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For research into the Davis methods, books referencing Ronald Davis’ work, academic and research articles citing Davis, and further client reports, go to

Dear Margarita,

I am pleased to be able to share with you the progress that E has made following completion of the Davis Dyslexia programme.


E had been on the dyslexia pathway since he was 7 years old and as you know I had been searching alternative methods after the usual traditional techniques were failing and causing increased stress.  We came to you at a time when his self esteem was at an all time low and as a parent I was exasperated and losing hope, by this time E was 10 years old and secondary school was pending.


You were able to quickly and easily build up a rapport with him and  helped me reflect and understand how to support him in the process  of going back to basics but without making him feel a failure.


After completing the initial programme there was already a marked difference, after 12 months and by keeping to the model he is now reading independently . Hearing  him read aloud chapters to me makes me feel so proud of what he has achieved and so glad we persevered with the programme.

E is now making great progress at secondary school he has already moved up in sets and has found a genuine passion for learning.  You have not only given him the tools to manage his dyslexia. you showed him not to be afraid and embarrassed about learning differently and subsequently you have increased his confidence in his own abilities, which is priceless.


Kindest regards 


Dear Richard,

I thought it only fair to share some information about Eden Trainor whom you worked with several years ago. Eden came to your base with Lynn his mother and spent a week working with you and your colleagues to help him develop strategies both to understand and to deal with the issues raised by his dyslexia.

Eden was generally disengaged from school work and performing poorly. However, within a year of working with you, he rapidly rose to the ‘top sets’ in virtually every subject – including English – and got a reasonable set of GCSE results. Moving to the sixth form, it was clear to us that Eden could focus on those subjects he loved and was really good at and with a wee bit of encouragement could do really well.

He has recently been awarded the chance to study Physics at St Catherine’s College, Oxford and is doing really well in his Maths, Further Maths, and Physics A Levels. We hope, and indeed expect, that he will get the grades that he needs to take up his place at Oxford.

Upon reflection, my wife and I, and Eden acknowledge the significant turning point in his life that was facilitated by your help. We cannot thank you enough, and wish that you would share in the joy and excitement of Eden doing so well, and the pivotal role that you were able to play in making his life opportunities better.

Thanks to you and your team.


I am absolutely bursting with excitement, so had to drop you a note to let you know! Having read to W. this evening for half an hour he begged me to read another chapter. Being desperate for a cup of tea, I said to him that if he wanted to know what happened next he could read it himself – HE DID! … he excitedly told me what had happened – so I know that he understood it as well! Thank you.

– Mother of WY, aged 9, following his programme with Margarita
(reading Wolf Brother by Michael Paver)

S’s success at school (thus far) and his overall confidence and happiness is due to completing the Davis Programme. We are delighted with the outstanding improvements and can’t imagine where he would be without having completed the Programme.

- Mother of S, 3 years after his Davis Programme with Richard

Since his Davis Programme with you, Tom has changed his life around completely. Thank you Richard. It makes me want to weep when I see the difference in him.

- Louise Jameson, Actress

I have no doubt at all that Richard and his special methods of helping people with dyslexia changed the course of my son E.’s life. E. was registered as special needs due to dyslexia and a whole range of other conditions, which included an auditory processing problem and Aspergers. As a result of this he was seen at Gt Ormond Street who sent reports to the school.

What Richard did for E. is to turn around the perception that he was struggling academically, to an understanding that he was in fact talented both academically and in his ability to visualise – which opened up so many doors for him. He achieved 5A’s in his GSCE’s and a couple of A*’s. His other grades were B’s and he achieved 11 in total. He was offered a place at two London University Colleges of his choice and got the grades needed to be able to choose which one he preferred.

What we didn’t realise was that E., who was 14 years old at that time, could not ‘do’ his alphabet. After his very first day with Richard, E. could do his alphabet backwards and just this achievement turned this lad around from really not wanting to go and see Richard, but agreeing reluctantly, to seeing what he could achieve and wanting more!

The SENCO at E.’s school was extremely helpful and supportive and we are still very grateful to her for how she helped E., however, it was only my searching which found Richard, and really every child with special needs should have access to Richards special knowledge and approach.

– Mother of E.

9 years after his Davis Dyslexia Programme

Before attending your ‘Davis’ sessions, G. could not ‘see’ how mathematical problems could be solved. She had been struggling with Maths back in year 3 and after being assessed by an educational psychologist we realised that she had Dyscalculia. Her school continued to teach her in the same way and she struggled along. As her parents we were keen to seek some further help for her and took her to additional maths on a Saturday morning. Whilst this certainly helped, we kept looking for alternatives and discovered the Davis technique. From this we sought a teacher and found you.


At first we were sceptical as to how there could be a link to clay modelling and solving maths. At the end of the sessions, however, I am convinced that this has had the single most significant benefit to G.’s learning of both maths and other subjects. The combinations of the technique and the patient delivery removed her fear of maths and showed how it could be done.

What you gave her was the ability to ‘see’ maths and lose the fear of it.

– Father of G.

3 years after her Davis Maths Mastery Programme with Richard

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