Student Results from Danks Davis dyslexia tutoring
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Success at secondary school: students Karl and Cameron with Zannie Danks DavisA selection of 5 representative extracts from reassessment reports prepared for parents by a Registered Psychologist is presented below. These summarise the successful results of 5 of many children reassessed after being tutored using the Zannie Danks Davis Seven Steps to Literacy Success™ programme.

Many children who were tutored 5-10 years ago have successfully continued their education and have been very successful with their advanced studies at universities and other tertiary institutions.


I thank the parents who gave permission to use these extracts.

As can be seen from these extracts, tutoring dyslexics using the Danks Davis tutoring programme greatly improves their age-graded literacy abilities to provide the scaffold for life-long success. Normally a child with dyslexia requires about 2 years tutoring.to complete all seven levels, but exceptionally it can be as short as six months.

Danks Davis encourages parents to have their children reassessed using standardised tests given by an independent registered psychologist after about a year to eighteen months to demonstrate the progress they have made, but understands that the cost for a reassessment may be too great for many families.

 

Demonstrating effectiveness of Danks Davis tutoring through tests by independent psychologists

The column "test age at assessment" gives the age-graded literacy abilities before tutoring started for these children, and the column "test age at reassessment" gives the age-graded literacy abilities after tutoring. These ages are based on standard scores found during testing by the independent psychologists, and therefore are age-independent and test-independent enabling valid comparisons and ratio gains to be calculated in order to evaluate the effectiveness.

ratio gain = (test age at reassessment - test age at assessment) / time tutored in years

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.

Reference:

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

 

Case 1 Boy, 11 years 10 months, tutored 2 years 3 months

Case 2 Boy, 11 years 0 months, tutored 2 years

Case 3 Boy, 9 years 8 months tutored 1 year 2 months (1 year after assessment)

Case 4 Girl, 8 years 4 months, tutored 1 year 10 months

Case 5 Girl, 13 years 0 months, tutored 1 year 9 months

 

Tests used include:

Auditory skills
Auditory memory, sentences (Stanford-Binet)

Language skills
Vocabulary (WISC-III)

Literacy skills
Basic Reading (WIAT)
Reading accuracy and Reading comprehension (Neale Analysis of Reading Ability – Third Edition)
Spelling age (WIAT)
Mental arithmetic (WISC-III)
Numerical operations (WIAT)

WIAT = Weschler Individual Achievement Test (WIAT®) see http://www.wiatii.com/wiat/wiat.htm

WISC-III = Weschler Intelligence Scale for Children – Third Edition (WISC-III®), see Fourth Edition information Wechsler Intelligence Scale for Children-Fourth UK Edition(WISC-IVUK)
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