading Research Center at the Dyslexia Correction Center in California, USA. Like many dyslexics, he had a hard time at school, and teachers unanimously declared that he was "retarded." Despite this, Davis was gifted with an unusual talent for creativity and imagination, and, having coped with his problem on his own, achieved great success in life. At the age of 38, he made a sensational discovery for himself, which allowed him to eliminate his reading problems, and for the first time he was able to read a book from cover to cover without much difficulty in just a few hours. By developing his methodology, Davis has helped countless people with dyslexia remove barriers to learning and benefit from the natural gifts it can bring. The Davis technique gives a successful result in 99% of cases of its application.
The essence of the technique: help the child master the mechanism of "turning off" disorientation by establishing the so-called "orientation point", from which, with the help of a rich imagination, one can see the world without distortion. This system helps the child master the most difficult two-dimensional printed words and symbols for perception and get their figurative expression in his imagination, thereby eliminating unnecessary gaps in perception.
Physiological basis of the Davis technique
The development of dyslexia is a very complex process, so its occurrence can be regarded as a real miracle.
A special form of perception of information in dyslexics manifests itself even in infancy. Even then, his brain is capable of mentally "completing" the image of the mother by one type of her hand or elbow. The function of the brain that allowed the baby to match the image of the face seen before with the image of a part of the hand and reproduce the image of the whole person is precisely responsible for the symptoms of disorientation. Sounds too fantastic. If such work were done by the brain of an adult, then we could explain this by analytical reasoning and logic. But before us is a three-month-old baby, recognizing things in his environment that he should not be able to recognize for another three years! And, nevertheless, he sees not an elbow, but real person, that is, the face in his brain appears as he would see with his own eyes.
The next stage in the development of dyslexia is the age of about 2 years. At this age, the child shows extreme curiosity. There are no more objects in the apartment that would elude his prying eyes. If a new thing appears in the room, he immediately notices it and accurately determines what it is. His brain in seconds does a great job of looking at an object from all sides, and in his imagination the child received about 2000 options for what the proposed thing could be. If he has not seen such a thing before, then it will cause confusion. Here the dyslexic child automatically and subconsciously uses the disorientation function to recognize objects in his environment as the only correct solution.
The stage of development of a child of three to five years includes the formation of skills of analytical justification and logic. But the dyslexic already has his own system, which gives quick and accurate results compared to those that give analytical justification and logic. The dyslexic does not need such skills, which means that these functions do not develop in him. Therefore, he recognizes objects not consciously, like other children, but with the help of the same disorientation.
Next, children begin to develop verbal conceptualization skills. In fact, the verbal process is many times slower than the mental process. Therefore, when a normal child begins to speak, he automatically begins to think more slowly. A dyslexic, in whom thought flies faster than speech, and a fast slurred stream of words is obtained. The process of developing verbal conceptualization skills (thinking in terms of the sounds of language) can take up to two years. When it reaches its full development, it will become the main way of thinking for most children. So by the age of five, about the time the Kindergarten, ordinary children have already begun to think in the sounds of words. This may be slow, but it will come in very handy as they begin to learn to read. Meanwhile, the dyslexic has never heard any of his own thoughts. He's been too busy thinking in pictures, busy with a process of thinking that happens so fast he doesn't even notice he's doing it.
At the age of six or seven, when children go to school and begin to learn the alphabet, difficulties await dyslexia. Printed words do not evoke in his brain the images that the word implies. The consideration of all variants of writing a letter or word and its absolute incompatibility with the image that it denotes automatically begins. This causes confusion, the child feels nausea and dizziness. By this point in time, the confusion of consciousness automatically activates the part of his brain that changes his perception. At the age of nine, frustration reaches its limit, and the dyslexic discovers a complete learning disability. Lessons become torture. In order to somehow catch up with his peers, he begins to find his own compulsive solutions - memorization, rote memorization and association of sounds, songs, rhymes, concentration. All this allows him to function in the world of words, although such lessons cannot be called real learning. However, in other areas - sports, drawing, applied arts - the child shows remarkable abilities, because they explain orally or with the help of visual demonstration. The problem gets worse with age.
But! Despite everything, the child does not lose the original gift that he developed. The gift of looking at an object or situation and "just knowing" what it is. As the dyslexic continues to observe the world, he also develops a keen intuitive understanding of how things work. He has developed imagination and ingenuity. He is oriented visually and kinesthetically. He can think on the go and react quickly. All these abilities are a great gift that many people are deprived of!
Davis technique is a comprehensive assistance program for dyslexics that helps to quickly cope with difficulties in perception, disorientation and problems with reading and writing.
The technique consists of several procedures, which can be conditionally divided into the following components:
- assessment of the ability of perception;
- switching;
- discharge and check;
- fine tuning;
- coordination;
- development of symbols;
- three steps to easy reading;
- development of symbols in relation to words.
Davis Exercises
Referral Program
Davis orientation control.
The first question that arises in many: "What should be the lesson plan?" Of course, for each child, the schedule of classes should be individual and determined by the specialist of the medical center. In order to achieve quick and effective results, an intensive course on program implementation is recommended. However, even with a longer schedule, good results are also achieved, but the total amount of time spent due to the loss of "tempo" of classes will be much greater. If you do the program "little by little and slowly", then in some cases this may adversely affect the overall goal of a real correction of dyslexia.
1. Assessment of the ability of perception.
This is the initial procedure by which you can determine in which particular difficult area for him the child wants to improve.
Many parents are surprised to learn that it is more important for their child to overcome difficulties in communication or in the ability to make friends than reading or being literate in school. By applying techniques, you can help him remove obstacles in both industries.
The technique teaches the child to create mental images and see the world around him with the help of the so-called "mental eye". It consists in helping the child to imagine a piece of cake on his hand or an object that he can easily imagine with his eyes closed. With the help of various questions about the shape, color, location of the object, the specialist determines a clear mental image of the object on the child's hand. For a more figurative representation, the specialist, as it were, places the child's vision in his own finger. By moving the finger, the child can move his mental vision and "examine" the object with different parties. By the end of the lesson, the child can be distracted from the type of object that he sees with his "mental eye" and restore the original view of the object, mentally examining it at the level of his own eyes. He can imagine that the object disappeared from his left hand and appeared in his right, changed shape or size. If the child has successfully completed the provided exercise, then you can safely proceed to the next stage.
2. Switching.
The second step in correcting dyslexia is the switch (visualization exercise).
The process of correcting dyslexia begins with providing control over perceptual perceptions. This means that the child can learn to consciously “turn on” or “turn off” the disorientation. It was said above that the symptoms of dyslexia are symptoms of disorientation, so once a dyslexic learns how to turn off disorientation, he can "turn off" all of its symptoms. After completing this exercise, it may mistakenly appear that the problem has been solved, but orientation is only the first step in the process of correcting it.
So, after the child has learned to "look" at objects with his "mental eye", it is necessary to imagine that the mental eye is located at the so-called point X, which is the point of orientation for him. This mental point is at the end of an imaginary line running from the previously imagined object on the patient's arm through the nose, head and is located about 30 centimeters from the top of the back of the head. "Fix" this particular place for review by the "mental eye" at this point will help the anchor, which is the intersection of imaginary lines going to point X from the ears and the frontal part of the head. As soon as the child imagines this place, you can not keep in mind an imaginary object and a line coming from it. Now it only represents the intersection of the remaining lines and the place where the "mind's eye" will need to be placed to turn off the disorientation.
In fact, the specialist is interested in a group of brain cells located in the upper part of it and is responsible for disorientation. When these cells are "turned off", the brain receives exactly what the eyes of non-dyslexic people see. That is, if the patient places his mind's eye at this point, he automatically "turns off" his disorientation. The process of placing the "mind's eye" on the point of orientation must be repeated constantly to keep disorientation from confusing consciousness. Also important is the process of keeping the mind's eye exactly at this point, but without tension, otherwise the child may have a headache.
3. Discharging and checking.
This is the stage in which the child learns to discharge the tired imagination, which cannot keep the "mind's eye" on the point of orientation for long and may shift its imaginary location.
Keeping the mind's eye on the point of orientation and not letting it slip is a difficult task. The point is that the "jumping off" of the mind's eye does not happen by itself. When the patient is in a state of confusion, he tries to shift the mind's eye and at the same time tries to prevent it from shifting. This process is called "holding". When a child tries to keep the "mind's eye" motionless for a long time, he will involuntarily rub his neck from behind, complain of a headache, and frown. Then you need to "discharge".
The feeling of discharge is the same feeling that you experience when you breathe in. If the breath is deep, then the discharge is felt throughout the body up to the tips of the fingers and toes. That's the same feeling a tired "mental eye" should feel. To do this, you just need to want such a sensation to arise in the mental eye. You will immediately feel relief in the muscles of the neck. If you transfer the feeling of discharge to the head, then the headache will disappear.
After some time, the orientation point set at the first lesson may change its location. You can check this by asking the child to put his finger at this point. If the dot appears to be misaligned from the correct location, then a slight adjustment must be made by placing your finger in the desired location. When the orientation point has been "adjusted", you can proceed to the next step
4. Fine tuning.
This is a procedure by which the child can find his optimal orientation point, that is, the point at which the orientation will be accurate enough.
It is important to remember that this procedure must be carried out when the manifestations of "floating" of the mental eye with respect to the point of orientation cease. By moving the mind's eye around the existing point of orientation, one can determine its optimal location for the child.
You can move your mind's eye in any direction, but each time you move it, the child will feel off balance. If the orientation point is shifted to the right, then the body loses balance, leaning to the right. However, with slight displacement, the child can find his own mental eye location where he feels most comfortable. Then he will have a perfect sense of balance, and he will be able to stand on one leg without making additional movements in the foot. In addition, dyslexics usually experience a deep sense of well-being.
If the optimal point has been found, it is necessary to strengthen it with the help of an anchor. However, the optimal location may change from time to time. By performing the fine-tuning exercise, the child will be able to easily adapt and find "his" point of orientation again.
5. Coordination.
A method by which you can permanently eliminate the confusion in the concepts of "right" and "left".
This process aims to address the problem of dyspraxia or clumsiness. Coordination must be carried out periodically after the "Fine Tuning" procedure.
First you need to check the point of orientation of the child. Then ask him to stand on one leg and balance his body. Taking 2 small soft balls, you need to throw them so that he catches them different hands(one - with one hand, the other - with the other hand), first in turn, then simultaneously, and then simultaneously with a slope to the right or left, so that the child crosses the line of symmetry of his body in order to catch both balls. He must catch them without losing his balance. Periodically performing such an exercise, clumsiness can be negated. It is also good to do this exercise during a break when applying the following "Symbol Mastery" technique for small words.
6. Mastering the symbols.
Difficulties in reading and writing, as well as problems with the perception of printed text, are also solvable. Earlier it was said that a dyslexic child has problems with the perception of printed characters, which in his understanding are not perceived as images. These can be prepositions, interjections, individual words that are difficult to imagine. As you know, a misunderstood or misunderstood word leaves a void in the perception, and a piece of the read text simply flies out of the head. What about a child who studies at school, because he has to read, learn poetry, formulas and theorems?
The dyslexic's perception is such that it only accepts a three-dimensional image. A two-dimensional and, moreover, incomprehensible symbol can cause confusion and disorientation in him. Let's conditionally call such words and symbols "starters" of dyslexia. For most dyslexics, symptoms of disorientation can be "triggered" by certain letters of the alphabet and punctuation marks, mathematical symbols, and numbers.
Solution.
According to statistics, 20% of what is heard, 40% of what is seen and 80% of what a person does himself is assimilated. So, letters, words, signs, numbers for the best development, the child must make himself in a three-dimensional, tangible image and identify it with ordinary printed letters and numbers. After that, the child must check whether the letters are arranged correctly and whether they are in the same sequence. He must be able to pronounce the alphabet in direct and reverse sequence. If some letters cause difficulties for him, then you need to work with these letters. The child must say how the molded and written letters differ, what letters come before and after it, in a word, work with this letter until it ceases to cause difficulties.
Symbols are a little different. The child must learn to find punctuation marks in the text and know what to do when he sees such a mark in the text. It is important to be able to give examples of how a punctuation mark or other sign or symbol is used.
7. Three steps to easy reading.
The attention of dyslexics is somewhat scattered. Looking at an object, they will perceive it not in parts, but only as a whole. Therefore, they also look at the word as one whole. And they learn to read by looking at whole words and guessing what is given word. Such guessing eliminates the sense of certainty needed to gain confidence in one's abilities.
First step
- to spell.
Goals:
- teach the child to look from left to right when reading;
- help learn to recognize groups of letters as words.
At this stage, there is no need for reading comprehension. The main goal: to learn to recognize the letters in the word and read them in the order in which they are written. This technique trains the brain and eyes when reading to go through the word from left to right.
Dyslexics have trouble reading if they either try to read too fast or focus too much on the material being read. Therefore, it is necessary to choose the lightest book so that it is read without tension. If a child at the sight a large number words, confusion arises, then you can cover the text below the readable line with a piece of paper.
It is very important not to miss the moment when the child loses orientation. Then you need to check the location of the orientation point and take a short break.
Second step
- run through the eyes, read the letters.
Purpose: to continue the process of moving the gaze from left to right and recognizing words.
If the child cannot pronounce what he has just read, then you must first ask him to spell the word again and tell him what it means, and then ask him to repeat it. When most letters are recognized, it is necessary to move to a more difficult level of reading.
Third step
- punctuation in images.
Purpose: understanding of the material being read.
In any language, after each complete thought there is a punctuation mark, with the help of them it stands out. Each complete thought can be depicted or felt. After reading, the child needs to add meaning to what he just read. Having met a punctuation mark, you must ask him to imagine in his mind what he has just read. If a child has come across a word that is not a trigger for disorientation, but it is not understood, then it is necessary to master the very meaning of the word by reading it in a simple dictionary.
8. Mastering symbols in relation to words.
Most people don't know the definitions of common words that are the most commonly used in the language. For example, many find it difficult to give any other definition of the word "in" except that it is a preposition.
The procedure of the Symbol Mastery technique consists of several stages:
- look up the word in the dictionary;
- find out how it is pronounced (transcription);
- read the first definition aloud along with the sentence given as an example;
- establish a clear understanding of the definition, discuss it, make a sentence or phrases using this word with such a definition;
- make a model of the concept described by the definition out of plasticine (for example, for the image of the preposition "in" you can fashion the image "plug in the socket", or the scene "children play a game");
- make a symbol or letters of a word out of plasticine and make sure the spelling is correct;
- create a mental image of what was created;
- say aloud: "This word means definition (This high means more than normal height)", say aloud to a word or symbol: "Here it says (word) ..."
You need to keep making sentences and phrases until you can do it easily and without tension.
Development of reading technique in schoolchildren with dyslexia
A person remembers not what is constantly before his eyes, but what flickers. Therefore, in order to master some skills, bringing them to automatism, it is necessary to carry out not long-term exercises, but short ones, but with great frequency. An hour and a half of training will not give any benefit and will even suppress any desire to read in a child. It is much better to spend them for 5 minutes several times a day and even before bedtime.
1. The method of buzzing reading is very interesting. With buzzing reading, you and your child read aloud at the same time, in an undertone, each at their own speed, for 5 minutes.
2. Reading before bed gives good results. The fact is that the last events of the day are fixed by emotional memory, and during sleep a person is under their impression. The body gets used to this state. It was not for nothing that even 200 years ago it was said: "Student living in the sciences, learn the hymnal for the dream to come."
If the child does not like to read, then a gentle reading mode is necessary: one or two lines are read, then a short rest is arranged. This mode is obtained when a child looks at filmstrips: he read two lines under the frame, looked at the picture, and rested. Filmstrips should be entertaining content (fairy tales, adventures).
The development of reading technique is hampered due to underdeveloped working memory: after reading three or four words, the child already forgets the first and cannot understand the meaning of the sentence. This situation can be corrected with the help of visual dictations developed by Professor I. T. Fedorenko (Kharkov). In each of the 18 sets of 6 sentences: the first (“The snow is melting”) contains only two words of 8 letters, and the last one already has 46 letters, the increase in the length of the sentence occurs gradually, one to two letters. What is the best way to conduct visual dictations? Write out on a piece of paper to the child either 5 sentences at once, which open one at a time, or one is written. A certain time is allotted for reading each sentence, which is indicated after it. Your child reads the sentence silently and tries to remember it. Invite him to close his eyes and imagine how it was written and repeat it to himself. Then remove the piece of paper with the written sentence. The child writes down the text. Visual dictations should be written daily.
Texts of visual dictations (according to I. T. Fedorenko)
Dictation 1
1. The snow is melting. (8 letters)
2. It's raining. (nine)
3. The sky is gloomy. (10)
4. Kolya fell ill. (eleven)
5. Birds sang. (eleven)
Dictation 2
1. The field is empty. (12)
2. Frosts are cracking. (12)
3. I am looking for strawberries. (13)
4. A spruce grew in the forest. (13)
5. Autumn has come. (fourteen)
Dictation 3
1. The days are getting shorter. (fourteen)
2. There are a lot of birches in the forest. (15)
3. The birds have arrived. (15)
4. The sun is shining brightly. (16)
5. Lida wiped the board. (16)
Dictation 4
1. Streams run merrily. (16)
2. A sharp wind blew. (16)
3. Zoya studies hard. (17)
4. Woodpecker hollowed out a tree. (17)
5. I want to plant flowers. (eighteen)
Dictation 5
1. Hoarfrost fluffed up the trees. (eighteen)
2. Flowers wither without water. (19)
3. The hot summer has flown by. (19)
4. A spruce was planted near the house. (twenty)
5. The sun shines and warms. (twenty)
Dictation 6
1. Fedya solved the problem at the blackboard. (21)
2. The dawn caught fire in the sky. (21)
3. Frost sparkled on the trees. (21)
4. The city of Kyiv stands on the Dnieper. (22)
5. Strawberries are harvested in the forest. (22)
Dictation 7
1. In winter, the river was covered with ice. (23)
2. The boy gave his mother flowers. (23)
3. Peasants work in the meadow. (23)
4. The attendants wiped the dust off the board. (24)
5. Chickens got out of the box. (24)
Dictation 8
1. We lived near a birch grove. (24)
2. The sky was covered with gray clouds. (25)
3. The children planted an acacia tree in the yard. (25)
4. Grandmother bought a primer for her grandson. (25)
5. The warm sun warmed the earth. (26)
Dictation 9
1. My sister works in a factory. (26)
2. The spring sun gently warmed. (26)
3. It's raining. (10)
4. We love our Kyiv. (fourteen)
5. Take care of your study items. (17)
Dictation 10
1. Andrey has a clean notebook. (twenty)
2. Help your friend. (21)
3. The waters of the seas taste salty. (22)
4. Our country is fighting for peace. (22)
5. These boys are funny guys. (24)
Dictation 11
1. Children went to the forest for mushrooms. (23)
2. Started big change. (23)
3. Boys are future excellent students. (24)
4. The streets of our city are beautiful. (24)
5. Moscow is the capital of our Motherland. (24)
Dictation 12
1. Schoolchildren water the seedlings. (24)
2. The deputies gathered for the congress. (24)
3. One must be honest and truthful. (25)
4. Stars shine on the towers of the Kremlin. (25)
5. In the summer, our family lived on the Volga. (25)
Dictation 13
1. Thick rye is merrily earing. (25)
2. The fields were covered with white snow. (25)
3. We read an interesting story. (25)
4. The scientist worked hard and hard. (25)
5. New houses are growing very fast. (26)
Dictation 14
1. Mitrofan Fomich got out of the car. (26)
2. The boys brought dry branches. (26)
3. Rye and wheat ripen in the field. (26)
4. Young people came to the construction site. (24)
5. Children of all countries want to live in peace. (27)
Dictation 15
1. A fresh breeze blew a coolness. (28)
2. Lightning flashed and thunder rumbled. (28)
3. Farmers have mowed meadows and fields for a long time. (28)
4. The squirrel climbed onto the top branch. (29)
5. The sun was shining brightly and the children were swimming. (thirty)
Dictation 16
1. All the people are proud of the heroes of space. (29)
2. Grandfather Philip tends a large flock. (thirty)
3. I love to meet the sunrise in the field. (32)
4. A large gray cloud rose behind the river. (32)
5. Evenki hunters live in the distant taiga. (33)
Dictation 17
1. Everyone rejoiced at the meeting with the astronauts. (33)
2. The scouts set off on a dangerous path. (33)
3. A friendly family will turn the earth into gold. (34)
4. Shoes should always be cleaned of dust. (34)
5. Our cheerful garden will bloom, turn green. (34)
Dictation 18
1. Blueness appeared between the thinning tops. (35)
2. The free wide steppes of Ukraine are good. (35)
3. The dog barks at the brave, but bites the cowardly. (36)
4. The school tells us to work, the detachment teaches this. (36)
5. Our people want to live in peace with all nations. (37)
Dictation 19
1. There are predatory animals in the taiga: wolves, lynxes. (36)
2. The moon makes its way through the wavy mists. (36)
3. Schoolchildren are preparing for the new school year. (37)
4. Lots of work in the school garden in early spring. (36)
5. There is a rest camp on the seashore. (34)
Dictation 20
1. Soon the sky will be covered with clouds, it will rain. (38)
2. Once, in the cold winter season, I came out of the forest. (38)
3. Water broke out from under the ground, and a spring was born. (39)
4. The builders laid a highway from the city to the taiga. (37)
5. The flowers were unfamiliar, similar to bells. (40)
Dictation 21
1. Cool water refreshes tired guys well. (41)
2. Waves play, the wind whistles, and the mast bends and creaks. (42)
3. Victory over the enemy filled the warrior's chest with happiness. (42)
4. Every day, thousands of people move into new apartments. (43)
5. Schoolchildren grow tangerines, lemons, oranges. (44)
Dictation 22
1. A border guard carefully walks along an overgrown forest path. (45)
2. The boss went to the window and saw a house under construction behind it. (46)
3. Our country lives in peace and friendship with other nations. (43)
4. Part of Siberia is covered with steep and precipitous mountains. (43
5. A beautiful full-flowing river Yenisei flows in our region. (46)
Reading at the pace of a tongue twister is intended fordevelopment of the articulatory apparatus , Special attention refers to the clarity of reading the endings of words.
Work is constantly being done on development of phonemic hearing using purely proverbs, tongue twisters, proverbs, sayings.
An indispensable condition for improving reading technique is constant systematic work on analysis and synthesis of words.
Basic techniques and methods of working with dyslexic children:
Respiratory, visual and articulatory gymnastics.
Method of kinesiology correction.
Stimulating massage and self-massage of hands and fingers.
Rhythmic speech, music and vitamin therapy.
Mirror-symmetrical drawing with both hands.
Exercises for the development of visual-motor coordination, operational field of reading, anticipatory perception of the word.
Modified visual dictations Fedorenko-Palchenko.
Intellectual-developing word games: anagrams, isographs, , cryptograms, shifters, magic chains, verbal labyrinths, matryoshka words and others.
Search tables for the words "Photo eye".
Voiced reading method.
Method of verbal anagrams.
Automation of operational reading units according to special syllabic tables.
The Davis Method for Correcting Dyslexia - An Overview
Davis Dyslexia Correction—a brief overview
Abigail Marshall, Director of Dyslexia Is a Gift, describes the Davis Method
Five years ago, my son's life was turned upside down when we tried some simple exercises that we found in Ron Davies' newly released book, The Gift of Dyslexia. After years of struggle, tears, frustration and anger, my son's reading problems seemed to dissipate almost magically in less than an hour after we started doing the first exercise in the book. The pain of reading had given way to the exhilaration of discovery, and my son was eager to put his newfound skill to the test. A little boy, then 11 years old, who struggled with third grade material, became an avid reader, rising to his grade level in a few weeks and exceeding it in a few months.
My life changed too, because I soon discovered that despite the fact that Ron Davies' technique, which he describes in his book, had worked well for 15 years of its use in working with dyslexics of all ages, it seemed that few know about his work. In fact, Davies wrote this book after he was strongly rebuffed by educators and founded a dyslexia correction organization to introduce his innovative, out-of-the-box approach to the phenomenon. He believed that if he could not get leading figures in education to study and apply his methodology, then at least he could write a guide for parents to do what I did - open the doors to reading for their children.
Less than a year later, I left my successful career - I was a lawyer - to lead a new organization, the Davis Dyslexia Association International (DDAI), created to provide information about the Davis technique, to develop a set of standards for the Davis program and teach educators and individuals who provide the system how to use these methods. This was in 1995. Today, at the end of 1999, DDAI has branches in Mexico and five European countries, more than 120 people worldwide have been licensed to provide this system and the right to work as Davis instructors, and hundreds more teachers and parents have received initial education by participating in seminars regularly held in five different languages. Most importantly, thousands of children and adults with dyslexia and related problems have successfully graduated from the Davis program. Many of them, like my son, are now excellent students in secondary and higher educational institutions.
In this article, I will give a brief overview of some of the main aspects of the Davis Method, including the Davis Theory and the main methods for correcting dyslexia using the Davis system.
Davis Theory:
Before he came up with any theory on dyslexia, Ron Davies, as a highly dyslexic adult, discovered how to "correct" his own dyslexia. Until the age of 38, he always accepted the official statements of specialists who diagnosed him as "mentally retarded." And although his intelligence quotient (IQ) was 160, he knew that he would never be able to read and write without hard effort, because there was something very abnormal with his brain.
Then he noticed that sometimes his dyslexia worsened. He, an engineer by profession, had the idea that if he could figure out how to make his dyslexia condition worse, then somehow he would find the key to how to improve it. The first step towards unraveling was taken when he worked as an amateur sculptor - then, at the highest moments of creativity, dyslexia worsened to the extreme.
So he locked himself in a hotel room and practiced worsening his dyslexia condition. Then he worked on improving it. Three days later, the moment came when he suddenly saw clearly the letters on his hotel card. Stunned that all the letters were the same size and the words were separated from each other, he went to the public library, took the book "Treasure Island" from the shelf, sat down and read it from the first to the last page before the library ended the working day.
It wasn't a solution to dyslexia, but it was the start of a journey. Davies shared his insights with others, learning to his surprise that most of his artist friends were also dyslexics, and through trial and error he developed a reliable way to help others overcome dyslexia. About a year later, he opened his first clinic for people with reading problems.
The Davis Theory is based on trial and error and is the explanation for why the Davis Method works. Briefly, it can be stated as follows:
All dyslexics are primarily image thinkers: they think in mental or sensory representations instead of using words, sentences, or internal dialogues (self-talk) in their minds. Because this way of thinking is subconscious - faster than a person can realize - most dyslexics do not realize that this is exactly what they are doing.
Since dyslexics think in images or representations, they try to apply general logic and reasoning by looking at the "big image" to understand the world around them. They can do very well as clever and imaginative thinkers in practical life activities and in solving real-world objective problems, but they fail in situations where verbal, linear, step-by-step justification is required. When you look at a picture of a dog, you don't move your consciousness from the tail to the sides, to the legs, to the front of the torso, to the head, to the ears, to the nose, to find out it's a dog. You see all parts of the body at once together and conclude that this is a dog. If most of your thought process, or your entire thought process, were in images, you would be in the habit of defining everything you see by looking at the whole thing or situation at once.
While thinking primarily in images, dyslexics also tend to develop very strong imaginations and use reasoning based on images or feelings rather than verbal thinking to solve problems. If they are confused (or intrigued) at first, they will mentally rotate the object to view it from different sides or angles. With this process of thinking, they develop many unique abilities and talents.
Such ability may also be the basis for the problem to arise. Being in a state of disorientation, a person will perceive his thinking as a reality. Most people experience a state of disorientation if they are in front of an optical illusion or are under the influence of a deceptive sensory stimulus, such as in entertainment representations of virtual reality phenomena. But dyslexics find themselves in a state of disorientation on a daily basis; it is their natural mental response to any confusing sensory information—as well as to creative problem solving.
Dyslexics usually have difficulty with unrealistic objects and symbolic objects, such as letters and numbers. Trying to understand the symbols as if they were an automobile engine or an engineering scheme, they may fall into a state of disorientation. This leads to the well-known symptoms of substitutions, omissions, reversals or shifts when reading or writing letters and words. The manifestations of disorientation are not limited to visual input; many dyslexics cannot hear words or hear garbled versions of words or sequences of words in sentences. Their sense of time may seem distorted, and their movements may appear slow and clumsy.
Repeated mistakes as a result of distorted perception due to disorientation inevitably lead to emotional reactions, despair and hopelessness, and loss of self-esteem. In trying to resolve this dilemma, each dyslexic will begin to develop a set of coping mechanisms and required behaviors to deal with these problems. Ron Davies calls them "old solutions". Mechanical memorization, alphabetical song, attracting mom to perform homework, pretense, illegible handwriting that hides bad spelling, clever deception, and avoidance of any task related to school or reading are just a few examples. Such manifestations can begin to develop as early as the age of six or seven years. An adult dyslexic will have a full range of these behaviors. We now have the full range of symptoms, characteristics, and behaviors commonly associated with dyslexia.
The most significant aspect of Davis's theory for dealing with dyslexia is that it has been observed that when an auditory symbol - a word - lacks the mentally constructed image and meaning needed by the dyslexic, confusion and errors will result. When we show the dyslexic how to turn off the disorientation the moment it starts, and then help them find and master the stimuli that trigger the disorientation, problems with reading, writing, and spelling begin to disappear. As well as the "old solutions".
Davis Basic Methods:
If dyslexics are people with imaginative thinking and a tendency to perceptual disorientation regarding time, vision, hearing, or balance/coordination, then dyslexia problems can be solved in two ways:
Method for controlling perceptual disorientation
Method for eliminating the causes of perceptual disorientation
Elimination of disorientation
Fortunately, stopping disorientation is very easy. All we have to do is teach the dyslexic to recognize the state of disorientation, and then teach him how to use his own mind and consciousness to turn off the disorientation—or, in other words, how to become "orientated." It's really no more difficult than teaching a child to hold their breath while swimming underwater; we just need to learn to consciously control something that usually happens in our mind when we are not aware of it.
Over the years, Davis providers have developed several methods for teaching this control. The most common and reliable way is the so-called Davis® Orientation Control Guidelines, detailed in The Gift of Dyslexia. By applying these methods, the dyslexic learns to mentally move his "mind's eye" to another advantageous point until the optimal point for focusing attention, called the point of orientation, is found. Students who have difficulty with visualization can achieve the same effect using kinesthetic techniques called “adjustment” and “fine tuning.” After both of these methods, an auditory method called "auditory orientation" is applied.
Before the student can proceed further, the state of disorientation must be eliminated, as otherwise, he will continue to misinterpret letters and words. If one word looks like "bat" or "tab" or "pat" or "tap" or "tad", there is no hope that the student will ever be able to recognize the word. Parents or teachers may think that the student has memory problems and advise him to study and repeat more, while the student is in a state of confusion, frustration and hopelessness, because it seems to him that the teacher shows him different words every time.
Fortunately, these methods are easy to teach. Because it involves skills that are well developed in dyslexic children, using their imagination, they usually grasp very quickly.
Sometimes when working with older children and adults, the results of applying the "Recommendations for Orientation Control" are extremely successful, there is an instantaneous jump, spanning several levels, and the client begins to read. This is because for these children, their disorientation was the main barrier to success. They might already have years of training behind them; as soon as the state of disorientation is eliminated, all their past experience and success is usually achieved very quickly.
However, learning to control disorientation is not the same as eliminating dyslexia. Only the main symptom of dyslexia is eliminated, not the underlying cause. Until you eliminate the cause, the symptoms will inevitably repeat again and again.
Eliminate Factors Triggering Disorientation
The reason that controlling dyslexia is not enough to eliminate it is that disorientation is a reaction to being confused, frustrated, hopeless, or stressed. In the case of reading, this reaction is triggered by the fact that the student confuses letters or words. And as long as there is this confusion in the absence of an image of what the word represents, the student will continue to be in a state of disorientation while reading.
To improve reading, writing, and spelling skills, the Davis Method includes three main steps:
Mastering the alphabet and basic language symbols
Mastering words for which the dyslexic has no image or meaning
Developing sequencing and comprehension skills while reading
Elimination of the phenomenon of confusion of letters - plasticine alphabet:
Disorientation is often caused by single letters that visually or aurally confuse dyslexics. For example, my son found it difficult to distinguish between the letters "c" and "e", because they look alike; others have trouble with the letters "c" and "s" or "c" and "k" because they often represent the same sound.
Thus, the first step to eliminating dyslexia is to mold the letters of the alphabet from plasticine. We use plasticine because it is a three-dimensional material, and working with it implies creative and active activity. When sculpting letters from plasticine, the alphabet ceases to be something conventional and becomes what the child (or adult) did, and, therefore, becomes part of themselves.
By observing how students sculpt letters, and react to how the names of letters are pronounced, it is possible to determine which of the letters are the "starters" of disorientation, confusion and distorted perception; and to help learners overcome the state of confusion caused by this letter.
The student models two complete alphabets, first capital letters, then lowercase. Having mastered each set of letters, the student analyzes and determines the correct form, name and place of each letter in the alphabet.
After the "Mastering the Alphabet" technique, a similar work with punctuation marks and pronunciation or speech sounds follows. With this knowledge, the learner can use one of the most important teaching methods that we can give a person with imaginative thinking: the ability to determine the meanings of words with the help of a dictionary.
Representing Words in Images: Davis® Symbol Mastery
The words that cause the most confusion for a dyslexic are ordinary words such as "it" ("this") or "from" ("from"). Often a student will easily read a longer word in a story, such as "crocodile", but will hesitate or stumble over a word such as "the" (article). Since these words lead to disorientation, we call them release words.
This is because the dyslexic thinks in pictures. It is easy to imagine a crocodile in the mind, but it is very difficult to imagine "of" (possessive preposition) or "this" ("this").
We solve this problem by using Davis Symbol Mastery. After looking up the word in a dictionary and discussing the definition of its meaning with an assistant, the student molds an object or series of objects from clay that accurately represents the meaning of the word as well as the letters of the word. This process goes far beyond the multisensory or phonemic awareness methods recommended for dyslexic students. It includes a creative process and creates a stable mental image for a certain word and a series of letters. It gives understanding and long-term memory retention of the spelling and meaning of a word without the need for phonetic decoding or memorization. He keeps the word from causing disorientation in the future.
IN English language There are over 200 trigger words to master, but completing this task means that the student has built up a working stock of “visible” words—words that he recognizes and understands at a glance. All you have to do is count the number of small abstract words in this sentence to see the difference.
Another goal is for the student to learn a method applicable to any word or concept. The Davis symbol learning technique can also be used to learn vocabulary on any topic. The word "polygon" ("polygon") or "cytoplasm" ("cytoplasm") can be learned even more easily than the word "by" ("about"). As the student matures, he is given a method that will enable him to master any concept that causes problems in school. My own son, now 16, no longer needs plasticine, but he uses a dictionary all the time.
Three steps to easy reading
To help dyslexic students learn to read, read faster, and understand better, we use a combination of three methods: spell-read, eye-run-eye-spel, and image punctuation. The problem with dyslexics is that it is unnatural for them to pronounce words letter by letter, or even visually move from letter to letter from left to right, looking at each letter individually. Thinking figuratively, they want to look at all the words at once. Their efforts to pronounce the written words make it impossible for them to understand what is written, and it is usually required to read the same text over and over again many times, so often this causes severe headaches. These exercises allow the dyslexic to quickly, naturally and easily learn to visually follow, decode and understand written material using their natural abilities.
A detailed description of Davis's theory regarding the thinking and development of dyslexics, as well as guidance on the step-by-step application of Davis's basic methods, can be found in The Gift of Dyslexia. This book is widely available and can be found in most public libraries or purchased at any large bookstore.
DDAI may provide other sources of information such as:
Dyslexia, the Gift Video: This one-hour video provides an overview of Davis's theory and methods, as well as interviews with students and instructors.
The book "The Gift of Dyslexia" and a set of audio cassettes.
Additional educational materials, including:
Davis® Perception Assessment video
Davis® Attitude Control Guidelines video
Davis® Symbol Mastery Kit
For more information on the Davis Methods, visit the Dyslexia, the Gift website.