Q: Can you explain with an example, how a dyslexic gets confused when reading, and how that leads to disorientation when the threshold for confusion is reached, and subsequently mistakes are made in the process?
A: Let me unpack this for you by using Ron Davis’ step-by-step breakdown of what happens when a 10-year old dyslexic reads the sentence, “The brown horse jumped over the stone fence and ran through the pasture”.
The first word “the” caused the mental imagery to go blank, because there was no picture for it. A blank picture is the essence of confusion. Using concentration, however, the child pushes past the blank picture and says “the” and forces himself to skip to the next word.
The word “brown” produces the mental image of a colour, but it has no defined shape. Continuing to concentrate, he says the word “brown”.
The word “horse” transforms the brown picture into a horse of that colour. Concentration continues and “horse” is said.
The word “jumped” causes the front of the brown horse to rise into the air. He continues concentrating as he says “jumped”.
The word “over” causes the back of the horse to rise. Still concentrating, he says “over”.
The next word, another “the”, causes the picture to go blank again. Confusion for the dyslexic has increased, but the threshold for confusion has not been reached. He must now double his concentration so he can push on to the next word. In doing so, he may or may not omit saying “the”.
The word “stone” produces a picture of a rock. With concentration doubled, he says “stone”.
The next word, “fence”, turns the rock into a rock fence. Still with doubled concentration, he says “stone”.
The next word, “and”, blanks out the picture again. This time, the threshold for confusion is reached. So the child becomes disoriented. The child is stopped again, more confused, doubly concentrating, and more disoriented. The only way he can continue is to increase his concentration effort. But now because he is so disoriented, the dyslexic symptoms will appear. It is very likely that he will omit saying the word “and”, or just as likely that he will substitute “a”, “an”, or “the” instead. At this point, he is no longer getting an accurate perception of the words on the page. He is now expanding a tremendous amount of effort and energy on concentrating, just to continue.
The next word, “ran”, because he is now disoriented, is altered into the word “runs”. He sees an image of himself running, entirely unrelated to the picture of the hovering horse. Then he says “runs”.
The word “through” is altered into “throws”. He sees himself throwing a ball and says “throws”.
The next word, “the”, blanks out the picture again, even more confused, and still disoriented. His only recourse is to quadruple his concentration. In doing so, he omits saying “the”.
By now, his disorientation has created a feeling like dizziness. He is feeling sick to his stomach, and the words and letters are swimming around on the page.
For the last word “pasture”, he must track down each letter, one at a time, so he can sound out the word. Once he does, he sees a picture of a grassy place. Even though he is disoriented, because of the extra effort and energy he puts forth in catching and sounding out each letter, he says it right, “pasture”.
Having competed the sentence, he closes the book and pushes it away. That’s enough of that! When asked what he just read, he is likely to answer with something like “a place where grass grows”. He has a picture of a horse in the air, a stone fence, himself playing ball and a grassy place, but cannot relate the separate elements in the sentence to form a mental image of the scene described.
To everyone who saw or heard him read the sentence or heard his answer to what it was about, it’s obvious that he didn’t understand any of what he just read. As for him, he doesn’t care that he didn’t understand it. He’s just thankful that he survived the ordeal of reading out loud.
Do you see some similarities between what was described above and what you see in your child when he/she attempts to read?
Professional services described as Davis™, including Davis™ Dyslexia Correction, Davis™ Symbol Mastery, Davis™ Orientation Counseling, Davis™ Attention Mastery, Davis™ Math Mastery, and Davis™ Reading Program for Young Learners may only be provided by persons who are trained and licensed as Davis Facilitators or Specialists by Davis Dyslexia Association International.