Wynford Dore became popular for the development of Dore programme. This is based on the creator and the businessman. This is considered to be a method in improving writing, reading, focus, and attention. The same is also true with social skills, and even sports performance. Most of the time, these were targeted through physical exercises.
Where It Came From?
Dore was previously called DDAT or Dyslexia Dyspraxia Attention Treatment. Wynford Dore initiated this. This was intended for his daughter Susie who had been diagnosed with severe dyslexia. They also turned out to be suicidal and depressed. This was done upon learning that there was no identified cure for dyslexia. There was a team of researchers out there who started working with Dore. This was done to investigate Harold Levinson for he claimed that cerebellum is connected to myriad symbols which were experienced by Susie.
The theory behind this programme is that most skills including writing and reading are mostly learned through insistent practice. These should be automatic for the cerebellum would always enable the learning process to occur. This would maximize the efficiency rate for sure. The method is claiming that skills should be automatic. The working memory would ask for the performance of a task to deviate. With this programme, the aim is to somehow stimulate the development which is happening in the cerebellum. As this transpires, communications would be strengthened. This would occur between the cerebellum and that of the cerebrum.
How can the programme be sustained though? It is necessary that the clients are 7 years old and above. Younger clients might have difficulty in being accessed accurately. This is the complication here.
At first, the effectiveness of the programme was disputed. There was a study conducted for it to be evaluated. This was published in the year 2003 entitled Dyslexia. This reported improvements included reading, writing, and comprehension. These were done concerning 35 school-aged students which was directed at Balsall Common School in Warwickshire, UK. This was done through a standardized testing. The participants of the study were identified to not have diagnosed learning difficulties. These are people with six had dyslexia, ADHD, and developmental coordination disorder. After the conduct, it has been learned that significant improvements were present in students. These were in the year 2006. Among the developed skills were writing, comprehension, and reading. The same was also true with ADHD attention skills.
The treatment is still studied up until now. There was even a time when the study was challenged. There was a control group before which came with subset of assessments. They were not only bound or follow up. The information here was provided and it was enclosed in the test scores which are for the treatment status of the children. Throughout, the research defended the significance of maintained gains in coordination. Only developments and improvements were signed up for the programme. That served as a feedback to many.