Davis Program
Who can benefit
from the program
The program is designed for people who experience disorientation. Thousands of different symptoms can result from disorientation, and the program is not limited to people with dyslexia.
The intensity and the senses affected vary from person to person and from moment to moment. These characteristics may change from day to day—or even minute to minute.
“Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is incapable.”
What is the Davis Program®?
The Davis Program® helps children, adolescents, and adults better understand how they learn, develop their natural strengths, and overcome difficulties that may interfere with academic and personal performance.
Its approach begins with a fundamental premise: people who face challenges with reading, writing, attention, or learning do not lack ability. Instead, they often perceive and process information differently, with strong visual, creative, and three-dimensional thinking.
Through practical, personalized tools, the program helps participants gain greater control over learning, build confidence, and make the most of their talents.
I have had the opportunity to support many families and witness meaningful transformations in children, young people, and adults who have worked with this method.
My connection to the Davis Program® is also personal. I experienced its benefits firsthand with one of my children, which inspired me to become an Internationally Certified Davis Method® Facilitator and devote part of my professional life to sharing these tools with other families.
Davis Indicators
Hearing and Language
- Has highly sensitive hearing and notices sounds or meanings others may miss. Is easily distracted by sound.
- Finds it difficult to put thoughts into words.
- Speaks in fragmented phrases, leaves sentences unfinished, may stutter under stress, mispronounce long words, or transpose phrases, words, and syllables.
Mathematics and Time Management
- Struggles to tell time, manage time, learn sequential information or tasks, or arrive on time.
- Relies on counting with fingers or other strategies; may know the answer but struggle to show the process on paper.
- Can count but has difficulty counting objects or managing money.
- May handle arithmetic but struggle with word problems, algebra, or advanced mathematics.
Behavior, Development, and Personality
- May be extremely disorganized or compulsively organized.
- May be the class clown, be labeled a problem child, or remain very quiet.
- Developmental milestones may have occurred unusually early or late.
- May be prone to ear infections or sensitive to foods, additives, or chemicals.
- May sleep very deeply or wake easily; bed-wetting may persist.
- May have a very high or very low tolerance for pain.
- Often has a strong sense of justice, emotional sensitivity, and perfectionist tendencies.
Vision, Reading, and Spelling
- May experience dizziness, headaches, or stomachaches while reading.
- Confuses letters, numbers, words, sequences, or verbal explanations.
- When reading or writing, may repeat, add, transpose, omit, substitute, or reverse letters, numbers, and words.
- May perceive movement that is not present while reading, writing, or copying, even when vision exams show no problem.
- May have exceptional visual awareness or limited depth perception and peripheral vision.
- Reads and rereads with limited comprehension.
- Spelling may be phonetic and inconsistent.
Writing and Motor Skills
- Has difficulty writing or copying; pencil grip may be unusual and handwriting may vary or be illegible.
- May appear clumsy, have poor coordination, struggle with ball or team sports, or experience fine- and gross-motor difficulties.
- May be ambidextrous and frequently confuse right and left or up and down.
How, When, and Why?
Children, adolescents, and adults who face academic challenges often show inconsistent results in evaluations or school performance. This does not mean they lack ability; it often reflects how they perceive and process information in different situations.
One of the Davis Program®’s greatest strengths is that it can be completed at different stages of life. Whether a person is beginning school, attending middle school, high school, college, or is already an adult, it is never too early or too late to understand how they learn and develop tools that help them use their talents.
The Davis Program® helps each person develop orientation, attention, comprehension, and self-regulation skills so they can learn with greater confidence, reduce frustration, and reach their academic, personal, and professional potential.
When people understand how their mind works and learn to use their natural strengths, learning stops being a struggle and becomes an opportunity for growth.
Recommended Ages
The Davis Program® is primarily designed for children age seven and older, when learning style and areas requiring support can be identified more clearly.
Adolescents and adults can also complete the program; it is never too late to develop tools that support learning, confidence, and personal performance.
Duration
The intensive program takes approximately 25 to 30 hours, generally scheduled Monday through Friday. This format supports a deeper, more effective integration of Davis Method® tools.
Perceptual Ability Assessment
The Perceptual Ability Assessment, together with an interview with the participant and/or their parents, helps identify characteristics associated with a visual-spatial learning style.
This information helps us understand how the person perceives, processes, and organizes information and determine whether the Davis Program® may be an appropriate tool to support learning and development.