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The Dyslexic Reader 2004 - Issue 34

The Dyslexic Reader 2004 - Issue 34

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A Typical ADD Scenario
A Typical ADD Scenario

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Published by: Davis Dyslexia Association International on May 11, 2008
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02/01/2013

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Vol. 34
Davis Dyslexia Association International
Issue 1 • 2004
Dys lex icRead er
´´
The
continued on page 4
 ATypical ADD Scenario
 Excerpted from The Gift of Learning by Ronald. D. Davis
 
News & Feature Articles:
ATypical ADD Scenario . . . . . . . . . . . . .1An Old Grandma Brings New Hope . . .3Bad Memory: Learning Times Tables . .6Viking Spirit: An Aunt’s Saga . . . . . . . .7What a Difference We are Making . . . .8Miss Teen Michigan Speaks OutAbout Dyslexia . . . . . . . . . . . . . . . . .9Gehirnuntersuchungen zeigen:Legastheniker lesen besser mitalternativen Strategien . . . . . . . . . .11DDA-CH Beraterinnen-Treff . . . . . . . . .14Lichtpuntjes in Dyslexie-Oerwoud . . .15Davis Workshops Approved for Academic Units and CEUs . . . . . . .18
RegularFeatures:
In The Mail . . . . . . . . . . . . . . . . . . . . . . . .2Famous Dyslexics Remember . . . . . . .9Book Review . . . . . . . . . . . . . . . . . . . . .19New Facilitators & Specialists . . . .20-22Workshops . . . . . . . . . . . . . . . . . . . . . .23
In This Issue
Before we dive into thedevelopmental aspect of AttentionDeficit Disorder, let me share withyou a typical incident that illustratesthe general lack of understandingabout this condition. The two maincharacters in this scenario are a boy,five or six years old, who has ADDand his kindergarten teacher.Our boy is a typical ADD child— intelligent, creative, imaginative andhyperactive. He thinks primarily in pictures, and has already spent a lotof time using disorientation toentertain himself.Our teacher chose her professionout of a profound love for children.But her crowded kindergarten classis quite a handful. Although shehas tried hard not to make any judgments, she identified our boyas one of “those children” on thefirst day of school. He’s a real livewire, and he doesn’t listen to her.His behavior in the classroommakes an already difficultsituation even worse.The first few days of schoolare a difficult adjustment for allof the children, but most of them soon begin to settle downinto the routine—except for that boy. If anything, his behavior isactually getting worse. He won’t stayin his chair. He gets into everything.The situation comes to a headduring a morning recess. The teacher observes the boy push himself pastsix or seven other children waiting toclimb the ladder of the slippery slide.He just bullies his way past the lineof other waiting children, clambershis way to the top, and goes down infront of them. This shocks her. Notonly is it rude, it’s dangerous. Shecannot allow this kind of behavior to continue.The teacher grasps the boy bythe shoulders as he heads back tothe ladder to do it again. He tries tosquirm loose, but she holds himfirmly. She bends down, and in her sternest voice says, “Look at me!”When he does, she says, “Whatyou did is wrong. You are supposedto wait in line until it’s your turn! Doyou understand me? You don’t godown the slide until it’s your turn!”The boy looks her straight in theface, nods his head, and says, “Okay.”The teacher lets go of the boy’sshoulders and stands up. Heimmediately runs around to theladder, pushes his way past severalother children, climbs to the topand goes down the slide.This really upsets the teacher.Frustrated, she grasps him again andmarches him off the playground for a“time out” or whatever other form of discipline the school is allowed to use.The teacher is confused and notsure of what to do next. The boy saidhe understood her and then did exactlywhat she told him not to do. Withoutsome form of intervention, behavior modification or perhaps a medication
 
One month ago a Facilitator atthe Reading Research Council did a phone interview to see if my sonKevin would benefit from the DavisProgram. Kevin is seven years oldand I had wanted to take him to theBurlingame, California Davis center.The Facilitator thought Kevinwas too young for the entire program, and that we could start thesymbol mastery at home. I havesince joined the Davis DyslexiaAssociation and ordered the Symbol
P
AGE
2T
HE
D
YSLEXIC
EADER 
The Dyslexic Reader 
is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite245, Burlingame, CA94010 USA1(650) 692-7141.
OURGOALS
are to increase worldwide awareness about the positiveaspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academicsuccess. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems canbe corrected.
EDITORIALBOARD:
 Alice Davis, Abigail Marshall, Maria Fagioli and Dee White.
DESIGN:
Gideon Kramer.
SUBSCRIPTIONS:
one year $25 in US, add $5 in Canada; add $10 elsewhere.
BACKISSUES:
send $8.00 to DDAI.
SUBMISSIONSANDLETTERS:
We welcome letters, comments and articles. Mail to DDAI at the above address.
VIAFAX:
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction
®
,Davis Symbol Mastery
®
, Davis Orientation Counseling
®
, and Davis Learning Strategies
®
are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.
Copyright 1996 Randy Glasbergen. www.glasergen.com
INTHEMAIL
       “
Mastery Kit. I have enlisted the helpof a retired art teacher and we areabout to embark on this adventure,as advised by the Facilitator.I want to thank you for the frank honesty in your evaluation of Kevinand your advisement of deferment. Ifeel your empathy about unfruitfulexpenditure is commendable. I alsowant to thank you for the kind andcaring way you spoke to Kevin, myhusband and myself. As the mother of a dyslexic with an IQ of 130, Iam very anxious not to see himsuffer the way Mr. Davis did. I amlooking forward to your newslettersand all the information I can absorbto best help my son.I have referred a friend to your methods, and her son has anappointment with a Facilitator. Ithank you again from the bottom of my heart. My son who youinterviewed also thanks you!Sincerely,Suzanne B. Russell
 — 
 Pablo Picasso, painter and sculptor (1881-1973)
 Every child is an artist. The problem is howto remain anartist once he grows up.
 
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YSLEXIC
EADER 
 An Old Grandma Brings New Hope
 New Hope Learning Centers, Inc.received the following letter datedSeptember 23, 2003. It is presentedwith permission.Enclosed is a picture of JacobProkop (and myself) along with aDavis Dyslexia Correction
®
Programsuccess story. Jacob and I haveworked together ever since hiscorrection program in the spring of his first grade at school in 1999.He went through his 4th and 5thgrades with very good grades and isstill very motivated; Jacob has for acouple of years, expressed interest inmaybe being a doctor or nurse. Hesays he is not sure yet…but whatever he chooses he thinks he wants towork with "old people" because hereally likes talking with them!We are so grateful that we foundthe Davis Dyslexia Correction
®
Program and New Hope LearningCenters in time to save Jake. It has been a complete joy for me to work with him these past few years. Wehave a great bond!!As you recall, Jacob was astruggling reader in his first grade.He was not progressing. His familyknew it, his school knew it and sodid Jacob. His family suggested that perhaps he was dyslexic, but wastold that dyslexia could not bediagnosed until at least 3rd grade.They were determined to find somehelp for him at that time and notwaste two more years.After researching the manymethods of working with dyslexia onthe Internet, I as Jacob’s grandma,discovered the Davis method for correcting dyslexia. I purchased the book, The Gift of Dyslexia, by RonDavis and was convinced that thismethod made the most sense. ThenJacob’s family immediately made anappointment with Cyndi Deneson at New Hope LearningCenters in Milwaukee,Wisconsin.Although Jacobwas very young for the program, he washighly motivated andwas accepted after aninitial assessment.He went through theDavis DyslexiaCorrection
®
Programduring spring vacationof his first grade. Inthose five days, Jacob went from areading level of 1-1 to a level of 2-1.He came home each day exhausted, but very excited to go back the nextday. He was finally finding somesuccess.His parents and I continuedthe work with the “trigger words.”During Jacob’s 2nd grade year at school, I went to the DavisFundamental Workshop taught byRon Davis and Cyndi Deneson inMinnesota to better understand themethods used with Jacobs’gift.Jacob has made steadyimprovement. His teachers in 4thand 5th grade were exceptional.Each read The Gift of Dyslexia,understood the method, and utilizedthe little things that make such adifference to the success of adyslexic child. He kept up with hisclass and looked forward to school.He is doing well in school andout of school. He has many goodfriends, plays ice hockey and is alsoan excellent water skier.I am pleased to report that Jacobis now in 6th grade. He is stillmotivated and a hard worker desiring to do it on his own. Itseems that he will again have asuccessful year with another understanding teacher. I continue togo to his school once a week, andam always “on call” at home for special help.During the course of his family’s journey with dyslexia, we have putabout 25 copies of Ron Davis’book,The Gift of Dyslexia, into the handsof educators and parents; and havereferred several families. Again, weare so very grateful for New HopeLearning Centers and the work of Ron Davis and his personalunderstanding of how to help otherswith the gift of dyslexia. Jacob oftenmentions that he wonders whatwould have happened to him if wehad not found these sources of help.Jacob and his family look forward togrowing and moving forward eachyear.Jacob’s persistence is an exampleof the success of the Davis Program, New Hope Learning Centers’efforts,and post-program cooperativesupport of family, friends, andteachers.Very Sincerely,Mary Ann Link,the old Grandma

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