*Used with permission from Dyslexia the Gift website, Www.Dyslexia.Com © 1995-2006 Davis Dyslexia Association International Reprinted with Permission

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I will be happy to consult with families whose children are on medication but typically will not provide the Davis Dyslexia Correction program to a child while on Ritalin or similar medications. Stimulant medications such as Ritalin will tend to interfere with the student’s ability to learn the control of their mind’s eye, and techniques such as dial-setting, which are a significant element of Davis methods.

Sometimes parents elect to have their child do a program during a school break when they can also take a Ritalin “vacation” However, the decision to interrupt medication can only be made by the parent along with the treating physician.

*Used with permission from Dyslexia the Gift website, www.Dyslexia.com © 1995-2006 Davis Dyslexia Association International Reprinted with Permission

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We can give these problems another name – dysgraphia for the writing problem, dyscalculia for the math problem. Some educators prefer to label each problem differently and simply treat the symptoms, through tutoring or occupational therapy.

The Davis approach is different: we look at the underlying learning style and focus on eliminating the barriers. We find that some of the underlying barriers are the same for kids who can read well but have problems with writing as they are for kids who can’t read at all.

When we look at the underlying thought process, we can understand how a child can have a dyslexic thinking style but also be a good reader. Being able to recognize written words in a book is a different matter than being able to produce them on your own, and people who think in pictures can have a very hard time putting their thoughts into words.

When a person fits that category, a Davis program will help overcome writing difficulties.  The Davis Symbol Mastery will give the person words to connect to mental pictures, and Davis Orientation will help with perceptual/motor skills related to writing.

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The ‘diagnosis’ of C.A.P.D. is becoming more common for children and adults who seem to have problems with listening, either because they do not seem to be able to readily distinguish sounds in language, or have difficulty understanding what has been said to them. These individuals do not have any physical problem affecting their hearing but seem to have difficulty in interpreting the words that they hear.

Symptoms of C.A.P.D. include:

• Difficulty understanding verbal instructions/directions;
• Delay in responding;
• Says “Huh” / “What” a lot;
• Forgetting what was said;
• Speech problems (Confusing R & L sounds);
• Problems with blending sounds and discriminating sounds;
• Daydreamers/behavior problems;
• Frequent need for repetition of directions and information;
• Use of gestures rather than verbal expression;
• Inability to discriminate between words that sound alike;
• Distractibility by outside noises;
• Difficulty remembering names and places;
• Difficulty repeating sounds, letters, & numbers in sequence;
• Possible speech and language delays;
• Possible history of ear infections.

All of these are recognized symptoms of dyslexia, as well. While it is sometimes useful to distinguish between patterns of symptoms, it is a mistake to assume that this particular set of symptoms stems from different causes than dyslexia.

We can readily see how the two major facets of dyslexia, disorientation and limited ability to think with words can lead to any or all of the symptoms of C.A.P.D.

There is one important distinction, however. To the extent that ‘dyslexia’ is defined as a problem with reading, it can rarely be reliably diagnosed in children under the age of 6; many young children simply are not ready for reading. Symptoms of C.A.P.D. are sometimes manifested much earlier, in children as young as 3.

If a pre-school age child shows significant delays in learning to speak or understand language, the parents should seek evaluation by a qualified Speech & Language therapist, as well as obtaining examination from a physician or audiologist to assess the child’s hearing.

*Used with permission from Dyslexia the Gift website, www.Dyslexia.com © 1995-2006 Davis Dyslexia Association International Reprinted with Permission

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We have found Davis Orientation, as described in The Gift of Dyslexia, to be very helpful with dyspraxia. The ‘koosh ball’ exercise that accompanies Fine Tuning is particularly helpful to the individual with problems with large motor skills, balance, or hand/eye coordination. Orientation resolves the perceptual problems which underly many symptoms of dyspraxia. Many individuals report after doing Orientation that it is the first time in their lives they have felt ‘in balance’ rather than somehow being off-center.

More information about using Davis Orientation for dyspraxia is in Chapter 11 (Clumsiness) and Chapter 30 (Coordination) of the revised edition of The Gift of Dyslexia.

*Used with permission from Dyslexia the Gift website, www.Dyslexia.com © 1995-2006 Davis Dyslexia Association International Reprinted with Permission

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