My one-on-one tutoring programme uses spelling as a tool to enable an individual's multisensory learning style assist them to learn. In simple terms, I tune into their learning styles and bring their styles to the forefront. Then they can use their particular learning style to attain competency in reading, writing, and spelling. Individual needs are recognised with my programme.
Literacy is of increasing importance in today's literacy-dominated educational system. Without reading, writing, and spelling skills to at least match their chronological ages dyslexics in most schools have little chance of reaching their potential. As a consequence they are condemned to a life at school of being regarded as low achievers, and seldom given opportunities to demonstrate their cognitive strengths.
By following my Seven Steps for Literacy Success™ tutoring programme dyslexic students can regain self-confidence in their abilities and thereby succeed in the educational system. Their minds are now open to explore the world of words.
Normal children on average improve their literacy abilities by a year for every calendar year (ratio gain = 1.0), whereas dyslexic children without intervention to normal classroom teaching do not improve at this rate (even though their verbal skills may test high). It is recorded in the literature that a dyslexic child may improve their reading ability by only 5 months per calendar year (ratio gain = 0.42), and for spelling only 3 months in a calendar year (ratio gain = 0.25) (Rose 2009, page 178). This means the age-graded literacy abilities of dyslexics shown in standard tests are below their chronological ages and for many even further below their potential. If these children continued to receive only normal classroom teaching they would continue to fall even further behind in their written literacy abilities.
Rose (2009, page 178) states that in the case of dyslexia the achievement of ratio gains of 1.0 or greater represents substantial progress for these individuals even though their literacy skills may still be below the level required to access the curriculum effectively. Ratio gains for literacy skills for students tutored with the Danks Davis Dyslexia programme are usually between 1 and 2 for key skills, and demonstrate that the programme is an effective intervention for students with dyslexia (see Student Results).
Rose, J. 2009. Identifying and teaching children and young people with dyslexia and literacy difficulties. An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families. 217 pages. http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/00659-2009DOM-EN.pdf
One of the biggest problems with dyslexic students I notice is mishearing (auditory perception problems). My method will successfully deal with mishearing, and as well problems resulting from glue ear (as demonstrated by ratio gains).
It is of the utmost importance that the student hears a word as it is spelt. They must know their sounds and blends and the difference between "f" and "th".
Many dyslexics have the problem of not being able to visualise the written word. Once you start to clear the auditory channels, the visual channel for word recognition can start to be used by the student as well. My programme shows you how to present words in a visual way.
Once the auditory and visual channels start to clear, you will notice a difference in the student. They will start to read! Watch their eyes: you'll notice a light or sparkle appear, whereas previously their eyes seemed darkish (like "the light's on, but nobody's home!") Their self-esteem just blossoms.