Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
The Dyslexic Reader 2003 - Issue 33

The Dyslexic Reader 2003 - Issue 33



|Views: 555|Likes:
Brain Scans Show Dyslexics Read Better with Alternative Strategies
Brain Scans Show Dyslexics Read Better with Alternative Strategies

More info:

Published by: Davis Dyslexia Association International on May 11, 2008
Copyright:Traditional Copyright: All rights reserved


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





By Abigail Marshall

Scientists studying the brain have
found that dyslexic adults who
become capable readers use different
neural pathways than nondyslexics.
This research shows that there are
two independent systems for reading:
one that is typical for the majority of
readers, and another that is more
effective for the dyslexic thinker.

NIMH Study of Dyslexic Adults

Researchers Judith Rumsey and
Barry Horwitz at the National
Institute of Mental Health used
positron emission tomography (PET)
to compare regional cerebral blood

flow (rCBF) among dyslexic and
nondyslexic men. The dyslexic
subjects had childhood histories of
dyslexia and continued to show some
symptoms related to reading, but
their overall reading ability varied.
For some word recognition and
comprehension tasks, the dyslexic
men scored as well as or better than


The men in the study were asked
to perform several single-word
reading and decision making tasks.
They were asked to perform some
tasks that relied on their ability to
sound out words (such as
pronouncing a pseudo-word such as

cazot) and some tasks that relied on
their ability to recognize irregular,
nonphonetic spellings of real words
(such as reading aloud words like
pharoahor choir).

When brain activity was
correlated with reading ability, the
researchers observed an intriguing
inverse relationship between reading
ability and cerebral blood flow
patterns. For nondyslexic controls,

Vol. 33
Davis Dyslexia Association International
Issue 4 \u2022 2003
Dys lex ic Read er
continued on page 4
Brain Scans Show Dyslexics Read
Better with Alternative Strategies
News & Feature Articles:

Brain Scans. . . . . . . . . . . . . . . . . . . . . . .1 Dreams Coming True in Iceland. . . . . . .1 Back to School Tips for Teachers. . . . .3 Word Master According to

Humpty Dumpty. . . . . . . . . . . . . . . . . .9
Das Ph\u00e4nomen\u201cWiderstand\u201d in der
Davis-Beratung. . . . . . . . . . . . . . . . . .11

Es ist nicht alles Gold was gl\u00e4nzt 11
In Memory. . . . . . . . . . . . . . . . . . . . . . . .15
Her Sparkle Has Returned. . . . . . . . . . .16
Movies In My Head. . . . . . . . . . . . . . . . .17

The Gift of Learning. . . . . . . . . . . . . . . .19
Regular Features:

In The Mail. . . . . . . . . . . . . . . . . . . . . . . .2 Famous Dyslexics Remember. . . . . . .18 Q & A. . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Book Review. . . . . . . . . . . . . . . . . . . . . .19 New Facilitators & Specialists. . . . .20-22 Workshops. . . . . . . . . . . . . . . . . . . . . . . 23

In This Issue
by Alice Davis, DDAI Director

Ron and I visited Iceland in
August to help Axel
Gudmundsson and Lesblind.com
launch the Icelandic edition of

The Gift of Dyslexiaand to

participate in the first
presentations of the Davis
Learning Strategies and
Fundamentals Workshops in
Iceland. The country and its
people are fantastic. Iceland has
natural beauty everywhere in the
form of sea, fjords, mountains,
glaciers, lava formations,
waterfalls, and lakes. The air is
crystal clear and clean. The
people are warm, friendly and

extremely interested in our work.

The Lesblind.com Team of
Axel, \u00d6rn, Hilder, Judith Shaw
and Laura Shone have done an
incredible job of introducingT h e

Gift of Dyslexiaand Davis

Dyslexia Correction to Iceland.
One measure of their success is
that the English edition of Ron\u2019s
book has been the #2 bestseller at
Amazon.com in Iceland for the
past several months, just behind
Harry Potter! To meet the demand
Axel generated in February, 2003
with lectures and press coverage,
several Facilitators have had the
opportunity to travel there to do

Dreams Coming True in Iceland
continued on page 14
Week One Report from
Two Icelandic Teachers
August 28, 2003
Dear friends and fellow teachers,

I have been using the Davis
Learning Strategies now for one
week with my first grade students
and I have already made one
discovery. One of my students is
very active even though he hasn\u2019t
been diagnosed with hyperactivity or
anything like that. I couldn\u2019t get him
to do the Release or the Focusing, he
was just all over the classroom. So I
decided to use the Dial-Setting, and
guess what? He told me that his Dial
was at a 9! I asked him if he could
put it down to 5 or 6 and he said that

he would try. In the next lesson he
sat still for almost 20 minutes, and
he tried the Release but didn\u2019t quite
get the Focusing. Today he was like
another person, he sat still the whole
time and did what I asked of him.
I\u2019m so pleased and I have to say if
your students are having a hard time
calming, do the Dial before anything
else, because at least for my
classroom it made the rest possible. I
wonder how everybody else is
getting on with this? Hope to hear
from you all soon.

Sigr\u00fan Baldurd\u00f3ttir Hellissandi
Hello all you wonderful people!!
How very exciting Sigr\u00fan! This
was just what I needed to hear, as I

will meet my Special Needs students
tomorrow. They are 3rd graders and
have many problems I am told. Dora
and Steinunn and me have been
preparing letter boards, buying clay
and cardboard boxes from the pizza
place. Dora has already begun
applying the program to maths for
the young ones by making circles,
triangles and squares, then the signs
and numbers later on. It\u2019s so clever
of her; the signs are a real trouble in
maths for some pupils. I have
already given my 7th graders
Release and after the first giggling
and peeping, they have relaxed about
it and I look forward to seeing the
rest work for them!

Love, \u00c1slaug
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, Maria Fagioli and Dee White.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.comIN TE R N E T: 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, and Davis Learning Strategies\u00aeare registered trademarks of Ronald D. Davis.
Copyright \u00a9 1999 by DDAI, unless otherwise noted. All rights reserved.

Copyright 1996 Randy Glasbergen. www.glasergen.com

In all affairs
it's a healthy thing
now and then to
hang a question
mark on the
things you have
long taken for

\u2014Bertrand Russell
Back to School Tips for Teachers
How to create a positive experience in the classroom for dyslexic students

by Mary Ellen Schutz
(originally posted to the Davis Dyslexia
Discussion Board, www.dyslexiatalk.com

I have two highly-intelligent,
artistic, athletic, kind-hearted,
sociable children...both of whom
happen to be dyslexic...both of
whom experienced dramatic,
sustainable improvements in reading,
writing, and math using Davis


What follows is some base
information that I now give all my
children\u2019s general classroom
teachers at the beginning of each
year. Even without specialized
training, each and every teacher can
make it possible for dyslexic
children to have a positive
experience in the classroom.

Yes...it takes a little thought and
Yes...it takes a little
But the pay off is 1,000 fold...
What can a teacher expect to see
in dyslexic students?
Deep thought\u2014 My children

think primarily with meaning of
language (as opposed to the sound of
language). They can offer deep
insight and complex analysis of

Intuitive thought\u2014 \u201cPicture

thinking\u201d occurs at the rate of 32
ideas or concepts per second, inside
the subliminal band. It is anywhere
from 400 to 2,000 times faster than
verbal/sequential thought, which
occurs at the rate of speech (with an
upper intelligible limit of 4 to 5
words per second). My children
often come to the right conclusion,
but require assistance in slowing
their thoughts down to a rate that
allows them to \u201cview\u201d the process
they used to reach the conclusion.

Verbal discussion of the linear,
sequential process for reaching the
conclusion and written outlines often
helps. Discussion helps my children
to transition to verbal

conceptualization, the mode of
thinking required to present their
thoughts in coherent, written form.
When writing, checking in with an
adult every few paragraphs and
prompts for intermediary
punctuation, help slow their thinking
down, improving the overall written

Curiosity\u2014 My children\u2019s rapid

rate of thought allows them to
consider more options and pose
more questions in a given period of
time. The flip side of this coin is
boredom and difficulty transitioning.
If a topic is of interest to them, my
children will delve deeper into the
idea. If the topic is not of interest or
confusing, they will find something
else more interesting to think about
and/or do. In either case, this trait
often triggers (consciously or
unconsciously) their ability to distort
perception. On the plus side, the
distortion blocks out distractions. On
the minus side, those blocked
distractions may include movement
of the class to the next task or topic.
Aquick check to see if they are with
you at transition times (and
attracting their attention if they are
not) usually ensures that they get the
next piece of information and follow
your direction.

Ready grasp of complex ideas

\u2014 My children\u2019s high intelligence and comparative mode of learning allow them to rapidly grasp and

analyze complex issues and ideas.
They often can master a concept
faster than the typical
verbal/sequential thinker can
conceive it. This is particularly true
if the lesson includes a kinesthetic
component. It is, however, a two-
edged sword. If new ideas and issues
are first presented without relative
context, the confusion they
experiences can be so intense and
profound that they can be left
disoriented and incapable of learning
until that confusion is resolved or

Sense of humor and drama\u2014

My children are fun to work with.
They want to learn, delight in new
discoveries, and respond to positive
reinforcement. Their creativity and
imagination add a sense of humor
and drama to the classroom. Their
strong opinions add to the dynamics
of any group discussion.

Inventive and literal phonetic
spelling\u2014 With limited experience

reading text with the letters in their
proper position and orientation, my
children\u2019s spelling of even regular
words can be imaginative and
inconsistent. Spelling for most
irregular words and words known to
trigger dyslexic disorientation (most
of the words on the Dolch and Sitton
sight word lists) is just now coming
within their grasp. They only
recently gained enough experience

continued on page 7

Activity (3)

You've already reviewed this. Edit your review.
1 hundred reads
1 thousand reads
axelgudmundsson liked this

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->