In this video Axel Gudmundson explains Davis Learning Strategies for Primary teachers, the study that produced 100% literacy by Grade 3 and the benefits to schools and students using these strategies.

In this series of three videos Sue Hall explains Dyslexia, the language we use when describing this learning challenge and how it can be corrected and prevented. Dys means difficulty and lexia means language - in #1 Sue Hall explains the three components to our learning challenge; in #2 she shares how the challenges can be corrected; in #3 she describes how to prevent the challenges. Her TEDx summarises all of the above and promotes a NeuroInclusive approach in story form.

Testimonial – Lora Bird, Kindergarten Teacher

“Having attended a Davis Learning Strategies Workshop six years ago, these strategies are now a permanent part of my Kindergarten class teaching! The baseline letter recognition, phonemic awareness (sounding), blending, syllables, rhyming assessments that I completed in late September were average, and I was astounded to see that my December assessment results were what I would normally expect to see in May/June. The most wonderful part is no- one has been left behind! I had become accustomed to accepting that there would always be the few who simply could not “meet expectations”. I have been to hundreds of workshops, taken post graduate classes, joined “The Literacy Project”, read countless books... none have given the simple, undeniable results that Davis Learning Strategies has.

I have made organic modifications, for instance when all the alphabet letters are complete I have the students put their letters into alphabetical order which is a fun and hands on activity allowing each student a sense of ownership, mastery and achievement. The very reason I am a teacher is to witness this magnificent miracle. My favourite question to ask is: “Whose alphabet is this? Or “Whose ‘s’ is this?” 

The look in their eyes when they know that it is their own creation, made with their own hands, makes it all worthwhile. These are not regurgitated teacher driven, rote answers that students have memorized without experiential or conceptual understanding, this is real learning.

I see the benefit of mastering the alphabet letters in the following way: for example, having mastered the letter ‘s’, I see them at reading time, story time, during music or free play, delighting in the constant application and rediscovery of the many ‘sss’ sounds that seem to pop out of nowhere as if they didn’t exist before they made it in clay. Parents, some of whose older children I taught without Davis Strategies only a few years ago, beam when they tell me that their child is reading the walls and streets and writing on their free time! These are five year olds. This Kindergarten class has been their first and only introduction to letters and numbers, outside their familial experiences. My reception level ESL students (not one word of English!) have mastered the English alphabet right alongside their English speaking peers. They read words, competently sounding them out, and then ask me what they mean.

Reversals were only presenting in students numbers because I had focussed on letters. So of course we mastered numbers using the Davis mastery process and there were no more reversals. Once the students have completed the letter or number of the day in clay, they proceed to their printing books and master it with pencil and paper in progressively smaller sizes.

The Learning Assistance Teacher has requested that I give my allotted time to other classes that need it more since all my students are doing so well, including my ESL students. That is what success looks like !”

All of our staff started implementing the tools immediately, and we have begun seeing some quick improvement with several students. When using the focusing tools, one student said, “last year, I had a really hard time focusing and getting my work done. This year, I can stay focused much easier and get my work done every day.”

Another student began making their spelling words in clay and their spelling tests have improved dramatically. While others have used simple tools like spell-reading and their spelling tests results have dramatically improved.

This is after implementing only the basic tools. I am excited to see the progress we will make as we are able to implement all of the tools and strategies.

We are incredibly grateful for the support we have received from your organization; it has enabled us to utilize tools that would have been impossible to access otherwise. Because of your support, we are even more excited and hopeful about our ability to transform the learning experience for our students.

— A school in Saskatchewan

“I wanted to take a moment to send a BIG Thank You to the Society for the scholarship allowing me to attend the Davis Learning Strategies Workshop back in the fall. At the time I had no idea how much those 2 days would change my experience while working through the Davis method with my student whom I’m a tutor for. I was able to come back to our sessions together with the knowledge and confidence I needed to bring her through this school year work in Davis. It was so rewarding to watch her flourish and blossom in her learning. I know that with your investment in me this past year I will be able to bring hope to many more students and their families not only this coming school year but for my entire career as special education assistant. One little seed turns into something so beautiful.

Thank you for the blessing,

— Megan Davis