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Davis Reading Program for Young Learners

The Davis Reading Programme for Young Learners is a 30-hour training for early learners and their parent(s).
The child and parent learn strategies to maximize learning and minimize effort needed to be applied to the child’s normal school homework. This provides essential tools and skills for early reading success.

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The Davis Young Learner’s Programme is an individualized learning enhancement programme with a licensed and trained Davis Facilitator. Its mission is to give children aged 5-8 the best possible start at the outset of their learning career.

What we aim to achieve is:

  • To provide lifelong learning skills to younger children through a partnership between Facilitator, child and parent(s).
  • 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 programme.
  • To provide children with the conceptual skills needed to develop reading fluency and comprehension.

The Davis Young Learner’s Programme is designed for use by parents who are concerned that school does not meet the education needs of their child in the early years.

Young learners deserve the best start we can give them. By using the Davis methods at home, parents can prevent the onset of learning difficulties and even give their child an advantage over other students right from the start.

Strong research evidence suggests that children who use the Davis methods at pre-reading or primary level (age 4-8) benefit in the following ways:

  • They are highly unlikely to develop a learning difficulty.
  • They are significantly more likely to qualify for gifted program referrals.
  • Their basic word recognition will be among the highest levels expected for their age group.

The Davis Young Learners Programme 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; at least half or more of the program time will also include the parent or support person participating in helping the child with the new skills and techniques.

The programme will help the child with all the following aspects of learning:

  • focus attention
  • improve eye-hand coordination
  • learn the alphabet
  • learn basic punctuation
  • develop and strengthen pre-reading and basic reading skills
  • prevent the potential of a learning problem
  • improve sight word recognition and comprehension
  • establish life-long "how to learn" skills.
As part of the programme, students will always receive the
Davis Young Learner Kit for home use, to be used at home to follow up with the programme.

Follow-up at home
Included in the five day programme is the training of a support person of your choice, a three hour review session a couple of months after the initial programme, up to six hours of phone support, and all materials needed for you to follow up the correction at home.
Over the months following the programme, you use the clay at home to master the 219 trigger-words, and when this is completed, the dyslexia is fully corrected. For maths you will need to master the symbols and words used in mathematics.

Cost and commitment:
 Only your time - and your chosen support person’s. 
Duration: Approximately 50 hours, normally spread over a couple of years.

Mastery versus learning
I hear and I forget.
I see and I remember.
I do and I understand.   
Mastery goes beyond learning. What we traditionally call learning often happens without truly understanding what you have learnt. When a picture thinker learns this way the learning normally doesn’t stick well in their memory. Mastery on the other hand, is for example what you do when you learn to ride a bicycle. When you have mastered the skill of bicycle riding, it will stay with you for the rest of your life. As literacy is a skill we need to aquire for life, this is obviously an important difference. We clearly need to master the letters of the Alphabet as well as the spelling of the most common words in the language.
Over 50% of all we read - whatever we are reading - is made up of what we call trigger-words. These are the most common words in the language and we call them trigger-words because they tend to break the focus of a dyslexic person. The reason is that the dyslexic uses the meaning of the word in their thinking process - and the meaning of the trigger-words does not translate easily into a picture. Mastery of the trigger-words consists essentially of discovering their exact meaning and translating that into an image. We use plasticine for making the image clear and specific and then anchor it into our long-term memory using our unique focusing tool.
Training of your support person
By the end of the 30 hour programme, the client has normally already experienced a significant change in self-esteem and the areas that he/whe decided to focus on, whether it is reading or spelling.

A support person has received at least 15 hour training in support with using the Davis-tools. This now needs to be put to use by doing specific follow-up work which normally takes about 100 hours. If the client decides to commit 1 hour weekly to this work it should be finished within a couple of years.

The follow-up work is imperative to the success of the programme, 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 experienced within the 30 hour one-to-one work may start fading away within a year or two.

When a client is in education, we encourage as much involvement from school as possible - even though the success of the programme does not rely on this.