Why do a Dyslexia Program?

I was recently asked by a parent, “why should I pay for a program for my son?”

She said she made it through school and in life without such a program and she believes she is dyslexic.  She knows grades are not everything….  she knows how smart her child is and that is all that matters.

Here was my answer to her.

1. If your son wants help and wants to improve

   If your son wants help and wants to improve, a program can offer him concrete ways to do that.

2. Helps with self-esteem

   For me, my son’s self-esteem was why I looked into doing a program.  It broke my heart to hear him call himself “stupid” and to see him compare himself with other kids. After the program, this rarely happened.  My son began to see his strengths and was proud of those, this is also what the majority of parents tell me when we do follow-up after the program.

3. Allows your child to be in control of his learning

   Being in control of your own learning so powerful! Students learn and are able to recognize when they are disoriented or confused and need to focus.

   Often students I work with are very good at concentrating, but heavy concentration without the mind focused just causes more confusion, more work, and can be painful. Dyslexics need to ensure they understand the difference of focus and concentration, when they know how to focus and stop just tyring to concentrate hard, learning becomes easier.

4. Possibilities

   When I see a student really embrace what they have learned and learn how their brain works, they get excited by all the possibilities available to them. Some might get excited about acknowledging their creative sides, or that their ability to see things from a different perspective and how this can help solve problems in the world.  They love that their imagination allows them to discover things that others don’t necessarily see and stop seeing themselves as dumb, slow, or challenged.

5. A faster result

   A Davis® program is working with thelearni ng and thinking style of the individual and teaching them to use this style to their advantage.

   With tutoring, often they are just being “retaught” material with the same methods used in school but at a slower pace.  These methods are for those who think with verbal conceptualization and taught with a lot of repetition, drill, and rote memorization.

   When tutors do teach with other methods and use multi-sensory learning it can be positive but also can often take a long time which makes for very slow progress and they end up having years and years of tutoring which ends up costing them close to the same amount or even more than having done the Davis program.