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Programs
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Stop the struggle and let your child reach their true potential.
The programs are highly effective for solving problems with reading, writing, math, attention focus (ADD), hyperactivity (ADHD), coordination and speech. Specific procedures and exercises have been developed for all these areas. |
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At dyslexia answered, each student's program is custom tailored to address the person's unique needs.
***A program is suitable for adults and children.***
For the program to be effective, a person must be personally motivated and willing to improve some aspect of learning or school performance. We also require that our clients disclose all medications.
Initial Consultation
We begin with a consultation to determine whether the program is appropriate for the client, and if it is, how it should be structured. The specific characteristics of dyslexic learning disabilities are nearly as varied as the individuals who experience them. For this reason correction is not a one-size-fits-all process; each program must be designed to meet the needs of the individual client. Assessment helps determine that design. When the client is a child, parents participate in part of the assessment process.
The Assessment consultation takes approximately three hours. Our assessments don’t “feel” like tests – they are relaxing and most clients find them fun!
The Program
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The individualised program is a one-to-one program with a qualified facilitator that gives you the tools to conquer the problem once and for all. You first learn to focus effortlessly. Next, you master the alphabet and punctuation in clay.
You learn the three steps to easier reading, and then we move on to mastering what we call “trigger words”. Even though there are only 217 of these words in the English language, they still make up about half of all we read. They cause reading difficulties, as they don’t translate easily into picture thinking. Once you have truly mastered their meaning, they no longer cause dyslexia symptoms. |
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Duration: Approximately 30 hours, over five days.
Following the 30 hour program, follow-up sessions are required to complete clay modeling on trigger words. We recommend weekly sessions over a twelve month period. Trigger words are all the abstract words that trigger confusion as they have no picture when we read or write them. In this way, the three parts of a word –what it looks like, what it sounds like and what it means become united and the confusing ‘blank’ images are resolved. There are over 200 words that have no picture, or have multiple meanings.
On the last day of the program, we can train a support person in their role, and in the use of the strategies, or the client can return to “clay club” to complete the clay modeling with a facilitator.
The follow-up work is imperative to the success of program, as the learning difficulty has not been permanently conquered until this work is done. If this work is not done there is a risk that the benefits already experienced may fade away within a year or two.
After the 30-hour facilitation clients can return at no additional charge for a short refresher if needed, and they are also entitled to unlimited telephone consultations with their facilitator. There is never a charge for a telephone consultation.
The Basic Program involves five consecutive days, Monday through Friday, of one-on-one facilitation.
The Program includes:
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Five consecutive days of one-to-one facilitation. |
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Support training for clients' families, tutors or teachers on the afternoon of the fifth day to ensure post-program follow-up and success. |
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All necessary take-home materials for program follow-up. |
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Math Program
The Maths Program is a one-to-one program with a qualified facilitator who gives you the tools to master the foundation concepts underlying all math function exercises.
You will master basic language symbols as needed, complete math function exercises, practice reading story problems, and learn to master key glossary words of math text book.
Duration: Approximately 30 hours, over five days.
Program for Young Learners
The Best Start: Young learners deserve the best start we can give them. Strong research evidence suggests that children who are exposed to our methods at K-3 age benefit in the following ways:
Modeling words
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They are highly unlikely to develop a learning difficulty. |
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They are significantly more likely to qualify for gifted program referrals. |
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Their basic word recognition will be among the highest levels expected for their age group. |
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The Program for Young Learners is an individualized learning enhancement program with a licensed and trained Facilitator. Its mission is to give children aged 5-8 the best possible start at the outset of their learning career. Its aims are:
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to provide lifelong learning skills to younger children through a partnership between Facilitator, child and parent(s) |
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to give one or both of the child's parents, or a support person, sufficient confidence and skill to continue working with the Davis Young Learner's Kit after the program |
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to provide children with the conceptual skills needed to develop reading fluency and comprehension |
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The Program for Young Learners provides important tools to beginning readers. Through the unique partnership philosophy of the program, parents or other family members gain the skills needed to provide the child with ongoing quality support. Typically, the Facilitator will schedule 25-30 hours of time with the student; the program time will also include the parent or support person participating in helping the child with the new skills and techniques.
Payment may be made by cheque, credit card, eftpos or cash.
The Clay Club
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The Clay Club is a weekly gathering, where children get together and create their ‘trigger words’ in clay under the supervision of a facilitator. The club is designed for symbol mastery in a fun environment with their peers.
The Clay Club meets on Saturdays, between 2pm and 5pm. |
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Supplies
Included in each program, the client will receive a kit with the following materials necessary for the program and completion of the post-program work.
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Student Manual – containing written information about all the strategies (tools) taught during the program. |
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Websters New World Children’s Dictionary |
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Klean Clay |
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Koosh balls |
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Checking Your Grammar (grammar guide from Scholastic) |
Additional or replacement materials can be ordered from dyslexia answered as required.
How much improvement?
Contrary to what they often heard from teachers, it’s not that dyslexics never paid attention in school or simply refused to concentrate. Every bit as eager to learn as anyone else, they often paid very close attention in class and strove harder than most. But they were unable to gain the benefit of instruction that didn’t take their perceptual gifts or learning style into account. During the week-long program, many clients experience dramatic improvement in reading, because through correction they discover how to access and make use of their prior learning. ALL clients will see improvement in the course of the week, but the amount varies with the individual. It is common to see an improvement of one or more grade levels in reading by the end of the 30-hour program. However, client follow-through will make a lasting difference, leading to continued progress even after the program.
By the end of the 30 hour program, the client has normally already experienced a significant change in self-esteem and the areas that he/she decided to focus on, whether it is reading or spelling.
The follow-up work is imperative to the success of program, as the learning difficulty has not been permanently conquered until this work is done.
If this work is not done there is a risk of the benefits already experienced may fade away within a year or two.
You can also decide to join the Clay Club to do your clay work under the supervision of a qualified facilitator.
An important difference
The program does not rely on any of the following:
Instructional interventions, like phonics training, worksheets, repetition, or drill.
Chemical interventions, like herbal remedies, over-the-counter or prescription medications*
Mechanical interventions, like color overlays, large print
*If you are taking any medication when you undergo assessment for a program, make certain you inform the facilitator! Certain kinds of medication can alter your perceptions and affect the efficacy of your program.
FAQs
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What can I or my child expect to gain? |
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The basic tools of literacy, including:
- The ability to recognize and correct perceptual distortions at will.
- The ability to focus attention.
- The knowledge and skills for how to eliminate confusions in words and symbols.
- Increased self-confidence and ability in reading, writing, math or physical skills.
- A successful and effective method of learning and studying that can be used throughout a lifetime.
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How does the program differ from other programs for learning difficulties? |
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The methods address the root cause of learning disabilities. The student learns how to control disorientation at will. This program corrects the learning disability using the natural strengths and talents of the individual's personal thinking and learning style. It is fun. Many other programs address only the symptoms and involve a lot of repetition (which dyslexics often find boring and tedious). |
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What happens during the program? |
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These are the basic procedures:
- A screening to determine the ability to perceive multi-dimensionally and tailor the program to the student.
- The client learns to perceive accurately and correct perceptions at will.
- Clay modeling. Picture thinkers learn best through a visual/spatial approach. Our clients learn the basic symbols of reading and writing by creating the alphabet and other symbols as clay models. Abstract words are mastered by creating the concept of each meaning in clay along with the word. You will see some examples used as illustrations on this web site.
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Can the program help solve other learning problems? |
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Yes. Here are a few examples:
- Dysgraphia (handwriting difficulties)
- Dyscalculia (math difficulties)
- ADD (attention deficit disorder)
- Auditory perception deficits
- Motor coordination difficulties
- Problems with time and order.
These stem from the same cause as dyslexia, so they too can be corrected. |
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Why do you say correct instead of cure? |
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Cure implies a malady or ill health (mental or physical). Correct means to remove errors and mistakes, to make right. |
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How does the program affect a person's self-esteem? |
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Improvement in self-esteem is usually seen in the first few days of the program as the person begins to experience success with learning for the first time. |
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Who can benefit from the program? |
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Adults and children seven years and older who are gifted with dyslexia. Each client must be willing and motivated to pursue the program for self-improvement, not because someone else insists. |
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How much improvement can be expected at the end of the 5-day Program? |
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Typically, at least a one to two year grade level of improvement can be expected in reading or some other basic skill. The age of the client and initial motivation are factors in how much improvement occurs. Future progress is determined by the individual's motivation, and continued use of the strategies after the program. |
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Can someone lose their natural abilities after your program? |
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No. This approach emphasises and utilises the natural strengths and talents of the dyslexic thinking and learning style. It unleashes and validates the ability of visual-spatial- kinestethic learners. In fact, any natural abilities are usually enhanced. |
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What happens after the program? |
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The client must model a list of 217 trigger words which limit reading comprehension and skill. This can be completed in short tutoring sessions over several months after the basic program. At the rate of five words per week, this can be accomplished within one year. Follow-up support is also included as part of the program. . |
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Can I speak with others who have been through your program? |
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Certainly. We can fax or mail you a list of people who have said they would be happy to share their experiences with others. |
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What's my next step? |
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By now, you probably have a few questions of your own.
Call (02) 94363766 begin_of_the_skype_highlighting (02) 94363766 end_of_the_skype_highlighting begin_of_the_skype_highlighting (02) 94363766 end_of_the_skype_highlighting begin_of_the_skype_highlighting (02) 94363766 end_of_the_skype_highlighting to have those questions answered! |
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How can you know whether or not to discontinue phonics instruction with a dyslexic child? |
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The most significant sign that phonics instruction is not working is frustration. If the child regularly shows sign of frustration with any method - such as anger, tears, or unwillingness to proceed -- the attempts to teach by that approach should cease, and another approach should be tried. The biggest mistake is to pursue a course relying on repetition and drill with an unwilling child. Most dyslexic children are very quick to grasp concepts that they easily understand; if a child is slow to learn pre-reading or reading skills, it is a sure sign that the approach is not working. Intensifying the instruction will not help.
Some dyslexic children find it easy to learn to work with phonics and enjoy word puzzles and games involving phonics. If the child is relaxed and enjoying the activity, then it will not do any harm and the child is probably learning.
However, a common pattern seen in these types of children is that they will seem to do well in early primary years, but will get "stuck" and not be able to transition from decoding of words to reading fluency. At this point, these children do not need more phonics, but rather they need to learn the visual whole word recognition skills that will bridge the gap between sounding-out words and recognizing and comprehending words by sight. Children like this often make extremely rapid progress with these methods, as they already have good foundational skills for reading, and the tools provide the missing link they need to become strong and competent readers. |
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After the program, should you continue with phonics instruction, as this will probably be taught in school? |
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Learning phonics and phonetic decoding skills is a primary level reading or pre-reading skill. A child over the age of 8 or 9 should not need more instruction in phonics after the program; emphasis on phonics may cause the child to regress or become confused, and in any event will tend to slow down reading.
Children from ages 5-7 should probably be exposed to both phonetic sounding-out strategies, and to the visual methods taught during a program. The teacher or parent should explain that these are different tools to help learn to read, and through observation, help guide the child to use the combination of strategies that work best for him. |
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