A tool I am finding particularly useful is picture-at-punctuation. This has finally allowed me to keep information in my mind and not forgetting the whole page when I reach the end of it. Orientation is something that astounded me. I never thought I could use my imagination as a way to solve my dyslexia. Instead of concentrating, all I have to do is orient. It nearly pushed me to tears when I got the grasp of it, and everyone around me can see the change this course has done for me.
I truly can not thank you enough for the bursary. The Davis methods have completely changed my life. I can finally see the light at the end of the tunnel. I will be a success thanks to you"
Jonathan Edwards. (aged 23)
"Thank you for your wonderful support for J and me, as his mother. You have opened the world for him. We are very grateful. J is doing very well and is coming on leaps and bounds with his reading."
This was sent to J's Davis facilitator by his mother one year after his Davis programme had been completed. (J - aged 8)
The first thing I noticed was that as soon as she started the Davis programme with her facilitator, her confidence skyrocketed and has really stayed up. Since doing the programme, her marks, especially for English, have really improved. She recently got 100% in her English GCSE controlled assessment! And, at her last Parents' Evening, her English teacher asked me " what has she done, it's like she's not dyslexic anymore?" And it is true. Her spelling is now fine. These massive changes in spelling and confidence have meant that her motivation has really gone up. I would say that doing the Davis programme has really changed my daughter's life."
This was sent to the daughter's Davis facilitator, by her mother, a few months after her daughter (aged 16) had completed her Davis programme.
"I couldn't have done it without you, So thank you so much, x Tee"
This was sent by Tee to her Davis facilitator once she had received her University exam results. Before taking the Davis Dyslexia Correction Programme, Tee excelled at practical work but could hardly access the reading and writing requirements of her training as a theatre nurse.
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