Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
8Activity
0 of .
Results for:
No results containing your search query
P. 1
The Dyslexic Reader 2006 - Issue 41

The Dyslexic Reader 2006 - Issue 41

Ratings:

4.76

(17)
|Views: 1,178 |Likes:
The Engelbrecht Controlled Study of Davis Methods in South Africa; Dyscalculia: Lifting the Lid
The Engelbrecht Controlled Study of Davis Methods in South Africa; Dyscalculia: Lifting the Lid

More info:

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

Availability:

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

07/24/2014

pdf

text

original

 
VOL. 41 DOUBLE ISSUE
DavisDyslexiaAssociationInternational
ISSUE1&2 • 2006
DyslexicReader
´´
The
 
News & Feature Articles
The Engelbrecht Controlled Study of Davis Methods in South Africa . . . . .1Dyscalculia:Lifting the Lid . . . . . . . . . .1The Story of Happy Horace . . . . . . . . .3Visual-Experiential HomeSchooling Programs . . . . . . . . . . . . . .4More on Foreign LanguageInstruction . . . . . . . . . . . . . . . . . . .6Why Education is Important to Me . .14The “Quilts”of Education . . . . . . . . .15Dyslexic in English . . . . . . . . . . . . . . .16Have Tools–Will Time Travel . . . . . . . .18
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . .9New Facilitators . . . . . . . . . . . . . .24-29Davis Workshops . . . . . . . . . . . . .30-31
In This Double Issue
(Cont’d on p. 12)(Cont’d on p. 10)
The Engelbrecht Controlled Studyof Davis Methods in South Africa
In 2004, for her master’s degree in psychology, South African educator René Engelbrecht conducted acontrolled study of the efficacy of Davis methods for children withreading problems. The purpose of thestudy was to scientifically test theclaims of the Davis DyslexiaAssociation International, that theDavis programme,and especially theOrientation Counseling and SymbolMastery techniques, can improve thereading ability and psychologicalwell-being of individuals with dyslexia.In the introduction to her thesis,Englebrecht describes her motivation
The motivation for thisstudy was not to belittleother methods ofintervention regardingindividuals with a readingdisorder but to determine whether the Davisprogramme is a significantand scientifically valid alternative form ofintervention.
and purpose in choosing to research theDavis method.“Since a reading disorder canhave such a negative influence on anindividual’s reading ability, academic performance and psychologicalfunctioning–and in many instances phonic instruction, which is mostlyused as form of intervention, does notalways deliver successful results,scientific research of the Davis programme seemed founded. Positiveresults would mean that individualswith a learning problem as well aslearners at risk would at least have an
Dyscalculia: Lifting the Lid
by Richard Whitehead, DDA-UK Director 
Dictionary.com defines the term
Dyscalculia
as: “Impairment of the ability to solve mathematical problems, usually resulting from braindysfunction.” It is probably as wide-spread as dyslexia and yet, curiously, isfar less in the public awareness than itsliteracy cousin.Sometimes, the same person canhave both dyslexic and dyscalculicsymptoms. Other learnersmay, bycontrast, have highly developedliteracy but poor numeracy skills, or vice versa.Like dyslexics, dyscalculics oftendevelop survival strategies such asrote learning techniques, “do-it-for-me”strategies and, of course, the pocketcalculator. These serve to mask their learning difficulty from prying eyes.Generally speaking, there are fewer eyes prying at dyscalculic difficultiesthan at dyslexic difficulties, so thestrategies tend to work.Dyscalculics often have a relateddifficulty with telling the time, using acalendar, and therefore also with timemanagement.Alongside the Davis Dyslexia
 
P
AGE
2T
HE
D
YSLEXIC
EADER 
The Dyslexic Reader 
is published quarterly by Davis Dyslexia Association International (DDAI),1601 Bayshore Hwy.,Suite 245,Burlingame,CA 94010 USA.Tel.+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’s abilitiesand talents should be recognized and valued,and that learning problems can be corrected.
EDITORIAL BOARD:
AliceDavis,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.comThe opinions and views expressed in articles and letters are not necessarily those of DDAI.Davis Dyslexia Correction
®
,Davis Symbol Mastery
®
,DavisOrientation Counseling
®
,and Davis Learning Strategies
®
are registered trademarks of Ronald D.Davis.Copyright © 2004 by DDAI,unless otherwise noted.All rights reserved.
I am writing to thank you
for the great work you didthis summer with one of my students. She was strugglinglast year in third grade, but this year I wouldn’t have knowthere had been a problem because she is so able to readand understand what she’s reading.We just had a meeting today about her special needsand your workshop was brought to my attention by the parent. Obviously, we were all very interested in theinformation she shared as there are so many others thatI could be helping by using some of these strategies.This little one is so precious to me! She lovesschool now and especially loves reading! So again,thank you so much for all you did for her this summer!Please share!
Sharon Tatman, Fourth Grade Teacher 
Copyright 2001 Randy Glasbergen. www.glasbergen.com
Dear DDAI:
In the Mail:
I sit down to do my spell reading
like a first grader but age57 and am flooded with frustration and joy at the same time.Frustration–recognizing 50 years of struggle, tightness, fear– I am able to release now and the tears begin to flow. This istruly the most important process in my life right now.I want it to rush for some reason. I want to be done withit. I don't know why, because each step, each word reveals somuch to me. I guess it's because I feel like a little girl againhaving to sit here and work but I really want to go out and play. But here I am with these words going through one letter at a time. Sitting in this beautiful house there are so manythings to play with but yet I sit. I guess it's that feeling of sitting and reading and not getting anywhere, but now it’sdifferent. It’s time to cry the tears and let go.I can sit with the words now and actually see themthe way they are and remember how to spell them, andcomprehend. I have the power now and it can be fun. I canread all the wonderful books that have been written, theclassics that I hear everyone referring to. I can do it, but firstI have to go letter by letter, word by word, tear by tear.
 Janine Miller, 57, artist 
Give a hungryman a fish and he eats for a
day,teach a hungryman how to fish and he eats for a lifetime.
Confucius551–479 b.c.
 
P
AGE
3T
HE
D
YSLEXIC
EADER 
used his imagination to work outhow things worked was fantastic for learning about things and stuff in theworld, but it didn’t seem to work atall with letters and spelling.Just as soon as he thought heunderstood bits of the meaning of these strange squiggles and dots andlines, their meaning seemed to changeand nothing made any sense. Horacegot very confused and sad becauseeveryone else seemed to find it all soeasy. He thought to himself, “I must be a bit, sort of broken in my head. Imust have a bit that doesn’t work  properly.”What Horace decided to do wasto carry on with the bits of life he wasgood at and to accept that he wouldnever be able to do writing and stuff like that.This was OK for a while, but asHorace grew up and wanted to join inand be the same as others, the more heneeded to do writing. But he couldn’t.Horace ended up in all sorts of trouble because he didn’t fill in theforms to pay the tax man. He didn’tunderstand he had to pay money todrive a car on the road so the policewanted to talk to him about that. “Ohdear,” thought Horace, “not only amI half stupid but I’m a bad person too.I hate this bit of me that doesn’t work  properly. I have to do something. This just isn’t good enough. I want to be awhole person, a good person. I wantto work properly. What can I do?”Just as soon as Horace haddetermined to make a change in hislife he started to talk to people andhe found out that lots of people werelike him. This made him feel a bit better and soon he met with a kindand wise teacher who explained thetruth to him.“Perhaps it’s like this,” saidthe teacher, “this bit of you that youhate, the bit that causes you to be sad because you think it doesn’t work  properly, well, what if that same bitof you is the bit that is so good atseeing how things work? The same bit that gives you a big imagination?The same bit that makes you good ateverything you are good at? Howcould you hate it then?”“Well,” said Horace, thinkingdeeply about what the teacher hadsaid, “what makes you think it’s thesame bit?”“Ahh,” said the teacher. “That’ssimple. It’s because you are so goodat thinking in a way that works outhow things like doors and bicycleswork that you haven’t learnt to think in a way that is good for finding out
The Story of Happy Horace
Ian Richardson’ssculptures
by Ian Richardson, Sculptor, Storyteller and  Davis Facilitator in Blaisdon Longhope, UK 
Continued on p. 4
“Wow” thought Horace, “all that stuff to learn about and a school to teachme about it. What could be better?”When Horace got to school histeachers tried to teach him about letters,the alphabet and spelling. Horace triedand tried, but he tried to see thesethings and understand them in thesame way that he understood door hinges or bicycle wheels.This way of thinking, whereHorace made pictures in his head andOnce upon a time there was a little boy called Horace. All of Horace’sfriends called him Happy Horace because he was so joyful in his world.He loved all the things in the world.Toddling about he would come acrossstuff and things. He found them allvery interesting.Horace would find that a door for instance would swing. He couldsee how the door hung on hingesand swung round and how the latchlatched into the door frame to keepit shut. He could see how the wheelsof his bicycle came on and off their frame, how the chain made the wheelgo around, and how that made the bike go along. Horace loved stuff  because he understood stuff.Imagine howexcited Horacewas when hefound out thathe was goingto school! A place to dolearning.

Activity (8)

You've already reviewed this. Edit your review.
RQGeorgia liked this
1 thousand reads
1 hundred reads
Ruqia Zahra liked this
Nid Kasemkosin liked this
Tim Fisher liked this
MerlePia liked this
Jesica Winitzky liked this

You're Reading a Free Preview

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