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To correct dyslexia and improve reading, spelling, and handwriting skills. This is

done by enabling the individual to stabilize perceptions, control perceptual disorientations, and learn to use specific techniques to gain reading fluency and comprehension skills. 


Appropriate for children age 8 and over, and adults of any age.


Approximately 30 hours, typically given over the course of 5 consecutive days, plus up to 6 hours of follow-up consultation included without extra charge.


Program Goals:

Before committing to a program, the Facilitator will interview the individual and a parent/support person to establish rapport and develop a set of written goals or areas of desired improvement; the exact goals will vary depending on individual needs.


The individual will learn the following mental focusing techniques:

Either Davis Orientation or Alignment, followed by Fine-Tuning (The

Facilitator will determine which tool is best based on the individual’s

maturity and learning style.)

Auditory Orientation and Fine-Tuning (to enhance focus and balance

through sense of hearing)

Release (stress-reduction and relaxation technique)

Energy-dial (self-regulation of energy level)

Koosh Ball Exercise (to improve focus, balance, and coordination)


Alphabet Mastery:

The individual will model a complete upper and lower-case alphabet in clay/plasticine, working with the Facilitator to find and address triggers for disorientation.

Davis Reading Exercises:

The individual will learn three Davis Reading Exercises (Spell Reading, Sweep-Sweep-Spell, Picture-at-Punctuation) to improve tracking, fluency, and comprehension.


Punctuation Mastery:

The individual will model in clay most of the common punctuation symbols and work with the Facilitator to ensure recognition and understanding, and to find and address triggers for disorientation.

Pronunciation Mastery:

Where appropriate, the Facilitator will work to ensure that the individual can accurately hear, pronounce, and recognize all sounds of the language, and to find and address any triggers for disorientation. The individual will also explore a set of pronunciation symbols if used in a dictionary in the program language.


Davis Symbol Mastery:

The individual will learn the basic steps of the Davis clay modeling approach for mastery of the common “trigger” words (words whose meanings are difficult to visualize) and be guided in how to model several of these words such as for, the, to. Generally, about 5-10 of these words will be modeled during the facilitated program.


Handwriting Exercises (Optional):

If dysgraphia or dyspraxia are present, additional exercises are used to address and resolve the causes of handwriting problems.

Exit Interview:

To determine that the goals of the Program have been met and that a clear grasp of the Davis tools has been achieved.

Support training:

This will be provided to parents, tutors, or other designated individuals. The support training will include instruction in how to assist the individual with the Davis Reading Exercises, Koosh ball exercises, and Davis Symbol Mastery, and will highlight specific needs of the individual, especially the importance of fostering the individual’s self-responsibility for using the Davis learning tools. A follow-up schedule will also be agreed upon.


Davis Facilitators will provide up to six hours of follow-up consultations via phone, Skype, or office visits on an as-needed basis, without extra charge. However, it is the responsibility of the individual who has received a Davis program to continue with post-program followup, including regular practice of Koosh ball and Reading Exercises, as well as Symbol Mastery modeling of roughly 200 trigger words.



At a minimum, the Davis Facilitator will provide the individual

with these materials without extra charge:


Dyslexia Correction Student Manual/Workbook (Published by DDAI)

Plasticine modeling clay (2 lb or 1kg)

2 Koosh balls

Symbol Mastery procedure chart

Stop signs in reading chart

Dictionary or lexicon containing appropriate definitions of trigger

words whenever available in the language the program was provided.


At the end of the facilitated 30-hour portion of the program, the individual will have learned all provided Davis mental-focusing tools and become comfortable using them. Although no specific level of improvement can be guaranteed, in almost all cases there will be noticeable improvement for at least one of the academic or literacy goals set at the outset of the program, as well as improved confidence and self-esteem.


Older children and adults with reading difficulties usually experience significant improvement in reading comfort and speed over the course of a one-week program, often with improvement of 3 or more reading grade levels. Improvement for very young children is likely to be more gradual.

Post-program follow-up at home or in a child’s regular school setting is essential to

maintain both the initial level of improvement and to continue to improve over the months following the initial facilitated program

Davis Dyslexia Association International Davis® Program Standards

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