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The Dyslexic Reader 2005 - Issue 40

The Dyslexic Reader 2005 - Issue 40

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Announcing ReadOn Interactive Software; Waking Up: The Origin of Concept Mastery
Announcing ReadOn Interactive Software; Waking Up: The Origin of Concept Mastery

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

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02/01/2013

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VOL. 40 DOUBLE ISSUE
Davis Dyslexia Association InternationalISSUE 3 & 4 \u2022 2005
Dys lex ic Read er
\u2022\u00b4\u2022
\u00b4\u2022~
The
News & Feature Articles
ReadOn Interactive Software. . . . . . . .1
Waking Up. . . . . . . . . . . . . . . . . . . . . .1
Strategies for Spelling. . . . . . . . . . . . .3

Good Spelling Days and Bad. . . . . . . .4 Do Davis Methods Address Spelling? 5 TPR Language Instruction. . . . . . . . . .6 Famous Dyslexics Remember. . . . . . .11 Testing Out of Special Ed. . . . . . . . . .15 You Want Me to Write a What?. . . . .16 The Best of Both Worlds. . . . . . . . . .17 UC and the SAT Exam. . . . . . . . . . . .18 Davis Launched in Kenya. . . . . . . . . .20 Gerda Berakos-Jeger: In Memoriam .21 Russian Gift of Dyslexia Released . . .23 Dream Test for Picture Thinkers. . . . .25

Regular Features

In the Mail. . . . . . . . . . . . . . . . . . . . .2 Book/Software Reviews. . . . . . . .12-13 Q&A. . . . . . . . . . . . . . . . . . . . . . . . . .9 New Facilitators. . . . . . . . . . . . . .26-29 Davis Workshops. . . . . . . . . . . . 30-31

In This Double Issue
(Cont\u2019d on p. 10)
(Cont\u2019d on p. 14)
Announcing ReadOn
Interactive Software!
inspired by the Davis Dyslexia Correction
Program and Davis Learning Strategies
ReadOn is a comprehensive learning
tool designed to assist people of allages

to learn to read, or overcome reading
problems associated with dyslexia.
Unlike other software packages that
are purely assistive in nature, ReadOn

incorporates specific learning strategies
to help people become independent
and fluent readers.
Reading is a complex process and

when this process is not mastered,
students will struggle to become
independent readers. Regardless of

reading level, ReadOn allows the
student to experience reading with
minimal supervision and support.
Mistakes can be made and risks taken
resulting in an increased willingness
to read, as well as improved reading
abilityand a boost in self esteem.
The developers of the software
are Jane and Phil Mangano who live
in West Australia. The initial inspiration

for ReadOn was to motivate and assist
their daughter after she completed a
Davis Dyslexia Correction\u00aeProgram
with Heidi Rose in Adelaide. Their

Waking Up: The Origin
of Concept Mastery
by Ronald D. Davis

At the age of twelve, I was waking up.
I was coming alive in a world that was
full of chaos and pain. I have no actual
memories of being a Kanner\u2019s baby\u2014
of being autistic. I have a sense of it
but no actual memories. My sense of it
is \u2013 as if it were a void. A void that is

both everything and nothing at the same
time. Mostly, the void is a feeling that
is not describable with words other than
to say it is the feeling of love\u2014pure,
unconditional love.

The world I was coming alive
in was a terrible place; it was full of
chaos and pain. Chaos was everywhere

The Concept of
Change: something
becoming something
else. The balloon full
of air becomes empty.

\u201c
\u201d
PAGE 2
THEDYSLEXICREADER
The Dyslexic Readeris published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,
Suite 245, Burlingame, CA 94010 USA. Tel. +1(650) 692-7141.
OUR GOALSare 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 & Dee White.DESIGN: Gideon Kramer.SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere.BACK ISSUES: send $8.00 to DDAI.SUBMISSIONS & 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.com INTERNET: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 2004 by DDAI, unless otherwise noted. All rights reserved.

I\u2019m a mother of a smart and beautiful
10 years old daughter, Nadia, who
was diagnosed as dyslexic a year ago.
We both have worked hard and have
passed a long way trying to overcome
the difficulties, but... I\u2019m alone with
my efforts to help my daughter. Her
teacher doesn\u2019t want to hear my
explanations, and isn\u2019t cooperative at
all. And in addition there aren\u2019t any
qualificated specialist on dyslexia in
the town we live, and I doubt there
are many of them in our country.

We live in a small, poor,
although very beautiful country in
Eastern Europe, called Bulgaria. I
found a specialist in Sophia (the capital

of our country). She has spent a
month or so in Paris, specializing on
working with dyslexic kids. So I went
with my daughter to Sophia to meet

with her, she worked with my daughter

for 5 days, for 2 hours a day. It was
really helpful, but far not enough.
But, as you could guess, I can\u2019t travel
to Sophia very often, because I\u2019m a
working mum, a widow, and have one
more child\u2014an 8-year old son.

A friend of mine advised me to
get to your site, and to check your
learning program. I wasveryinterested

in it, but I don\u2019t know how could I
learn more about the techniques and
methods which will help me to help
my kid. I did some searching, but

Copyright 2001 Randy Glasbergen. www.glasbergen.com
Dear DDAI:In the Mail: Letters from Bulgaria

what I saw was that there is no of your
facilitators around here. May you even
don\u2019t know that almost nobody in my
country have never heard about
dyslexia? Doctors, teachers,
psychiatrists\u2014very few of them have
heard the word \u201cdyslexia\u201d and almost
none of them know what is it like.

I\u2019m a teacher myself, and to be
honest I hadn\u2019t known about dyslexia,
up to the time when by chance I found
my daughter is dyslexic. I work with
10-18 year old students, and see signs

of dyslexia in many of them, but neither their parents, nor their teachers in early classes paid attention to their learning difficulties. I would like to help them all, because I understand that they

The opposite
of a correct
statement is a

false statement. But the
opposite of a profound
truth may well be another
profound truth.

\u2014Niels Bohr, physicist
(1885-1962)
(Cont\u2019d on p. 22)
PAGE 3
THEDYSLEXICREADER
About the author:Abigail Marshall has been

the manager of www.dyslexia.com website and
moderator of the Dyslexiatalk.com forum since 1985.
She is the mother of a son with dyslexia, now age
22. She has a B.S. degree in applied behavioral
sciences and a law degree. She lives in Pacifica,

California.
by Abigail Marshall
Reprinted with permission from
The Everything Parent\u2019s Guide to
Children with Dyslexia\u00a92004;
F+W Publications, Inc., by Abigail
Marshall, Adams Media,
$14.95 trade paperback.
Building Visual Memory
for Spelling

Difficulty with
spelling is the
most common and
persistent difficulty
that accompanies
dyslexia. Even
after your child
becomes a capable

reader, his writing is likely to be riddled with spelling errors.

One reason is the
extreme variability of English
spelling; almost every \u201crule\u201d that can
be taught has numerous exceptions,
and many words simply are not
spelled the way they sound.

Good spellers generally have
strong visual memories for what
words look like in print. Try to avoid
study or practice techniques that
expose your child to incorrectly
spelled versions of the word. Many
children with dyslexia have strong
visual memories, but they will

remember erroneous spellings as easily

as correct ones, and they will have no
way to remember which is right.
Teachers might try to make spelling
homework fun by offering a practice
quiz where your child must select the
correct word from a list of incorrect
spellings, or find the word in a puzzle

Strategies for Spelling
where the letters are scrambled.
Your child may enjoy some of these
games, but they are counterproductive
for learning correct spelling.
One technique that sometimes
works for children with dyslexia is to
learn how to spell the word backwards

as well as forward. Encourage your
child to try to visualize
the word in his mind;
with a clear mental
picture, the word can be
spelled backwards by
\u201cseeing\u201d the letters in
order and calling off the
letters from right to left.

Word Families and
Patterns
Good spellers also

recognize familiar
spelling patterns and understand
morphological word structure,
including common prefixes, roots,
and suffixes. It will be easier for your
child to learn when words are taught
in groups which share
a common pattern or

structure. This is better

than learning \u201crules\u201d
in isolation, especially
with rules that have
many exceptions.
Make sure that your
child's word list for
each study session
includes only words
reflecting the pattern
being studied. Work with your child\u2019s
teacher to modify school spelling lists
so as to avoid confusion, and limit
the number of words being studied.

Do not try to teach your child
A Helpful Hint

When practicing spelling words
at home, observe your child to
see whether she does better
when asked to orally spell the

words as opposed to when writing

them. This will give you a clue
as to how to best reach your
child. If your child does better
with oral spelling, encourage
her to say the letters out loud
as she practices writing her
spelling words.

homophones, such as \u201ctheir\u201d and
\u201cthere,\u201d in the same session. Most
people with dyslexia find homophones

extremely confusing, and they will
not be able to simply memorize the
difference. It is better if the words are
taught separately with words sharing
a similar pattern; for example, \u201cthere\u201d
can be taught along with \u201chere\u201d and
\u201cwhere.\u201d Make sure your child learns
word meanings along with spelling;
it will aid in memory to associate

meanings with
spelling patterns, as
opposed to individual

words. That is, it
may be easier to
remember that the
\u201cere\u201d sequence is
associated with
words signifying
place (\u201chere, there,

everywhere\u201d).

Have your child
look up words with irregular patterns
in the dictionary, to learn about the
word derivations and etymology. She
will soon discover other keys to
spelling\u2014for example, that the word
\u201ctheir\u201d comes from the Old Norse
theirra. Knowing that some words
with similar sounds come from
different languages will help your
child understand why they are
spelled so differently.\ue000

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