Abigail Marshall

Abigail Marshall is the Webmaster and  Information Services Director for Davis Dyslexia Association International, and has been with DDAI since its founding in 1995. She is the author of several books about dyslexia, including The Everything Parent’s Guide to Children with Dyslexia (2nd Edition), and When your child has …. dyslexia. She is also the co-author, with Ron Davis, of Autism and the Seeds of Change.

 


 

Books by Abigail Marshall

Children with DyslexiaWhen your child has dyslexiaAutism and the Seeds of Change

 

(Click on book cover for purchase information)

 

 

Articles on this site

 

Brain Scans Show Dyslexics Read Better with Alternative Strategies

Scientists studying the brain have found that dyslexic adults who become capable readers use different neural pathways than nondyslexics. This research shows that there are at least two independent systems for reading: one that is typical for the majority of […]

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Davis Dyslexia Correction: A Brief Explanation

The Basic Davis Methods: Ronald Davis theorizes that dyslexic individuals are picture thinkers who experience perceptual disorientations in the senses of time, vision, hearing, and/or balance and coordination. Davis Dyslexia Correction provides a solution based on two key elements: A […]

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Davis Program Average Reading Gains

Statistics from Rocky Point Academy Davis Facilitators Lawrence and Stacey Smith have assembled data showing reading level gains for more than 360 clients who completed the Davis Dyslexia Correction® program at their center, Rocky Point Academy, in Calgary, Canada.

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Davis Reading Exercises: Spell Reading & Sweep-Sweep-Spell

Building Skills for Visual Word Recognition Davis Spell-Reading and Sweep-Sweep-Spell are important because they build a vital center for reading in the brain. Beginning readers often rely exclusively on phonetic decoding strategies for all words, a process usually centered in […]

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South African Researchers Report Reading Success with Davis Methods

Researchers at University of the Free State in Bloemfontein, South Africa, compared the progress of 18 dyslexic students who were given instruction using Davis Dyslexia Correction techniques with a control group of students from the same school. Over a period of nine months, the Davis students performed significantly better on tests of word recognition skills and spelling.

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The Theory Behind Davis Dyslexia Correction Methods

Ron Davis, himself a severely dyslexic adult, figured out how to ‘correct’ his own dyslexia before he ever came up with any theories about how to help others. Until the age of 38, he had always accepted the official pronouncements of the experts who had diagnosed him as mentally retarded.

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The Undiagnosed Teenager with Dyslexia

Often, very bright children are able to compensate for their dyslexia in the early school years, but cannot cope with the greater intellectual demands of secondary level schooling. Some common signs that your teenager may have dyslexia are: Your child […]

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When Phonics Doesn’t Work

Traditional tutoring for dyslexia relies on intensive instruction in phonemic awareness and the phonetic code. But such teaching is an arduous process for many students. Often progress is slow, relying heavily on repetition and “overlearning.” While basic decoding skills may […]

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Why Drugs and Davis Don’t Mix

Licensed Davis Facilitators usually will not work with clients taking medications commonly prescribed for ADHD, such as Ritalin, Strattera, or Concerta, as those medications generally interfere with the individual’s ability to learn and apply the mental focusing techniques that are […]

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Articles in The Dyslexic Reader:

  • A Dozen Frequently Asked Questions about Assessment (Issue 52)
  • A Look at BrightStar Learning (Issue 39)
  • Brain Function, Spell-Reading and Sweep-Sweep-Spell The importance of visual word form recognition (Issue 39)
  • Brain Scans Show Dyslexics Read Better with Alternative Strategies (Issue 33)
  • Building Self-Advocacy Skills Reprinted from The Everything Parent's Guide to Children with Dyslexia (Issue 37)
  • Do the Davis Methods Address Spelling? (Issue 40)
  • Gehirnuntersuchungen zeigen: Legastheniker lesen besser mit alternativen Strategien German translation of article, Brain Scans Show Dyslexics Read Better with Alternative Strategies (Issue 34)
  • Good Spelling Days and Bad Spelling Days (Issue 40)
  • Implications of Self-Regulation Abilities for Academic Achievement (Issue 47)
  • Phonics vs. Whole Language Reprinted from The Everything Parent's Guide to Children with Dyslexia (Issue 38)
  • Q&A: Dyslexic Imaginative Abilities (Issue 29)
  • Q&A: Is dyslexia hereditary? (Issue 33)
  • Q&A: Orientation Counseling when unsure of dyslexia Also: Statistics concerning twice-exceptional (gifted and dyslexic) children (Issue 31)
  • Q&A: Professional Training Assignments Also: Process for modeling abstract words; Hebrew trigger words; Decoding and part-to-whole learning (Issue 35)
  • Q&A: Toddler Pronounces Words Backwards Also: Brain dominance; Help for kindergartner; (Issue 39)
  • Q&A: What is hyperlexia (Issue 30)
  • Q&A: ADHD and Dyslexia Also: Good at algebra, but struggles with basic math; Which clay; Low cost classroom implementation of Davis tools; Working alone; Location of Orientation Point (Issue 58)
  • Q&A: Autism: a kind of ‘super dyslexia?’ Also: Globally Developmentally Delayed (Issue 48)
  • Q&A: Can dyslexia be prevented? Also: Creation through Disorientation; Dyslexic brain wiring and learning; Davis methods in Schools; Optimum orientation for different activities; Building reading fluency (Issue 56)
  • Q&A: Computing how many ways a dyslexic can see a word Also: Davis Learning Strategies and kids on medication; Role of environment in developing dyslexia; (Issue 60)
  • Q&A: Convinced that son is dyslexic despite negative test results Also: Post-Program Support; Who decides on program, parent or child (Issue 43)
  • Q&A: Definitions of Dyslexia Also: Will I lose my "gift"? (Issue 37)
  • Q&A: Dyslexia and Math Also: Forgetfulness; Establishing Order; Davis compared with Learning Breakthrough program (Issue 52)
  • Q&A: Dyslexic “wanna-be” Also: Right-Brainer; Davis and Writing; Dyslexic Super Speller (Issue 44)
  • Q&A: Fragile X Also: New Vocabulary Words; Dyseidetic Dyslexia (Issue 41)
  • Q&A: Internet Resources for Reading Assessment Also: Colored lenses and dyslexia; Are all picture-thinkers dyslexic? (Issue 26)
  • Q&A: Learning disabilities and early childhood trauma Also: Dyssemia; Font choice; Dyslexia and a Military Career (Issue 40)
  • Q&A: Let child discover own mistakes Also: Difficulty creating mental pictures; Disorientation sometimes valuable; Unsure if daughters are dyslexic (Issue 49)
  • Q&A: Medications & Dyslexia Also: Best time for summer dyslexia program; Trouble with little words; Davis program for adults; Post-program follow through (Issue 46)
  • Q&A: Mental Pictures vs. Clay Model Also: Can a speed reader be dyslexic? - Old solution or natural strategy (Issue 42)
  • Q&A: Mixed Dominance? Also: Whether to continue with phonics; Order of introducing Davis tools; Developing awareness of disoriention (Issue 57)
  • Q&A: Outgrown or overcome? Also: Dyslexia statistics; A child who refuses to try the Davis program; Helping a sibling with ADHD (Issue 47)
  • Q&A: Phoneme Awareness; Picture-at-Punctuation (Issue 27)
  • Q&A: Phonics Instruction and the Davis program Also: Davis tools with younger children (age 4); Importance of trigger word modeling (Issue 32)
  • Q&A: Phonics teaching after a Davis Program Also: Picture at Punctuation; Difficulty with Long Division; Davis Reading Program for Young Learners (Issue 55)
  • Q&A: Phun with Clay vs. Fonix Also: Why dyslexics spell phonetically; Scientific validity of dyslexia diagnosis (Issue 51)
  • Q&A: Research on Dyslexic Talents Also: Is dyslexia an old-fashioned term? (Issue 28)
  • Q&A: Swiveling Camera Eye Also: Disoriented Daydreamer; Backwards Out Come Sentences; Letters in the Wrong Order; Teaching English in Italy; Over-stimulated or Predisposed? (Issue 54)
  • Q&A: Television and Visual Media Also: Unlisted trigger words; Helping a Sibling; Drawbacks of Flash Cards (Issue 45)
  • Q&A: Thinking Nonverbally with Trigger Words Also: Orthography and Dyslexia; Verbal Mix-ups (Issue 53)
  • Q&A: Trying to Super Glue the Mind’s Eye Also: Adapting to multiple approaches; Alternative paths to a Davis program (Issue 50)
  • Q&A: When child cannot move mind’s eye during assessment Also: Auditory processing; left-handedness; Dysnemkineidesia; special ed; planning home program (Issue 38)
  • Q&A: Whole word learning Also: Reading skills addressed by Davis; Tools for Spelling; Taking Breaks; A new way to focus; No need to rush (Issue 59)
  • Questions Teacher Ask about Dyslexia and Davis Dyslexia Correction (Issue 54)
  • Remembering Tim On the death of dyslexia researcher T.R. Miles (Issue 52)
  • Schools that Teach Failure (Issue 6)
  • Significant Implications for Davis Methods in New Dyslexia Research (Issue 35)
  • Strategies for Spelling Reprinted from The Everything Parent's Guide to Children with Dyslexia (Issue 40)
  • Symbol Mastery Q&A (Issue 27)
  • The Dyslexic Brain Wired for Whole Brain Thinking (Issue 60)
  • The Myth of Early Intervention (Issue 47)
  • The Shifting Sands of Dyslexia Science (Issue 23)
  • The Undiagnosed Teenager with Dyslexia (Issue 49)
  • University of Arizona Study Shows Davis Symbol Mastery Effective for Foreign Language Learning (Issue 35)
  • What Happens Next Exploring school accommodations after a Davis program (Issue 23)
  • What would Dr. Orton Think Today? (Issue 36)
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