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The Dore Method, named after its creator, businessman Wynford Dore, is a method for improving skills such as reading and writing, attention and focus, social skills and sports performance through targeted physical exercises. [1]
The validity of the program has been disputed, as it has not been subject to any conclusive study that meets the criteria for a randomised controlled trial. [2] [3]
Dore, previously known as DDAT (Dyslexia Dyspraxia Attention Treatment), was initiated by businessman Wynford Dore for his daughter Susie who was diagnosed as severely dyslexic and became depressed and suicidal. After being told that there was no cure for dyslexia, Wynford began working with a team of researchers to investigate Harold Levinson's claim that the cerebellum is linked to the types of symptoms Susie was experiencing. [4] Roy Rutherford, a friend of Wynford's, suggested that an underdeveloped cerebellum may be the cause of Susie's symptoms. The Dore programme was subsequently developed for Susie and, after she began to read and write, then made available to others. [5] [6]
According to a video released by Dore, conditions such as dyslexia, developmental coordination disorder, ADD, Autism, Asperger syndrome and ADHD are linked to cerebellar function. [7] Dore Program Practitioners believe that it is possible to treat difficulties in areas such as reading, attention, coordination, and social skills by developing these neural pathways. [8]
The theory behind the Dore method is that skills such as reading and writing are learned through practice and become automatic because the cerebellum allows the learning process to occur at the maximum rate of efficiency. The Dore method alleges that, as skills become more automatic, the working memory required to perform a task decreases. The Dore Programme aims to stimulate the development of the cerebellum and hence to strengthen the communications between the cerebrum and cerebellum. [9] [10]
The Dore programme stipulates that clients must be 7 years of age or older; younger clients would be more difficult to accurately assess. Adults of all ages are believed to be suitable for Dore. [11] [12]
Uncertainty surrounds the Dore Program's efficacy. 35 school-aged students at Balsall Common School in Warwickshire, UK, participated in the first study to assess the efficacy of the Dore program, which was published in Dyslexia in 2003. The study found that the students performed better on standardized tests in writing, reading, and comprehension. [13] The majority of study participants had no diagnosed learning difficulties: six had dyslexia, two had developmental coordination disorder, and one had ADHD. The Dyslexia Screening Test identified some of the remaining children as 'at risk,' but the majority of children did not have severe difficulties. A follow-up to this study was published in Dyslexia in 2006, and the authors report significant improvements in writing, reading, and comprehension, as well as ADHD attention skills, after re-evaluating the students. [2]
Studies on efficacy with the target clinical groups have yet to be replicated in a peer-reviewed medical journal, and where control data are available, the evidence of gains in literacy associated with the Dore programme needs to be further validated. [3] [13]
The Dore Programme treatment has been studied and continues to be the subject of further research. [14] [15] The study by Reynolds et al. [13] has been challenged. For example, a control group was included only for a subset of assessments, and not for follow up; little information was provided on the test scores or treatment status of children in the experimental group who were not followed up. [16] [17] [18] The two authors of the research defended it as showing significant and maintained gains in coordination after treatment. [19] A number of papers published in the British Dyslexia Association's journal have found the apparently independent academic research Dore initially offered in support of the treatment to be the subject of some debate. According to an article published in the Times Educational Supplement in 2004, many of Britain's foremost academics maintain that the results need to be replicated. [20]
The UK's Independent Television Commission and Ofcom upheld complaints made about a 2002 news item on British television in which Sir Trevor McDonald hailed DDAT as a "breakthrough in the treatment of dyslexia." It repeated this decision about a later item on Richard & Judy, and found a television commercial made by DDAT to be in breach of Advertising Standards Code Rules for creating a false impression of the medical evidence, and implying that professional medical advice and support would be part of the treatment. In all these cases, however, they stated that: "the ITC does not express, nor does it seek to express, any view whatsoever on DDAT as an organisation or the relative efficacy of its treatment for dyslexia, neither of which was the subject of this finding." [21] The complaints were mainly about claims that this was new and pioneering research when many elements date back to at least 30 years before the DDAT was founded. [22]
After the British journal Dyslexia published one paper about the Dore programme in 2003, [13] the paper was followed by ten critical commentaries [23] and one commentator resigned from Dyslexia's editorial board. In 2006, five members of the board of directors resigned in protest of the publication of a follow-up article highly favorable of Dore, citing concerns about the methodology used in the study and financial conflicts of interest due to Dore's involvement in funding the research. [24] [25] The editor of Dyslexia defended the decision to publish, [26] and the authors of the original Dore research paper responded vigorously to these criticisms and continued to support their findings and conclusions. [27]
In December 2009, the UK Advertising Standards Authority (ASA) ordered Dore to take down advertisements he had posted via Google Ads that claimed the program offered help for dyslexia, Asperger syndrome, and ADHD developmental coordination disorder. Dore attempted to defend the ads by citing two studies supporting its claims, but the ASA ruled that the advertisements' claims were unsupported by the studies and were misleading. [28]
In May 2008 the DDAT company (Dyslexia Dyspraxia Attention Treatment), went into liquidation in the UK. [29] On 23 January 2009, Dynevor Ltd acquired the intellectual property rights and the assets of the Dore programme from Wynford Dore and CDT Ltd. [30] [31]
Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by executive dysfunction occasioning symptoms of inattention, hyperactivity, impulsivity and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and developmentally-inappropriate.
Dysgraphia is a neurological disorder and learning disability that concerns impairments in written expression, which affects the ability to write, primarily handwriting, but also coherence. It is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding and finger sequencing. It often overlaps with other learning disabilities and neurodevelopmental disorders such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD).
Vision therapy (VT), or behavioral optometry, is an umbrella term for alternative medicine treatments using eye exercises, based around the pseudoscientific claim that vision problems are the true underlying cause of learning difficulties, particularly in children. Vision therapy has not been shown to be effective using scientific studies, except for helping with convergence insufficiency. Most claims—for example that the therapy can address neurological, educational, and spatial difficulties—lack supporting evidence. Neither the American Academy of Pediatrics nor the American Academy of Ophthalmology support the use of vision therapy.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include developmental dyslexia and alexia.
Wynford Newman Dore is a British businessman and author. He has written two books such as Dyslexia: The Miracle Cure and Stop Struggling in School. Previously, he founded Nullifire and Education Development International. He is also associated with Arnold Lodge School.
Developmental coordination disorder (DCD), also known as developmental motor coordination disorder, developmental dyspraxia or simply dyspraxia, is a neurodevelopmental disorder characterized by impaired coordination of physical movements as a result of brain messages not being accurately transmitted to the body. Deficits in fine or gross motor skills movements interfere with activities of daily living. It is often described as disorder in skill acquisition, where the learning and execution of coordinated motor skills is substantially below that expected given the individual's chronological age. Difficulties may present as clumsiness, slowness and inaccuracy of performance of motor skills. It is often accompanied by difficulty with organisation and/or problems with attention, working memory and time management.
Attention deficit hyperactivity disorder management options are evidence-based practices with established treatment efficacy for ADHD. Approaches that have been evaluated in the management of ADHD symptoms include FDA-approved pharmacologic treatment and other pharmaceutical agents, psychological or behavioral approaches, combined pharmacological and behavioral approaches, cognitive training, neurofeedback, neurostimulation, physical exercise, nutrition and supplements, integrative medicine, parent support, and school interventions. Based on two 2024 systematic reviews of the literature, FDA-approved medications and to a lesser extent psychosocial interventions have been shown to improve core ADHD symptoms compared to control groups.
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
The phonological deficit hypothesis is a prevalent cognitive-level explanation for the cause of reading difficulties and dyslexia. It stems from evidence that individuals with dyslexia tend to do poorly on tests which measure their ability to decode nonsense words using conventional phonetic rules, and that there is a high correlation between difficulties in connecting the sounds of language to letters and reading delays or failure in children.
Alternative therapies for developmental and learning disabilities include a range of practices used in the treatment of dyslexia, ADHD, autism spectrum disorders, Down syndrome and other developmental and learning disabilities. Treatments include changes in diet, dietary supplements, biofeedback, chelation therapy, homeopathy, massage and yoga. These therapies generally rely on theories that have little scientific basis, lacking well-controlled, large, randomized trials to demonstrate safety and efficacy; small trials that have reported beneficial effects can be generally explained by the ordinary waxing and waning of the underlying conditions.
Auditory processing disorder (APD), rarely known as King-Kopetzky syndrome or auditory disability with normal hearing (ADN), is a neurodevelopmental disorder affecting the way the brain processes sounds. Individuals with APD usually have normal structure and function of the ear, but cannot process the information they hear in the same way as others do, which leads to difficulties in recognizing and interpreting sounds, especially the sounds composing speech. It is thought that these difficulties arise from dysfunction in the central nervous system.
The Center for Research, Evaluation and Awareness of Dyslexia is a university-based program at Pittsburg State University in Pittsburg, Kansas, United States. It was established in 1996 to develop strategies for the prevention and remediation of reading disabilities, search for strategies that will lead to the improvement of remedial processes, provide educators and parents with current and appropriate knowledge regarding reading/learning disabilities, provide interdisciplinary evaluations of readers of all ages, promote the concerns relevant to reading disabilities and educate the general public regarding issues pertaining to reading/learning disabilities.
Movement in learning also known as movement-based instruction, is a teaching method based on the concept that movement enhances cognitive processes and facilitates learning. This approach emphasizes integrating movement into educational settings to optimize students' engagement and academic performance. Research suggests that incorporating movement breaks as little as 10 minutes of walking, and physical activities during lessons can enhance students' ability to process and retain new information. While some studies have highlighted the positive effects of movement-based instruction, there is ongoing research exploring its effectiveness across diverse educational settings and populations.
In psychology and neuroscience, executive dysfunction, or executive function deficit, is a disruption to the efficacy of the executive functions, which is a group of cognitive processes that regulate, control, and manage other cognitive processes. Executive dysfunction can refer to both neurocognitive deficits and behavioural symptoms. It is implicated in numerous psychopathologies and mental disorders, as well as short-term and long-term changes in non-clinical executive control. Executive dysfunction is the mechanism underlying ADHD paralysis, and in a broader context, it can encompass other cognitive difficulties like planning, organizing, initiating tasks and regulating emotions. It is a core characteristic of ADHD and can elucidate numerous other recognized symptoms.
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age. Most people with this disability find it hard to communicate, to express ideas efficiently and what they say may be ambiguous and hard to understand It is a neurological difference. It is often hereditary, and is frequently associated to specific language problems.
The history of dyslexia research spans from the late 1800s to the present.
Dyslexia is a reading disorder wherein an individual experiences trouble with reading. Individuals with dyslexia have normal levels of intelligence but can exhibit difficulties with spelling, reading fluency, pronunciation, "sounding out" words, writing out words, and reading comprehension. The neurological nature and underlying causes of dyslexia are an active area of research. However, some experts believe that the distinction of dyslexia as a separate reading disorder and therefore recognized disability is a topic of some controversy.
Dyslexia is a disorder characterized by problems with the visual notation of speech, which in most languages of European origin are problems with alphabet writing systems which have a phonetic construction. Examples of these issues can be problems speaking in full sentences, problems correctly articulating Rs and Ls as well as Ms and Ns, mixing up sounds in multi-syllabic words, problems of immature speech such as "wed and gween" instead of "red and green".
Cerebellar cognitive affective syndrome (CCAS), also called Schmahmann's syndrome is a condition that follows from lesions (damage) to the cerebellum of the brain. It refers to a constellation of deficits in the cognitive domains of executive function, spatial cognition, language, and affect resulting from damage to the cerebellum. Impairments of executive function include problems with planning, set-shifting, abstract reasoning, verbal fluency, and working memory, and there is often perseveration, distractibility and inattention. Language problems include dysprosodia, agrammatism and mild anomia. Deficits in spatial cognition produce visual–spatial disorganization and impaired visual–spatial memory. Personality changes manifest as blunting of affect or disinhibited and inappropriate behavior. These cognitive impairments result in an overall lowering of intellectual function. CCAS challenges the traditional view of the cerebellum being responsible solely for regulation of motor functions. It is now thought that the cerebellum is responsible for monitoring both motor and nonmotor functions. The nonmotor deficits described in CCAS are believed to be caused by dysfunction in cerebellar connections to the cerebral cortex and limbic system.