Counseling &
Symbol Mastery can
help children and
adults take control of
their lives

couldn´t help crying, for everything that
he had suffered all his life, was written there.
None of your revolutionary ideas are known by
our experts here, but a friend and I, have studied
the topic for some time, and we´re very interested
in communicating and exchanging our ideas and
doubts with you.

ur web site continues to draw comments from all over the world. Many
write us in frustration because of lack of local resources. However, many
others are experiencing success, sometimes just from knowing that there
are others who understand and care about their frustrations.

am in New Zealand, and am completing my
Masters of Sciences degree in Physics at
Waikato University. My local library has the

I have found that this book has totally changed
my view on my disability. I am severely to
extremely dyslexic, with the major effect of lack of
writing skills and difficulty spelling.

I am encouraged and have set a goal to
completely overcome any problems with my
writing. Within the next five years, I hope to be
able to help other dyslexics overcome their

Published quarterly by Davis Dyslexia Association International (DDAI). Our goal is to increase worldwide awareness about positive aspects of dyslexia and related learning styles; and to present methods for improving literacy. We believe all people have abilities and talents that should be cherished and valued, and that learning problems can be remedied.

gives hope. I found your website today. I have
recenly found out that I have dyslexia. I have been
through tests twice the last two months. I am sure
I will return to your site several times. I need all
information and support I can get.

t was a pleasure to read through all your texts about dyslexia. I am a speech pathologist, and your approach is completely new for me. Best

is seemingly all but unknown. I once
stumbled across an article which contended that
Japanese readers have less trouble with dyslexia
because of the nature of their alphabet. The
characters are apparently less easily confused, than
the Western alphabet. I don't know if that is true
or not. I feel I've got at a couple of kids with some
kind of learning disabilities. I myself have no
training in this field, just some vague awareness.
(which seems to be more than any of my Japanese
counterparts, at least at the moment). I would
appreciate any help or tips, or anything you could
pass along my way. Thank you.

they can sense the passge of five minutes. But the
disorienting child doesn’t experience the passage of
time uniformly, and so does not develop an
inherent sense of the passage of time at all, even as
a teenager or adult.

With an inherent sense of time, we will also
develop an inherent sense ofs e q u e n c e. That is,
we understand the way things follow each other
one after another.

Why Disorientation Leads to
Socially Unacceptable
Behavior

auditory perceptions
• a shift in time sense, and
• a reversal of balance and

As we look at each experience
in turn, we see how disorientation
leads to behaviors associated with

A child who is experiencing distortions in sound
either does not hear what people say to him, or
hears hears their words inaccurately. So of course
he responds inappropriately. He thinks he is doing
what was asked, but others see him as exhibiting
opposition, or acting without thinking.

Since his vision is also distorted, the child does
not see the task at hand correctly or consistently, so
he makes mistakes. Often, the child can stop the
perceptual distortions and regain a sense of control
by shifting his attention to something else. He got
disoriented, could no longer see or hear the task,
shifted his attention to something else in order to
reorient, and never got back to finishing the task.

he same procedures used in Davis
Dyslexia Correction can also help the
A.D.D. child (or adult) achieve self-
control and overcome problems with
focusing attention and staying on task.

merely as an aid to reading comprehension, but as
a means for students to master basic concepts
needed to achieve self-awareness and self-control.

Disorientation and distorted perceptions do
much more than merely create symptoms of
dyslexia. The dyslexic or A.D.D. child uses
disorientation for entertainment;
he may be disoriented for hours
on end creating the imaginary
world he plays in.

What we accept as reality is
what we experience. The way
we realize an experience is that
we perceive it. Reality, then, is
what we perceive it to be. When
disorientation occurs, perception
becomes distorted. A person
who is disoriented experiences
a reality that is not being
experienced by others—a false,
or alternate, reality. The longer,
in duration, disorientation, the more alternate
reality that is experienced.

Because of their frequent disorientation, many
dyslexic or A.D.D. individuals do not learn the
basic lessons of life. Cause and effect do not exist
in the disorienting child’s imaginary, alternate
reality world. Thus, the child never learns the
concept ofc o n se q u e n c e.

Additionally, the child is also experiencing a
distorted sense oftim e. A minute can be a very
long time or very short— but it is never the same.

A person who experiences time uniformly can
develop an inherent sense of how long it takes a
minute to go by. Most children have an awareness
of the passage of time by age five; by age seven,