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VOL. 49
Davis DyslexiaAssociation International
ISSUE 3 • 2008
Dys lex icRead er
•´•´•
~
The
 
INTHISISSUE
(Cont’donp.6)
News&FeatureArticles
TheFabulous,FamousDyslexic,HenryWinkler....................1Michael’sGreatDay.................1NoteProficiency,Part1..............3UndiagnosedTeenagerwithDyslexia....8UnderstandingMyGift..............12SteveMockThinksOutsidetheBox....13FindingtheRightNiche.............14bAdBoyMakesGood...............16BeginningoftheEndofReadingFirst...19LaFidelidaddeUchi.................21
RegularFeatures
IntheMail.........................2QuotablesfromNotables.............5FamousDyslexicsRemember..........9BookReviews.....................10HumorCorner.....................15Q&A..........................17-18NewDavisLicensees...............24DavisWorkshops...............26-28
TheFabulous,FamousDyslexic,HenryWinkler
(Cont’donp.5)
other’sDay,2008
willgodowninmybooksasonereallycoolday!Ironically,Iwasnotwithmychildren.Instead,IwasinAndover,MassachusettsatabooksigningwithHenryWinkler(a.k.a.TheFonzfrom
 HappyDays
).Forthoseofyouwhodidn’trealize,heisalsoabest-sellingauthorandamongtheranksofmanyotherextremelytalented,famousdyslexics.Ireallydidn’tknowwhattoexpect,butIamahugefanofMr.Winkler’sbest-sellingbookseries,
 HankZipzer-TheWorld’sGreatest 
 
M
 ByKarenLoGiudice,DavisFacilitatorinNewburyport,MA
Underachiever
,andIsawthisasagreatopportunitytomeetamanwhohasgoneaboveandbeyondwithrespecttoshininglightondyslexia- bothitsrealities/difficultiesanditsgifts/talents.Basedonthewonderfulcharacter,HankZipzer,a4thgradeboywithdyslexia,Winkler’s14-strongseriesofchapterbooksaremostlyautobiographical.Havingarrivedatthefunctionanhourandahalf early,Iwasexcitedtoberightatthefrontoftheline.Peoplestartedassemblingandthebuzzofexcitementwasgrowing.Inonewayoranother,HenryWinklerhadtouchedthelifeof eachpersoninline...eitherwithhisacting,producing,writing,or someotherexperience!Aspeoplearoundmewere
Michael’sGreatDay
Myson,Michael,isgraduatingfromhighschooltomorrow.He’snotalone– therearethousandsofyoungmenand womeninourcommunitywhowillwalk uptheaisle,gettheirdiploma,andthenthrowtheircapsintheair.Therewillbethousandsof celebrationsthroughoutthecityaseachfamilyenjoysthe beginningoftheirchild’snewstageoflife.Butmysonhasaspecialstory.WhenMichaelwasfiveyearsold,heflunkedkindergarten.We broughthimhomeforschoolandgavehimayeartorelax.Butthingsdidn’tget
MichaelMoser,justgraduated,isonhiswaytoWingateUniversityonasoccer  scholarship.
 ByJeanMoser,DavisFacilitatorinWinston-Salem,NorthCarolina JeansentusthisstoryonJune7,2008, shortlybeforeherson,Michael,graduated  fromhighschool.
 
P
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YSLEXIC
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EADER 
The Dyslexic Reader 
is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141.
OUR GOALS
are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;and to present methods for improving literacy, education and academic success. We believe that all people’s abilitiesand talents should be recognized and valued, and that learning problems can be corrected.
EDITORIAL BOARD:
Laura Zink de Diaz, Alice Davis & Abigail Marshall.
DESIGN:
Gideon Kramer.
SUBSCRIPTIONS:
one year $25 in US,add $5 in Canada; add $10 elsewhere.
BACK ISSUES:
send $8.00 to DDAI.
SUBMISSIONS & LETTERS:
We welcome letters, comments and articles. Mail to DDAI at the above address.
VIA FAX:
+1 (650) 692-7075
VIA E-MAIL:
editor@dyslexia.com
INTERNET:
www.dyslexia.comThe opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis™, Dyslexia Correction
®
, Davis Symbol Mastery
®
, DavisOrientation Counseling
®
, and Davis Learning Strategies
®
are trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.All rights reserved.
I learned to read at age 10
hello, my na
me is sadie i am 13 i live inthe uk and i am dyslexic. i learnt how toread when i was 10, by pointing to a word,asking what it means, then memorisingthe serise of letters in till i had aheadache. to this day i have problemsspelling or reading out loud, i also talk to fast or confuse words such as : to,two and too or write words with theletters gummbled round such as myname i would some times spell it: ideasor aside. i am good at art, maths and science and used to think i was stupid or strange and i was bullyed at school for  being dyslexic or wareing flamboyant
Copyright 2002 Randy Glasbergen. www.glasbergen.com
In the Mail:
Our Chloe’s doing great!
We want to share our 10 year-old Chloe Nadine’s success with Davis Facilitator,Constance Chua of Singapore.Math was always a problem for Chloe. I got frustrated and she was oftenin tears unable to relate to numbers asclothes and calling them art. but when isaw the program “the gift of dyslexia” itgave me confidence to be what i wantto be (a cosmologist) and helped meunderstand my self and what washapaning in my brain, i want to saythank you for all that your Associationhas done for people like us!! and i haverecormended your books to many people!and i will continue to do so!
 from sadie p. hambleton
other kids do. Tutoring made nodifference and her fear and dislike for the subject grew.After assessment in Singapore,where Ms. Chua convinced Chloe thatdoing Math the Davis way is fun and easy,she did a Davis program last April.Immediately after the program wenoticed that Chloe was calmer and moreconfident. To our amazement she scored 80% in her first test a few weeks later!She continues to progress and her average is now 90%. When we ask howshe does “Davis” she can’t explain, butsays, “I just know it.” Our younger daughter, gifted in math, is nervous thatChloe may become her match!Chloe has blossomed in confidenceand responsibility. God bless Mr. Davis!Weare deeply grateful to him for makingthe program available throughout the world.We’d also like to express our sincerestappreciation to Ms. Constance Chuafor her patience, continued guidance and encouragement to Chloe. We will always be grateful to her.Yours truly,
 Natalie L. Tanchip Manila, Philippines
 
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P
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3
NoteProficiency,Part1
 ByGeoffreyKeith
Ifastudenttakeshomeapieceof musicandpracticesthewrongnotesandrhythms,hewillhavereinforced thewronginformationinhismemory.Itiscriticaltohaveawaytosendthestudenthomeknowingthathewillbe practicingtherightnoteswiththerightrhythms.Thestudentmustbe playingthematerialcorrectlybeforeheleavesthelessonandmusthaveenoughmaterialtopracticeallweeklong.IoncesawaJ.S.Bachnoteholder inabookstore.Initwasanotecard withthewords,“Ifyouplaytherightnotesattherighttime,theinstrument playsitself.”Now,Idonotknowif Bacheversaidthis,butitdoescatchtheessentialsofplayingmusic.Muchofbasicmusicreadingisaboutplayingtherightnotesattherighttime.Rhythmisthesecrettosightreading,butthereisacatch:inordertoplaytherightrhythmapersonmustbeabletofind thenotes.Anoftenrecommendedstrategyininstrumentmethodbooksistohavethestudentsaythenamesofthenotes
Example1:Holdsandrests.Example3:Holdsandrests.Example2:RhythmonthenoteDwithasystemofplaceholders.
outloudasheplays.Thisisagreatteachingtool;theonlyproblemisthatthestudentwillsaythenotes, butoftennotperformtherhythmsaswritten.Thismeansthathewillhavetorelearntherhythmlater.Whatweneedisawaytosaythenamesofthenotesoutloudinthecorrecttime.ItiseasytoplayandsaythenotenamesonmeasuresofquarternotesonthenoteD.Eachquarternotegetsone pulsepernote.IfweplayandsaythenotenamesonthesameDonfour quarternotes,twohalfnotes,andawholenote,therhythmbecomesharder.Thestudentwillhavetofeelthemissingbeatsandnotplayonthem.Dr.ChristopherMcGahn,oneof myteachersatU-MassLowell,usedtosaythatnaturehatesavacuum.Inotherwords,ifthereisaspaceintherhythm,wewanttofillthatspacewithsomething.Thespaceintherhythmcan befilledwithasystemofplaceholders.InExample1above,let’swriteanhinthespacebetweenthehalfnotesand threeh’safterthewholenotes.Whensayingthenotenamesfor Example2,thestudentwouldsay,“DDDD,DDDD,DholdDhold,Dholdholdhold,”whileplayingthenotesonasteadypulse.Itellthestudentthatthehstandsforthewordhold,andthatitisa placeholderfortheextrabeatsinthelongernotes.Noticethattheholdslineupwiththenumbersinparenthesisfromthelineofnumbersusedfor countingtherhythm.Thatisbecausetheybothconveythesamerhythmicinformationindifferentways.Eachsystemprovidesalloftherhythmic“events”intheline,whetheritisastrucknoteoraheldbeat.Theextendedcountingprovidesallof thebeats,andallofthesubdivisionsifthereareany,whileprovidingauser-friendlyguidetowhentoclap.Similarly,whenastudentsaysthenotesandtheholdssheissayingonethingforeacheventintheline.For restsIuseanr(Example3,atleft).Havethestudentsay,“CrestDrest,Eholdrestrest,restrestrestrest,EholdDhold,Choldholdhold,”whileplaying.Fordottednotesand ties,justaddtheappropriatenumber ofholdsandrests(seeExample4,nextpage).Tosaynotenamesattheeighthnoteslevelofrhythm,simplycuttheholdinhalf.Theholdisjusta placeholderandhasnorhythmicvalueitself.Crossoutthesecondnoteofatiedpairtoremindthestudentthatshewillnotplayonthatnote(Example5).Sayingtheintervalandchord namescanbevaluableaswell(Example6).Itiseasiertoreadintervalsand chordsifwechunkthenotestogether underonelabel.Intervalscountthedistancebetweennotes:asecondistwonotesapart,athirdisthree,etc.Triadsarethreenotechordsandarenamedforthebottomnote(theroot)ofthechord.Unfortunately,thingsarenotthatsimple,becausewecanchange(orinvert)theorderofthenotesinachord.Chordtheoryisone
Rhythmisthesecrettosightreading,butthereisacatch:inordertoplaytherightrhythmapersonmustbeabletofindthenotes.”
 
“
Ittakestwotofouryearstogettothepointwherethestudentwillnolongerneedtosaythenotenames.”
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