Frequently Asked Questions
• Questions about dyslexia
• General questions
•Questions about the program
•Out-of-town client questions
- How do I know if it is dyslexia?
- Can I have dyslexia and still read well, but struggle with math, writing or ADD?
- Why do you call dyslexia a gift?
- Is dyslexia hereditary?
- Do you have a list of recommended reading?
- I want to look into this further, what is the next step?
- What does your assessment involve and what will it tell me?
- How do I schedule a week?
- What does a typical program look like?
- How is this program different than others?
- Why is the program done intensively during one week and is it okay to miss school for a whole week?
- Why do you use clay to learn?
- How do I know if my child is too young?
- Does the program work with homeschooling?
- Is this program effective for children in French or Spanish immersion schools?
- Does this program work with adults?
- My child has autism, is this program going to help?
- Do you provide programs over the summer?
- What improvement can I expect to see after a program?
- What is involved in the “follow-up” portion?
- Do you give information to the school?
- What happens if motivation to use the materials is lost after a program?
- What about medication? (How will my child sit that long?)
- How does science support this method?
Dyslexia can be defined as intelligent, bright or even gifted individuals who, for no obvious reason, struggle to learn in reading, writing, spelling, math, focus, organization, time management or social skills. Dyslexia is the ability to think multi-dimensionally. It is the ability to think in pictures and to register those pictures as real. Therefore, perception may be altered and what is seen or heard will then be inaccurate.
We take the view that the term dyslexia does not just affect reading and can have a wider impact throughout one’s life.
If you think you or a loved one may have dyslexia and want to look into this further, we recommend three things:
1. Visit our list of common characteristics. click here
2. Contact us for a free informal assessment and information seminar. click here
3. Read more about dyslexia in “The Gift of Dyslexia” by Ron Davis. click here
Yes, dyslexia is a thought process, a way of thinking, not just a “reading problem.” It often manifests itself in other areas such as struggles in writing, math, spelling, social skills, time management, organization and more. Dyslexia, like “learning disabilities,” is an umbrella for many different diagnosis (click here for a more comprehensive list).
Each program at Rocky Point Academy is individually designed to meet the specific goals of the client.
Dyslexics are primarily picture thinkers and they specialize in mental or sensory imagery. This method of thinking is subliminal, thorough and very fast.
Most dyslexics are not aware that this is what they are doing. Since dyslexics think in pictures or imagery, they tend to use global logic and reasoning strategies. They look at the big picture to understand the world around them.
Dyslexics tend to excel in areas such as:
- creative endeavors
- hands-on activities
- solving real world objective problems
Thinking primarily with images, dyslexics also tend to develop very strong imaginations. They use a picture or feeling based reasoning process to solve problems rather than a verbal one. If they are at first confused (or intrigued), they will mentally move around an object and look at it from different viewpoints or angles. From this thought process, they develop many unique abilities and talents in areas such as:
This same ability can also be the foundation for a problem. When disoriented, the individual will experience their own mental images as reality. Most people are able to experience a state of disorientation when looking at an optical illusion, or when exposed to misleading sensory stimuli, such as that created by virtual reality amusement rides. A dyslexic disorients on a daily basis as a reaction to confusion. Disorientation is what occurs when the dyslexic is using their natural problem solving skills. This natural mental response to any confusing sensory information manifests itself as the dyslexic learning style.
Scientists believe that there is a genetic influence for dyslexia, but there is no way to predict whether a child of dyslexic parents will develop dyslexia or not.
Researchers who have studied identical twins with reading disabilities have found a little more than 50% correlation among the twins – that is, if one twin has a reading problem, the other twin will have a reading problem only about half the time. From this, they surmise that reading disabilities are are about half due to heredity, and half due to other factors such as the individual’s environment, experiences, education, or upbringing.
Genes on at least eight different chromosomes have been identified as having some role or connection with dyslexia. None of these are implicated in all cases of dyslexia. Thus, whatever genetic influence exists does not come from a single cause, but from a combination of factors.
In our bookstore you will find some books that can be very helpful as you continue to explore dyslexia. Our top three choices are:
“The Gift of Dyslexia,” by Ron Davis
“The gift of Learning,” by Ron Davis.
“The Everything Parent’s Guide to Children with Dyslexia” by Abigail Marshall
For a list of books that site Ron Davis’ work.
The next step is to contact us for a complimentary assessment to see if the program is a fit. This assessment is combined with an information session and takes about an hour.
* Please note: The following are assessments, not “official diagnoses.” If you need an official diagnosis, please feel free to contact us and we can direct you to a psychologist.
There are several different assessments that are given in order to be sure that a client is successful:
Assessments done during the initial information seminar:
1. The Davis Perceptual Ability Assessment: The purpose of the assessment procedure is to determine whether a person with a learning disability or other perceptual problem is a candidate for the program used at Rocky Point Academy. The assessment can determine the following
The ability to experience self-created mental images as real world phenomenon.
The ability to intentionally access the brain’s perception distortion function.
The ability to consciously view mental images three dimensionally.
A tendency or preference to think non-verbally with pictures of concepts and ideas vs. internal dialogue.
When someone has these abilities and is confused, stressed or using creative imagination there may be distortions in the areas of vision, hearing, balance/movement and time. These distortions can cause difficulties with reading, writing, spelling, math, coordination, spatial orientation, speech, hearing, motion, and/or attention focus. They can also be the reason for exceptional talents in creativity, mechanical aptitude, music, dance, art, engineering, strategic planning or athletics.
A positive result indicates that the ability of disorientation can be brought under conscious control and can be turned off when they are a barrier to learning or performance.
Note: If you are from out of town and unable to make it into Calgary for the assessment, please contact us and we can do a phone screening.
2. Motivation Screening: The second portion of the assessment determines whether a child/adult has sufficient motivation to take a program. Do they realize they have a struggle? and do they want to do something about it? This portion is very important if a client is going to see continued progress after a program.
Assessments done during a program:
1.Davis Symptoms Profile: Once a client has decided to attend a program a list of strengths and weaknesses will be filled out by the client and a support person (parent, spouse, close friend). This will enable us to design a program that will use the natural strengths of the client to address the areas of deficits. It is also helpful in establishing clear goals for the outcome of the program.
2. Pre and Post Academic Levels (This may or may not be included with a program – it will depend on the needs of the client.) In a reading program the Ekwal/Shanker Reading Inventory is used to determine pre and post reading levels for the client. The math program will generally include a informal assessment to find areas of confusion.
In order to schedule a week, we require that an assessment is completed by a facilitator. When the assessment is completed and the program is determined to be a fit, we can register you into a week that works with your schedule. Programs run throughout the year.
Contact us here
A typical program generally runs Monday through Friday for three hours in the morning, a hour off for lunch and three hours in the afternoon. All programs are provided one-on-one. Friday afternoon is dedicated to helping those that will be supporting the client after a program (parents, spouses, teachers). After a program is completed, a client may come in for “follow up sessions” to address any concerns, review material or boost motivation.
For more information click here.
Many reading programs include all the elements of an effective reading program (phonemic awareness, fluency, vocabulary and comprehension). What sets the Davis method apart is that it also addresses 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 and engages the creativity of the learner. Many other programs address only the symptoms and involve a lot of repetition (which dyslexics often find boring and tedious).
For more information on our reading program click here
The Davis approach goes to the root of why some people have problems understanding and learning math with traditional teaching methods. The basic building blocks on which all math is built can be completely or partially missing for somone who is dyslexic. Once the foundation concepts for understanding math are mastered and the math functions can be “seen,” math becomes easier. Visual-spatial thinkers may also be confused by the “words” that describe math functions so these words must be mastered. Davis Math Mastery does not use memorization tricks, flashcards, or repetition. For more information on our math program
The Davis approach goes to the root causes of why some people have problems controlling their attention, energy level, and social interaction, and resolves them. These root causes are:
1)they experience the passage of time inconsistently
2) they think in images rather than in words
3) they are highly imaginative
4) they have little or no concept of self as separate fromand/or in relation to others
5) they have little or no concept of time, sequence, order, cause, effect, or consequence.
Commonly seen results:
- Increased self-esteem
- Ability to control energy level
- Improved self-management in social situations
- Improved ability to maintain attention focus
For more information on our ADD program click here
Immersion is the easiest and quickest way to create new learning habits. If the clients goes back into the school/work situation each day, they will resort to what they are familiar with to “get by”. Being immersed in the program for a week enables the client to become skilled and develop confidence in his/her new tools. Once these skills are established, they can then successfully apply them in the school/work setting.
The day is broken up into many different activities and breaks are taken between activities in order for optimal learning to occur.
Although the client is missing five days of school, they are gaining tools that will make learning easier. This is often preferable to waiting until school is out for needed help.
Most teachers agree that an intensive one-on-one program is the most conducive way to learn information quickly and thoroughly. Generally, teachers are very understanding and assign minimal homework for the missed week.
Generally, a child is not ready for the Davis reading, math or ADD programs until the age of eight. However, there is a young learner program specifically designed for children ages 5-7. Suitability can be determined during the assessment.
For more information on our young learner program click here
Yes. The Davis program is a wonderful complement to the home school setting. After the program, support training for the parent provides a basis for follow-up over the next year. All necessary materials are provided, and when added into a daily routine, the follow-up exercises go quickly. Many clients have found great success with implementing the Davis strategies into their home school environments — even for their non-dyslexic children!
Yes. The beauty of this program, because we are addressing the root cause, is that it will work with any language. Davis is currently being successfully used in over 30 different languages. As long as a child can communicate comfortably in English, Rocky Point Academy can show them how to use the tools in both languages.
Yes! At the age of 38, Ron Davis discovered the tools that allowed him to correct perception and, for the first time in his life, read an entire book in one sitting. After his discovery, the program was further tested and developed by working with adult dyslexic volunteers.
Motivated adults bring a level of maturity and self-awareness that make the program extremely rewarding and successful!
For a list of adult characteristics. click here
Generally, our recommendation is that an autistic go through the Davis Autism Program provided here at Rocky Point Academy before taking a reading program. This will ensure optimal success. For more information on the autism program click here
Yes, programs are provided year-round.
The Davis Dyslexia Correction® program has a 97% success rate! A typical program will provide for significant improvement by the last day of the program. This is a literacy jump-start: future progress is determined by the client’s motivation, continued use of tools, and completion of Symbol Mastery after the program.
A client will learn the following skills:
· 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.
Note: Other skills will vary from program to program and are determined by the clients specific goals.
To see “Reading Improvement” statistics from 300+ consecutive Rocky Point Academy clients click here
The follow up is very important if continued progress is to be made. Usually, follow up will require no more than 5 hours a week. When followed, the follow up can be completed within a year.
To learn more about the follow up portion, click here.
Yes. There is a letter of absence sent to the school prior to a program. After the program the client is provided with charts for the teacher explaining the tools, when to use them and how to address them without discouraging the client.
A letter which includes information about the tools, the results of any academic assessments, and recommendations for the classroom is included in the take-home packet at the end of the week.
We have presented lectures and workshops to many schools and are always willing to speak with teachers about the program.
The program includes free follow up sessions – as needed. The facilitator will go through a process to find out if further information, practice or motivation is at the root of the problem and then conduct the follow up accordingly.
We do not recommend the Davis program for individuals using medication to control the symptoms of Attention Deficit Disorder or hyperactivity.
Some medicines (particularly those that affect the central nervous system) hamper a person’s ability to use creative thought, or to visualize or picture things using imagination. This becomes significant when doing Davis Orientation Counseling® as well as the Fine Tuning sections of our program. During these times, individuals
are using multi-dimensional thought and perceptual abilities that are quite natural for them. Psychoactive drugs will inhibit the individual from using these talents.
Doing the Davis program will not harm an individual who is taking such medications. It’s just that the full benefits of the Davis program often cannot be obtained in such a situation.
If you are considering the Davis program with a licensed provider, it is important that you discuss all medications with the provider prior to beginning the program. This will help you and the provider decide whether the program is right for you.
There is a growing body of research supporting Davis’ theory. To see how the Davis method fits into the commonly accepted educational theories. click here
To see how brain research is supported in the Davis methods click here
Research into various aspects of the Davis Dyslexia Correction program is ongoing; new developments and results can be found at www.dyslexia.com/experience .
Yes, we have worked with many clients from hours away or other countries. If you are too far away to come in for the initial assessment we can set up a time for a phone consultation. After the consultation a facilitator will recommend one of the following:
acceptance into a program
a one-on-one meeting because a determination could not be made over the phone
client needs to wait before taking a program (too young, not motivated yet etc.)
program is not suitable for this client
Yes, we are located a short walk from the Wingate Inn, and across the road from a major shopping complex that includes restaurants, groceries, gas, movie theaters, library, recreation center and over fifty different stores.