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The Dyslexic Reader 2000 - Issue 20

The Dyslexic Reader 2000 - Issue 20

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A Dyslexic Child Within the Class
A Dyslexic Child Within the Class

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Published by: Davis Dyslexia Association International on May 11, 2008
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Dys lex ic Read er
\u2022\u00b4\u2022
\u00b4\u2022~
The
Vol. 20
Davis Dyslexia Association International
Issue 1 \u2022 2000
by Patricia Hodge
P

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.

June
Location
Presenters
1 - 4
Basel, Switzerland
Sharon Pfeiffer
and Bonny Beuret
9-12
Hamburg, Germany
Sharon Pfeiffer and
Sonja Heinrich
19 - 22
Richmond, Virginia
Elizabeth Davis
26 - 29
Des Moines, Iowa
Mary Kay Frasier
26 - 29
Burlingame, California
Sharon Pfeiffer
July
11 - 14 July
Bedford, Texas
Sharon Pfeiffer
August
1 - 4
Bellingham, Washington Marlene Easley
November
18 - 21
Basel, Switerzland
Bonnie Beuret
Call 1-888-805-7216 toll-free or email training@dyslexia.com for a
brochure, costs and further details.u
Davis Learning Strategies
Teacher Workshops - Year 2000 Schedule
A Dyslexic Child Within the Class
\u2013 a guide for teachers and parents
Continued on page 3
News & Feature Articles:

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

Regular Features:

Alex PDQ. . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Review. . . . . . . . . . . . . . . . . . . . .4 & 5 Newly Licensed Facilitators. . . . . . . . . . . .8 Davis Providers. . . . . . . . . . . . . . . . . . . . .11

In This Issue

Anthony Balinton with Dorothy
Owen at the Reading Research
Council, on his graduation day.

(see story page 10)
ALEX PDQ
PAGE 2
THE DYSLEXIC READER
The Dyslexic Readeris published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,

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.

BACK ISSUES:send $8.00 to DDAI. SUBMISSIONS AND 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.comINTERNET: http://www.dyslexia.com/

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.

Don\u2019t miss Alex\u2019s latest adventures each week at:
http://www.dyslexia.com/alexpdq/
Can You Hear Your
Child's Cry?

The house is so quiet the time draws near Soon he'll be home

to shed some more tears
He comes home from school
with tears in his eyes
You ask him what's wrong
He continues to cry

He gets out his book
and opens the page
The look on his face

turns to sorrow and rage
He says, "This is too hard".
"I'm stupid, I know."
"the other kids can do it"
"But, I'm just too slow"
The teacher tells me

that I just don't care
She says "if you\u2019re not going to try,
then why are you here"?

Then the call comes
The school\u2019s on the line
Your son has a problem
He's falling behind

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

a mistake has been made
When he's finally tested
the fact becomes known
The child is Dyslexic
He's not just slow
So if your child has a problem

and you don't know why
I'm asking you now
Can you hear your child's cry?

- Bonnie Seiser
West Fork, AR
Created by: Adrienne Kleid, 10 yrs. old.

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.

Adrienne\u2019s collage is now framed in the
Reading Research Council for display.
PAGE 3
THE DYSLEXIC READER

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
self-value.

Of particular importance is an

understanding of the problems that
poor auditory short term memory can
cause, in terms of retaining input

from the teacher.

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

Patricia Lynn Hodge lives in Oman,

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

progress with Davis methods.
In The Class
continued from page 1
In the class:
\u00b7Of value to all children in the class is an outline of what

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.

\u00b7When homework is set, it is important to check that the

child correctly writes down exactly what is required.
Try to ensure that the appropriate worksheets and
books are with the child to take home.

\u00b7In the front of the pupils\u2019 homework book get them to

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.

\u00b7Make sure that messages and day to day classroom
activities are written down, and never sent verbally. i.e.
music, P. E. swimming etc.
\u00b7Make a daily check list for the pupil to refer to each
evening. Encourage a daily routine to help develop the
child\u2019s own self-reliance and responsibilities.
\u00b7Encourage good organizational skills by the use of
folders and dividers to keep work easily accessible and
in an orderly fashion.
\u00b7Break tasks down into small easily remembered pieces
of information.
\u00b7If visual memory is poor, copying must be kept to a
minimum. Notes or handouts are far more useful.
\u00b7Seat the child fairly near the class teacher so that the

teacher is available to help if necessary, or he can be
supported by a well-motivated and sympathetic
classmate.

Copying from the blackboard:
\u00b7 Use different color chalks for each line if there is a lot
of written information on the board, or underline every
second line with a different colored chalk.
\u00b7 Ensure that the writing is well spaced.
\u00b7 Leave the writing on the blackboard long enough to

ensure the child doesn\u2019t rush, or that the work is not
erased from the board before the child has finished
copying.

Reading:
\u00b7 A structured reading scheme that involves repetition and

introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading.

\u00b7 Don\u2019t ask pupils to read a book at a level beyond their

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.

\u00b7 Save the dyslexic child the ordeal of having to \u2018read

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

\u00b7 Real books should also be available for paired reading

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.

\u00b7 Remember reading should be fun.
The following items should provide useful guidelines for teachers and parents to follow and support:
Continued on page 6

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