roficient reading is an essential tool for learning a large part of the subject matter taught at
school. With an ever increasing
emphasis on education and literacy,
more and more children and adults
are needing help in learning to read,
spell, express their thoughts on paper
and acquire adequate use of grammar.
A dyslexic child who finds the
acquisition of these literacy skills
difficult can also suffer anguish and
trauma, particularly when they may
be mentally abused within the school
environment because they have a
learning difficulty. Much can be done
to alleviate this by integrating the
child into the class environment
(which is predominantly a learning
environment) where he/she can feel
comfortable and develop confidence
and self esteem.
Class teachers may be particularly
confused by the student whose
consistent underachievement seems
due to what may look like
carelessness or lack of effort.
These children can be made to feel
very different from their peers simply
because they may be unable to follow
simple instructions, which for others
seem easy. It is a class teacher\u2019s
responsibility to provide an
atmosphere conducive to learning for
ALL pupils within their class.
A Dyslexic Child Within the Class. . . . . . .1 Year 2000 Teacher Workshop Schedule . .1 Can You Hear Your Child\u2019s Cry?. . . . . . . .2 My Reading Buddy. . . . . . . . . . . . . . . . . . .4 Success Story. . . . . . . . . . . . . . . . . . . . . . .5 News from Dyslexia, the Gift Website. . . .7 My Boss is About to Guess. . . . . . . . . . .10 Grate? Graet? Great News. . . . . . . . . . . .10
Alex PDQ. . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Review. . . . . . . . . . . . . . . . . . . . .4 & 5 Newly Licensed Facilitators. . . . . . . . . . . .8 Davis Providers. . . . . . . . . . . . . . . . . . . . .11
Anthony Balinton with Dorothy
Owen at the Reading Research
Council, on his graduation day.
Burlingame, CA 94010 USA +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\u2019s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Michele Plevin.DESIGN: Julia Gaskill.SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere.
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction\u00ae, Davis Symbol Mastery\u00ae , Davis Orientation Counseling\u00ae are registered trademarks of Ronald D. Davis. Copyright \u00a9 2000 by DDAI, unless otherwise noted. All rights reserved.
The house is so quiet the time draws near Soon he'll be home
He gets out his book
and opens the page
The look on his face
that I just don't care
She says "if you\u2019re not going to try,
then why are you here"?
You go to the school
They say "He can't stay on task"
This class is too hard
You must send him back
Back he goes
one more grade
This isn't helping
and you don't know why
I'm asking you now
Can you hear your child's cry?
Adrienne attended a Davis Dyslexia
Correction Program in the Spring of
1999. Since then, she has mastered
112 words and has completed 2 years
progress in reading in 1 year.
Class teachers need to have an
understanding of the problems that
the dyslexic child may have within
the classroom situation. Hopefully,
with this knowledge, a great deal of
misunderstanding of a child\u2019s
behavior can be prevented. In a
positive and encouraging
environment, a dyslexic child will
experience the feeling of success and
understanding of the problems that
poor auditory short term memory can
cause, in terms of retaining input
Examples of poor auditory short
term memory can be a difficulty in
remembering the sounds in spoken
words long enough to match these, in
sequence, with letters for spelling.
Often children with poor auditory
short term memory cannot remember
even a short list of instructions.u
and is a teacher and parent of a dyslexic child, who holds a Diploma in teaching \u2018Specific Learning Difficulties/Dyslexia' using traditional methods. She is
currently studying to become a Davis
Facilitator through DDA-France. Pat has
brought Davis methods to her local
school system, where she has worked
with several students, and continues to
work with other teachers to assess her
students and document the rates of
is going to be taught in the lesson, ending the lesson
with a resume of what has been taught. In this way
information is more likely to go from short term
memory to long term memory.
child correctly writes down exactly what is required.
Try to ensure that the appropriate worksheets and
books are with the child to take home.
write down the telephone numbers of a couple of
friends. Then, if there is any doubt over homework,
they can ring up and check, rather than worry or spend
time doing the wrong work.
teacher is available to help if necessary, or he can be
supported by a well-motivated and sympathetic
ensure the child doesn\u2019t rush, or that the work is not
erased from the board before the child has finished
introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading.
current skills, this will instantly demotivate them.
Motivation is far better when demands are not too
high, and the child can actually enjoy the book. If he
has to labor over every word he will forget the
meaning of what he is reading.
aloud in class\u2019. Reserve this for a quiet time with the
class teacher. Alternatively, perhaps give the child
advanced time to read pre-selected reading material, to
be practiced at home the day before. This will help
ensure that the child is seen to be able to read out loud,
along with other children
with an adult, which will often generate enthusiasm for
books. Story tapes can be of great benefit for the
enjoyment and enhancement of vocabulary. No child
should be denied the pleasure of gaining access to the
meaning of print even if he cannot decode it fully.
Now bringing you back...
Does that email address look wrong? Try again with a different email.
This action might not be possible to undo. Are you sure you want to continue?