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THE DYSLEXIC READERPAGE 1
Dys lex ic Read er
• • •
˜
´
´
VOLUME 56
ISSUE 3 • 2010
DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
T
he
Louis Breithaupt
rst came to mein September
of 2009 for aDavis Dyslexia
CorrectionProgram. He was
10 years old, and
could not read at asecond grade level.
By the end of the
week, he was ableto comfortably read at the third gradelevel, and felt quite proud of himself.
Both parents, Anne and Lou Breithaupt,
came for the support training session, andagreed on who would do what to assistin Louis’ follow-up work. The follow-upwork at home became a family affair,with a table set up in the family room tokeep all materials ready for use.Louis returned in November to master the ADD concepts. He had been having
A TOTALLY DAVIS FAMILY
Louis with his Davis Facilitator,Cathy Dodge Smith By Cathy Dodge Smith, Ed. D., Davis Dyslexia Program Facilitator and Autism Approach Facilitator/Coach in Oakville, Ontario, Canada
No!… I won’t read!!!
IN THIS ISSUE
News & Feature Articles
A Totally Davis Family ..........................1, 3, 4No I Won't Read .....................................1, 5Davis Facilitators at BDA Family Day ............6The Gift of Dyslexia I Discovered ..................7
Why ‘Tyrannosaurus’, But Not ‘If’? Part 2
...8-10The Ballad of Johnny Jacobs .......................14¿Por qué ‘Tyranosauro’Pero No ‘Cual’? Segunda Parte ..............19-21Rise Above ................................................22Riddles ......................................................22
Regular Features
In the Mail ..................................................2Q&A ....................................................11-13Lazy Reader Book Club.........................15-17Famous Dyslexics ......................................18New Davis Licensees .................................23Davis Workshops ..................................26, 27
By David C. Rosen, Davis Facilitator inSan Rafael, CA, USA
I work with special needs young peoplewho have dyslexia. I help them overcometheir difculties in reading, writing,speaking and thinking clearly, andfocusing attention.
Dyslexia is not just a learning
disability. It carries with it enormousemotional frustration, shame, and lack of self-worth. Every once in a while youget the privilege of working with a young person who is so ready to make major changes–not only in their reading andwriting, but also in their relationshipto life in general.When 8-year-old Jordan rst came tomy ofce for a dyslexia assessment, hewas extremely quiet. He barely lookedat me. His hair covered his eyes, hisshoulders were slouched down, and heanswered questions minimally, mostlya “yes” or a “no.” When it came to thereading part of the assessment, he quickly put his head down on his folded armson the table and in a loud, rm voiceexclaimed,
“No… I won’t read!”
His mom, sitting behind us, put her head down and sadly shook her head.Quietly, I moved around the table andsat next to Jordan.
“If I read with you, would that help?”
Jordan looked up at me. There were tearsin his eyes. He looked directly at me for atime and then said,
“Maybe…”“Ok, we will share the reading… I will start, OK?”
He looked at me and sat up.I picked the simplest, most visually based page in the reading choices. I told him a bit about the story we were going to read.
(continued on page 5)
difculty withseveral aspects of ADD, includingtime awarenessand management,shifting gears fromone activity toanother, and being bullied at school.He could not seehis own role insetting himself up for teasing and bullying. He did allthe concept work, and then returned for
(continued on page 3)
“”
The follow-up work athome became a family affair, with a table set upin the family room tokeep all materialsready for use.
THE DYSLEXIC READER
PAGE 2
The Dyslexic Reader
is published quarterly by Davis Dyslexia Association International (DDAI)1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141.
OUR GOALS
are to increase worldwide awareness about the positive aspects o dyslexia and related learning styles;and to present methods or 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:
Laura Zink de Díaz, Alice Davis & Abigail Marshall.
DESIGN:
Michael Troller.
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 o DDAI. Davis
®
, Davis Dyslexia Correction
®
, Davis Symbol Mastery
®
,Davis Orientation Counseling
®
, Davis Math Mastery
®
, Davis Autism Approach
®
, Seed o Genius
®
, and Davis Learning Strategies
®
are trademarkso Ronald D. Davis. Copyright © 2010 by DDAI, unless otherwise noted. All rights reserved.
In The Mail
New Hope or a Family
Dear Ron Davis,
I wanted to offer you some feedback about the correction method containedin your book,
The Gift of Dyslexia
. Iam a senior at Liberty University, inLynchburg, VA. I am an online studentworking on a BA in Psychologyto enhance my family counselingcapabilities as a full time pastoralstaff member at a church in Lafayette,Louisiana.correction sessions that made thedifference, but my son has stated that heis able to recognize disorientation when ithappens, and interrupt it. He even addeda verbal cue to complement moving back to the orientation point: “lock and load.” Ithought that was neat!I want to thank you for writing this book and turning your own experienceinto such a marvelous contribution toothers who are struggling to understandtheir gift. You have given this family newhope. Thank you!
Sincerely, Rick H., Lafayette, LA
“”
The society whichscorns excellence in plumbing as a humbleactivity and toleratesshoddiness in philosophy because itis an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water.
John W. Gardner,Secretary of Health,Education and Welfareunder President LyndonJohnson (1912 - 2002)
I discovered your book while workingon a research project involving my son,Trevor. He was diagnosed with milddyslexia in the 4th grade. He is now16. I wish that in all of our oundering
trying to understand and help our son
with his dyslexia, we’d come across thiswonderful book sooner, rather than somuch later.In my research project, I used your correction procedure with my son. In
the tenth grade his grade point average
spiked dramatically. Before we performedthe correction procedure, his average for the year was 2.4. His GPA for the lastmid-term report was 3.43. Perhaps it istoo early to say that it was the orientation
THE DYSLEXIC READERPAGE 3
With food in his jaws and powerful pawsHe climbs a tree.Then he eats. Then sleeps.All through the day he dozes aboutWhen nightfall comes, he wakes and sets out.He takes a little midnight stroll.Trusting his senses he looks for food.Suddenly, he smells something yummy.He follows the smell then, he sees an impala.Wasting no time he drops to the ground.Stalking his prey as silent as the night.Once he is right behind the impala, he stops.He takes a breath. Then, he leaps!Gliding through the air with claws unsheathed,He lands on its back and takes it to its knees,And kills it without much ght.Then, with food in his jaws and powerful paws,He climbs a tree.Then he eats. Then Sleeps.
A Leopard’s Routine
By Louis Y. Breithaupt, 10 years old, Grade 4
one more day to specically work on the bullying situation. At the end of that day,I went to the family home to guide Louisthrough the exercise for establishingorder in his room, an exercise theentire family found intriguing, and wecelebrated, sharing a glass of wine (for the adults).
A Totally Davis Family
(continued from page 1)
The way in which Louis and his entirefamily embraced the Davis methods ismaking sure that Louis will henceforth bean enthusiastic and successful learner.While Louis was working with mein November, he shared a poem hehad written for a school project. It isreproduced here for your enjoyment!
Louis' reections
It was a great experience. I think other people would enjoy it. Before I did thereading program, I could not read verywell. But when I got out of there, I wasin a brand new world! I could read!Whenever I went to the library, I could pull a book off the shelf and read it – it was great! I love to read!Before the Ron Davis program, Idreaded reading. Then I heard the word
“dyslexia” and thought,
“Oh boy, momand dad are about to teach me some weird thing again.”
But it was not weird. It wasgreat and fun (even today).Homework can be boring at times, butis all worth it (which is the clay modelI made for the trigger word “but”).The clay is great fun too.
Now at school my favourite class isreading and I am a good reader and love books. I just nished my rst big long book
The Dragon Boy
- 245 pages. It feelsso good to read by myself (besides, it issuch a good story, you should read it too!).
Then I heard about the math program
and I thought
“This is so exciting, I can’t wait!”
So I did the
math program andit was great. It wasfantastic to get thefeeling of math
and understanding
it. I used to have ahard time at school
understanding
simple arithmeticand my classmateswould laugh at me.And nobody laughsat me anymore. Thank you Dr. Cathy for being such a great teacher.
Louis’ Father Speaks
Some time ago, I began to suspectthat my son, Louis, might have dyslexia.He was quite a gregarious child wholoved people and loved life, but he was
(continued on the next page)
In March of 2010, Louis came back once more to complete the Davis MathMastery Program. At the completion of that program, he wanted to know if therewasn’t another program he could do,and his little sister is quite determinedto have her own week with “Dr. Cathy”,even though she is showing no signs of dyslexia! I think she loves the clay andthe big red exercise ball in the waitingroom.
“
”
We all learned thatdyslexia isn’t a synonymfor shame. Louis’ brain issimply wired differently,and therefore traditionalteaching methods weren’t working.
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