Ahmed Sallam

Licensed Davis Program Facilitator



I'm a businessman that chose to add a new dimension to the concept of value creation. I have a wonderful daughter whom I found out was dyslexic in 2017. This discovery took me onto a path that has awakened a passion inside of me to help people realize how their "disability" is actually their own unique gift. It's our own limited perception that sometimes makes us perceive gifts as disabilities. In my path of learning about dyslexia and the Davis™ method I have experienced the true genius of my daughter, and that my limited perception and understanding was the biggest disability she really had. I studied the Davis method and became a facilitator in 2020 after i saw the profound benefit it had on my daughter. I want to create value by helping as many people as possible discover the gift that lies within dyslexia and reach their full learning potential, through the application of the Davis program.





minlo building, 17 Joseph Tito st, New Nozha, Cairo, Egypt 





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37 Characteristics of Dyslexics

Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.


  • Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.

  • Labelled lazy, dumb, careless, immature, “not trying hard enough,” or “behavior problem.”

  • Isn’t “behind enough” or “bad enough” to be helped in the school setting.

  • High in IQ, yet may not test well academically; tests well orally, but not written.

  • Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.

  • Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.

  • Seems to “Zone out” or daydream often; gets lost easily or loses track of time.

  • Difficulty sustaining attention; seems “hyper” or “daydreamer.”

  • Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading, and Spelling:

  • Complains of dizziness, headaches or stomach aches while reading.

  • Confused by letters, numbers, words, sequences, or verbal explanations.

  • Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.

  • Complains of feeling or seeing non-existent movement while reading, writing, or copying.

  • Seems to have difficulty with vision, yet eye exams don’t reveal a problem.

  • Extremely keen sighted and observant, or lacks depth perception and peripheral vision.

  • Reads and rereads with little comprehension.

  • Spells phonetically and inconsistently.

Hearing and Speech:

  • Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.

  • Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills:

  • Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.

  • Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.

  • Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management:

  • Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.

  • Computing math shows dependence on finger counting and other tricks; knows answers, but can’t do it on paper.

  • Can count, but has difficulty counting objects and dealing with money.

  • Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and Cognition:

  • Excellent long-term memory for experiences, locations, and faces.

  • Poor memory for sequences, facts and information that has not been experienced.

  • Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behavior, Health, Development, and Personality:

  • Extremely disorderly or compulsively orderly.

  • Can be class clown, trouble-maker, or too quiet.

  • Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).

  • Prone to ear infections; sensitive to foods, additives, and chemical products.

  • Can be an extra deep or light sleeper; bedwetting beyond appropriate age.

  • Unusually high or low tolerance for pain.

  • Strong sense of justice; emotionally sensitive; strives for perfection.

  • Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

From  Test for Dyslexia – 37 Common Traits
© 1992 by Ronald D. Davis; Used with Permission


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