We can help people with dyspraxia achieve a sense of balance, gain hand/eye co-ordination and become less clumsy.


Dyspraxia can be experienced by both children and adults and affects planning as well as co-ordination. Many people who are dyspraxic develop good compensating strategies and it can be difficult to diagnose.

Key indicators are

  • co-ordination difficulties or clumsiness
  • difficulty with time management
  • poor handwriting
  • poor sense of direction
  • taking longer to finish a task than other people

The root cause of dyspraxia is inadequate natural orientation. This means either that at some time very early in a person’s life, much earlier than might happen with most dyslexics, they began to disorientate, that is they included their imagination in their thought process, or that they never acquired an orientation point at all. This led to the individual never being totally sure of where physical reality is found.

This person has poor co-ordination, may have perceptual or speech difficulties, will have difficulty telling left from right and with crossing the midline of the body with hand or foot. They will also be unable to scan across the midline with their eyes.

Not only is visual perception affected, sound can also be affected. They may hear sounds as garbled, too loud or soft or coming from the wrong direction.

Whilst the defining characteristic of dyspraxia is a difficulty with motor co-ordination, these characteristics rarely stand alone. They usually accompany or overlap other characteristics in the dyslexia spectrum and can be addressed directly, and effectively, during a Davis Dyslexia Correction Programme.

Koosh balls

Davis Orientation, as described in The Gift of Dyslexia, is of great benefit to the dyspraxic person. The ‘Koosh ball’ exercises that accompany Fine Tuning are particularly helpful to the individual with problems with large motor skills, balance, or hand/eye coordination. Orientation resolves the perceptual problems which underlie many symptoms of dyspraxia. After doing Orientation, many individuals report  that it is the first time in their lives they have felt ‘in balance’ rather than somehow being off-centre.


How Davis is Different

Traditionally dyslexia has been viewed as a disability and many remedial approaches focus on coping strategies involving drill and repetition. Davis facilitators understand the root cause of dyslexia, dyspraxia, dyscalculia, ADD, Autism and other ‘Specific Learning Difficulties'(SpLD) and recognise that dyslexia is a form of intelligence – not a disability. Our approach treats dyslexic intelligence with respect and uses it to address learning problems. We regard the root cause of dyspraxia as being that dyslexic intelligence.

Here is what’s different:

  • The Davis methods use the three-dimensional learning style of the dyslexic student. Conventional methods are based on the idea that there is something wrong with the student, who needs to learn how not to be dyslexic. Davis methods are based on the idea that there is something different and very creative in an individual’s thinking style. During a Davis programme a facilitator will show the student how to use the medium of plasticine clay to master a greater understand of language, concepts and maths.
  • The Davis methods do not use phonic instruction. Since dyslexic students think in pictures, they have difficulty thinking with the sounds of words and thus it is difficult for them to try to read by breaking words down into component sounds.
  • The Davis methods do not rely on repetition or drill. Dyslexic students have a hard time remembering things that they do not fully understand. Repetition and drill are a waste of time for them and will only increase their frustration.
  • The Davis methods deal with the causes of the problems dyslexics have, not the symptoms; they will put you in control. This programme corrects the learning difficulties using the strengths and talents of the individual’s thinking and learning style in a creative and fun way.
  • The Davis Methods do not rely on devices such as coloured overlays or large print books nor on medication or herbal treatments. Instead it uses a visual, meaning based approach to reading, relying on full understanding rather than rote learning, leading to full retention. This allows the individual to take control of his own learning without needing to be dependent on any outside device, medication or supplement. Davis facilitators know that Dyslexia and other Specific Learning Difficulties (SpLD) are not a disease or psychiatric condition. There is nothing wrong with a dyslexic’s brain, it simply works differently.

Help available from centres in Bedfordshire, Berkshire, Carmarthenshire, Cheshire, Devon, Dublin, East Sussex, Gloucestershire, Greater Manchester, Hampshire, Hertfordshire, Leicestershire, London, Morayshire, Oxfordshire, Norfolk, Pembrokeshire, Powys, Surrey, West Yorkshire, Westmeath and Worcestershire.

    Dyspraxia in Children
    Dyspraxia in Adults