D. Davis and his method of speech correction for dyslexics

Dyslexia is a partial impairment of reading and writing skills. It causes many problems already from school, where dyslexics are often equated with mentally retarded children for their poor academic performance. In adult life, a violation that is not regulated in a timely manner also complicates life.

However, not everyone considers dyslexia a disability. For example, Ronald Davis in his book calls it a “gift.” To correct the peculiarity, he offers his absolutely unique method.

The essence of D. Davis's method

Ronald Davis, author of The Gift of Dyslexia and The Gift of Learning, has suffered from dyslexia since childhood and knows firsthand the difficulties that children with this diagnosis face. Poor performance at school, constant problems communicating with peers, their bullying and ridicule, dissatisfaction and disappointment from teachers and parents - all this awaits someone born dyslexic.

Davis proved that dyslexia is not a defect, but a set of innate abilities that you need to learn to manage. Hardly anyone considers these talented people stupid and underdeveloped: Winston Churchill, G.H. Andersen, Leonardo da Vinci, Nelson Rockefeller, Keanu Reeves, Agatha Christie, Steve Jobs, A. Einstein. But these are examples of individuals with dyslexic disorders.

Therefore, if asked how to cure dyslexia, Davis would answer something like this: “Dyslexia is a great gift. It doesn’t need to be treated, it just needs to be corrected so that this feature only brings benefits.”

By observing himself and other gifted people, Davis was able to identify the internal source of all the problems of dyslexics - disorientation. It is this that gives them the opportunity to see objects in volume, to easily study mechanisms that are incomprehensible to most people, and to think figuratively. But at the same time, it interferes with free reading and handwriting: people with dyslexia find it difficult to perceive flat information, recognize, and reproduce symbols and words from ordinary book pages.

The basis of Ronald Davis's technique is to turn off disorientation and move the “epicenter of perceptions” (mental eye) of a dyslexic to the optimal “point of orientation.” After gaining the ability to control their consciousness, children with dyslexia learn to read using 3D models of symbols, words and plots that they understand.

The Davis method, as applied to each student, involves going through the following stages:

1. Preparatory - includes goal setting, the formation of motivation and responsibility, the concept of an “energy scale”.
2. Adjustment of consciousness. Consists of sections: assessment of perception ability, switching, discharge, fine tuning, coordination tuning.
3. Mastering symbols and reading techniques.

Classic correction methods

In Russian speech therapy centers, the Davis technique for eliminating dyslexia is rarely used. Experts prefer to use the classical system, in which the practice technique is determined by the type of dyslexic disorder:

1. With the phonemic type, the ability to analyze and synthesize phonemes or differentiate sounds by ear is not sufficiently developed. If auditory differentiation is difficult, the pronunciation and auditory perception of a specific problem sound is first clarified. Then the mixed phonemes are compared in terms of pronunciation and listening comprehension. If the analysis and synthesis of phonemes is unformed, the presence of a problematic sound in a word is first clarified, then its position is established. You need to find out the number of sounds and syllables, how they are located relative to each other, and combine them into a word.
2. With an optical view, the child does not assimilate visual letter images. The principle of classes is to recognize symbols hidden in images and objects, improve orientation in space. The student must master the skill of reading from left to right without sliding along the lines.
3. With the mnestic form, there is no ability to remember letters or associate symbols and sounds. In this case, the patient is shown an object in which the visual and auditory images of a specific letter are combined. For example, the letter “zh” is drawn in the form of a beetle.
4. In semantic dyslexia, there is a lack of comprehension of what is read with normal reading technique. The task of a speech therapist is to expand the student’s vocabulary, develop vocabulary, and master grammar and syntax.
5. With the agrammatic form, errors are constantly made during reading, and mainly in the endings of words. Here you need to work on word formation, rules for changing nouns, adjectives, verbs, and the formation of sentence structure.

According to the Davis system, in case of dyslexia, not only psychologists and speech therapists, but also parents at home should work with the child. Classes are selected taking into account the developmental characteristics of the patient.

A huge amount of materials are sold in stores and on the Internet for the request “Davis Dyslexia Method”. Using these materials, you can independently make correctional objects and practice without preparation.

Preparatory stage: where to start learning according to the D. Davis method

Preparation for training is as important as the learning process itself. Without the necessary attitude and preliminary assessment of the situation, it is very difficult to solve the problem, even using the most successful technique.

Purpose, motivation and responsibility of the student

To successfully correct dyslexia using the D. Davis method, it is necessary that the child:

• knew about the existence of a problem and a way to solve it;
• wanted to eliminate her;
• was ready to take responsibility for changing the situation.

A dyslexic person must understand why correctional work is being carried out. The existence of a problem cannot be hidden from him. The student needs to be explained that his problem is solvable—there is a real opportunity to correct the violation. In other words, he must set a goal for himself. It is important to remember it in difficult moments, when laziness appears or when you do not want to move on.

In addition to the goal, there must be a strong desire to eliminate shortcomings. The child wants to solve the problem, wants to change, wants to learn and live like everyone else - this is the driving factor of progress in this matter.

After desire, responsibility becomes a mandatory factor - the readiness of the dyslexic to manage the process and be the main character in it, on which the success of learning depends.

The role of the teacher here is rather secondary, but still important. It is the mentor who must make sure that there are 3 motor components of the learning process. To do this, you need to have a conversation with the student:

1. Find out what worries the child, what he sees as a problem. The student cannot be indifferent to what is happening. It is important that he speaks frankly and expresses all negative emotions.
2. Ask if he would like to change the situation. Ask them to imagine what it would be like without this problem. The student himself must understand that he no longer wants to endure the symptoms of dyslexia.
3. Offer your help and support, subject to his willingness to spend time and energy on learning.

Energy scale

It is important for children with dyslexia to learn to control their energy levels and bring them back to normal. An energy scale is an imaginary energy measuring device. It will allow a child with dyslexia to measure their activity level and adjust it according to the situation, as well as compare their own and others' energy levels. It is better to use a 10-point scale.

To show your child what the energy scale is for and teach how to use it, you need to discuss this topic with him:

1. Find out if the student understands what a scale is. If not, then explain. Any scale is used to determine or regulate any indicator.
2. Ask to imagine a scale that determines the level of energy and internal time. Ask your child questions, the answers to which will confirm the existence of a scale in his head: “What color and size is it?”, “How many divisions does it have?”
3. The child should move the imaginary scale slightly to the side and place his hand next to it.
4. Ask about his energy level at the moment.
5. Ask to lower or increase the level, find out what sensations arise. If the indicator decreases, then the state will be calmer and more peaceful. If the indicator increases, the child will feel cheerfulness, an influx of strength and energy.
6. Ask what the indicator of this scale is in various situations: when he sits in class, plays sports, plays, listens to music.
7. While walking down the street, you can ask your student about the expected energy level of other people. Explain that it is easier to communicate with a person if you are on the same energy level with him.

After discussing the topic, it is necessary to tell the student that the scale is always near him. With its help, he can determine his energy level at any time and adjust it according to the environment.

The role of the mentor

Throughout the entire training using the Davis method, the mentor helps the dyslexic person, gives tasks, checks their completion, and monitors the child’s condition. It is necessary for the student to feel supported by him. Compliance with the following basic points is considered mandatory:

• absence of pressure, violence, punishment;
• patience and tolerance towards the student. All the child’s mistakes and failures are, first of all, the teacher’s mistakes and failures;
• praise for any successes, even small ones;
• establishing trusting friendships, constant communication, discussing successes, obstacles and searching for new solutions;
• availability of time for rest and play;

Important! If patience and nerves are lacking at some point, you should not take it out on the student. It's better to stop exercising for a while. Sometimes a mentor also needs rest and relaxation.

Plan of the education

The Davis program is 30 hours of intensive work carried out individually with each child, 6 hours a day for five days in a row.

The program is administered by a licensed Davis Supervisor and is tailored to the needs of each individual student.

Over the course of 5 days of completing the program, the student acquires new skills. In the future, it is expected that he will continue to work from home with an assistant.

The program involves three follow-up appointments, which typically occur at six weeks, three months and six months after completion of the 5-day program.

Our students are not required to take any medications while participating in the program (in consultation with their physician).

Correction of consciousness according to Davis: the concept of the “mental eye” and its movement

The concept of the “mind's eye” arose from Ronald Davis when he observed his sensations in the process of creative impulses. He found that creative thinking changed the point of view of mental images, meaning he could view them from different angles. Dyslexia was getting worse at this point.

Thus, dyslexics are able to become disoriented - change the position of the “visual epicenter” (mental eye), from which they see the image of an object at the moment. It is the ability to see it in volume that makes dyslexia a gift and at the same time a problem. After all, the “mind's eye” begins to move in any state of confusion when the consciousness cannot recognize anything, including symbols or words.

In the case of any objects or phenomena, such figurative thinking helps and makes it possible to study them in more detail, and when studying two-dimensional flat symbols it confuses even more. Incomprehensible symbols and words begin to spin and spin, sometimes increasing and sometimes decreasing in size - but the dialexician’s consciousness still fails to recognize them.

To learn to read, a child with dyslexia needs to turn off disorientation. He must place the "mental eye" while reading in a place that will not allow the mind to become disoriented. This place is called the "orientation point." It is located 15-30 cm above and behind the head. How to learn to put your “mental eye” in the right place? And what will this opportunity provide in the future?

Assessment of Perceptual Ability

First, it is necessary to determine whether a person is able to freely move the "mind's eye" from one point to another, that is, whether he can consciously initiate the process of disorientation. Before conducting the test, you need to find out which hand the patient has dominant and which object is easy for him to imagine.

Procedure for assessing perceptual ability:

1. The child is sitting on a chair. Closes his eyes and extends forward (palm up) the hand opposite to the dominant one: right-handed left, left-handed right. He imagines that he has some object on his hand (which he indicated at the beginning).
2. The mentor asks questions about the object: “What color, size, shape is it?”
3. Then he takes the index finger of the student’s dominant hand and raises it to a point slightly above the eyes, at some distance from the forehead. He asks to transfer the “mental eye” to the finger and taps on the finger. If the child does not see the object “from here”, the test is over for him - he is not able to control the orientation.
4. If the previous stage is completed successfully, the mentor moves the student's finger to another place around the object. He asks if the patient sees the object “from there” and taps his finger. Asks to describe the object from this side. The finger is at the same distance from the object as the eyes.
5. If necessary, he moves the finger further until he is absolutely sure of the client’s ability to control the “mental eye.”

Switching

To teach a dyslexic to read, the Davis method suggests turning off the disorientation that confuses him. To easily turn off disorientation, you need to teach the student to place the “mental eye” at the orientation point. How to do it:

• A child with his eyes closed imagines a line coming out of an object in the palm of his outstretched hand, passing through his nose (bridge of the nose) and coming out of his head 30 cm above and beyond the top of his head.
• Transfer the student's "mind's eye" to the student's finger (as in assessment). Then move your finger to the approximate location of the orientation point, that is, 15-30 cm above and behind the head, always on the line of symmetry.
• Ask the student to stretch and secure 2 anchor lines from the ears and one from the top of the head to the orientation point.
• The child removes his finger. At the same time, the teacher clarifies that the “mental eye” no longer moves with the finger, but remains on the line at the orientation point. The original line from the object and the object itself are erased from the imagination. Only three anchor lines remain, and at their intersection - at the orientation point - the “mental eye” should still be located.
• Ask the student to describe the anchor lines (color), ask how many dots the child sees, find out their color.
• Ask to record the view from this point. Explain that when the student sees this, he is in a state of orientation. If the view becomes different, the “mental eye” needs to be oriented - moved again to the point of intersection of the anchor lines.
• Practice reinstalling your mind's eye after it has become disoriented due to disorientation. To do this you need, for example, to read a book. If disorientation occurs, check the condition of the UG: if it has shifted, correct it, put it back. In this case, it is necessary to identify words that trigger disorientation. The exercise is carried out until the student can easily return the UG to its place.

Necessarily! Before conducting a lesson, it is important to tell the child what will be done with him, to show all the manipulations schematically.

It is important to explain to dyslexics that:

• No one sees the “mental eye” except the owner;
• it cannot be lost, touched, hit or torn off;
• only the owner himself can move it and move it in any direction;
• he jumps off due to the fault of the owner when he is in a state of confusion;
• when the “mental eye” shifts in the process of recognizing unknown symbols or words, it must be put back;
• for some time it will float around the orientation point (“drift”) - this is normal, it will pass over time;
• UG cannot be withheld - this may worsen the patient’s condition. It just needs to be periodically returned to its place if it is displaced.

Another way to show the student a place from where he must see everything to maintain orientation is to look through the eyes of a child standing behind him. This just turns out to be about 15-25cm from the top of the head.

Discharge

If there is excessive concentration, excessive effort, fatigue, or overexertion (due to trying to control the “mind's eye”), the dyslexic’s body requires a release. It is carried out as follows:

1. The hand is slightly clenched into a fist.
2. Think “open hand”, at this time squeeze your hand even tighter.
3. Think "open hand" - clench your hand into a fist so tightly that you feel the muscles up to the elbow.
4. Relax your hand. Listen to the body.
5. Inhale, hold your breath for 2 seconds, and exhale loudly through your mouth.
6. Take a deep breath so that the feeling of relaxation spreads throughout the body and ends up in the “mental eye”: it should relax, discharge. Then this sensation from him passes through the head to the neck.

Thanks to this release, all muscles return to normal, the feeling of tension, headaches, and stiffness go away.

Fine-Tuning the Mind's Eye

Fine tuning is carried out in order to find the optimal, absolutely comfortable orientation point. To configure it, you need:

1. Standing on 1 leg, move your “mental eye” until you are completely balanced. After each movement, you need to wait and check your balance.
2. When the ideal state of balance is found, stand again on 2 legs. Rearrange the orientation point to the location of the UG. Stretch the anchor lines, fixing the position of the “optimal orientation point”.

Achieving the “optimal orientation point” is accompanied by:

• feeling of comfort, well-being;
• perfect coordination.

Note! It is better to carry out the fine-tuning procedure no earlier than 2 days of orientation control classes. Also, it cannot be carried out if the drift of the “mental eye” is still ongoing.

Setting up coordination using the D. Davis method

To eliminate symptoms of dyslexia such as clumsiness and confusion between the concepts of “left” and “right,” Ronald Davis advises using the following coordination exercises:

1. Standing on 1 leg, alternately catch the balls with your left and right hands.
2. In the same position, catch 2 balls at the same time.
3. The teacher throws 2 balls slightly away from the student: first at one, then at the other. The child catches them.

The task in each exercise is to catch the balls and maintain balance.

Do not forget! Before completing the task, you need to check the orientation point.

The mentor throws the balls from a distance of 2-3 meters, for small children it decreases. It is better to take soft balls that will not bounce.

“D. Davis’s Method for Eliminating Dyslexia”

“D. Davis’s Method for Eliminating Dyslexia”

The article was prepared by a teacher - speech therapist of Municipal Educational Institution Secondary School No. 51

Barashikova Natalia Viktorovna, living in the city of Tver.

Ronald D. Davis is an engineer, businessman and sculptor, founder of the Center for the Study of Reading Problems at the Dyslexia Correction Center in California, USA. Like many dyslexics, he had a difficult 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 independently coped with his problem, he achieved great success in life. At the age of 38, he made a sensational discovery that allowed him to eliminate his reading problems, and for the first time was able to read a book from cover to cover without much difficulty in just a few hours. By developing his technique, Davis has helped countless people with dyslexia overcome their learning obstacles and benefit from the natural gifts it can provide. The Davis technique gives successful results in 99% of cases of its use. 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, you can see the world around you without distortion.
This system helps the child master the most difficult to perceive two-dimensional printed words and symbols and obtain their figurative expression in his imagination, thereby eliminating unnecessary gaps in perception. Physiological basis of the Davis method
The development of dyslexia is a very complex process, so its occurrence can be regarded as a real miracle.
A special form of information perception in dyslexics manifests itself in infancy. Even then, his brain is capable of mentally “completing” the image of his mother just by the sight of her hand or elbow. The brain function that allowed the baby to compare the image of a face seen before with the image of a part of a hand and reproduce the image of the whole person is precisely responsible for the symptoms of disorientation. Sounds too fantastic. If such work was performed by the brain of an adult, then we could explain it with 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 yet, he sees not an elbow, but a real person, that is, the face in his brain appears as if he saw it with his own eyes. The next stage of development for dyslexics is around 2 years of age. At this age, the child shows extreme curiosity. There are no longer any objects in the apartment that would escape his prying eyes. If a new thing appears in the room, he immediately notices it and unmistakably determines what it is. In seconds, his brain does a tremendous job of examining 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, it will cause confusion. Here, a dyslexic child automatically and subconsciously uses the disorientation function to recognize objects in his environment as the only correct solution. The developmental stage of a child of three to five years old includes the formation of analytical reasoning and logic skills. But a dyslexic already has his own system, which gives quick and accurate results compared to those provided by analytical reasoning and logic. A dyslexic person 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 thoughts fly faster than speech, produces a rapid, slurred stream of words. The process of developing verbal conceptualization skills (thinking with the sounds of language) can take up to two years. Once fully developed, it will become the primary way of thinking for most children. So by the age of five, around the time kindergarten begins, typical children have already begun to think with the sounds of words. This may happen slowly, but it will come in handy as they begin to learn to read. Meanwhile, the dyslexic has never heard one of his own thoughts. He was too busy thinking in images, busy with a process of thinking that happens so quickly that 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 dyslexics. Printed words do not evoke in his brain the images that the word implies. The consideration of all variants of spelling of a letter or word and its absolute incompatibility with the image that it denotes automatically begins. In this case, confusion occurs, the child feels nausea and dizziness. By this point in time, confusion automatically activates a part of his brain that changes his perception. At nine years of age, frustration reaches its limit, and the dyslexic exhibits 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 associations 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 are explained orally or with the help of a visual demonstration. With age, the problem gets worse. 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 a developed imagination and inventiveness. It is visually and kinesthetically oriented. He can think on his feet and react quickly. All these abilities are a great gift that many people lack! The Davis Method
is a comprehensive program for helping those suffering from dyslexia, helping to quickly overcome perception difficulties, disorientation and problems with reading and writing. The technique consists of several procedures that can be divided into the following components: - assessment of perceptual ability; - switching; — discharge and check; — fine tuning; — coordination; — mastering symbols; - three steps to easy reading; - mastering symbols in relation to words.

Davis Method Exercises

Referral Program

for orientation control using the Davis system.

The first question that arises for many is: “What should be the lesson plan?” Of course, for each child, the lesson schedule must be individual and determined by a specialist from the medical center. To achieve quick and effective results, an intensive course in program implementation is recommended. However, with a more extended schedule, good results are also achieved, but the total amount of time spent due to the loss of “pace” of classes will be much greater. If you do the program “little by little”, then in some cases this may negatively affect the overall goal of real correction of dyslexia.

1. Assessment of perceptual ability.

This is an initial procedure with which you can determine in which specific area of ​​difficulty the child wants to achieve improvement.
Many parents are surprised to learn that it is more important for their child to overcome difficulties with communication or the ability to make friends than with reading or literacy in school. By applying techniques, you can help him eliminate obstacles in both industries. The technique teaches the child to create mental images and see the world around him using the so-called “mental eye”. It consists of helping the child imagine a piece of cake or an object on his hand that he can easily imagine with his eyes closed. Using various questions about the shape, color, and 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 seems to place the child’s vision in his own finger. By moving the finger, the child can move his mind's vision and "look" at the object from different angles. By the end of the lesson, the child can be distracted from the appearance of the object that he sees with the help of his “mental eye” and restore the original appearance of the object, mentally examining it at the level of his own eyes. He may imagine that an object has disappeared from his left hand and appeared in his right, or has changed shape or size. If the child has successfully completed the exercise provided, then you can safely move on to the next stage. 2. Switching.
The second stage of dyslexia correction is switching (visualization exercise).
The process of correcting dyslexia begins with providing control over perceptual perceptions. This means that the child can learn to consciously turn disorientation on or off. It was said above that the symptoms of dyslexia are symptoms of confusion, so once a dyslexic learns how to turn off confusion, he will be able to “turn off” all of its symptoms. After completing this exercise, you may mistakenly think 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 at the so-called point X, which is an orientation point for him. This mental point is located at the end of an imaginary line running from the previously imagined object on the patient’s hand through the nose, head and is located approximately 30 centimeters from the top of the back of the head. An anchor, which is the intersection of imaginary lines going to point X from the ears and the frontal part of the head, will help to “fix” this particular place for viewing with the “mental eye” at this point. Once the child imagines this place, there is no need to keep in mind the imaginary object and the line coming from it. Now it represents only 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 the brain and responsible for disorientation. When these cells turn off, the brain sees exactly what the eyes of non-dyslexic people see. That is, if the patient places his mental 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 prevent disorientation from confusing the mind. The process of keeping the mental eye exactly at this point, but without tension, is also important, otherwise the child may get a headache. 3. Discharge and check.
This is the stage at which the child learns to give relief to a tired imagination, which cannot hold the “mental eye” for long at the point of orientation and can shift its imaginary location.
Keeping the mind's eye at the point of orientation and not allowing it to jump is a rather difficult task. The point is that the “leap” of the mental eye does not happen on its own. When the patient finds himself in a state of confusion, he tries to move the mind's eye and at the same time tries to prevent it from moving. This process is called "holding." When a child tries to keep the “mental eye” motionless for a long time, he will involuntarily rub the back of his neck, complain of a headache, and frown. Then you need to “discharge.” The feeling of release is the same feeling you feel when you sigh. If the breath is deep, then the discharge is felt throughout the body, right down to the tips of the fingers and toes. This is the same sensation that a tired “mental eye” should feel. To do this, you just need to want such a feeling to arise in your mental eye. You will immediately feel relief in the neck muscles. If you transfer the feeling of relaxation to your head, the headache will disappear. After some time, the orientation point established in the first lesson may change its location. You can check this by asking the child to place his finger at this point. If the point is shifted from the correct location, then you need to make a small adjustment by placing your finger in the desired location. Once the orientation point has been “adjusted”, you can move on 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 sufficiently accurate. It is important to remember that this procedure must be carried out when the manifestations of “swimming” of the mental eye relative to the orientation point stop. By moving the mental eye around the existing point of orientation, you can determine its optimal location for the child. You can move your mind's eye in any direction, but every time you move it, the child will feel a loss of balance. If the point of orientation is shifted to the right, then the body loses balance, leaning to the right. However, with a slight shift, the child can find his own mind's eye location where he feels most comfortable. Then he will have an ideal sense of balance, and he will be able to stand on one leg without making additional movements in the foot. In addition, dyslexics typically experience a deep sense of well-being. If the optimal point has been found, it is necessary to strengthen it with 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 again find “his” point of orientation.

5. Coordination.

A method by which you can forever eliminate confusion in the concepts of “right” and “left.”
This process aims to address dyspraxia or clumsiness. Coordination must be carried out periodically after the Fine Tuning procedure. First you need to check the child’s orientation point. 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 with different hands (one with one hand, the other with the other hand), first in turn, then simultaneously, and then simultaneously with a tilt to the right or left so that the child crosses the line of symmetry your body in order to catch both balls. He must catch them without losing his balance. By periodically performing this exercise, clumsiness can be reduced to nothing. This exercise is also good to do during a break when using the following “Mastering Symbols” technique for small words. 6. Mastering symbols.
Difficulties in reading and writing, as well as problems in understanding printed text, can also be solved.
Earlier it was said that a dyslexic child has problems with the perception of printed symbols, 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 perception, and a piece of the text you read simply flies out of your head. What should a child who studies at school do, because he has to read, learn poetry, formulas and theorems? A dyslexic's perception is such that it only accepts a three-dimensional image. A two-dimensional and also incomprehensible symbol can cause confusion and disorientation. Let’s conventionally call such words and symbols “triggers” of dyslexia. For most dyslexics, symptoms of confusion can be triggered by certain letters of the alphabet and punctuation marks, mathematical symbols and numbers. Solution.
According to statistics, 20% of what a person hears, 40% of what he sees, and 80% of what a person does himself is absorbed.
So, for best mastery, the child must make letters, words, signs, numbers himself in a three-dimensional, tangible image and identify it with ordinary printed letters and numbers. After this, the child must check whether the letters are located correctly and whether they are in the same sequence. He must be able to recite the alphabet in forward and reverse order. If some letters cause him difficulties, then he needs 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 no longer causes difficulties. With symbols it’s a little different. The child must learn to find punctuation marks in the text and know what to do when he sees such a sign 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 a given word is. Such guessing eliminates the sense of certainty necessary to gain confidence in one's abilities. The first step
is to spell it.
Goals: - to teach the child to move his gaze from left to right when reading; - help learn to recognize groups of letters as words. At this stage, reading comprehension is not necessary. The main goal: learn to recognize letters in a word and read them in the order in which they are written. This technique trains the brain and eyes to move through a word from left to right when reading. Dyslexics have trouble reading if they either try to read too quickly or focus too much on the material they are reading. Therefore, it is necessary to choose the easiest book so that it can be read without stress. If a child becomes confused at the sight of a large number of words, 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 becomes disorientated. Then you need to check the location of the orientation point and take a short break. The second step
is to skim and read the letters.
Goal: 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. Once you recognize most letters, you need to move on to a more complex level of reading. The third step
is punctuation in images.
Goal: understanding the material being read. In any language, after every completed thought there is a punctuation mark, with their help it stands out. Every complete thought can be depicted or felt. After reading, the child needs to add meaning to what he just read. When you encounter a punctuation mark, you need to ask him to imagine in his mind what he just read. If a child comes across a word that is not a trigger of 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 do not know the definitions of common words, which are the most commonly used words in a language. For example, many find it difficult to give any other definition of the word “in” other than that it is a preposition. The procedure of the “Mastering of Symbols” technique consists of several stages: - look up the word in the dictionary; — find out how it is pronounced (transcription); - read the first definition out loud along with the sentence given as an example; - establish a clear understanding of the definition, discuss it, create sentences or phrases using this word with such a definition; - make a model of the concept described by the definition from plasticine (for example, to depict the preposition “in”, you can sculpt the image of a “fork in a socket”, or the scene of “children playing a game”); - make a symbol or letters of a word from plasticine and make sure the spelling is correct; - create a mental image of what was created; - say out loud: “This word means definition (This high means more than normal height)”, say out loud to a word or symbol: “It says (word) ...” You must continue to form sentences and phrases until you can do it easily and no tension.

Development of reading technique in schoolchildren with dyslexia

A person remembers not what is constantly before his eyes, but what flashes. Therefore, in order to master some skills and bring them to automatism, it is necessary to carry out not long 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 in the child to read. It is much better to do them for 5 minutes several times a day and even before bed. 1. The buzz reading method is very interesting. With buzz reading, you read with your child at the same time out loud, in a low voice, each at your own speed, for 5 minutes. 2. Reading before bed gives good results. The fact is that the last events of the day are recorded by emotional memory, and during sleep a person is under their impression. The body gets used to this state. It is not for nothing that 200 years ago it was said: “Student who lives by science, learn the psalter for the coming sleep.” If a child does not like to read, then a gentle reading regime is necessary: ​​one or two lines are read, then a short rest is arranged. This mode occurs when a child watches filmstrips: he read two lines under the frame, looked at the picture, and rested. Filmstrips should have entertaining content (fairy tales, adventures). The development of reading techniques is hampered by underdeveloped RAM: 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). Each of the 18 sets contains 6 sentences: the first (“The snow is melting”) contains only two words of 8 letters, and the last contains 46 letters; the length of the sentence increases gradually, one letter at a time. What is the best way to conduct visual dictations? Write down on a piece of paper for the child either 5 sentences at once, which are opened 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 is 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 is raining. (9) 3. The sky is gloomy. (10) 4. Kolya got sick. (11) 5. The birds began to sing. (11) Dictation 2
1. The field is empty.
(12) 2. The frost is crackling. (12) 3. I'm looking for strawberries. (13) 4. A spruce tree grew in the forest. (13) 5. Autumn has come. (14) Dictation 3
1. The days have become shorter.
(14) 2. There are many 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 diligently. (17) 4. The woodpecker was hammering the tree. (17) 5. I want to plant flowers. (18) Dictation 5
1. Frost fluffed up the trees.
(18) 2. Without water, flowers wither. (19) 3. The hot summer has flown by. (19) 4. A spruce tree was planted near the house. (20) 5. The sun is shining and warming. (20) Dictation 6
1. Fedya solved the problem at the board.
(21) 2. The dawn lit up in the sky. (21) 3. Frost sparkled on the trees. (21) 4. The city of Kyiv is located on the Dnieper. (22) 5. They are picking strawberries 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. The 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 an ABC book 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 warmed tenderly. (26) 3. It is raining. (10) 4. We love our Kyiv. (14) 5. Take care of your school things. (17) Dictation 10
1. Andrey has a blank notebook.
(20) 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. The children went to the forest to pick mushrooms.
(23) 2. A big change has begun. (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. Deputies gathered for the congress. (24) 3. We must be honest and truthful. (25) 4. The stars shine on the Kremlin towers. (25) 5. In the summer our family lived on the Volga. (25) Dictation 13
1. Thick rye is spiking merrily.
(25) 2. The fields were covered with white snow. (25) 3. We read an interesting story. (25) 4. The scientist worked a lot and hard. (25) 5. New houses are growing very quickly. (26) Dictation 14
1. Mitrofan Fomich got out of the car. (26) 2. The boys brought dry branches. (26) 3. Rye and wheat are ripening 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 cool.
(28) 2. Lightning flashed and thunder roared. (28) 3. Farmers have long since mowed the meadows and fields. (28) 4. The squirrel climbed onto the top branch. (29) 5. The sun was shining brightly, and the children were swimming. (30) Dictation 16
1. The whole nation is proud of the space heroes.
(29) 2. Grandfather Philip tends a large herd. (30) 3. I love to watch the sunrise in the field. (32) 4. A large gray cloud rose across the river. (32) 5. Evenki hunters live in the distant taiga. (33) Dictation 17
1. Everyone was happy to meet the astronauts. (33) 2. The scouts set off on a dangerous journey. (33) 3. A friendly family will turn the land into gold. (34) 4. Shoes should always be cleaned of dust. (34) 5. Our cheerful garden will bloom and 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 us this. (36) 5. Our people want to live in peace with all nations. (37) Dictation 19
1. In the taiga there are predatory animals: wolves, lynxes.
(36) 2. The moon makes its way through the wavy fogs. (36) 3. Schoolchildren are preparing for the new school year. (37) 4. A lot of work in the school garden in early spring. (36) 5. There is a holiday camp on the seashore. (34) Dictation 20
1. Soon the sky will be covered with clouds and it will drizzle. (38) 2. One day, in the cold winter, I came out of the forest. (38) 3. Water broke out from under the ground, and a spring was born. (39) 4. Builders built a highway from the city to the taiga. (37) 5. The flowers were unfamiliar, like bells. (40)

Dictation 21

1. Cool water is good for refreshing tired guys.
(41) 2. The 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, and oranges. (44) Dictation 22
1. A border guard walks carefully 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 steep mountains. (43 5. The beautiful full-flowing Yenisei River flows through our region. (46)

Reading at the pace of a tongue twister is intended to develop the articulatory apparatus

, special attention is paid to the clarity of reading the endings of words.
Work is constantly being carried out on the development of phonemic hearing
, using purely sayings, tongue twisters, proverbs, and sayings.
An indispensable condition for improving reading technique is constant systematic work on the analysis and synthesis of words.
Basic techniques and methods of working with dyslexic children:

1. Breathing, visual and articulation gymnastics.
2. Method of kinesiological correction.
3. Stimulating massage and self-massage of hands and fingers.
4. Rhythmic-speech, music and vitamin therapy.
5. Mirror-symmetrical drawing with both hands.
6. Exercises for the development of visual-motor coordination, operational reading field, anticipatory perception of words.
7. Modified visual dictations by Fedorenko-Palchenko.
8. Intellectually developing word games: anagrams, isographs, puzzles, cryptograms, upside-downs, magic chains, word labyrinths, matryoshka words and others.
9. Search tables for the words “Photo Eye”.
10. The method of “voice” reading.
11. Method of verbal anagrams.

Automation of operational reading units using special syllabic tables.

14

Mastering symbols

The next stage of the program is mastering symbols and reading techniques. Dyslexics easily learn with the help of three-dimensional images, therefore, correction of dyslexia according to the D. Davis method involves the use of plasticine models of symbols, words and plots.

Note! Before learning each element, remind your child of the orientation point and ask him to collect his thoughts.

To master the symbols, you need to prepare certain materials:

• 0.5-1 kg of white plasticine;
• printed and capital alphabets;
• black boards for modeling. It's better to draw lines on them;
• dictionary, textbooks, primers;
• notebook, paper, pencil;
• scissors, extruder, stack, plasticine molds;
• wet and dry wipes.

Mastering letters

To learn letters, the student performs the following actions:

1. Sculpts each letter (small, large) from plasticine, height about 6cm.
2. He traces the molded symbol with his finger and matches it with the printed one.
3. Pronounces the letter and the sound it represents.
4. Make up a word starting with this letter.
5. Prescribes the learned symbol from memory.

It is important! If, while learning a letter, a child begins to get nervous, refuses to study, or becomes disoriented, it is worth paying special attention to it. It is necessary to find out the reason for this behavior and work through the symbol especially carefully until such symptoms disappear.

Letters that are difficult to remember or cause signs of confusion also need to be worked out in more detail.

The lifespan of letter models is until the student completely memorizes the alphabet from “A” to “Z” and vice versa. They should be visible between classes.

Punctuation marks

Mastering punctuation marks follows a similar pattern:

1. Each sign is molded from plasticine.
2. The student traces the sign with his finger and compares it with the printed sample.
3. Says its name and meaning in speech (what it is needed for).
4. Prescribes the studied sign.

The lifespan of the sign model is until the next lesson. Before breaking the model, ask the student about the meaning of the sign. Between classes, three-dimensional models should be in the student’s field of view.

Mastering numbers

While studying numbers, the child performs the following actions:

1. Sculpts numbers from 1 to 9 measuring 5-6 cm.
2. Place a corresponding number of plasticine balls next to each model.
3. Sculpts its name under the number.
4. He circles the number, its name and the balls with his finger.
5. Counts balls. Correlates the molded number with the printed sample and the number of balls.
6. Points to a plasticine figure, names it, says the value (indicates quantity).
7. Points to the name of the figure, names the word, says the meaning (indicates a figure, number or quantity).
8. Writes down a number and a word from memory.

The lifespan of digital models is until they are fully mastered. Between classes, the plasticine numbers remain visible.

Reading training

If a dyslexic person knows the alphabet well, but makes mistakes when reading: he pronounces words backwards, swallows their endings, misses letters in them, he needs to clarify the meaning of erroneous (missed) words and practice his reading technique.

Mastering words

Most words evoke specific associations for any person. For example, dog, nose, green. It is not difficult for a person, including a dyslexic person, to imagine what a table, a spoon, or a horse are. But auxiliary words, such as prepositions, conjunctions, interjections, are very difficult to imagine. It is with them that people with dyslexia have the most problems, because they most often provoke disorientation. Davis advises writing out and parsing these words as follows:

1. Ask if the child knows what this word means. Ask if it causes any discomfort. If yes, find out why.
2. To explain the meaning of the word, you can look it up in the dictionary.
3. Ask the student to form a word and a plot for it, and run a finger over the plasticine figures.
4. Cover the model with a sheet. The student says the word and its meaning, then writes down the learned information in a notebook.

In a similar way, you need to work through all incomprehensible or similar words. The plasticine model exists until the next lesson. Before breaking it, you need to make sure that the student has assimilated the information received.

Note! If, after carrying out the “Mastering of Symbols” technique, mistakes are still made in the word, you need to extend the life of the model or create another plot.

Step by step reading

Learning to read according to the D. Davis method takes place in 3 stages:

1. Spell reading.
2. Run your eyes - run your eyes - spell it.
3. Punctuation in images.

Remember! When mastering reading techniques, it is important not to miss signs of disorientation: skipping, replacing letters, speeding up or slowing down the pace, rubbing the neck, fidgeting, bending the head too much over the page. When they are detected, you must stop and ask the student to check the orientation point. You can also take a break.

Spell Reading

The main tasks of the first stage:

• learn to read from left to right, moving along the page from top to bottom;
• learn to define words as a collection of letters.

Rules for the “Spell” stage:

1. Comprehension of the information read is not important - what is important is to be able to reproduce the printed information.
2. You need to read slowly, without tension, without mistakes.
3. The lesson lasts no more than 10 minutes, then you should take a break of the same length.

On a note! You can simplify the reading process for the student by covering the text to the right of the word being read with one blank sheet, and covering the lines below with another. Another option is to increase the spaces in the text.

Run your eyes - run your eyes - spell it

At the second stage it is important to learn:

• move your gaze correctly - from left to right;
• recognize words, read them in their entirety.

Understanding the text is encouraged, but not required.

The task is performed like this:

1. The student runs his eyes over the word and tries to read it.
2. If you can’t pronounce a word the first time, you need to run your eyes over it again and try to read it.
3. If it is impossible to pronounce the whole word again, the student reads it spell by letter.

Punctuation in images

The stage “Punctuation in images” is the final one. Its goal is to achieve a complete understanding of the material read.

It is important to understand the meaning of all words and punctuation used. Before each punctuation mark, the child stops and explains the meaning of what he read. If some words are not clear, their meaning needs to be analyzed using the “Mastering of Symbols” method.

The Ronald Davis Method is an effective way to combat the negative aspects of dyslexia. But to achieve good results and bring the child’s skills to the level of his peers, it is necessary to show patience and hard work.

For classes to be more beneficial, you need to do them daily. Remember to remind your child to move the mind's eye to the orientation point. During the learning period, it is important to rejoice at every progress forward, as well as praise the child for his efforts and successes.

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SIGNS OF DYSLEXIA

Dyslexia has many manifestations. This applies to reading, writing, and pronouncing sounds.

Look out for the following signs your baby may have:

• The child gets tired very quickly.
• Bends very low over a book.
• Rubs his eyes.
• Complains of a headache after reading.
• When reading, skips words and individual fragments of text.
• Writes letters in mirror image.
• When solving arithmetic problems, he rearranges numbers.
• He avoids doing his homework under any pretext.

123RF/ Hanna Bondar

Don't dismiss the diagnosis or turn a blind eye to it. Think about the fact that, paradoxically, you are lucky and your child has special creative abilities. Perhaps he will become a famous artist, writer or performer? But in order for a child with dyslexia to fully demonstrate their talents, changes must first affect the education system.