My 9 year old son is at ODS, but also has dyslexia and dyscalculia (difficulty with maths).
We had a SPELD tutor for about 10 months but he has not really improved. We have stopped this and were wondering about trying something else.
Has anyone had experience with Davis Danks Dyslexia tutoring. I rang up and wasn't so sure about it after talking to the woman about it.
Also we had thought of Numberworks. We tried Kip McGrath for about a year. My son enjoyed it. It seemed to help a little. Seemed a lot of money to plonk a child in front of a computer programme for 1 1/2 hours.
Has anyone tried Numberworks? Any comments?
We have been doing the Danks Davis Programme for a couple of months now with really encouraging results. I did quite extensive research on it before we started it to determine that it does get good results and am really confident that it is a programme that very definately works for dyslexic kids ( and adults too apparently). My daughter is absolutley loving it and whilst the method appears to be quite simple it is very very effective. Interestingly the tutor we have said that the first thing we would notice is a big improvement in maths. My daughter has been doing Numberworks also for the last year which she enjoys and which has definatley helped her maths understanding. It may be a coincidence but two weeks after she started the Danks Davis programme the tutor at Numberworks remarked that she seemed to have done a phenomenal leap in maths comprehension. A friend of mine who's son has just started with the Danks Davis Programme said the same comment came home from Kip McGraph about her son as well.
Thanks very much for your comments. It makes me much more confident to go ahead with something like this. I may go ahead with the week long Davis programme instead...not sure yet. I've just "read" (actually listened to the CD) of "The Gift of Dyslexia"which was interesting. It seems too simple to be true, but I am encouraged by your comments. Apart from denting the bank account a bit more, I can't see how it could possibly fo harm. If it helps my son, I may even give it a go myself!
The book did also explain a lot about the dyscalculia especially mixing up days and time...and makes me determined not to get to stressed about his lack of time management.
It's not a silly question at all. I had never heard of dyscalculia before the educational psychologist mentioned it.
The recent SPELD newsletter had a good brief summary of dyscalculia.
I gather that the symbols of numbers mean very little, as do letters in dyslexia.
e.g. For my son 7 + 9 = 14 one minute, and 68 the next. It is pretty well all nonsense to him.
It is very difficult to get any number basics "in", and they disappear soon afterwards.
He can count with his fingers or by imagining dots in the air,
but e.g. 9 is not obviously greater than 7. He has trouble with sequencing.
He can recite the 2's, 5's, 10's , and for some reason particularly likes the 3 x table, but has not sense of comprehending the concept of multiplication.
His most recent PAT at school for maths was 1%.
Interstingly the summary talked about people with dyscalculia having trouble with time.
e.g my son has no idea what day it is. If it is a friend's birthday coming up, he will drive us mad with "Is it such and such's birthday party today?" despite endless.... "No, today is Wednesday, so we still have Wednesday, Thursday and Friday to go until Saturday, so it will be 3 sleeps".
He cannot tell the time and seems to have almost no concept of it.
If we didn't tell him it was the weekend, he would happily put his school clothes on and be ready to head off for the day.
My son worked on 2 long multiplication problems. They seemed to take him a really long time and he did not want help. He covered 2 sheets of A4 paper with calculations I could not understand, could not remember how and what he had done, but on both occasions arrived at the right answer.
Sometimes he just knows answers, other times he makes good guesses and can be 1 or 2 out. He works above his age level, yet generally he seems to view maths as a chore.
Is Danks Davis just for kids with dyslexia? What about if they have auditory processing problems etc. I have a friend whose son is not dyslexic but isnt enjoying SPELD. I have heard Danks Davis suits boys better.
My daughter is 14 and has been fighting the system for years. We have done number works etc with no improvement. She has been doing the DD programme for about 2 terms and the improvements are unbelievable. Her teachers cannot believe the change, her writing has improved, her language skills, her handwriting and overall her entire attirude towards her schooling. I would thoroughly recommend giving it a go. She never complains about going but with everything else we ever tried it was masses of tears and the feeling of failure. Good luck
OK just my thoughts here - I have a bit of a "problem" with someone who first makes a small fortune selling the idea of "dyslexia" as a gift and then goes on to make another small fortune selling a programme to "cure" people of what he claims to be a gift.
I have never heard of having difficulty with dates and times etc being associated with dyscalculia = but it is quite normal for the Visual Spatial and the latest "discovery" has shown that those with what we currently call "dyslexia" use the visual spatial area of their brain where others dont.
IF the programme "targets" the spatial processing and underlying neurological pathways and further develops them - then that would make logical sense and I would expect results to be quite good.
If not - if it focuses on alpha-numeric sequencing then I would be very very wary personally.
Liz - letters and numbers have no meaning at all to me ... what you have described of your son is pretty characteristic of the visual spatial ... I convert everything into what I describe as "universes" which can be used as a basis for creating visual "scenes" that provide me with an "explanation" of my own "universes" that they are more likely to understand.
There is NO time in spatial concepts - time and space relativity does not exist internally in those who are spatial which is why sequencing (without compensation to make it appear we sequence) is so unnatural for us.
My approach with others with such difficulties is not to focus on what APPEARS to be "the problem" (ie, I dont focus on letters and numbers) but rather to shift focus to the spatial aspect - but reinforcing that, one also provides a spatial person with the "tools" that will enable them to give letters and numbers meaning that they understand - which in turn enables "crystalisation" to occur.
Liz, I hope by now you have some answers to your questions about Danks Davis Method. I would just like to add that I found the system to be a life line for my daughter she has enjoyed it and it has given her back the confidence that was knocked out of her with early experiences at school. I was so happy with the system I have invested and trained as a tutor now provide tutoring in Wellington. (there are a number of tutors over New Zealand - see www.danksdavisdyslexia.com) Personally I would rather spend the money on this tutoring that any other child activity and it is a fair price considering other activities out there.
I would be interested in talking to you about my son who is 11. With the possability of you tutoring him in this method, we are in Wellingtons Eastern suburbs.
We have tried 2 SPELD teachers it was an utter disaster, with my son neither enjoying the experience or improving.
He has a high IQ and is in the 94th percentile in the WISC3 test. He however is not producing school work to an acceptable standard for any child let alone one so bright.
How can I contact you???
Hi, I have just posted this under home schooling but reading through this forum I think you may all be able to help us and our son.
He is 8 1/2 years old, he was in the public school system until he was 6 1/2, where he was assessed as being gifted. He had four teachers in his first 5 terms, We sat there and watched his self esteem and confidence just spiral downwards. We are now sailing through south east asia and have been for the past 2 years and we have also discovered that he has dyslexia which now puts everything into perspective for us. So he is gifted and has dyslexia!
We are using the NZ Correspondence system but are now only doing the maths which he excels at - can just look at the page and spout off the answers..wish I could do that! The problem is his reading, writing and spelling - we have found a US program called "hooked on phonics" which he loves, he now WANTS to do english and now WANTS to try and read which is a major breakthrough, but we are all still struggling big time, the daily tears, tantrums and "I am so stupid" just breaks our hearts.
Can someone please explain to me the Davis Danks Tutoring program because this despite all my research over the last few days is the first I have ever heard of it. And is there anyone with a gifted/dyslexic child that found this the best option.
We are desperate and feeling so cut off being out here but we strongly feel that the one on one tutoring we are giving him is the best option for him at the moment. All help and advice is very gratefully received...from a mum with tears running down her face as she writes this.
I can't help you with Dank Davis sorry but, I am wondering if you are aware that it has now been established that those with "Dyslexia" are Visual Spatial? Once we understand the "applicable math concepts" the "instantly seeing the answer" is quite common (provided we have reasonable confidence that is - that is very important).
We are a Visual Spatial family and have "dyslexic issues" .... I particularly struggle with the "left to right across the line - line after line" way of reading .... its like theres a huge conflict between the way my brain works (holistically with "all at once") and how I am trying to make my eyes work and the struggle to "make my eyes do it" actually makes it a pretty pointless exercise anyway (Im lucky to take in a few words).
But, if I just "look" at a "segment" of writing I will just "know" what it says - in the same way that I just "know" the answers in math. That is provided that there is sufficient information in the text that is of a descriptive nature so I can visualise what the text is "telling me". Its like the body of text is like looking at a black and white "abstract image" that my mind just understands from the overall pattern but, struggles to make any sense of at all if I try and put it together "bit by bit sequentially".
It never occurred to me to "train" my kids to read left to right across the page (I probably wouldnt have been capable of doing so even if it had occurred to me) and they both had very high reading ages (the top reading age) in primary school .... I cannot help but think that not reading left to right across the page has actually benefited us immensely even though our coding/decoding is pretty sucky (although mine is "stronger" - my coding/decoding is at the 37th percentile - we dont know about my eldest daughter but my younger daughter is lower than that)
As far as "word recognition" goes - meaning and relevance is everything - we just dont do the learning to recognise random words at all well - but, when our experiences lead to them having meaning and relevance - we can learn them quickly and that learning is permanent (otherwise we can appear to have the memory of a goldfish for such things).
As far as written expression goes - using a keyboard seems to be a much more effective tool with it comes to "writing" and "spelling" .... and typing out ones own personal thoughts/ideas/stories seems to be much more effective for learning to use written language than "copying" something else or "reciting answers" (even in our own words) or going over the same word again and again.
I still have a bit of a problem with those "little words" that seem to elude us so persistently ( and/to/where/there/their etc .... Im sure I would misspell "a" if it was humanely possible LOL) but, I have learnt over the years that I am of more use in this life focusing on what I am actually good at rather than focusing on and sweating over what I am not. (It actually affects "general oragnisational skills" as well - so I have had to completely rethink everything I was taught about how to organise myself and my surrounds in order to be able to come up with an organisational system that actually works for me - which doesnt actually look that organised at all from a "conventional" perspective - oh well).
I know it isnt exactly what you were asking about but, I just thought that it might be helpful in terms of some ideas for what type of tutoring you choose (and possibly give you something to work with meantime)
Di - my daughter (8 and being homeschooled) has also been 'diagnosed' as dyslexic - although gifted. Now that I am homeschooling (have all year) I am seeing on a daily basis just how much she struggles with reading, writing and spelling. I have been so concerned and consumed with helping to 'fix' her and get her help, I have been looking on all the different websites with their 'techniques' to helping these children learn.
Well, last night I started reading a book I got out from the library. I haven't even finished the 1st chapter and it is quite heavy going - at least your mind needs to be 'on' in order to understand it, but man, is it worth while. The book is called 'In the minds eye' and is written by
His hypothesis is that dyslexia/ difficulties/ dissabilities are actually not only just 'visual spatial' but also extraordinary abilities rather than disabilities. This is one quote I have read thus far:
"If certain changes on the left side of the brain lead to superiority of other regions, particularly on the right side of the brain, then there would be little disadvantage to the carrier of such changes in an illiterate society; their talents would make them highly successful citizens. It is thus not surprising that this type of brain organization should occur with such high frequency. Only when literacy becomes an important goal is it discovered that a significant fraction of these highly talented individuals suffer from some disadvantage. We are thus brought to the apparently paradoxical notion that the very same anomalies on the left side of the brain that have led to the disability of dyslexia in certain literate societies also determine superiority in some brains." (Geschwind, 1982)
The author then goes on to discuss visual thinking, spatial ability, pattern recognition and problem solving as all being highly developed in the gifted dyslexic person. With the way the future is heading, these ppl are going to be those who rise to the top and enjoy major success BECAUSE of their way of thinking (ie Visual spatial, dyslexia or whatever you want to call it) rather than despite it. He also states that it isn't because they have overcome it, or compensated for it. It's not because they have gained strength and had character molding because of their 'issues'. However they have enjoyed success with their way of thinking because they were unable to fully compensate. "For some the handicap and the gift may be two aspects of the same thing. How we perceive it depends entirely on the context."
Di, I am not saying that we don't need to help our children learn, or to help them find ways that their brains can learn what is needed. However, i do believe that our own way of thinking can be turned around and instead of 'helping' our disadvantaged children to the standard that is requried by our literate societies, we will be enabling our incredibly gifted children to understand those 'lessor mortals' (please no one take that the wrong way!) who cannot manipulate, and visualize not just real items but amazing abstract things like our own children can. These are the Einsteins and Edisons of the future who can 'see' the way the universe works and translate that into reality.
I know I've gone on a bit, but only because I am excited to view this in a different way. Chugs, i've always agreed that dyslexics are visual spatials. I am surrounded by a very VS family and my husband is the ultimate engineer and designer who can zoom in the the merest mm to see if his machinery will work. I am also more VS and AS! I do believe that we need to help these children because they do struggle, but now I understand where you are coming from when you state we do not need to, nor should we try to 'fix' the brains of these special ppl.
Very interesting reading and I highly recommend it to everyone with dyslexia in their family!
Oh, and by the way Di, I like 'A Step at a Time' reading programme which was developed by a kiwi dyslexic lady (and mother of gt children) and appeals to our kids more visual nature! You can purchase them on-line and they are a good price.
Sounds like we might both be on the same page Rebecca even though I dont read - LOL
While I agree with the basic sentiments expressed in what you have quoted - the problem with the whole left brain / right brain theory is that it is actually based upon an auditory sequential brain model - assuming that if "a" does not apply then the "equal opposite" does which is, in itself a very linear approach.
It may sound like "hair splitting" but its not - when I "see" a "right brain model" it is very very different from the model of a VS brain - the wiring is different for a start and that is a significant point because if we proceeded on the basis they were "just right brained" - rather than there being a greater degree of synthesis between the hemispheres and a brain that doesnt follow an "equal opposite" set of rules (which would require it to actually operate under the same fundamental principals) but rather, a "new set".
Perhaps now that you are home-schooling Rebecca, you might have a chance to call over some time and say Hi ...
You know, I think that fear is a huge hurdle to overcome - particularly when it comes to our children - fear for their future, their happiness, their "being accepted" - it is most certainly understandable for parental instinct to protect their child and fear for how they might fare in the "big wide world" to result in trying to "fix" what APPEARS to be to their detriment or holding them back in some way.
Indeed, lets face it, there would have been many who would have thought that it would be to my "benefit" when I first arrived to have someone "help fix me" so I could fit in better .... sometimes it even felt that way to me - but, if we look at here and now - we can see that just isnt the case - the benefits of me being me certainly outweighs the disdavantages ... it may take a while for people to get used to it but, if you give people a chance, the unfamiliar will become familiar and thus will become less uncomfortable, less threatening - it comes back to the same thing - fear of the unknown.
Helping our kids to be - rather than trying to fix them allows them to grow up with concrete "evidence" that who they are is complete and acceptable - because we have told them so, through our actions - it also gives wider society an opportunity to become gradually accustomed to the differences that come with that way of being so that when they grow up - there will be a much greater opportunity for them to be accepted as they truly are, improving their chances of success immensely.
When we try to "help" them by fixing them - while our intentions may be quite different, we are showing them through our actions that their very way of being is BROKEN .... we are also reinforcing the current mainstream belief of the same and depriving society as a whole of the opportunity to learn differently and without that learning opportunity, the beliefs remain the same.
The AS way of being is not "bad" or "wrong" in any way - any more than it is "bad" or "wrong" to be male of female - but there is a problem with societal balance when there is too strong an AS influence and VS lack of the same. You may or may not remember the poem I wrote about that and the predicted outcome?
I know it sounds very melodramatic but the reality is that we are talking about the fate of our entire society, not just a handful of children that will one day become adults.
If we allow and encourage our children to work to their strengths and in keeping with their way of being - we can lay down the foundations of the very structure needed to turn the entire direction of society around.
I have a gifted (95th percentile) child who is dyslexic, has spacial vision problems and auditory processing difficulties. The Danks Davis method was recommended to us when she was in year 4 by the Educational Psycologist we use. The method changed her life. Within 6 months her reading age had jumped up by 4 years making her 2 years above her chronological age rather than 2 years below. Her spelling was such that you could now understand what she was writing. Prior to Danks Davis her spelling was just horrific. Often you had no idea what she was writing.
The combination of learning disabilities my daughter has causes some kind of a block between her brain and her hand. She could dictate the most amazing novels to you, but ask her to put anything down on paper and after struggling for half an hour you would be lucky to have half a dozen lines (she qualifies for a reader/writer). Danks Davis seemed to open up pathways that had formally been blocked. When she wrote her first half page I was in tears and after 6 months or so she could sit and right a whole page of work, all be it slowly. When compared to other 'normal' children, her writing speed is still extremely slow, but atleast she can get something down on paper now. Danks Davis is not rocket science but it worked for us.
Hi. My son was diagnosed with ADHD and dyslexia at the age of 5. When he was 8 yrs old his teacher was certain that he would need a laptop for his schoolwork as writing was such a problem for him. Spelling for him was a nightmare and he reversed letters and numbers all the time. However he was reading 2 yrs above his age level.
He started the Danks Davis 7 Steps to Literacy Programme, attending for one hour once a week, and doing no revision of any kind between sessions - just 2 minute brain gym exercises before school each day. Within a matter of months, his spelling, maths and handwriting improved beyond anything any of us had imagined and what mattered just as much if not more to me was that his self- esteem went from strength to strength. Two and a half years on and he is doing the last level of the programme. Handwriting is no longer an issue and he is in the top spelling, reading, and maths groups in his Year 7 intermediate class. I have since trained as a tutor myself as I totally believe in this programme for anyone out there - child or adult - who is struggling with dyslexia. Yes, it is incredibly simple but incredibly effective. This is a programme developed by a dyslexic for dyslexics which ,I believe, is why it works so well.
Hi Tiz Me -I find your posts really inspirational and informative. I agree WHOLEHEARTEDLY with the concept of not changing what is naturally within our children, but I have a 9 yr old gifted son who is frequently in tears because he cant spell. Our kids have to get throught the scholastic system that is provided by our country (South Africa) otherwise they are considered failures both by society and themselves. I am at my wit's end! I know that when he's older he'll be able to do his assignments with the help of a computer (and spellcheck) but what does one do now? I have been through the mill of psychologists and occupational therapists, but at no point have they mentioned VS. I have diagnosed him myself through reading, reading, reading...so the VS concept is new to me. But its been a comforting discovery in a way because so much of my sons behaviour is explained - makes me far more patien and understanding of him. But surely one has to try and get them to conform to a certain extent just to get them through the schooling system?
Lets see if I can explain this in a way that makes sense ... and shows how the two concepts are not actually in "opposition" to each other. I am NOT suggesting that they dont write by hand at all (unless of course there is some other reason for not doing so) ... I am also not suggesting they dont learn to spell .... I AM suggesting that if they do not learn to spell or write by hand they still CAN be hugely successful in life if we ourselves have faith that they can be.
I am also suggesting that we will ALWAYS achieve far more working in accord with our strengths than against them - and that is especially true of children with special abilities.
The VS brain is not "the same but different" to a "normal" brain .... its DIFFERENT and different is as different does.
That doesnt mean that they CANT learn to spell well .... it means that in order to achieve that, they NEED to approach is DIFFERENTLY.
For those who are AS - the more time they spend "systematically working on their spelling and handwriting" the better they will become because that is in accord with the way their brain works and is neurologically designed.
When you do the same thing with a VS child what you are actually doing is "re-wiring their brain" in a way that is inappropriate for their design - this causes their overall ability to function to diminish EVEN if we succeed in acheiving some minor goal such as an improvement in spelling or handwriting - we do so at great cost.
However - if we provide them with the opportunity to develop their NATURAL neurological processes to an extent that is in keeping with the opportunity we provide to "normal" people to develop their natural neurological processes then what we are actually doing is developing the areas and processes that they are MEANT to use in order to be able to function.
In my case, I actually did have to stop writing by hand completely for a while - and stop reading also - and that would be ideal for spatial individuals .... but, I started "adapting" well into adulthood .... for a child I would expect the same result would be able to be achieved even if one is unable to adapt to that extent .... as long as we can "tip the balance in their favour".
Spatial minds are actually "naturally mute" .... now,you can indeed "train" them into hearing how words sound in their mind so that they will have an "internal dialogue running" for reading and writing and spelling .... but .... and it is a HUGE but .... unless they direct enormous amounts of effort and energy and concentration into constantly maintaining the neurological pathways that allow that to happen - they will keep ending up back at square one over and over and over again .... nature never intended that neurological pathway to be and at the first opportunity it will simply close it back up again.
The TRYING will become ingrained ... and they will definitely learn to struggle their way through life but - that neurological pathway that nature never intended for them - that will never become part of the natural "hardwiring".
Typing is the "spatial equivalent" to writing by hand .... that is to say that it uses the neurological processes that are in accord with VS processing .... not "copy typing" mind you .... that rediverts the process back through the AS processes .... the more they develop typing skills, the easier it will be for them to spell and write by hand when they really need to because their VS processing will be working much better.
There is nothing INHERANT in being spatial that detrimentally affects ones ability to spell or write or read .... actually I will go a step further and say that being Visual Spatial is actually an ADVANTAGE provided we give them the opportunity to develop the areas they need to develop in order to be able to use that spatial processing effectively.
I really do understand your concerns and where you are coming from though .... our society has much the same attitude and is really big on teaching children they must be normal in order to fit in and be accepted by society .... and it shows in our youth suicide rates and other "negative" statistics .... its a horrible horrible thing we are doing to our own here.
My daughter was almost one of those statistics .... until I actually taught her that what society thinks is only as important as you allow it to be.
In my case it was perhaps a bit easier - Im a highschool drop out myself - with lots of areas of strength and ability ... its easy for me to use myself as an example .... for example .... the fact I failed Art at school makes most kids jaws drop .... but only because I no longer hide my artwork in my wardrobe. Its hard for them to imagine me failing school .... and these kids look up to me - they see me as having worth and value.
That helps them see that their own value is not determined by what they dont achieve at school but rather how they choose to live their lives.
Now again, just to be clear .... I am assuming that we arent talking about kids that are trying to blow up the school or spend all their spare time sharpening axes and making up poems about beheading the heads of state in vengeance ... and they dont have another leg growing from their forehead or anything like that?
We are talking about quirky kids with their own, more unique balance of strengths and weaknesses?
These kids DO NOT CONFORM to societal norms because they are not normal and they never will be .... but you know what, we can actually teach them that thats ok (again I am not suggesting we endorse they taking up stoning any person who offends them or any such thing) to be who they are and how they are and if we DO do that, they then have the opportunity to become comfortable in their own skin .... ironically that will actually make them SEEM to be more conformational than trying to get them to conform.
What you also do is provide an opportunity for others to get to know them AS THEY REALLY ARE - if you give people enough time and do not give into the pressure to conform .... you will find that a good many actually WILL come to accept you as you are.
Of course there will always be some that dont ..... but thats fine too.
I am not discounting the reality that, if they CAN conform, to some extent, in order to get through, their road may well be paved with more ashphelt than gravel as opposed to the other way around ....but, in my experience, those who can - do.
My daughter is almost 19, has probably about a 13-14 year old level of formal education (on average - in reality probably a range of between about 11-12 years and 15 years in different areas) .... she failed miserably at school and for a while, trying to conform in order to get through the system threatened to destroy her completely.... failing to do so brought her just that step closer. Funny thing was though, I discovered that she really enjoyed doing an adult "puzzle book" we get here called "Thats Life!" - it has all these different type of puzzle competitions that you can do and enter to win prizes .... and its not the sort of thing that you can do if you truly cannot spell .... she had no trouble at all with the spelling - although she supposedly couldnt spell to save herself just 1 year earlier in High school and we did absolutely NO 'working on her spelling" in between.
But she knows know that it is not the end of the world .... that contrary to what society teaches - she still has her whole life before her.
The more we, how shall I say, "tried to encourage my daughter to conform to some extent" ..... the moreshe became the demon spawn from hell .... at one stage I was wondering if she was going to start levitating and have her head spin around 360 degree while reciting the bible backwards!
Now the pressure to conform is actually off her .... she is MUCH MUCH easier to be around .... and you know what .... kids that are easy to be around tend to fly under the radar at school.
I just wanted to reiterate the positive comments that have been made about the Danks Davis Method (1hr a week, one on one tutoring designed by Zannie Danks Davis who is herself dyslexic and lives in Auckland). My son, aged 9, is gifted and dyslexic and having struggled with words for so long the look on his face when he was introduced to this method will stay with me forever. I was recommended the Danks David method by Lynn Beresford when I met her in Chch this year but although I could take my son to Auckland to meet Zannie I found out that there were no South Island tutors. For anyone who is interested and lives in the South Island I'd like to let you know that I have since trained with Zannie and I am now working to set up a South Island network of tutors. There are over 50 tutors in the North Island achieveing amazing results for clients off all ages (7 - 62yrs!), some of whom travel over an hour and a half to get to their weekly lessons, and I am committed to ensuring that anyone who is interested in accessing tutoring in the South Island will be able to do so. Give me a call if you would like to discuss, 03 313 9366 or have a look at Zannie's website www.danksdavisdyslexia.com.
Hi there, went to a talk on dyslexia, the man spoke about making a chart in the shape of an 'H' with weekends at front and back and week days in the middle - looks like 5 school days and 4 weekend days. But each night before going to bed, your son could move the 'marker', pointing to the following day, so when he wakes, he knows what day of the week it is and an idea of what activities or what to wear for the day.