This action might not be possible to undo. Are you sure you want to continue?
DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
ISSUE 1 – 2013 – VOL 63
outshone the other contestants in this category, as the only alterations they made to their shirts were cutting out the sleeves or tying up a corner of the shirt. At this level of the competition, Emma was also required to do a talent presentation, and she chose a monologue. Emma was 1 of 20 contestants awarded a modeling contract! Academically, Emma is also soaring. She scored advanced in both reading and math in her grade 7 PSSA (Pennsylvania System of School Assessment) examinations! Back when Emma completed her Davis Program, she was creating and sewing clothes for her dolls. The tagline for Laurel Highlands Dyslexia Correction center is “reach new heights.” Emma has clearly reached higher! Congratulations, Emma! Marcia Maust has been a Davis Facilitator since 2000. Her Laurel Highlands Dyslexia Correction Center is located in Berlin, Pennsylvania. You can visit her website at http://www. dyslexiapa.com. v
˜ • ´
Clearly Reaching Higher!
By Marcia Maust, Davis Facilitator, and Autism Approach Facilitator-Coach and Training Supervisor Berlin, Pennsylvania
ourteen-year-old Emma Housel completed the Davis Dyslexia Correction Program in May of 2010 at Laurel Highlands Dyslexia Correction Center. Before long, she was busily changing her life. Several months ago Emma was hanging out at the mall with some of her friends, when she spotted an application for a modeling contest. Emma joined hundreds of other area teens in the quest to be awarded a modeling contract. Many contestants were chosen to compete in an initial screening, which consisted of a runway walk and cold reading, and Emma was one of the top 50 chosen to advance to the next level.
Here’s Emma looking oh, so much like a future top model!
Note the T-shirt logo on the front of Emma’s slacks! (also visible from the back)
At the next level, the contestants were given a company logo T-shirt to be worn for a fashion show. The instructions indicated that the shirt could be creatively altered, as long as the logo was completely visible in the ensemble. Emma and her sewing instructor applied their creative talents to alter the shirt in such a way as to create a pair of pants for Emma to wear in the fashion show. Emma easily
By Cathy Dodge Smith, Ed. D., Davis Facilitator and Davis Autism Approach® Facilitator/Coach in Oakville, Ontario, Canada
Challenging the Myths of Autism: Unlock New Possibilities and Hope
By Jonathan Alderson, Ed. M. Paperback: 288 pages Publisher: HarperCollins Canada Ltd (Aug 22, 2011) ISBN-10: 1554688701 – ISBN-13: 978-1554688708
Dys lex ic Read er
(continued on page 3)
onathan Alderson presents a refreshing, close look at autism. He points out that many of the beliefs people hold about autism are outdated and need to be re-examined. Each chapter in this book discusses a commonly held belief about autism, and explains why it merits being reconsidered. The message in this book is that these misconceptions limit awareness, lower expectations, and can cause parents to lose hope unnecessarily. They also often lead to funding decisions that do not serve children or their families well. Regarding funding, one myth Alderson exposes is the ‘Five Year Window’ myth, which puts forth the position that
NEWS & FEATURE ARTICLES Clearly Reaching Higher..........................................1 Book Review - Myths of Autism..........................1, 3 The Neural Signature of Creativity.........................3 Book Review - Free To Learn..............................4, 5
Book Review - Picture It!...................................6 ADHD? or Sleep Deprivation?........................... 7 What Kids Are Reading....................................13 In The News................................................. 18-20
REGULAR FEATURES In the Mail............................................................. 2 Q&A................................................................... 8-12 Lazy Reader Book Club................................ 15-17 Famous Dyslexics Remember......................... 21
THE DYSLEXIC READER
In The Mail
Dear Ron and Alice, The purpose of this e-mail is to notify you that I will no longer be renewing my Davis Facilitator License. I have been making a few changes to my business where I will be focusing on a holistic approach for my clients. I feel very fortunate to have been part of the Davis organization. The training and experience have been outstanding. The joy of helping my clients using the Davis Program has been a very important part of my life. Seeing tremendous transformations of my clients in one week has been such a great experience. Thank you for giving me the tools to help my clients. Thank you to all your office staff and instructors who are also so fundamental to the Davis Program and all that have assisted me over the years. On a more personal note had it not been for that first Fundamentals Workshop I took in Toronto in 2002 I would never have understood that I am dyslexic. It was transformative for me. I finally understood so many aspects of myself. It was the beginning of accepting who I am. Dissolving those old solutions took time but I stand tall now. Thank you for the Davis Program. I have made a couple of special friendships with other facilitators that I also cherish. We are a committed and loving group. Thank you for bringing us together. I wish you both health and happiness ahead. With gratitude, Sharon
to clear up and they are back on track with their Davis work. It was amazing for me to see these Amazing!!!! two again; the difference is day and Last week I met with some old clients and their parents. These 13-year-old twin night. Now they are known as some of boys came to see me two years ago. Both the best students in school. It feels so good to have helped these two and to had been held back and had to repeat see how both are really enjoying school, grade 7, both were reading at grade 3-4 learning and life. The change in these at that time. When they came for a two is incredible. Their creative side of program they were very stuck, depressed dyslexia is getting stronger too! It was and beginning to get quite angry. just amazing to see the difference in Both boys had been diagnosed with them! The parents very pleased as well. dyslexia/ADD. By the end of their Seeing these two just reinforces for me programs (one week each) they were why I do this. Two children who were reading at grade 7-8 and both had been failing are now are excelling! They very successful. They came back to see are just doing so well, that now the me because they were having difficulty finishing up the last quarter of their trigger danger is that they may well turn into overachievers... not a bad problem to words (support work after the program) have, I suppose! and wanted to check in with me. So on behalf of the twins, Thank you The main reason they are having Ron, Alice and everyone who helped me difficulty finishing their trigger words is to help these twins. because they are both doing so well at school and doing lots of homework. Both Carl Nigi of them are basically grade ‘A’ student Davis Facilitator now! The lowest grade they get is B+ in Overcoming Dyslexia Ottawa, Canada English and this is because they haven’t finished the trigger words! This was easy http://www.overcomingdyslexia.ca Dear Ron and Alice,
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 of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and 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: firstname.lastname@example.org INTERNET: www.dyslexia.com The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2013 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Challenging the Myths of Autism – continued from page 1
range of sources including some focusing and hand-eye coordination exercises from Ron Davis’ innovative strategies in The Gift of Dyslexia.” Alderson’s many examples bring his thesis to life, and leave the reader with much to think about regarding the potential of people with autism, and implications for treatment. I highly recommend it to anyone who is interested in new ways of thinking about autism. References: Alderson, Jonathan, Challenging the Myths of Autism (HarperCollins, 2011) Cathy Dodge Smith, has been a Davis Facilitator since 2001. Her Oakville Success Centre is located in Oakville Ontario. You can visit her website at http://www.oakvillesuccesscentre.ca v
children lose their chance to change once they turn five. Funding follows this belief so that in North America, Europe, Australia, and other countries, funding for intervention programs is usually restricted to birth through age three, and in a few places up to age six. Alderson provides many examples from his own practice and from research studies to debunk this myth, showing that autistic children continue to learn well after that “magic window.” But for many children, there is no access to intervention programs after the age of five. Another myth Alderson challenges is the myth of evidence. He flatly rejects the idea held by many that ABA is the only “evidenced-based treatment for autism.” While acknowledging that ABA may be
A refreshing, close look at autism.
the most-researched treatment method for autism, he makes it clear that there is much good research to support other interventions, and to support the practice of combining approaches. Alderson strongly rejects the myth that, “Most children with autism have mental retardation.” He cites Ron Davis’ dyslexia correction technique as one that has merit saying, “…I borrowed from a
The Neural Signature of Creativity
Dr. Allen Braun explains, “It’s the absence of attention. When the attention system is partially offline, you can just let things fly and let things come without critiquing, monitoring or judging them. We think what we see is a relaxation of ‘executive functions’ to allow more by Abigail Marshall natural de-focused attention and uncensored processes to occur.” In 1980, Ron Davis realized that his mind “It’s almost like you’re able to think was at its dyslexic worst when he was at faster,” adds co-author Daniel Rizik-Baer. his creative best. This key insight led him “You’re able to incorporate multiple to seek out a way to control his mental perspectives without thinking about it.” state, to find a way to consciously turn The studies show that during the dyslexia off at will. improvisation, activity Research scientists in part of the frontal This research provides are now using fMRI lobes called the brain scans to develop brain scan evidence dorsolateral prefrontal a profile of the brain region is reduced. to explain the states associated with According to Dr. connection Ron Davis creativity. They have Siyuan Liu, the “lateral observed between done this through part of the frontal disorientation and the brain scans looking at cortex actually plays a creative process. the changes in brain role in attention, selfprocesses among jazz monitoring and other musicians and free style executive functions.” rappers while improvising. In other words, the studies show that The researchers explain that during the creative process is enhanced with the free improvisation, the artists enter a suppression of activity in the part of the “flow” state, described as a “complete brain that controls attention focus. immersion in creative activity, typified This research provides brain scan by focused self-motivation, positive evidence to explain the connection Ron emotional valence and loss of selfDavis observed between disorientation consciousness.” Their creative gate is and the creative process. We might expect wide open. to find that Davis Orientation is a way of activating the frontal brain region that is observed to subside during the creative mental process.
References: “This is your brain on freestyle rap,” by Nic Halverson. Discovery News, November 15, 2012. “Brain scans of rappers shed light on creativity,” by Daniel Cressey. Nature, November 15, 2012. Citations: “Neural Correlates of Lyrical Improvisation: An fMRI Study of Freestyle Rap.” Siyuan Liu, Ho Ming Chow, Yisheng Xu, Michael G. Erkkinen, Katherine E. Swett, Michael W. Eagle, Daniel A. Rizik-Baer & Allen R. Braun. Scientific Reports 2, Article number: 834 doi:10.1038/srep00834. 15 November 2012 “Neural substrates of spontaneous musical performance: an FMRI study of jazz improvisation.” Charles J. Limb, Allen R. Braun. PLoS One 3, e1679 2008 This article was originally published at the Dyslexia The Gift Blog News and Views from Davis Dyslexia, at http:// tinyurl.com/pnry2hy Abigail Marshall is the Webmaster & Internet Information Services Director for Davis Dyslexia Association International. She is also the author of two books about dyslexia, The Everything Parents Guide to Children with Dyslexia and When Your Child Has... Dyslexia. v
better than those who are trying to impress an evaluator. This is one of the reasons that Davis Facilitators strive to create for our clients a relaxed environment, in which fun is encouraged, mistakes are not a problem, and the word “no” forms no part of the conversation. No timed tests in Davis, nor efforts to impose a single ‘correct’ answer on the client.
THE DYSLEXIC READER
Inducing a Playful Mood Improves Creativity and Insightful Problem Solving
Gray also discusses experiments carried out by a group of researchers led by Paul Howard-Jones which revealed a way to improve artistic creativity. Young children were asked to create collages. Some of the kids were allowed a period of free play with salt dough before starting on their By Laura Zink de Díaz, Davis Facilitator, Pressure to Be Creative collages. Others spent an equal period Bogotá, Colombia Interferes with Creativity copying text – definitely not a playful Gray studied the research of Psychologist activity. When independent judges assessed Theresa Amabile into creativity. She asked the creativity of all, the products of those groups of people to complete a creative who had played before starting on their task of some sort. Some, not all, would be collages, were significantly more creative. informed that their creative product would Other researchers, like Alice Isen at Cornell be evaluated, or ranked in University, have studied the some way, and that there was effect of mood on the ability a chance they could receive a to make a creative leap, in reward for their work. In fact, order to gain insight to solve By Peter Gray all products were assessed a problem. Publisher: Basic Books (March 5, 2013) by judges who didn’t know “A classic example of such Hardcover, 288 pages which participants had been a problem, used in countless ISBN-10: 0465025994 ‘motivated’ in this fashion. psychological experiments ISBN-13: 978-0465025992 The results were consistent: after its development in the creativity was reduced any 1940s, is Duncan’s candle Peter Gray is a research professor at time an incentive to be problem. In this task, Boston College who studies comparative, creative was used, and the research participants are evolutionary, developmental and educational most creative products came given a small candle, a book psychology. His most recent research into from those who thought they of matches, and a box of the natural ways children learn and the were just creating something tacks and are asked to attach value of play, forms the basis for Free to for fun. In other words, in the candle to a bulletin board Learn, published this year. The simplest their own minds, they were in a way that the candle statement of the message of Free to Learn, is just playing. Incentives may motivate with can be lit and will burn properly. They are that anything that promotes a playful state some types of activity, but they have the allowed to use no objects other than those of mind also promotes creativity, problem opposite effect on creativity. they are given. The trick to solving the solving, and learning itself. Likewise, when our clients work on problem is to realize that the tacks can be The Internet newsletter, Alternet.org, Symbol Mastery, creating scenes in clay dumped out of the box and the box can then recently published an excerpt of Free that allow them to master concepts and be tacked to the bulletin board and used as to Learn, focused on four conclusions vocabulary, the work itself is their reward. a shelf on which to mount the candle. In the taken from Gray’s research into play. It is We don’t offer prizes, we don’t ever suggest typical test situation, most people, including striking, how perfectly Gray’s research and that their product will be evaluated, we don’t students at elite colleges, fail to solve this conclusions support even suggest that the problem within the allotted time period. much of what Ron model must be creative. They fail to see that the tack box can be Davis has told us about Incentives may There’s no need to ask used for something other than how best to motivate for creativity, because a container for tacks.” motivate with some and support our clients. we already know that Isen broke her research participants types of activity, What follows are our clients’ imagination into three groups. One group watched a but they have the the four conclusions and understanding are 5-minute clip of slapstick comedy before opposite effect on featured in the excerpt the source of whatever being confronted with the candle problem. creativity. from Free to Learn. they create. When a The second group watched a film about clay model is complete, mathematics, and the last group saw no film. Pressure to our discussion with The results: 75% of the group who watched Perform Well Interferes the client is designed as a conversation the comedy solved the problem successfully; about the client’s process and understanding. in the other two groups, only 20% and with New Learning 13% respectively. Many research studies have demonstrated The client and facilitator may note how the model works or why it works, and This and other experiments show that that pressure to perform well worsens the “a ‘positive mood’ improves creative, performance of those who are just beginning clients may even decide to change some aspect of their creation as a result of the insightful reasoning.” Gray takes the to learn a skill, or who are not yet highly discussion, but we go to considerable conclusion a step further, suggesting that a skilled. It is only those who are already playful mood is the most successful. highly skilled who do better when observed lengths to ensure that the conversation is not perceived as a critique, much less an In the 1990s, a number of colleagues and and evaluated. When we’re just “playing assessment. As a result, with each model our I tried to promote the value of a “playful around’ – whether at a game, doing math, clients make, their creativity increases. mood” in a series of workshops for language or coming up with a witty riposte – we do
Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self Reliant, and Better Students for Life
THE DYSLEXIC READER
teachers. We were able to show hundreds of teachers that their students could learn much more, much faster, when instructors incorporated humor and playfulness into their lessons. Unfortunately, with the advent of No Child Left Behind, and today’s Race To The Top, many teachers have been required to leave their playful teaching personas behind, as the powers-that-be view learning as a difficult and demanding task that must be seriously imposed on children in order to motivate them to excel. As a result, we see children as young as five years old, stressed out and fearful, faced with tasks that are developmentally inappropriate, or simply presented in such a way that the children’s affective filter rises too high for them to be able to function, much less learn, much less be creative. Fortunately, Davis Facilitators aren’t subject to NCLB or RTTT, so we continue to bring as much humor and playfulness as possible into our work with clients. It’s not unusual for the children we work with to tell their parents and teachers, “Davis works, and it’s fun too!”
Gray states that these four findings should show us that ‘learning, creativity and problem solving are facilitated by anything that promotes a playful state of mind, and they are inhibited by evaluation, expectation of rewards, or anything else that destroys a playful state of mind.” In his book, he undoubtedly goes on to answer the question, “What exactly is play, and what makes it such a powerful force for learning, creativity and problem solving?” I look forward to reading the rest of Free to Learn, to learn what else Gray has to teach us about play. But it seems to me that there are other questions that need urgently to be answered: Why have cultures almost everywhere in the world, turned learning into drudgery, shunted creative activity to the outer edges of schooling, and eliminated almost all playfulness from the environment inside classrooms? Why are we so determined NOT to use this valuable knowledge to give our children a joyful and fulfilling education? I haven’t yet had an opportunity to read more of Free to Learn than the excerpt reprinted on Alternet.org, but I hope once I find a copy, I’ll discover that Gray has provided his answers to these questions. You can read the entire article at: http://tinyurl.com/pmap2hr v
A Playful State of Mind Enables Young Children to Solve Logic Problems
A syllogism is a logical premise involving three elements. An example: All dogs bark. Spot is a dog. Therefore Spot barks. Syllogisms are usually easy when they involve real world premises, but can be difficult when they run counter to reality. It had long been believed that young children lack the ability to deal with counterfactual syllogisms until the age of ten or eleven years. However two researchers in England discovered that in the context of play, young children can solve logic problems they seem unable to deal with in serious contexts.
“Here’s an example of a counterfactual syllogism the researchers used: All cats bark (major premise). Muffins is a cat (minor premise). Does Muffins bark? When the British researchers put syllogisms like this to young children in a serious tone of voice, the children … said things like, “No, cats go meow, they don’t bark.” They acted as if they were unable to think about a premise that did not fit with their concrete, real-world experiences. But when the researchers presented the same problems in a playful tone of voice, which made it clear that they were talking about a pretend world, children as young as four years old regularly solved the problems. They said, “Yes, Muffins barks.”… subsequent experiments showed that, to a lesser degree, even two-year-olds solved such problems when presented in a clearly playful manner.”
In the context of play, young children can solve logic problems they seem unable to deal with in serious contexts.
We gain strength and courage and confidence by each experience in which we really stop to look fear in the face... we must do that which we think we cannot.
Eleanor Roosevelt, the longest serving First Lady of the United States, later nicknamed “First Lady of the World” in tribute to her human rights achievements.
We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out.
Ray Bradbury (1920 – 2012) American fantasy, science fiction, horror and mystery writer, perhaps best known for his novel, Farenheit 451
Not all those who wander are lost.
J.R.R. Tolkien (1892 – 1973) British writer, poet, philologist, author of The Hobbit and the trilogy The Lord of the Rings
THE DYSLEXIC READER
By Abigail Marshall
Picture It! Teaching Visual-Spatial Learners
working with individual students, rather than providing lesson plans or group classroom activities. The information and suggestions will be easy for parents to apply at home when helping their kids with homework, and the book is comprehensive enough to be used by a homeschooling parent as a guide to their overall home teaching plan. Betty Maxwell is an experienced educator and an expert in gifted education as well as the needs of visual-spatial learners. Now retired, she spent more than two decades on the staff of The Gifted Development Center in Westminster, Colorado. Crystal Punch is a highly experienced Davis Dyslexia Correction Facilitator and a Davis Learning Strategies Mentor at her center, Alternative Learning Solutions, in Centennial, Colorado This article was originally published at the Dyslexia The Gift Blog News and Views from Davis Dyslexia, at http://tinyurl.com/pwkumvx Abigail Marshall is the Webmaster & Internet Information Services Director for Davis Dyslexia Association International. She is also the author of two books about dyslexia, The Everything Parents Guide to Children with Dyslexia and When Your Child Has... Dyslexia.
could easily browse through the table of contents to find a topic – for example, “Showing your steps” in Chapter 5: By Betty Maxwell and Crystal Punch Math for Picture Thinkers. As the Paperback: 250 pages authors observe, picture thinkers often Publisher: CreateSpace Independent Publishing Platform (November 6, 2012) have difficulty when teachers insist that they show the steps to answer a problem. ISBN-10: 1478282312 The student may easily be able to figure ISBN-13: 978-1478282310 out the correct answer to a complex math problem, but have no clue how to explain Davis Facilitator, Crystal Punch, has teamed with educator, Betty Maxwell, to their reasoning to anyone else. Picture It! explains why students have this difficulty write a new book geared to teachers and homeschoolers. This 250-page illustrated and offers several suggested strategies for helping students overcome this problem. book is full of practical tips and advice That is merely one example of dozens for working with students who learn best of topics addressed in the book. I think through visual or hands-on activities. that teachers who The book contains get this book will suggestion for a wide Full of practical tips soon find themselves range of activities and wondering how they and advice for working school subjects, such ever managed without as math, writing, and with students who it. Although geared organizational skills. learn best through to teachers, the book The book’s format visual or hands-on is easy to read and makes the ideas easy activities. its suggestions are to use and implement. generally geared to A classroom teacher
I wondered why the baseball was getting bigger. Then it hit me! England has no kidney bank, but it does have a Liverpool . I used to be a banker, but then I lost interest. I got a job at a bakery because I kneaded dough. What does a clock do when it's hungry? It goes back four seconds. Cartoonist found dead in home. Details are sketchy.
THE DYSLEXIC READER
an adequate amount of deep, delta-wave first response is typically a prescription sleep. The dreaming, REM stage sleep is for Ritalin or similar stimulants, or also important for learning, as it is the an alternative such as Strattera (a time when memories are consolidated, norepinephrine reuptake inhibitor). but it will not give the body and mind Sleep problems or insomnia are common the needed period of sustained rest. side-effects of Ritalin and Strattera. So the Unfortunately, it’s a lot easier for a drugs often make the night time problem doctor to “diagnose” ADHD rather worse, but allow parents and teachers to than identify sleep issues. The ADHD believe that the daytime problems have label can be attached based on a simple been resolved, essentially creating a cycle office visit and survey that will perpetuate of symptoms. A sleep any sleep disorder. disorder, such as sleep Many children and Reference: apnea (associated with adults are mistakenly Diagnosing the difficulty breathing diagnosed with ADHD, Wrong Deficit. at night), can only be when their problems (New York Times diagnosed with a sleep Sunday Review, actually stem from study, which requires April 27, 2013) lack of sleep. an overnight stay at This article was a diagnostic center to originally published monitor sleep patterns at the Dyslexia The throughout the night. Gift Blog News and Views from Davis Further, it’s easy to see how parents Dyslexia, at http://tinyurl.com/nqkfojy might mistakenly attribute their child’s restlessness at night to their daytime Abigail Marshall is the Webmaster & hyperactive behavior. That is, they Internet Information Services Director for may see the sleep problems as being a Davis Dyslexia Association International. symptom of, rather than a cause of, the She is also the author of two books about overall ADHD pattern of behaviors. dyslexia, The Everything Parents Guide Here’s what makes thing even worse: to Children with Dyslexia and When With a medical diagnosis of ADHD, the Your Child Has... Dyslexia.
ADHD? or Sleep Deprivation?
by Abigail Marshall An article in the New York Times highlights the fact that many children and adults are mistakenly diagnosed with ADHD, when their problems actually stem from lack of sleep. Sleep deprivation produces the same symptoms: difficulty sustaining attention, forgetfulness, tendency to lose items, procrastination. And though it seems counter-intuitive, children who are short of sleep often become hyperactive rather than lethargic. It’s not just the amount of sleep that is important – children and adults also need a balance of the right kind of sleep, with
C O M I N G S O O N !
The Everything Parent's Guide to Children with Dyslexia: Learn the Key Signs of Dyslexia and Find the Best Treatment Options for Your Child
on brain research and dyslexia, more information on the history of dyslexia and on the genetic basis of dyslexia. And there’s also updated information on educational research into teaching methods and dyslexia Author: Abigail Marshall treatment programs. Publisher: Adams Media Of this new edition of the ISBN-10: 1440564965 Everything Parent’s Guide, ISBN-13: 978-1440564963 Abigail says, “When I set out Paperback, 304 pages to prepare an updated and Abigail Marshall has written a revised revised edition of my 2004 Everything edition of The Everything Parent’s Guide dyslexia book, I thought it would be an easy task. But I was surprised at how to Children with Dyslexia. It will be much has changed over the 9 years since released in August of this year. the first edition was published, especially Since 2004, The Everything Parent’s in the area of brain research and the Guide, has been a “must read” for every parent who knows or suspects their child availability of research either validating or questioning various approaches to has dyslexia. It has provided positive treating dyslexia. So my new book has advice and welcome relief from the a lot more science than the first book, maze of conflicting information parents presented in a way that I hope will be encounter about their child's learning needs. The first edition covers information easily understood by lay readers. about testing for dyslexia, school choices, “Unfortunately I have not seen the same evolution in the ways that schools treatment methods, the IEP process, approach dyslexia -- so I think that a and practical suggestions for help with comprehensive book is needed now homework from elementary through more than ever. I hope my book can high school years. help teachers as well as parents better The second edition includes all this, understand why phonics-based classroom and much more. There’s a new chapter
approaches, which are often called “research based” rarely work well for dyslexic learners. Most of the research supporting those methods did not include significant numbers of children with dyslexia, and we now know more than ever from brain research that dyslexics acquire strong reading skills in a markedly different way.” As the parent of a son who once struggled with dyslexia, Abigail discovered a wide gulf between the academic and scientific view and the dayto-day, practical realities of parenting or teaching a child labeled with a learning disability. She writes books that help bridge that gap. Abigail also manages and writes content for several web sites, including www.dyslexia.com. Other books by Abigail Marshall: When Your Child Has Dyslexia Autism and the Seeds of Change: Achieving Full Participation in Life through the Davis Autism Approach By Abigail Marshall with Ronald D. Davis
8 International Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 Toll free or (650) 692-7141 or visit dyslexia.com/providers.htm The following is a current list of all Davis Facilitators, some Facilitators may also offer other Davis services.
THE DYSLEXIC READER
Hitting The Phonics Wall
Q: I have a son with dyslexia. He’s been receiving
Orton-Gillingham tutoring for a year. I have heard about the Davis Program and am curious because I remember my other children hitting a wall with phonics once they got to a certain point in reading. What’s the difference between the Davis approach and Orton-Gillingham?
by Abigail Marshall
v Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 v Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Suzanne Buchauer Kew, Victoria +61 (03) 9817 4886 Anne Cupitt Hervey Bay, Queensland +61 (074) 128-2470 Mary Davie Sydney NSW +61 (02) 9521 3685 Amanda Du Toit Beaumont Hills NSW +61 (405) 565 338 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan also DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi also Autism Facilitator/Coach Mosman/Sydney +61 (02) 9968 1093 Annette Johnston Rockingham WA +61 (8) 9591 3482 Eileen McCarthy Manly/Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Janette Padinis Aspendale Gardens Victoria +61 0412 021 604 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 Heidi Rose Pennington S.A. +61 (8) 8240 1834 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22
children hitting a wall with phonics at a certain point. Unlike Orton-Gillingham, the Davis Program does not focus on phonetic instruction or phonetic decoding. Since the Davis Dyslexia Q: My son is 4.5 years old. He has just begun to Correction Program is geared to children age 8 read, and can read seventy to eighty percent of and over, most of the children we work with have Ladybird’s Three Little Pigs. He can read numbers typically either hit that wall or else have not been and count to 30, do simple addition although not able to make any progress at all with phonics very fluently. He has no patience for coloring. Until instruction. about three months ago he had difficulty reading small letters but has improved. His handwriting is very bad. He has difficulty writing on a straight line, difficulty differentiating the letters b and d, and occasionally writes letters backwards, c, b, d, a, g, and n. Is he dyslexic?
A: You’re on the right track to think about your
A: It is very normal for young children to reverse
letters when writing. By itself, that would only be an indication of dyslexia if it persisted after age 7 or 8. Your son's difficulty with drawing and writing may be a matter of small motor control at this age. It would probably be more important for him to get practice using his hands for tasks other than writing. That could be working with clay or play One big difference between Davis and the dough, playing with blocks or other toys that he Orton-Gillingham approach is that we begin by can stack or connected together, working with teaching some simple mental strategies that help individuals focus attention, calm themselves when they start to feel confused and frustrated, and stabilize their perceptions. So with Davis we are If your son is potentially starting by making sure that the child is actually dyslexic, you could make things seeing the letters correctly, in the correct order. worse by trying to nudge him We also provide tools to ensure that they can into writing before he is ready. accurately hear the sounds of words. Often, once perception is normalized with the Davis tools, a child will be then be able to better use and apply previous learning from phonics-based instruction. tools or kitchen implements, or using a crayon Recent research shows that roughly 65% of all or paints without any effort to draw anything dyslexic children have “dysphonetic” symptoms, in particular or stay within the lines. That is, he may just need more practice holding a crayon or pencil before he is ready to try to write with Once perception is normalized one. I do think you’re right to keep an eye on with the Davis tools, a child will his progress. Just keep in mind that if your son be then be able to better use is potentially dyslexic, you could make things worse by trying to nudge him into writing before and apply previous learning from he is ready. Try to find activities that he enjoys phonics-based instruction. and will help him develop those small motor skills, and leave the writing practice until he is a little bit older. The key is to avoid frustration; he will be more likely to stick with an activity and work past mild frustration when he’s involved in an activity he enjoys.
THE DYSLEXIC READER
meaning that phonetic decoding is a difficult strategy for them. In order for these kids to improve their reading accuracy, speed and fluency, they will need other strategies. Research also shows that typically-developing readers begin to rely much more on whole word recognition at around age 8 or 9, using a part of the brain called the “visual word form area.” Dyslexic children don’t seem to make that transition, but we think that is largely a symptom of the way they are taught to read. The Davis reading approach is built on a set of reading exercises to build visual word recognition skills and comprehension, and a system of clay modeling to master the meanings of small, abstract words of language (words like the, for, at), together with learning the spelling and sounds of the words. So we are building the ability to read whole words through instant recognition, rather than relying on phonetic decoding. We also teach dictionary skills, which provide children with the means to explore both pronunciation and meaning of new words. Davis is a multi-sensory approach, and we concur with the Orton-Gillingham philosophy that dyslexics learn best when multiple senses are engaged. We actually go beyond that, because we also believe that involvement of the creative process is necessary for learning. However, our methodology is somewhat different. We follow an immersive, student-led approach, focusing on developing mastery rather than repetition or drill. The mastery approach means that time is spent fully exploring individual words, so that there is no need to revisit the same material over again. Another difference is that we usually see very rapid progress with the Davis Program. Generally, a facilitator will work individually with a child for a week -- five consecutive full days -- giving support training to the parent on the last day of the program. It is common for a child who is several years behind at the beginning of the program week to emerge at the end reading at grade level, although of course the child must continue with the follow-up work in order to continue to progress.
v Austria (continued)
Ina Barbara Hallermann
Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98 v Belgium Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Bethisabea Rossitto Bruxelles +32 (477) 68 56 06 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Bolivia Veronica Kaune La Paz +591 (2) 278 9031 v Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Wayne Aadelstone-Hassel Halfmoon Bay +1 (604) 741-0605 Rocky Point Academy Stacey Borger-Smith also Autism Training Supervisor also Autism Facilitator/Coach also Supervisor Specialist Lawrence Smith, Jr. also Autism Training Supervisor also Autism Facilitator/Coach also Workshop Presenter Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Brantford, Ontario +1 (519) 304-0535 +1 (800) 981-6433 (Toll-Free) Janet Currie Richards Boutiliers Point Nova Scotia +1 (902) 826-1512 Elizabeth Currie Shier also Autism Facilitator/Coach Oakville (Near Toronto) +1 (905) 829-4084 Brenda Davies Rosedale Station Alberta +1 (403) 823-6680 Cathy Dodge Smith also Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Carole Ford Ladysmith, BC +1 (250) 245-8412 Sher Goerzen Maple Ridge BC +1 (604) 290-5063 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084
Q: What is “stealth dyslexia”? The research I
have done indicates highly gifted, high verbal vocabulary, good reading comprehension but extreme difficulties with forming letters (dysgraphia), spelling and writing. Will the Davis Program help such a child?
A: Stealth dyslexia is a term used to describe
children or adults who are not diagnosed as dyslexic because they’re perceived as ‘too smart’, or “not far enough behind” to be dyslexic. It’s not a diagnostic term, but one which appears to have been created by two physicians, Brock and Fernette Eide, to describe many of the patients they saw in their practice. You may see references to stealth dyslexia in resources for gifted and talented students. Due to their high intellect, these students compensate well, but struggle unnecessarily with school work because of their unrecognized dyslexia. They may end up as B or C students who are perceived as lazy, because their teachers can see how bright they are, and don't understand why their written work is minimal. Often these kids fall behind or turn in assignments late. At the same time, they don’t qualify for special education services and are usually not referred for evaluation or testing because they’re able to keep up with grade level work and perform at an “average” level. These children often excel beyond all expectations with a Davis Program. Such children immediately recognize the value of the Davis tools, put them to use, and begin to perform at their true potential. For example, we might see a fifth grader with the mental capacity for eighth grade work, who reads at the second grade level. During the week-long Davis Program, the child may demonstrate awe-inspiring creativity, and go home reading at seventh grade level. That improvement seems almost miraculous, but it’s still shy of what he’ll achieve after he’s completed the follow-up work. For that child, the Davis tools are a powerful gift, because they allow him to knock down barriers on his own, and reach his true potential.
(continued on the next page)
v Canada (continued) D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Colleen Malone Newmarket Ontario + 1 (905) 252-7426 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 558-7797 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Joanna Pellegrino Thunder Bay Ontario +1 (807) 708-4754 Desmond Smith Oakville Ontario +1 (905) 844-4144 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell London, Ontario +1 (519) 494-9884 Kim J. Willson-Rymer also Autism Facilitator/Coach Mississauga, Ontario +1 (905) 825-3153 v Chile Ximena Hidalgo Pirotte Santiago +56 (02) 243 0860 v China Twiggy Chan Hong Kong +852-6175-8439 Yvonne Wong Ho Hing also Autism Facilitator/Coach Hong Kong +852-6302-5630 Livia Wong also Autism Facilitator/Coach Hong Kong +852-2756-6603 v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 Ana Gabriela Vargas Morales San Jose Escazu + 506 2288 0980 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven also DLS Mentor Bryrup +45 7575 7105 v Ecuador Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Santiago Fernandez Cumbaya Quito +593 (09) 308 9646 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723 Q&A - continued from page 9
THE DYSLEXIC READER
Practice, Practice, Practice? (The Arrowsmith program)
Q: What is the Arrowsmith Program? Is it
compatible with Davis Dyslexia Correction?
A: Barbara Arrowsmith is a Canadian educator
Rewiring the brain?
Q: I hear the term neuroplasticity very often these
days. What does it really mean?
A: Scientists and medical professionals used to
believe that there were critical periods for brain development in early childhood, and that once those times had passed the ability to acquire certain new skills or knowledge was lost. Neuroplasticity is a term applied to a more recent discovery: that the brain is capable of rewiring itself throughout life, and that intensive therapy or practice can enable people to acquire those “lost” skills. This understanding is important in recovery from a stroke or brain injury, or in treating perceptual problems such as vision impairments that have existed from early childhood. However, the term “neuroplasticity” may also be applied broadly to the process of learning any skill. The idea that a person can gain a new skill through practice is not a radical or new concept; we have always known that older children and adults are capable of learning new things. For example, it is not considered remarkable if a young adult moves to a new country and acquires fluency in a new language, even though the brain must form new connections to make sense of an entirely new language. Whenever a person learns anything new – a new fact, a new experience to remember, a new emotional response – the brain has changed. If our brains didn't change every single day, we would have no memories. And of course people have always known that practicing a skill leads to improvement, which is reflected in a change to brain ‘wiring’. The use of the term “neuroplasticity” to promote learning programs or computer games is simply tacking on scientific jargon to describe the process of learning. These days, scientists have more sophisticated tools to measure changes in the brain. But that doesn’t mean that one kind of learning is inherently different than another; it just means that science has now confirmed that we should never underestimate the ability of humans to acquire new skills throughout life.
who has created a school-based cognitive skills training program based on repetitive exercises. The general idea of this program is that the brain can be rewired through a series of repetitive and carefully targeted exercises, until new pathways are created in the brain. There is science to support a repetitive-based approach when practice is closely related to the ultimate skill to be learned. It's basically the same reason that my piano teacher wanted me to practice playing scales over and over again. If I had done as she wanted, I might have learned to play the piano reasonably well. Cognitive skills training applies the same rationale to underlying skills such as short-term
There is no particular evidence that you can break reading down into a lot of separate, underlying skills, practice each of those skills separately over and over again, and then become a better reader.
memory or sequencing skills, with the idea that if all of these separate skills were built up sufficiently, the person would become a better reader. However, while there is plenty of evidence that a person who practices a discrete skill will become better at that particular skill, there is little evidence that this carries over into other domains. That is, there is no particular evidence that you can break reading down into a lot of separate, underlying skills, practice each of those skills separately over and over again, and then become a better reader. There is also a contrary viewpoint. Some cognitive scientists feel that the brain has limited resources overall, and that when energy is directed toward a single skill, it may improve at the expense of another. Whether or not that viewpoint is correct, there is a real-life limitation of resources: there are only so many hours in a day that a child can spend in school or tutoring. A program relying heavily on repetition and practice of subsidiary skills can be time-intensive, and detract from time that could be spent directly focused on building higher order reading skills. Arrowsmith and other cognitive skills training programs would generally not be compatible with the Davis Program or Davis theory, at least if followed on an intensive level. In my view, these programs are based on the idea that dyslexics have brain defects that must be fixed using a strategy that requires a substantial amount of time and effort, for a relatively slow rate of progress. Arrowsmith
Whenever a person learns anything new – a new fact, a new experience to remember, a new emotional response – the brain has changed.
THE DYSLEXIC READER
specifically refers to 19 different “learning dysfunctions” and analogizes her approach to physical exercise to repair weak muscles. In contrast, the Davis approach assumes that dyslexic children are gifted and capable learners who think in a unconventional way. We do include opportunities for repeated practice of some skills, such as the Davis Sweep-Sweep-Spell exercise or practice with Koosh balls, but we build those skills through short, intermittent sessions. Our overall approach provides a method for learning that is natural and comfortable for the dyslexic learning style. We do not need to rely on intensive exercise or repetition, because we provide an alternate approach to reading that caters to dyslexic strengths. The Velveteen Rabbit, has a passage that explains how a toy becomes “real” through a child's love: ‘“Real isn’t how you are made,’ said the Skin Horse. ‘It’s a thing that happens to you. When a child loves you for a long, long time, not just to play with, but REALLY loves you, then you become Real.’” I think the point is that the emotions children feel toward certain toys are very real. Children use their toys to explore and learn about life's relationships; it’s part of how they prepare for real life. So to deprive a 6-year-old of his toy friends may undermine his development of the skills he needs in order to deal with real friends. Many of the life lessons we explore with the clay modeling of “self” and other concepts in the Davis Autism Approach program may be ones that typical-developing children often explore on their own through their fantasy play with dolls and action figures. I do think it might be valuable for you to consult a child psychologist, simply to learn more about your son’s needs at this age. A consultation with a professional might help you develop a better sense of what constitutes normal behavior at age 6, as well as guide you in understanding how best to respond.
v Ecuador (continued) Inés Gimena Paredes Ríos Ambato +593 (08) 418 5779 v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Sophie Bellavoir-Misciasci Noiseau +33 (6) 04 02 99 21
Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Claudine Clergeat Brunoy + 33 (06) 78 69 79 56 Jayne Cooke Barr +33 (0) 3 88 74 06 01 Corinne Couelle Lyon +33 (04) 78 88 65 52 Patrick Courtois Juvignac +33 (6) 37 40 49 67 Jennifer Delrieu Auffargis +33 (01) 34 84 88 30 Claudine Garderes Fontenay-Le-Fleury (near Paris) +33 (642) 15 99 27 Marie Gaydon Limas frei de Lyon +33 (06) 66-58-14-26 Virginie Goleret Grenoble +33 (67) 898 6217 Lisa Henry Bordeaux 33 (15) 57 87 19 63 Sophie Flaux Lasnon Riec Sur Belon +33 (61) 457 0338 Emmanuelle Leibovitz-Schurdevin Tours +33 (613) 02 48 85 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Chantal Marot-Vannini Arfeuilles +33 (06) 14 24 26 33
What’s Real To A Child
Q: My six-year-old was devastated when we told
him that his toys – superhero characters from a favorite video game – are not real. He sobbed and hid in his closet, and the emotion lasted for days. I’m concerned that he perceives these toys as real friends and I’m considering taking him to a psychiatrist. I’m wondering whether we should ensure that he confronts these perceptions, or leave the issue alone.
A: I recommend the book The Magic Years by
Selma Fraiburg. It provides good insights into the developing mind of a child, the importance of fantasy in development, and the transition to more grounded, reality-oriented thought processes as children mature.
Q: My daughter completed the Davis programs
for reading and math. She’s now 18 and has been struggling to learn to drive. She doesn't seem to be able to remember all the things she needs to do and be aware of. Sometimes she gets into situations that frankly scare me enough to make me yell at her, but that’s not good for either of us. She wants to give up, stop trying. She was never able to learn to ride a bike, but I feel that she needs to learn to drive, since she won't be able to be independent without it. How can I help her get all the processes for driving into her long-term memory?
Carol Nelson Boulogne-Billancourt/Paris +33 (09) 52 63 02 05 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe also Autism Facilitator/Coach Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Ina Hallermann Thalheim/Fraunberg +49 (0)8762 7382069 Christine Heinrich Remseck +49 (0)7146 284 65 60 Sonja Heinrich also Supervisor-Specialist also DDA-DACH Director also Autism Facilitator/Coach Hamburg +49 (40) 25 17 86 23
To deprive a 6-year-old of his toy friends may undermine his development of the skills he needs in order to deal with real friends.
As a parent, I believe it is quite normal for a 6-year-old to become emotionally invested in a favorite toy or doll and to insist that it’s “real.” I also think that the word “real” can have a complex meaning. In a child's mind it might be the equivalent of “valuable” or “important.” For children, toys are “real” when they want them to be, and the fact that they aren’t actually “real” allows children to exercise power over toys that they don’t have with living pets or people. One of my favorite children's books,
A: I would encourage you to take a step back
and consider that your daughter may take longer to learn to drive than others her age. While she should not give up, she is right to recognize that she is not road-ready and should avoid driving in any situation where she could potentially cause injury to someone. That willingness to recognize
(continued on the next page)
v Germany (continued) Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (030) 28 38 78 71 Rita Jarrar München +49 (089) 821 20 30 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Marianne Kranzer Königsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due also Autism Facilitator/Coach Stuttgart +49 (711) 722 2637 Anne Moeller Gröbenzell BRD +49 (081) 4251955 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter also Supervisor-Specialist also Autism Facilitator/Coach also Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Bamberg +49 (0951) 917 19 10 Birgit Thun Hamburg +49 (040) 4135 5015 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis also Specialist Trainer also Workshop Presenter also DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Gabriele Wirtz also Autism Facilitator/Coach Stuttgart +49 (711) 55 17 18 Elvira Woelki Mindelheim +33 (082) 61 76 36 38 v Greece Evagelia Apostolopoulou-Armaos Patras +30 (261) 062 21 22 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Traute Lutz Marausi +30 (210) 804 3889 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 Q&A - continued from page 11
THE DYSLEXIC READER
or tone don't add to your daughter's agitation. If the whole experience is just too frightening for you, it might be better for your daughter to practice driving with a different family member Consider whether some or adult friend who tends to be more calm and of the words you use to give relaxed. You might consider hiring a professional driving instructor to spend time with her. directions and instruction are Encourage your daughter to use the Davis tools confusing, or could be triggers of Release and Orientation or Alignment when the that add to confusion. car is stopped. For example, when she first gets into the car, or when she stops at an intersection. Release can be used at any time, but alignment/ her own current limitations is something that orientation should not be used when the car is in should bring praise from you. It indicates that motion, as that is a situation when the ability to eventually she may become a very good, safe and rapidly shift perceptions and rely on peripheral considerate driver. vision may be needed. Keep in mind that when your daughter gets Your goal should be to provide a calm, overwhelmed and confused when driving, it causes supportive environment to allow your daughter to disorientation – and that only makes matters get in many hours of practice. It might help to set worse. The only way to eliminate disorientation is some sort of specific goal, such as deciding that she to first eliminate the causes of her confusion. will get 200 hours of driving practice, and check As your daughter is clearly not ready to drive in off each session on her way to that goal. That way, traffic, have her practice elements of driving in success is built in. Even if she has a driving session a safe place, such as a parking lot or a business where she makes many mistakes, at the end of park that’s generally empty on weekends. Practice the session she will be able to mark off more time small bits of driving technique over and over. For toward her goal. Making mistakes is part of the example, she could practice making left turns; learning process, so a 30 minute practice session making right turns; backing up in a straight where mistakes were made is still 30 minutes line. Any time you observe a problem with any well spent. Let your daughter set the target skill, think of a way to break out that skill and number of hours. You can simply observe that practice it over and over. With each skill there some people need a lot of practice to gain a still are many things to think about. For example, new skill, and tell her you want to help her remembering to switch on the turn signal, check get in plenty of practice time. the rearview mirror, and glance over her shoulder before she changes lanes. As she practices, her confidence will improve and then you can move to practice on real roads, starting in areas with very light traffic. Consider whether some of the words you use to give directions and instruction are confusing, or could be triggers that add to confusion. 'Turn left” is confusing to someone who has not truly mastered the difference between left and right. “Watch out!” is confusing when people have no clear indication as to where they should be looking. Consider going back to the clay modeling to address potential triggers. When you are with Q: I am a teenager currently volunteering by your daughter in the car, try to use language helping a dyslexic child learn to read stories and with visual clues when you give directions or to spell. What stories do you recommend the child instructions. read? If you are very nervous or on edge when your daughter is driving, your presence could be part A: The best type of reading material for a dyslexic of the problem. Use the Davis tool of Release yourself, to help you stay calm, so that your words child is something that is of high interest – that is, material that the child will be motivated to read. If you have an opportunity to meet the child in advance, or talk to the parents or teachers, find out what that child enjoys and likes to learn about. Then try to learn something about the child's current reading level. Try to find a book that is fairly close to the child's current reading level so that the book won’t be overwhelming. But also look for books geared to interests appropriate for the child's age and which afford enough of a challenge that the child will feel a sense of accomplishment from the task. v
THE DYSLEXIC READER
v Iceland (continued) Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir also DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +(354) 867-1928 Jon Einar Haraldsson Lambi Akureyri +354-867-1875 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 862 0872 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465 v India Veera Gupta New Delhi +91 (11) 986 828 0240 Smrati Mehta Powai Mumbai +91 (989) 277 2795 Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Luba Elibash Ramat Hasharon +972 (9) 772 9888 Angela Frenkel Beer Sheva +972 (52) 655 8485 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz Ra’anana/Tel Aviv +972 (09) 772 9888 v Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Elisa De Felice Roma +39 (06) 507 3570
What Kids Are Reading: The Book-Reading Habits of Students in American Schools
By Laura Zink de Díaz Davis Facilitator in Bogotá, Colombia Renaissance Learning, Inc. publishes an annual report on the reading habits of school age children in the United States. The report for this year looked not only at what kids are reading, but • Learn a student’s interests not just at a why they read what they read. topical level but at the action level. The report lists the top 40 books read by students in grades 1-12 in the 2011-2012 school • Have a student read a book or article he or year. Rankings are based on the Accelerated she already knows something about. This is Reader database, reflecting the reading records for one of the best ways to get students “into” students who read 283 million books. a story or book. Renaissance has come to a number of conclusions. Popular culture appears to have a • Connect reading to a subsequent activity. significant impact on what children choose to The activity may be as simple as explaining read. Some of the most popular books are those to others in the class what it takes to become that have been made into movies (The Hunger an astronaut, or making a diagram that shows Games, by Suzanne Collins, The Lorax, the comparison of the sail on a ship to the by Dr. Seuss and others). wing of an airplane. The report also notes that schools have begun to require more of the Informational Texts and • Do everything you can to make sure the Exemplar Stories recommended in the Common reading experience is successful. This may Core. Likewise, some traditional selections have mean reading aloud with the student at first. reappeared in the high school curricula, such as, The first few pages of an article or the first Shakespeare’s Romeo and Juliet and Macbeth, chapter of a book is often make it or break it. and Arthur Miller’s The Crucible. But in general, the complexity of texts required • High-interest books motivate students to at the high school level has dropped from 1907 to read. When books that engage readers feature 2012. Although some may see this as a ‘decline’ interesting topics; appealing formats; rich in reading ability, the report points out that imagery or description; important, valuable “there is evidence that writing has become less and relevant ideas; elements of surprise or complex over the last several hundred years.” The excitement; and/or personal meaning and report cites research into the well documented connections, such as to prior knowledge or streamlining of spoken and written English: experiences, students will read. “average sentence length in written texts has steadily decreased from about 50 words in the 1500s to about 20 words in the early 2000s.” The Farr also suggests that “reading instruction for struggling readers should include a strong drop in complexity doesn’t necessarily mean that interactive and social component, fostering students are incapable of reading more complex collaboration and providing community, and texts; studies of adult voluntary reading also indicates that we don’t often read books written at thereby inspiring motivation. These students the level we were required to read while in college. benefit cognitively and affectively when given regular opportunities to read, The report includes write, and talk about text; commentaries by a number reading, writing, and oral of writers and experts in Popular culture language skills improve as does education. Roger Farr, Ed. D., appears to have a a sense of competence, as well Chancellor’s Professor Emeritus significant impact as responsibility for one’s own of Education at Indiana on what children learning and the group’s.” University, emphasizes that choose to read. Donald Driver, author and motivation to read depends Super Bowl Champion says on a student’s interests and kids read to have fun: “No experiences, whether the other activity invites kids to use their imagination reading matches those needs and interests, and quite like reading does; and for kids, using their of course, a student’s success in reading, and imagination is fun because they get to make all the that students will put in the time and energy rules. They are the kings and queens of their own necessary to learn if they are interested in what imaginations, and what little boy doesn’t want they are learning and if they can relate to it. Farr to be a king? What little girl doesn’t want to be a has several common sense recommendations for queen? There aren’t parents, teachers, or anyone teachers and parents:
(continued on the next page)
v Italy (continued) Antonella Deriu Nuoro, Sardinia +32 059 32 96 Catherine Day Geraci Murano Province of Venice +39 (041) 739 527 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 v Jamaica Leslie Dahl St. Ann +876 459-4917 v Kenya Manisha Shah Nairobi +254 (721) 492-217 v Lebanon Samar Riad Saab, MA Beirut +961 (3) 700 206 Carol Taljeh-Ariss Beirut +961 (3) 588 752 v Luxembourg Anne Guignard also Autism Facilitator/Coach Fentange +352 (27) 767 872 Nadine Roeder also Autism Facilitator/Coach Luxembourg +352 691 30 0296 Eugenie Schares also Autism Facilitator/Coach Bascharage +352 (621) 625 626 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Magarita Saucedo Alvarez Icaza San José Insurgentes DF +52 (55) 35 38 52 40 Katharine Aranda Vollmer Ciudad de México 04 45532 007153 Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca also Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas also DDA Director also Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Mexico DF +52 (55) 17 18 01 34 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Elaine Lions Ramirez Veracruz +52 (229) 152 1763 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 What Kids Are Reading - continued from page 13
THE DYSLEXIC READER
else telling them what’s right or wrong and that makes reading truly special.” The data includes a list of the top forty books read by Grade Level by boys, by girls and by both from Grade 1 through 12. Here’s an abbreviated list, of the top five books by grade level (reading level by grade is in parentheses):
GRADE 1 Green Eggs and Ham, Seuss (1.5) The Foot Book, Seuss (0.6) Biscuit, Capucilli (1.4) Hop on Pop, Seuss (1.5) Are You My Mother?, Eastman (1.6) GRADE 2 Green Eggs and Ham, Dr. Seuss (1.5) Click, Clack, Moo: Cows That Type, Cronin (2.3) If You Give a Mouse a Cookie, Numeroff (2.7) Officer Buckle and Gloria, Rathmann (3.4) The Very Hungry Caterpillar, Carle (2.9) GRADE 3 Diary of a Wimpy Kid: Cabin Fever, Kinney (5.8) Diary of a Wimpy Kid: Dog Days, Kinney (5.2) Diary of a Wimpy Kid: Rodrick Rules, Kinney (5.2 Diary of a Wimpy Kid, Jeff Kinney (5.2) Diary of a Wimpy Kid: The Ugly Truth, Kinney (5.5) GRADE 4 Diary of a Wimpy Kid: Cabin Fever, Kinney (5.8) Diary of a Wimpy Kid: The Ugly Truth, Kinney (5.5) Diary of a Wimpy Kid: Dog Days, Kinney (5.2) Diary of a Wimpy Kid: Rodrick Rules, Kinney (5.2) Diary of a Wimpy Kid: The Last Straw, Kinney (5.4)
GRADE 5 Diary of a Wimpy Kid: Cabin Fever, Kinney (5.8) Diary of a Wimpy Kid: The Ugly Truth, Kinney (5.5) Diary of a Wimpy Kid: Dog Days, Kinney (5.2) The Hunger Games, Collins (5.3) Diary of a Wimpy Kid: The Last Straw, Kinney (5.4) GRADE 6 Diary of a Wimpy Kid: Cabin Fever, Kinney (5.8) The Hunger Games, Collins (5.3) Diary of a Wimpy Kid: The Ugly Truth, Kinney (5.5) Catching Fire, Collins (5.3) Diary of a Wimpy Kid: Dog Days, Kinney (5.2) GRADE 7 The Hunger Games, Collins (5.3) Diary of a Wimpy Kid: Cabin Fever, Kinney (5.8) Catching Fire, Collins (5.3) The Outsiders, Hinton (4.7) Mockingjay, Collins (5.3) GRADE 8 The Hunger Games, Collins (5.3) Catching Fire, Collins (5.3) The Outsiders, Hinton (4.7) Mockingjay, Collins (5.3) The Giver, Lowry (5.7) GRADE 9 – 12 The Hunger Games, Collins (5.3) Catching Fire, Collins (5.3) Mockingjay, Collins (5.3) Of Mice and Men, Steinbeck (4.5) To Kill a Mockingbird, Lee (5.6)
Clearly, Jeff Kinney’s Diary of a Wimpy Kid books and Suzanne Collins’ Hunger Games trilogy are immensely popular! The report also includes a list of all Caldecott and Newbury Medal books. (The Newbury Medal has been awarded annually since 1922, and Caldecott since 1938.) Author Peggy Rathman’s Officer Buckle and Gloria, a very popular book at the primary level, won the Caldecott Medal in 1996. Lois Lowry’s The Giver, another very popular book starting in middle school, won the Newbery Medal in 1994. You can download a summary or a full copy of the report at: http://www.renlearn. com/whatkidsarereading/?c=20372 v
No other activity invites kids to use their imagination quite like reading does; and for kids, using their imagination is fun because they get to make all the rules.
Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit
Contains everything needed to do Davis Symbol Mastery: A manual in checklist format, 117-minute instructional DVD, laminated alphabet strip, letter recognition cards, dictionary, grammar book, punctuation booklet, pronunciation key cards, and clay - all in a sturdy nylon shoulder bag. Suitable for working with students of any age. Symbol Mastery Kit $139.95
Davis Young Learner Kit for Home-Use
Provides parents with the instructions and materials needed to provide 5-7 year olds with effective and fun learning strategies for improving prereading and language arts skills. Young Learner Kit for Home-Use $129.95
DVD/AUDIO CD SOFTWARE
Dyslexia – The Gift I Can Do It – The Confidence to Learn
I Can Do It – The Confidence to Learn Teachers, parents, school administrators, and students speak about the many benefits of using Davis Learning Strategies at Vale Elementary School in Oregon. DVD $9.00 (running time: 12 minutes) This documentary introduces the concepts and methods in The Gift of Dyslexia. Viewers of all ages will find the interviews and animated sequences highly informative and entertaining. DVD $39.95
Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration of The Gift of Dyslexia, read by author Ron Davis. 4-CD Set $29.95
Unlocking the Power of Dyslexia A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes) The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes) Davis Dyslexia Correction Orientation Procedures This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00 Davis Symbol Mastery and Reading Exercises Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00
The Gift of Dyslexia: Why Some of the Smartest People Can’t Read and How They Can Learn
(Revised and Updated 2010 edition)
Davis Symbol Mastery Deluxe Kit
Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia. $15.95 Softcover
Provides additional materials for implementing the Davis methods that address disorientation, build attention focus, and improve balance and coordination. Includes everything in the regular Symbol Mastery Kit plus: • The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual • Davis Orientation Procedures DVD • Two Koosh Balls Deluxe Kit $219.95
THE DYSLEXIC READER
BOOKS FOR CREATIVE LEARNING
El Don de la Dislexia The Gift of Dyslexia
in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex Softcover $28.95
The Gift of Learning by Ronald D. Davis, Eldon M. Braun
Expands the Davis Methods with theories and correction procedures that address the three basic areas of learning disability other than reading, which children and adults experience. Softcover $13.95
Strong-Willed Child or Dreamer?
by Dana Spears and Ron Braund A must for parents of children who are imaginative,sensitive, moody, stubborn, and compassionate. Softcover $4.99 $12.99
by Betty Maxwell and Crystal Punch This 250-page illustrated book is full of practical tips and advice for working with students who learn best through visual or hands-on activities. Softcover $19.95
Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student
by Loren Pope Softcover $4.99 $14.00
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’t
by Jean Bullard and Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00
by Diane Frank How do you find a word in the dictionary if you have no idea how to spell it? With this book! Lets you look up words by their phonetic spelling to find its correct spelling. $25.95 Softcover
Barron’s Mathematics Study Dictionary
by Frank Tapson Comprehensive definitions and explanations of mathematical terms, organized by concept. Geared to ages 10 to adult. Softcover $14.99
by Carol Vorderman Ages 7 to 12. More than 300 entries on words, phrases, and concepts used by gradeschool students in math class and in their lives. $14.95
AU T I S M B O O K S
Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities by Lisa Kurtz A comprehensive guide to just about every outsidethe-box therapy you might run across, and then some. An absolutely essential reference for anyone who wants to know and explore available options. Softcover: $17.95 $19.95
The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day by Adelle Jameson Tilton From finding support groups to planning for their child's future, this book provides parents with all the information they need to ensure that their child’s – and their families’ – needs are met. Softcover: $13.45 $14.95
THE DYSLEXIC READER
A Parents Guide to Asperger Syndrome & High Functioning Autism by Sally Ozonoff, Geraldine Dawson and James McPartland An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matter-of-fact advice. Softcover: $13.25 $14.95
Ten Things Every Child With Autism Wishes You Knew
Born on a Blue Day
by Ellen Notbohm A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member. Softcover $10.50 $14.95
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome. Softcover $9.80 $14.00
AUTISM AND THE SEEDS OF CHANGE
Achieving Full Participation in Life with the Davis Autism Approach
by Abigail Marshall, with Ronald D. Davis An in-depth look at a revolutionary approach to empower individuals with autism, and provide the understanding and tools needed to achieve their full potential. The Davis Autism Approach is uniquely geared to the autistic perspective, and enables each person to make sense of their world and the motivations and behaviors of others around them. This book explores the history of development of the Davis method, explores its connections to emerging scientific research, and takes the reader on a guided journey through the three phases of the program: Individuation, Identity Development, and Social Integration.
by Ann Root & Linda Gladden This richly illustrated story offers a positive view and encouraging news for youngsters struggling in school. Geared to ages 5-9. Softcover $13.45 $14.95
How To Order
Mail DDAI 1601 Old Bayshore Hwy. #260 Burlingame, CA 94010 Fax 1-650-692-7075 Phone Toll free 1-888-999-3324 Local 1-650-692-7141 Online www.dyslexia.com/bookstore
ITEM DESCRIPTION UNIT PRICE QTY TOTAL
DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD............................$8.00 Davis Dyslexia Correction Program DVD.........................$8.00 Davis Orientation Procedures DVD.............................. $85.00 Symbol Mastery & Reading Exercises DVD.................. $85.00 I Can Do It—The Confidence to Learn DVD....................$9.00 The Gift of Dyslexia 2010 Edition................................. $15.95 The Gift of Learning..................................................... $13.95 Dyslexia-the Gift DVD.................................................. $39.95 Gift of Dyslexia Audio CD Set...................................... $29.95 Symbol Mastery Kit.................................................... $139.95 Symbol Mastery Deluxe Kit ....................................... $219.95 Gift of Dyslexia - Spanish Edition................................. $28.95
SAVE 10% ON THIS ORDER!
Become a DDAI Member and receive a 10% discount on all DDAI Bookstore orders and a FREE subscription to The Dyslexic Reader.
Your membership supports our efforts worldwide!
Ship to: _____________________________________________ Address: _____________________________________________ City/State: ___________________________________________ Zip/Country: __________________________________________ Check here if you would like to receive FREE INFORMATION on: q Davis Dyslexia Correction Programs q Professional Training in Davis Procedures q Sponsoring Davis Workshops in your area Payment: Check: q Enclosed is my check made payable to “DDAI” Credit Card: q VISA q MasterCard q Discover q American Express Card # ______________________________________________ Exp. date: Name: ______________________________________________
(as it appears on card)
OTHER BOOKS FOR REFERENCE & LEARNING NEW! $17.95 Autism and the Seeds of Change................................. Barron’s Math Dictionary............................................. $14.99 Born on a Blue Day.......................................... $9.80 $14.00 Charlie’s Challenge ....................................... $13.45 $14.95 Checking Your Grammar.................................................$8.99 Colleges That Change Lives............................. $4.99 $14.00 Everything Parent’s Guide To Autism.............. $13.45 $14.95 Gabby's Wordspeller.................................................... $25.95 Math Dictionary........................................................... $14.95 Parents Guide to Asperger Autism................. $13.25 $18.95 Picture It!..................................................................... $19.95 Strong-Willed Child or Dreamer?..................... $4.99 $12.99 Ten Things Every Child With Autism Wishes... $10.50 $14.95 Understanding Controversial Therapies......... $17.95 $19.95 Webster’s New World Children’s Dictionary................. $19.95 Yes You Can! Help Your Kid Succeed in Math.............. $18.00
OTHER ITEMS Young Learner Kit for Home Use ............................... $129.95 Subtotal $ _________.____ Less 10% for DDAI Members $ _________.____ Subtotal $ _________.____ CA Sales Tax (CA residents only) Subtotal x 0.0825 $ _________.____ *Shipping $ _________.____ Total for books/materials $ _________.____ DDAI Membership (includes newsletter subscription) 1 year - $50 2 year - $80 $ _______.____ (Canada/Mexico add $5/yr Newsletter Subscription Only Other countries 1 year - $25 2 year - $40 $ _______.____ add $10/yr) GRAND TOTAL $ _________.____ US Shipping Costs Book Total First Class Up to $20.00 $10.50 $20.01 - $40.00 $12.50 $40.01 - $60.00 $22.50 $60.01 & above $26.50 *Kits & videos ship UPS to street addresses only; NO Post Office Box delivery Canada/Mexico: Add $5.00 to US rates *Outside North America - Foreign orders must use a credit card. Airmail or fax this form to +1 (650) 692-7075 We’ll add airmail postage plus $5 for handling.
Signature: ___________________________________________ Phone: ______________________________________________
Prices Effective Through September 30, 2013
THE DYSLEXIC READER
v Mexico (continued)
Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin also Autism Facilitator/Coach Veracruz +52 (229) 935 1302 M. Sylvia Salinas Gonzalez Garza Garcia, NL Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892 v Netherlands Lloyd Christopher Blake Rotterdam +31 (10) 262 1664 Manja Bloemendal Den Haag +31 (70) 345 5252 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Gerda Bosma-Kooistra Ens +31 (6) 1334 6196 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Jeannette Bruinsma Amersfoort +31 (63) 914 8188 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963 Nicole Dirksen-van de Bunt Hertogenbosch +31 62 133 8868 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Judith Holzapfel Deventer +31 (0570) 619 553 Trudy Joling Laren +31 (035) 531 00 66 (continued on the next page) Marie Koopman Bilthoven +31 (030) 228 4014
Recent Recommendations from The Lazy Reader Book Club
By Danny Brassell and Laura Zink de Diaz
Every month at Danny Brassell’s website, The Lazy Readers’ Book Club, you’ll find a list of books he recommends for reluctant readers or for those who just don’t have time for much reading. (He knows we’re not lazy, just busy or in need of encouragement!) Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, for children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. Here’s a sampling of Danny’s most recent recommendations in all three categories. You can read more recommendations at the website, www.lazyreaders.com. There you’ll not only find Danny’s current picks, but the archives of past selections by month, reading level, and page count – enough recommendations for a lifetime of reading! You can also sign up for monthly book alerts, while you’re browsing. If you purchase books at Amazoncom through links at the Lazy Readers’ website, Bookends (www. bookends.org) will receive a donation. (Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness.)
By Carl Deuker Young Adult 228 pages Publisher: Graphia; Reprint edition (September 7, 2009) ISBN-10: 0547248911 ISBN-13: 978-0547248912 Why don’t teenage boys read? Check the covers and titles of most teen bestsellers. They almost all deal with teenage romance and how to fit into the right clique. It’s enough to drive a guy crazy! Deuker writes about sports and understands the thoughts of many teenage boys (He has a lot of great titles). How can we replicate him? I am so grateful for guys who write books for guys (I’m not saying everything has to deal with red meat and bodily functions, but trying to find an appealing book for a teenage boy is often like looking for educational programming on TLC).
v Netherlands (continued) Geertruida Kornman Beverwÿk +31 (62) 000 6857 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers also DLS Mentor, Autism Facilitator Coach Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98 Els Neele Utrecht +31 6 253 5060 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Tjalliena Ponjée Arnemuiden +31 06 12 888 365 Petra Pouw-Legêne also DLS Mentor-Trainer also Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Silvia Jolanda Sikkema also DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger also Davis Supervisor-Specialist Amstel +31 (020) 496 52 53 Robin Temple also Specialist Trainer also Workshop Presenter also DDA Director Maria Hoop +31 (0475) 302 203 Kirsten Theeuwen Eibergen +31 (545) 286 828 Romina Toroz Utrecht +31 (61) 280-1821 Mieke van Delden Leek +31 (059) 4514985 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Annemarie van Hof Utrecht +31 (030) 65 86 700 Hilde van Westrhenen Delft +31 (610) 681 605 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Roenie Visser Amersfoort + 31 (06) 24 45 67 33 Christien Vos also Autism Facilitator/Coach Tolbert +31 (0594) 511 607
THE DYSLEXIC READER
Struck by Lightning: The Carson Phillips Journal
by Chris Colfer Young Adult 272 pages Publisher: Little, Brown Books for Young Readers (November 20, 2012) ISBN-10: 9780316232951 ISBN-13: 978-0316232951
This Moose Belongs to Me
by Oliver Jeffers Children 32 pages Publisher: Philomel (November 13, 2012) ISBN-10: 0399161031 ISBN-13: 978-0399161032
This is one of those rare books that I noticed students passing around with mischievous smirks. Colfer’s wit and sarcasm work perfectly for teens in this enjoyable story of an outcast who blackmails the most popular kids in his high school.
Who couldn’t love this endearing story about Wilfred – and his moose? When Wilfred, who really wants a pet, runs across a moose, he names it Marcel, adopts it as his own, and begins to teach Marcel to be a good moose. However, it seems that Marcel has a whole other life Wilfred knows nothing about. Lots of laughs, and terrific illustrations. A favorite for read alouds.
How to Lie with Statistics
by Darrell Huff Young Adult 144 pages Publisher: W. W. Norton & Company; Reissue edition (October 17, 1993) ISBN-10: 0393310728 ISBN-13: 978-0393310726
The Cloud Spinner
by Michael Catchpool Children 32 pages Publisher: Knopf Books for Young Readers (March 13, 2012) ISBN-10: 0375870113 ISBN-13: 978-0375870118 This magical story – with mesmerizing illustrations by Alison Jay – reminds me to pity those adults who do not regularly indulge in good children’s books. If you’re only reading books written at “your age level,” you are ignorant of many of the world’s literary treasures. Catchpool has written a simple, beautiful story – the reason we read.
This is a book your students will get a kick out of, especially those who like to stir the pot. While not specifically written for teens, your students will enjoy wonderful discussions about how statistics are consistently used in ways to control, manipulate and persuade people how to vote, invest and do just about anything. The book is over 60 years old, and it is just as applicable and intriguing today as when it first appeared in 1954.
THE DYSLEXIC READER
Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163
v Netherlands (continued)
Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369 v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten also Autism Facilitator/Coach Christchurch +64 (3) 348 1665
by Aaron Reynolds Children 40 pages Publisher: Simon & Schuster Books for Young Readers (August 21, 2012) ISBN-10: 1442402970 ISBN-13: 978-1442402973 Jasper Rabbit absolutely loves carrots until his paranoia catches the better of him and he feels surrounded by the suspicious vegetables all the time. This one makes for a very entertaining read aloud.
Tenth of December
Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton also Supervisor-Specialist Auckland +64 (09) 360 7377 Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Angi Edwards Whakatane +64 (07) 308 6882 Martine Falconer Christchurch +64 (03) 383-1988 Tina Guy also Autism Facilitator/Coach Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Margot Hewitt Kaiapoi +64 (27) 455-7724 Alma Holden also Autism Facilitator/Coach Alexandra +64 (027) 485-6798
by George Saunders Adult 272 pages Publisher: Random House (January 8, 2013) ISBN-10: 0812993802 ISBN-13: 978-0812993806 Finally! Waiting around for the next George Saunders collection of short stories is as frustrating as it used to be anticipating when the next episode of Lost would air. He is a terrific writer, and you’ll breeze through this book with a greater appreciation for what is becoming a dying art: the quirky short story.
by Kevin Sorbo Adult 276 pages Publisher: Da Capo Lifelong Books (October 9, 2012) ISBN-10: 073821602X ISBN-13: 978-0738216027 I love inspirational stories, and if you can get through Sorbo’s autobiographical account of his journey from playing Hercules on television to battling a brain aneurism and multiple strokes (before the age of 40) without shedding a tear or two, you’re stronger than me. I have to admit that I’ve never seen his television show, but the strength and humor he shows in this book has made me a huge fan.
by Honoré de Balzac Adult 240 pages Publisher: Oxford University Press, USA (August 28, 2003) ISBN-10: 019280474X ISBN-13: 978-0192804747 I’ve been reading a lot of Classics lately that I never got around to reading in high school. There is something about 19th century French literature that I find marvelously appealing. The writing is filled with wit, pain and social commentary that can be gripping and hilarious – sometimes within the same sentence.
Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson Westown New Plymouth +64 (06) 753 3957 Christine McCarthy Waikanae Beach Kapiti Coast +64 (2) 173 4795 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken also DDA Director also Autism Facilitator/Coach also Autism Training Supervisor Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +64 (6) 374 1575 Colleen Morton Gore +64 (03) 208 6308 Jocasta Oliver Paraparaumu Beach +64 (4) 904 4162 Wendy Person Hastings +64 (06) 870 4243
v New Zealand (continued) Janet Pirie Raumati Beach Wellington + 64 (04) 298 1626 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms also Davis Workshop Presenter also Supervisor-Specialist also Autism Facilitator/Coach, Training Supervisor & Workshop Presenter Christchurch +64 (03) 363 9358 Cherone Wilson Howick Auckland +64 (21) 184 5047 Margot Young Johnsonville +64 (04) 478-2208 v Norway
THE DYSLEXIC READER
Maria Olaisen Lovund +47 (9) 027 6251 Ragnhild Slettevold
also Autism Facilitator/Coach
Parents need help, too
By Abigail Marshall
• Parents reported a variety of emotional reactions to receiving the assessment. Some felt relief; others felt helpless or anxious. Some reported feelings of guilt, either because of a sense that the dyslexia was inherited, or because they felt remorse over having accused their child of being lazy in the past. Earey concluded that the parents’ reported experiences and feelings demonstrated a need for support for the parents themselves, not just the child. She wrote, “When parents have to experience constantly what one described as ‘an uphill struggle’, face huge financial implications and deal with the emotional impact on their nuclear family, there comes a point when an element of support is required.”
Skjaerhalden +47 413 12 509 Heida Karen Vidarsdottir also Autism Facilitator/Coach Lovund +47 9 138 4744
v Peru Judith Zapata Prange Lima + 51 (1) 964 382 889 v Philippines Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (46) 855 77 02 v Portugal Sofia Vassalo Santos Lisboa +35 (191) 911-2565 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moscow +972 (3) 635 0973 Nina Gekhman Moscow +7 (495) 788-8386 Luba Niazov Moscow +972 54 476 6203 (Israel) Nadezhda Popova Moscow +7 (495) 683-3182 Kalina Potyak Moscow + 972 (52) 257 2783 Oxana Stein Moscow +972 (52) 223-5015 Maria Stulova Moscow +7 (916) 604 2140 Lora Zakon-Oran Moscow +7 495-7888386 v Scotland Paul Francis Wright Forres, Scotland +44 (077) 9684 0762 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76 28 792
The full report is available on line here: Earey, Alison. “Parental experiences of support for pupils A researcher in England recently reported on with dyslexia: ignoring the effect on parents.” the experiences of parents of school-age children who had been identified as dyslexic within the past Support for Learning, Vol. 28, Issue 1, pages 35–40, February 2013. two years. Researcher Alison Earey questioned parents about their experience from the initial This article was originally published at the point of concern about their children’s difficulties with words, through assessment and their concerns Dyslexia The Gift Blog News and Views from Davis Dyslexia, at http://tinyurl.com/ for the future. She found that, despite school policies supporting inclusion and equality, dyslexic ptkudwbAbigail Marshall is the Webmaster & Internet Information Services Director for children still experience exclusion and prejudice Davis Dyslexia Association International. She is also the author of two books about dyslexia, The Everything Parents Guide to Children with Despite school Dyslexia and When Your Child Has... Dyslexia.
policies supporting inclusion and equality, dyslexic children still experience exclusion and prejudice in education.
in education. Their experience does not match the ideal and, as a result, their parents are also suffering. Some concerns highlighted in the report are: • Assessment and identification was not necessarily helpful. Two parents complained of lack of support from the school, even after their child was determined to have dyslexia. Another family delayed assessment because the school did not positively recognize dyslexia and they assumed that their seeking diagnosis would antagonize the school with no benefit to their child. • Two parents highlighted the importance of directly informing their child’s teachers of the diagnosis. They believed that the teachers had not read the dyslexia assessment report on their child, and thus had not understood the resulting requirements.
Kindergarten should be happy and playful. It should be art and dancing and singing and learning how to take turns. Instead, it's frustrating and disheartening.
Common Core Hits Kindergarten
In her January article for the New York Post, Playtime’s Over, Kindergartners, Susan Edelman describes what the Common Core Standards are doing to five-year-olds. The New York Department of Education wants 4- and 5-year-olds to read informative texts and later write books about what they’ve learned – don’t forget to use topic sentences, kiddies! – and understand the commutative property in math. “For the most part, it’s way over their heads,” a Brooklyn teacher said. “It’s too much for them. They're babies!” In a kindergarten class in Red Hook, Brooklyn, three children broke down and sobbed on separate days last week, another teacher told The Post.
THE DYSLEXIC READER
v South Africa
Sharon Gerken Salt Rock +27 (82) 828 5180 Axel Gudmundsson also Fundamentals Workshop Presenter Western Cape +27 (021) 783 2722 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein also Autism Facilitator/Coach Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renata Blum Niedergosgen +41 (079) 501 52 71 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Antoinette Fluckiger Mohlin + 41 (61) 854 4760 Heidi Gander-Belz Fehraltorf/Zurich +41 (44) 948 14 10
and China – are turning out more STEM graduates than we do, and that we are suffering a serious shortage of engineers. Mathis provides us with a number of eye-opening statistics: • Only two or three of the top 30 jobs listed in the National Bureau of Labor Statistics projections of fastest-growing job require STEM training. Even for the few STEM jobs that are projected to dramatically increase, these increases represent a relatively small number. For example, the projected 62% increase in biomedical engineers represents about 10,000 new jobs nationally, but we need 700,000 new home health aides, who require no STEM training at all. • There are currently 9 million Americans with STEM degrees, but only about 3 million of them work in that field. In fact, although in certain parts of the country there are shortages of qualified STEM workers, in fact, there aren’t enough jobs in STEM for all nine million qualified Americans. • About 18% of American students are interested in a STEM career. Mathis points out that that constitues more than enough since the US education system “produces a supply of qualified [science and engineering] graduates in much greater numbers than the jobs available.”
“This is causing a lot of anxiety,” the teacher said. “Kindergarten should be happy and playful. It should be art and dancing and singing and learning how to take turns. Instead, it's frustrating and disheartening.” Doesn’t anyone at the DOE know that stress, frustration and anxiety interfere with learning? The DOE seems to have discarded the notion that lessons at any stage of childhood should be developmentally appropriate for the children in class. The challenging demands of the Common Core, which aims to raise the bar at all levels of public education leave little time for the traditional activities of kindergarten – learning the ABCs and numerals, learning to work and play well with others, to focus your attention, and of course, extend all of these through free play. You can read the entire article by Susan Edelman at: http://tinyurl.com/b3xfud3
Katharina Grenacher Liebefeld (near Bern) +41(31) 382 00 29 Doris Rubli Huber St. Gallen +41 (071) 245 5690 Christa Jaeger Riehen +41 (061) 643 2326 Consuelo Lang Lumino +41 (091) 829 05 36
There aren’t enough jobs in STEM for all nine million qualified Americans.
So when your young ones think about what kind of career they might like to enter, they’d do better to look at the National Bureau of Labor Statistics projections, than to listen to the media or politicians! You can find the entire article archived at: http://susanohanian.org/ core.php?id=423
Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Yvonne Meili Reinach +41 (77) 415 69 46 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Benita Ruckli Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70
What STEM Crisis?
In February of this year William J. Mathis, the managing director of the National Education Policy Center who has also served as a Vermont Superintendent of Schools, published an op-ed in the Vermont Digger suggesting that perhaps “it's time we turned the shortage of Science, Technology, Engineering and Math (STEM) political bloviations over to Mythbusters.” I was glad to read his article, because I’ve been worried about the hype in the media about our supposed national lack of STEM expertise. Media and polititians fairly shriek about how other universities in other countries – especially India
(continued on the next page)
v Switzerland/CH (continued) Beatrix Vetterli Frauenfeld +41 (52) 720 1017 Andreas Villain Zürich +41 (076) 371 84 3 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Amanda Bergstrom Manchester +44 (161) 256 3209 Lisa Cartwright London +44 (0773) 890-6500 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 0663 Dyslexia Correction Centre Georgina Dunlop also Autism Facilitator/Coach also Autism Training Supervisor Jane E.M. Heywood also Autism Facilitator/Coach – Training Supervisor also DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Ines Graefin Grote Great Yarmouth Norfolk + 44 (1493) 393 208 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Tessa Halliwell also Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Karen Hautz London +44 (0207) 228-2947 Phyllida Howlett also Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Sara Kramer London +44 (0208) 251 7920
THE DYSLEXIC READER
In case you’re a smoker, you might want to know that smoking won’t affect your reasoning skills, but it does have a negative affect on verbal ability and short-term memory. Don’t bother spending money on any of those products that claim to sharpen your brain function. The study authors say they don’t work. “People who ‘brain-train’ are no better at any of these three aspects of intelligence than people who don’t,” Owen said. The tests are still available on-line, in case you’d like to test yourself. The URL is at www. cambridgebrainsciences.com/theIQchallenge. The full article is here http://tinyurl.com/om4fkay
IQ Is A Myth
So says a 2012 study led by researchers at the University of Western Ontario. In the December 19, 2012 issue of The Toronto Star, Dr. Adrian Owen, the study’s senior investigator and the Canada Excellence Research Chair in Cognitive Neuroscience and Imaging at the university’s Brain and Mind Institute, stated, “When we looked at the data, the bottom line is the whole concept of IQ – or of you having a higher IQ than me – is a myth. There is no such thing as a single measure of IQ or a measure of general intelligence.” The study involved 100,000 participants from around the world, taking twelve cognitive tests, and a smaller group which underwent brain scans. The study was advertised through New Scientist magazine and at the website Discovery.com, and as a result it became the largest online study of intelligence.
There is no one area of the brain that accounts for intelligence.
ADHD Drug Use Increases in New Zealand
The study results reveal that there is no one area of the brain that accounts for intelligence. In fact, three different parts of the brain, those involved in verbal ability, reasoning, and short-term memory ability, all contribute to intelligence. Some other interesting bits of information came out of this study. For example, people who play video games outperform those who don’t in reasoning and short-term memory. At 62, and living in a Spanish-speaking country, I’m delighted to learn that aging doesn’t impair verbal ability. Unfortunately, age does eventually have a detrimental effect on reasoning and short-term memory. Perhaps I should start playing Mario with my grandchildren!
In a recent edition of The Dyslexic Reader we reported on the increase in ADHD diagnoses in the United States. Apparently, our country isn’t the only one seeing an increase in this diagnosis and the use of medication to control symptoms. Nicola Brennan-Tupara, of Stuff.co.nz, reported in May of this year that in New Zealand prescriptions for drugs to treat hyperactivity increased from 60,000 in 2001 to 100,000 in 2011, and to treat attention deficit, increased from 5,800 to 8,400 over the same period. Dr. Frances Steinberg, a psychologist with expertise in behavioral science believes that part of the increase is the result of children with other problems, like fetal alcohol syndrome, sleep deprivation or anxiety, being too hastily diagnosed with ADHD in error. But not everyone agrees; some believe that better public awareness of the symptoms of ADHD is driving the increase in diagnosis and medication use. Still others consider that ADHD is a difficult disease to diagnose requiring more than a simple office visit. Waikato University psychologist, Carrie Barber, stated, “You’d need to go out and see them in a school setting, but that takes a lot of resources and psychiatrists and pediatricians don’t have the time to do that.” v
THE DYSLEXIC READER
v United Kingdom (continued) Marilyn Lane Redhill +44 (0173) 776-9049 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson Longhope Gloucestershire +44 (01452) 830 056 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Caroline Smith Moggerhanger Bedfordshire +44 (01767) 640 430 Judith Shaw also Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Drs. Renée van der Vloodt also Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Tracy Trudell London +44 (519) 494-9884 Evelyn White Walton-on-Thames, Surrey +44 (01932) 243 083 The Blueberry Center Margarita Viktorovna Whitehead also DDA Director Richard Whitehead, MA MPhil (Oxon), Dip.RSA(SpLD), PGCE DDA Director Davis Supervisor/Specialist Davis Advanced Workshop Presenter DLS Mentor & Workshop Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) Paul Francis Wright Ambleside Cumbria +44 (077) 9684 0762 v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Gold Canyon +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Reading Research Council Dyslexia Correction Center Ray Davis also Autism Facilitator/Coach, Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990
Famous Dyslexics Remember
Sally Gardner Sally Gardner is a British writer and illustrator of books for children. She is severely dyslexic and didn’t learn to read until she was 14 years old. Nonetheless, she attended art college, and later, drama college, and did quite well. Sally is the winner of the 2012 Costa Children’s Book Award for her 2012 book, Maggot Moon. Her 2005 book, I, Coriander, won the Nestlé Children’s Book Gold Award, and was considered for the Carnegie Medal in 2005, the British Children’s Book of the Year in 2006, and the Stockton Children’s Book award in 2007. Sally recalls the time before she learned to read as “the dyslexia dark ages.” Regarding her winning the Costa award for Maggot Moon, she told The Independent, “I would like my winning this prize to be an inspiration for anyone who dreams. We test people far too much in this country, especially little people. We are all special. Everyone is special, and has special needs. Lots of them don’t fit into mainstream education. We fail a lot of them. They don’t get a chance. We write them off far too early. My education was a write off. I couldn’t do any of the exams. I was totally ignored, and I’ve never forgotten it.” The hero of Maggot Moon, Standish Treadwell, is a teenager, written off by his teachers and living in a totalitarian society. He neither spells nor thinks like everyone else. Sally remembers very well, the situation her character lives with in Maggot Moon. “I have a very vivid memory of learning to read… and I remember what it was like not being able to read as well. I could always tell stories, especially ghost stories. I would scare the pants off people with them. Then I worked in theatre for fifteen years. Then I met an amazing editor who told me, ‘You can write. Don’t be frightened, just write it.’” A lot of readers are very glad she took his advice!
Dav Pilkey Dav Pilkey is a popular American author and illustrator of books for children. He’s a perfect example of the fact that teachers never know which kid in their class might grow up to be a famous and beloved author. Dav is best known for his Captain Underpants series, although he has written many other series of books (he has published books under the names Sue Denim, George Beard and Harold Hutchins). In elementary school in Ohio, he was diagnosed with ADHD and dyslexia. There, his desk was frequently moved out into the hallway for disruptive behavior, and it was in that hallway that he created the Captain Underpants character during second grade. “I remember one teacher who used to rip up my books and tell me I’d better start taking life more seriously, because I couldn't spend the rest of my days making silly books,” he notes on his Web site, www.pilkey.com. “Fortunately, I wasn't a very good listener… “I think most of my teachers expected me to be a failure,” Pilkey says. “It's probably a good thing that I had so much to rebel against.” He dislikes labeling children with terms like hyperactivity. “I really can't answer for anybody but myself. It made me feel stupid ... like I was destined for failure.” While working at a Pizza Hut, the ‘e’ was omitted from his nametag, and Dav has continued to use that spelling. His first book, World War Won, won a competition for student authors while he was in college, majoring in art, and part of the prize was its publication. Some of Dav’s other book series are Dumb Bunnies (1994-1997), Ricky Ricotta’s Mighty Robot (2000-2006), and Big Dog and Little Dog (19971999). In 1997 his book The Paperboy, won the Caldecott Honor Award. In 1998, he won the California Young Reader Medal for Dog Breath!: The Horrible Trouble with Hally Tosis. And in 2007 the Captain Underpants series won a Disney Adventures Kids’ Choice Award. “He’s a genius” at getting reluctant readers into “the reading habit,” says Brooklyn, N.Y., public librarian Barbara Genco, former president of the American Library Association's Association for Library Service to Children. “Pilkey has never lost touch with what preadolescent boys (7 through 9) find funny.” Pilkey’s message for kids struggling in school is, “Try to remember that being unsuccessful in school doesn't automatically mean you'll be unsuccessful in life. Lots of people who didn't excel in school still went on to have successful lives. For example, Thomas Edison's teachers thought he was retarded... but he ended up doing pretty well for himself.” Pilkey occasionally misspells words in his books, like ‘pore’ for ‘pour.’ He does this deliberately, “hoping that kids will read George and Harold's comics, notice the mistakes and realize that creativity doesn’t depend on proper spelling, flawless grammar or even perfect artwork. I'm hoping these ‘less than perfect’ comics will encourage kids to try being creative on their own, without the often paralyzing fear of ‘messing up.’” v
v California (continued) Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Norco +1 (951) 582-0262 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst and Autism Facilitator Coach Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Dorothy (Dottie) Pearson Vacaville + 1 (707) 334-7662 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Janet Confer Littleton +1 (720) 425-7585 Annie Garcia Wheat Ridge/Denver +1 (303) 423-3397 Crystal Punch also DLS Mentor Centennial/Denver +1 (303) 850-0581 Karen Johnson Wehrman Denver +1 (303) 243-3658 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Dr. Yolanda Davis-Allen Ft. Gordon + 1 (706) 772-5567 Lesa Hall also Autism Facilitator/Coach Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You also Autism Facilitator/Coach Ewa Beach/Honolulu +1 (808) 685-1122 Idaho Kelley Phipps Fruitland + 1 (208) 949-7569 Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805
THE DYSLEXIC READER
Keep On Reading Aloud
you listen to well written prose, just as when you read it for yourself, you unconsciously develop a feeling for syntax and the cadence of the language. You gradually come to internalize that language, which over time affects your oral expression, and also how you express yourself in writing. All good writers are readers first, and part of their reading experience is being read to. By Laura Zink de Díaz Trelease also tells us that read-alouds work well Davis Facilitator in Bogotá, Colombia because they ‘broaden the menu’: when a teacher reads a good book above student reading level, he One of my strongest memories of my parents, is shows students that the good stuff – the great books watching and listening to my mother read articles – are coming down the road, if they stick with it. that interested her – sometimes very long ones – This is even more important with children to my father. She was a teacher; he was a college who find reading challenging. Korbey tells us of English professor. They didn’t both always have the experiences recounted by Dr. Jessica Voigts, time to read everything they were interested in, author of the Wandering Educators blog. Dr. Voigts so on occasion, one would read to the other, who homeschools her daughter, on the road, all over the listened and worked on some household task that world. From her point of view, “Reading together – didn’t interfere with the ability to listen. My sisters with her watching the words as and I often listened in, and we I read, and then her reading to developed an understanding Motivation, interest, me – is a way to be together, to that there was nothing more experience the world, to enjoy and engagement are natural than to read something a common pleasure. I read to often enhanced when you enjoy, find interesting, her, about two-thirds of the teachers read aloud funny, or really irritating to time, and then she takes over another person. I love living and to middle school for one-third of the time. working in Colombia, but one students. We pass the book back and of the disadvantages is that my forth, although we’re usually neighbors and friends, the few right next to each other.” relatives who live here, are all Spanish-speakers. Dr. Voigts doesn’t read to her daughter only for I’d love to share some of what I read with them, academic benefits: “This is a time – tweens, teens but alas, to share with them I must translate and – when life is full of craziness. This is one way to merely summarize. Not nearly as interesting or have a place of rest, of being, something to count meaningful for them or for me! on each day. Shared words have power, an energy So I was interested to read a blog post by Holly that you can’t get from TV, radio, or online.” Korbey about the benefits of teachers reading to It seems to me that life is becoming more full middle school students. Like me, she’s a fan of The of craziness for people of any age! Shared reading Read-Aloud Handbook by Jim Trelease. The Readas a place of being and rest is very appealing to Aloud Handbook was first published in 1979. It me. School is becoming so stressful, and middle became an immediate best seller, and the seventh school, for obvious reasons, has always been a edition is to be released this July. Trelease says that stressful place. What a wonderful gift to give those “The first reason to read aloud to older kids is to young adolescents – a time to relax, and follow consider the fact that a child’s reading level doesn’t an interesting story. Relaxing for the youngsters, catch up to his listening level until about the eighth and also for the teacher, who can engage in grade. You have to hear it before you can speak this valuable activity, knowing that the kids are it, and you have to speak it before you can read it. benefiting on several different levels, even though Reading at this level happens through the ear.” they may think all they’re doing is taking a break! I’m not sure I would agree 100% with that last statement, which Trelease bases on a 1984 study Read Holly Korbey’s entire blog post, by Dr. Thomas G. Sticht showing that children Why Reading Aloud to Older Children Is Valuable, can understand books read aloud to them, even at: http://tinyurl.com/aawvnun when the books are beyond their reading level. The research study (A Survey of Teachers’ ReadThat finding, I do agree with! In fact, as Korbey tells us in her blog, researchers Lettie Albright and Aloud Practices in Middle Schools) by Lettie Albright and Mary Ariail is available in PDF Mary Ariail found that motivation, interest, and engagement are often enhanced when teachers read format at: http://tinyurl.com/qb3vwxp aloud to middle school students. If you’re interested in Jim Trelease’s The Read To my mind, the motivation and engagement Aloud Handbook, the most recent edition is not by themselves are sufficient reason to read aloud yet available on Amazon.com, but you will find to older students! I’d add that reading aloud to the sixth edition there at: http://www.amazon. youngsters will improve their vocabulary. They com/Read-Aloud-Handbook-Sixth-Jim-Trelease/ pick up new words and incorporate them into dp/0143037390 their speech unconsciously, having figured out the meaning from the context. Listening to others Dr. Jessie Voigts’ blog can be found at: http://www. read can even help improve a child’s writing. As wanderingeducators.com/ v
THE DYSLEXIC READER
v Illinois (continued) Susan Smarjesse Springfield +1 (217) 789-7323 Indiana Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Tina Kramer Greensburg +1 (812) 614-7614 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Kansas Kristi Thompson also DLS Presenter-Mentor Manter +1 (719) 529-5276 Louisiana Kathryn Kovac Sterlington +1 (318) 789-8976
Newly Licensed Davis Facilitators
Cathie Day Geraci “I discovered the Davis Method in March of 2011 when my son underwent dyslexia and autism programs. Within 15 days my son had improvements in understanding language, speaking, reading, writing, drawing, eating more foods and understanding the world around him. I saw the Davis magic again two months later when I translated programs for a friend. It was at that moment that I decided to become a Davis Facilitator. I am an American living in Venice, Italy. I am married to a gondolier and have three children, all of whom have beautiful minds and all have benefited from the Davis Method.” Campiello Italo Svevo 5, Murano/VE, Italy +39 (041) 739 527 email@example.com Angie Bricker-Jones “Over the years I have worked with children as a teacher, behavioral consultant, educational consultant and tutor, but was not able to find a program that made a significant difference for children with learning disabilities and attention difficulties. That is, not until I found the Davis Dyslexia Correction Program! Now that I have become a Davis Facilitator, I am excited to provide the program for people of all ages throughout Western and Northern Canada as well as in Northwestern USA (including Alaska).” Nomad Educational Services. 4996 140 Ave, NW, Williston, ND, 58801 +1 (701) 660-8860 In Canada: +1 (403) 635-0600 firstname.lastname@example.org
Smrati Mehta Robin Mangum “The reasons the Davis Method captivated “What a wonderful opportunity! I am an elementary school me can be stated in few words: the Davis teacher now, teaching second grade. I chose to become a experience compelled me to change my life, Licensed Davis Facilitator to assist students and adults with and devote all my energies and expertise learning disabilities.” Caliente, Nevada 1-775-962-1104 to bringing Davis to people in need. With email@example.com more than 17 years of experience in the corporate world, at a prestigious organization, I held a responsible position Katharine Aranda Vollmer in technology management. All of it now seems less “I’m a licensed preschool teacher specializing in Play significant. I consider myself privileged to be certified as a Psychotherapy. I collaborate on books for children at Davis Facilitator. There is no greater satisfaction than doing the preschool level, and now I’m also a licensed Davis something you believe in. As a Davis Facilitator I can Facilitator!” Morelos 15, San Jerónimo Lídico, Mexico City, bring change into the lives of my clients by helping D.F. CP10200, Mexico 044 553 200 7143 them overcome their problems and realize their potential. firstname.lastname@example.org This thought inspires the name I chose for my service: The Gifted’s. They are the people gifted with picture Nicole Dirksen-van de Bunt thinking.” The Gifted’s - Learning Solutions. B 301, “As an experienced primary school teacher, Glen Gate, Hiranadani Gardens, Mumbai, India 400 076 I have always been interested in children +91 (989) 277 1795 email@example.com with learning challenges, in particular reading problems. Once I read about the Els Neele Davis Method I became interested. I started “I’m so happy to start working as Davis Facilitator. I’m the Davis counseling training, did my first Davis Program looking forward to helping many people with this special and was absolutely convinced when I saw the results. method. Besides Davis I also teach history at the high I will open my practice in ‘s- Hertogenbosch. The name will school level. My father is a Davis Facilitator, and when I was be Lindgren Counseling, named after the famous author struggling to find a job I gave Davis a try. I’ve been loving it Astrid Lindgren, creator of the wonderful and inspiring since the very first workshop.” Neele Right-Brain Learning, character, Pippi Longstocking.” Lindgren Counseling. Vleutenseweg 100, 3532 HM Utrecht, Netherlands Guldengaarde 8, 5234 GG ‘s- Hertogenbosch, +31 (06) 2537 5060 Neele.firstname.lastname@example.org Neele-rightbrain.nl The Netherlands +31 (621) 338 868 email@example.com Suzanne Buchauer Dyslexia Works is the name of my new centre, opening Tina Kramer in Kew, Victoria (Melbourne) Australia. The centre is Tina has a degree in elementary education. located at the end of a cul-de-sac in a very leafy and quiet She has taught Primary and Secondary school neighbourhood. I hold a BA in English, MA in Education, in the USA and Hong Kong. She established and Secondary Teacher Certification. My personal interests The Learning Gift LLC as a center to support are: Tai Chi, Yoga, learning to play the piano, and being a individuals with learning differences, so that wife and mother to two wonderful children: Christopher they may realize their true potential in an environment that (13) and Teresa-Marie (10). Dyslexia Works, 12 Vista Ave, respects their learning style. The Learning Gift, LLC. Kew, VIC, Australia +61-03-981-74886 712 North County Road 850 East, Greensburg, IN 47240 Suzanne@dyslexia-works.com.au +1 (812) 614-7614 Kentina4@yahoo.com Janette Padinis Elaine Lions Ramírez Dyslexia Solutions, 3 Jones Ct, “At the Centro Integrare we will support the development Aspendale Gardens, Victoria 3195 of the whole person, discovering and strengthening our Australia +41 202 1604 clients’ talents and abilities, with the goal of improving firstname.lastname@example.org their quality of life.” Centro Integrare. Magallanes No. 498 Fracc. Reforma, Veracruz, Ver., Mexico 91919 +52 (229) 152-1763 email@example.com
Massachusetts Karen LoGiudice also Fundamentals Workshop Presenter also Autism Facilitator/Coach Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 997-4642 Michigan Molly Scoby Greenville +1 (231) 250-7260 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Grand Ledge/Lansing +1 (517) 652-5156 Minnesota Cyndi Deneson also Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Clark Brown Roach +1 (573) 552-5772 Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Montana Elsie Johnson also Autism Facilitator/Coach Manhatten +1 (406) 282-7416 Nebraska Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Robin Mangum Caliente +1 (775) 962-1104 New Hampshire Glenna Giveans also Autism Facilitator/Coach Lebanon + 1 (603) 863-7877 Michele Siegmann also Autism Facilitator/Coach Mason/Manchester/Boston +1 (603) 801-1247 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037
New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Niedermeier Byron +1 (585) 233-4364 North Carolina Gerri W. Cox also DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 North Dakkota Angie Bricker-Jones Williston +1 (701) 660-8860 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Oklahoma Ashley Grice also Autism Facilitator/Coach Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Nicki Cates Portland +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Janell Warkentin Keno +1 (541) 647-0841 Pennsylvania Marcia Maust also Autism Facilitator/Coach also Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson also DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown also DLS Presenter-Mentor Colleen Millslagle also DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park +1 (512) 918-9247 Karen Hautz Houston +1 (281) 501-9871 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394
THE DYSLEXIC READER
CONGRATULATIONS TO THE FOLLOWING DAVIS FACILITATORS!
A big welcome to our newest Autism Approach Facilitator/Coaches: Monica Amrein – Switzerland Angela Gonzales – USA, California Anne Guignard – Luxembourg Elisabeth Helenelund – Finland David Hirst – USA, California Heida Vidarsdottir – Norway And congratulations to our newest Supervisor Specialists: Marja Steijger (Netherlands) and Richard Whitehead (United Kingdom) Our newest Advanced Workshop Presenter is: Richard Whitehead – United Kingdom Our newest Autism Approach Training Supervisor is: Georgina Dunlop – United Kingdom
DAVIS TRAINING PROGRAMS
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.
For more information about training and a full directory of Davis providers, visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.
THE DYSLEXIC READER
Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 pounds) • Clay cutter The Davis Methods • Webster’s Children’s Dictionary for Young Learners (hardcover) Davis Focusing Strategies provide • Punctuation Marks & Styles Booklet children with the self-directed ability to be physically and mentally focused • Two Koosh Balls • Letter Recognition Cards on the learning task at hand. • Laminated Alphabet Strip Davis Symbol Mastery enables • Stop Signs for Reading Chart children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.
Paula Marshburn Tyler +1 (903) 570-3427 Dorothy Owen also Supervisor-Specialist also Autism Facilitator/Coach Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Beverly Parrish League City +1 (281) 638-0297 Laura Warren also DLS Workshop Presenter-Mentor Lubbock +1 (806) 790-7292 Utah Theresa Craig St. George +1 (435) 668-6937 Cynthia Gardner American Fork +1 (208) 409-9102 Virginia Donna Kouri Rockville +1 (804) 240-0470 Angela Odom also DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley and Autism Facilitator/Coach Blackburg +1 (540) 552-0603 Washington Elizabeth (Liz) Bertran Lake Stevens +1 (425) 231-9705 Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane +1 (800) 371-6028 (Toll-Free) +1 (509) 443-1737 West Virginia Allison Boggess Culloden +1 (888) 517-7830 Gale Long also Autism Facilitator/Coach also Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin Anne Mataczynski also Autism Facilitator/Coach Wausau +1 (715) 551-7144 Marla Verdone Janesville +1 (800) 753-8147 (Toll Free) Wyoming Kelly Attebery Laramie +1 (307) 221-3081 v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326
The Kit is priced at $129.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1 (888) 999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.
This Directory is current as of June 1st, 2013. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.
THE DYSLEXIC READER
Basic Workshop for Primary Teachers
Teachers, would you like to…
• Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” “In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California
• Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy.
• Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
2013 DATES & LOCATIONS
Date Location Telephone
United States July 11-12 July 25-26 July 30-31 Aug 1-2 Aug 1-2 Oct 10-11 Amarillo, Texas Tyler, Texas +1 (806) 790-7291 +1 (903) 531-2446
Brookings, South Dakota +1 (605) 692-1785 Shallotte, North Carolina Tyler, Texas Tyler, Texas Richmond, Virginia +1 (910) 754-9559 +1 (903) 531-2446 +1 (903) 531-2446 +1 (804) 833-8858
Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person
Early registration discount available (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $89 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required.
Oct 21-22 Canada Aug 20-21 Aug 26-27
Edmonton Alberta Victoria BC
+1 (780) 489-6225 +1 (250) 245-8412
Would you like to bring a DLS workshop to your school/area?
Call 1 (888) 805-7216, and ask for Paula McCarthy.
For more details and tthe latest schedule of Workshops, please visit www.davislearn.com
THE DYSLEXIC READER
Materials included with workshop
The Gift of Dyslexia Workshop
Read the book? Take the next step in helping others correct dyslexia. Attend this workshop! WORKSHOP OUTLINE DAY ONE
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session
Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)
Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures
To register for US workshops call toll free 1 (888) 805-7216, or visit www.dyslexia.com/event.htm
2013 – 2014 WORKSHOP SCHEDULE
July 1 – 4, 2013 Malvern, Worcestershire Presenter: Richard Whitehead Language: English, Russian, Italian Telephone: +44 330 001 0680 Email: firstname.lastname@example.org
October 31 – Nov 3, 2013 Paris Presenter: Ioannis Tzivanakis Language: English & French Telephone: +49 (040) 25 17 86 22 Email: email@example.com
October 7 – 10, 2013 Dallas, TX Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: firstname.lastname@example.org November 13 – 16, 2013 Amesbury, MA Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: email@example.com February 26 – March 1, 2014 Burlingame, CA Presenter: Larry Smith, Jr. Language: English Telephone: +1 (888) 805-7216 Email: firstname.lastname@example.org March 19 – 22, 2014 Dallas/Irving, TX Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: email@example.com
July 22 – 25, 2013 Hamilton Waikato Presenter: Lorna Timms Language: English Telephone: +64 274 399 020 Email: firstname.lastname@example.org
Nov 21 – 24, 2013 Bologna Language: English & Italian Presenter: Ioannis Tzivanakis Telephone: +49 (040) 25 17 86 22 Email: email@example.com
October 24 – 27, 2013 Berlin Presenter: Ioannis Tzivanakis Language: German with English translation Telephone: +49 (040) 25 17 86 22 Email: firstname.lastname@example.org
July 8 – 11, 2013 Burlingame, CA Presenter: Larry Smith Language: English Telephone: +1 (888) 805-7216 Email: email@example.com
For updated workshop schedules visit: www.dyslexia.com/train.htm
1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010
• ic 28Dys • lex´
˜ Read´ • er
PRESORTED THE DYSLEXIC READER STANDARD U.S. POSTAGE
CHANGE SERVICE REQUESTED
BURLINGAME, CA PERMIT NO.14
USA Workshop Information Questions?
Toll Free: 1 (888) 805-7216 1 (650) 692-7141 email: firstname.lastname@example.org
The Gift of Dyslexia Workshop
Come learn and experience the Davis Dyslexia Correction procedures first hand!
2013– 2014 INTERNATIONAL SCHEDULE
2013 July 1 – 4 July 8 – 11 July 22 – 26 Oct 7 – 10 Oct 24 – 27 Oct 31 – Nov 3 Nov 13 – 16 Nov 21 – 24 2014 Feb 26 – Mar 1 March 19 – 22 Burlingame, CA Dallas, TX USA USA Malvern Worcestershire Burlingame, CA Hamilton Waikato Burlingame, CA Berlin Paris Amesbury, MA Bologna UK USA New Zealand USA Germany France USA Italy
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.
Who should attend:
• Reading Specialists & Tutors • Parents & Homeschoolers • Resource Specialists • Educational Therapists • Occupational Therapists • Speech/Language Therapists
Participants will learn:
• How the Davis procedures were developed • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting.
USA Workshop Fees • $1175 per person • Academic units and CEUs available
CALL 1 (888) 805-7216 for special discounts and early bird rates!
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1 (888) 805-7216 Fax: 1 (650) 692-7075 E-mail: email@example.com DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: firstname.lastname@example.org SWITZERLAND Tel: 41 (061) 273 81 85 E-mail: email@example.com DDA-Latin America Calzada del Valle #400 Local 8 Colonia del Valle Garza García, Monterrey Nuevo León México, CP 66220 Tel: 52 (81) 8335-9435 Email: firstname.lastname@example.org DDA-Nederland Jacques Schreursstraat 25 6074 CR Melick NEDERLAND Tel: 31 (475) 520 433 E-mail: email@example.com DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0) 330 011 0680 E-mail: firstname.lastname@example.org DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: email@example.com
Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask for our booklet.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.