Paula Horan - Davis Facilitator
Telephone: 044 9341613
Mobile Phone: 086 0605323
Dyslexia Correction Centre
"the ONLY non phonics based dyslexic intervention"
Professional services described as
Davis™, Davis Dyslexia Correction®,
Davis Symbol Mastery™, Davis
Orientation Counselling™, Davis Math
Mastery™, Davis Attention Mastery™,
Dyslexia the Gift® and Gift of Dyslexia®
may only be provided by persons who
are employed by a licensed Davis
Specialist, or who are trained and
licensed as Davis Facilitators by Davis
Dyslexia Association International.
Davis Discussion Board for parents
Free Evaluation Test
Solution - contact Paula at 085 0605323 or fill out the enquiry contact to arrange for a free of
charge information meeting face to face or by phone to assess your specific problem.
ENGLISH SPELLINGS ARE DUM.
The words that cause the most problems are the Dolch List words, the high frequency words that make up 75% of the English
language. These words have unclear meanings and meanings that may change from context to context, indeed the
pronunciation may even change (live =to exist, live= as in a live concert on the tv/ close = to shut, close = nearby).
There are words like " there, their, they're" all with the same pronunciation, different meanings and different spellings.
Phonics alone can never help the dyslexic to fully understand these words, and not understanding them and others like them
means that the dyslexic, even if he sounds like a proficient reader, has little or no comprehension and is thus functionally
The thinking style and resulting confusion also can
affect maths (dyscalculia), motor skills (dyspraxia),
organization, focus and behavior challenges
(ADD/ADHD) and can have a significant impact on a
In literacy, learning to read and write becomes
more and more difficult and frustrating as
confusion leads to guessing and guessing leads to
mistakes and loss of self-esteem. To protect
self-esteem the dyslexic will put coping tactics in
place to survive the school day/homework
(daydreaming, avoidance, bad behavior) and all of
these in turn hinder the learning process.
Because the root cause is misunderstood by
educators the child is often labeled difficult,
uncooperative or lazy.