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Dys•lex´ ic Read´ er • •
Davis Dyslexia Association International
ISSUE 4 • 2008
Davis Attracts a Big Crowd in Guadalajara, Mexico!
By Alice Davis
N AUGUST 25, 2008, Ron Davis gave a lecture at TecMilenio University in Guadalajara, Mexico. In the audience were over 600 attendees, eager to hear Ron’s story, and learn about dyslexia and Davis Dyslexia Correction. This amazing event was hosted by Maria Silvia Flores Salinas, Director of Davis Latinoamerica, the new representative for Davis training services throughout Latin America and Spain.
(Cont’d on p. 6)
A capacity crowd came to hear Ron Davis speak in Guadalajara, Mexico last August.
(Cont’d on p. 6)
IN THIS ISSUE
News & Feature Articles Davis Attracts a Big Crowd in Guadalajara, México . . . . . . . . . . . . . . . .1 News from the Whole Dyslexia Society . . . .1 More Than They Ever Expected . . . . . . . . . .3 In Simon’s Own Words . . . . . . . . . . . . . . . . .8 Dyslexics: The Untapped Scholars . . . . . . . .12 The More Things Change... . . . . . . . . . . . . .13 Musings on “Assuming the Best” . . . . . . . .14 The Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Steadfast Uchi . . . . . . . . . . . . . . . . . . . . . . .16 Charla de Ronald Davis Muy Concurrida en Guadalajara, México . . . . . . . . . . . . .20 Dyslexia Exhibit Wins New Zealand Landscape Award . . . . . . . . . . . . . . . . . .21 Davis-leerstrategieën Nederland . . . . . . . .22 Regular Features In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Why Punctuation Really Matters . . . . . . . . .6 Famous Dyslexics Remember . . . . . . . . . . . .9 Lazy Readers’ Book Club . . . . . . . . . . . . . .10 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Humor Corner . . . . . . . . . . . . . . . . . . . . . . .19 New Davis Licensees . . . . . . . . . . . . . . . . .24 Davis Workshops . . . . . . . . . . . . . . . . . 26-28
News from The Whole Dyslexic Society
By Sue Hall, Davis Facilitator, West Vancouver, BC, Canada
The Whole Dyslexic Society was founded by Sue Hall in 2002. Her son, George, really started the whole process 11 years ago when he was 10. At the end of his program, he told his mother “Dyslexia is like a wound. In the past they’ve given me band-aids for it, and now I can heal it myself.” George is now in his third year at Capilano University studying chemistry, physics, and math. And he serves on the board of The Whole Dyslexic Society. The Society is delighted to announce that Ron Davis will once again be our guest of honour at our second annual fundraiser, SHIFT 2008. The fundraiser will take place on November 7, in Vancouver BC. The
Ron Davis at the SHIFT 2007 fundraiser for the Whole Dyslexic Society in Vancouver BC.
name comes from a comment by a mother: “All we have to do is SHIFT our perception of dyslexia…” This year our theme is “We’re good at what we do because of our gift, not in spite of it.”
(Cont’d on p. 7)
THE DYSLEXIC READER
In the Mail:
He asked about what I was reading and I told him. He wouldn’t let me stop reading to him! “Now you understand ...” When I got to the section about I am writing this letter to thank you how reading was like torture his eyes from the depths of my being, for lit up. He said, “That’s it, that’s exactly writing The Gift of Dyslexia. It has been a long journey, getting it, Mom, now you understand what it’s to fourth grade with my nine-year-old like.” I was stunned. I had no idea son. After having eliminated all other what he had been going through all these years! possibilities (eyes: good, hearing: He is being officially tested at good, IQ: good, ADD: doesn’t have it), school today and we should get the I asked his school to test him for dyslexia. Knowing very little about it results back soon. I’m pretty certain I myself, I didn’t know where to turn to know what they will be. Finding your find answers. I went to the bookstore book was such a blessing. It gave me a clear picture of what dyslexia is and yesterday and found The Gift! what goes with it. Now I truly feel I didn’t stop reading until I finished. When I got to the page about there is hope for my son. Many, many thanks to you for the brown horse I called my son in to read it. He read through it and I asked changing our lives! him what it meant. He said the rock —R. Graeff had legs and jumped over the fence!
Copyright 2005. Randy Glasbergen. www.glasbergen.com
Some words of encouragement. Sometimes my nine-year-old daughter had a hard time in school. Looking back, I can see now that she was disoriented. I was thinking about getting the home program–a Kit with DVDs. My husband ruled that out; it was summer, and with five kids, it would have been near chaos to manage it at home. We bit the bullet and had her do the program with a Davis Facilitator. Wow. I love it and recommend it for sure. My daughter made the straight A honor roll just last week! Now, it isn't easy. We’re almost done with the trigger word list, and it has been hard work. But she is determined and wants to read well. I’m telling you this to encourage you to consider a Davis Program. The results are so worth it. I would do it again in a heart-beat. I know that if my daughter hadn’t done a Davis Program, this would be a really frustrating year.
From one mom to another
—A satisfied Mom
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 Diaz, Alice Davis & Abigail Marshall. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: email@example.com INTERNET: www.dyslexia.com
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
More Than They Ever Expected
• Prior to his Davis program, a boy had difficulty going out to eat in noisy places. He could barely eat, became very anxious, and afterwards he’d vomit. Because of this, his family never went out for meals. Since his family is from a small town, they remained in the city during his Davis Program week. During that Compiled and organized by Kim Ainis, period, for the first time in his life, Davis Facilitator in Chicago, IL, USA he ate at a very noisy restaurant, gobbled up all his food, had fun, One of the most exciting and and didn’t throw up! moving aspects of being a Davis • A 48-year-old man took his family Facilitator is seeing the powerful on holiday to Disney World in the changes the program causes in United states a few months after his people’s lives, extending far program. He discovered that he was beyond reading, writing, and able to go on fast, exciting rides math. Here is a selection of miniwith his children—something he stories of client successes and had never before been able to do. firsts in all areas of life. They‘ve been gathered from Facilitators Overcoming Perceptual all around the world, and are Distortion just a small sample of the kinds of changes clients experience. Feel free to send your own story to The Dyslexic Reader! Overcoming sensory overload • An 11-year-old girl tended to see the shine on polished linoleum floors in her school as holes filled with water. So she always hesitated before entering the gym or other rooms when the floors were freshly polished fearing she would sink into the floor. Through orientation, she was able to see these floors as they really are, and this problem disappeared. • An eight-year-old boy could not stand to be in buildings with tall ceilings. His perceptions told him that the ceiling was about to fall in on him. He would drop to his hands and knees, crawling to avoid being crushed. Despite being a talented gymnast, he could not take classes in a large gymnasium near his hometown. Orientation resolved this issue. By the end of his week-long program, he and his Facilitator toured a performing arts center, and an indoor athletic complex, and climbed the interior open-style stairs of the city’s tallest landmark, the
South Dakota State University Campanile Bell Tower. When he returned home, he joined the large local gymnastic club. • After 15 hours of his Davis Program, an 8-year-old boy went on a day trip with his family. As they crossed a bridge he began to feel really dizzy. His mom reminded him to check his orientation. Once he did that, everything was OK! Memory
• Before the program, a very successful 54-year-old businessman was unable to retain information from any conversations. What he heard and what his memory registered were very different. On day two of his Davis Program, he went to a restaurant. For the first time in his life, he was able to recall, from memory, the specials that the waiter had told him about. Balance & coordination
• A 9-year-old boy used orientation to eliminate his fear of the sound of flushing toilets. His brother realized that the noise bothered him, so he used to torture him with it. After the boy used orientation to de-trigger the sensitivity, it was no big deal any more, so his brother got bored and stopped picking on him! • A 50-year-old man rarely went grocery shopping because he was so overwhelmed with the sounds, sights, and smells in a grocery store. When he did shop, he often forgot things and it took hours. After the program, he shopped much more often, remembered what to buy, and it didn’t take nearly as long. He and his wife were both happy about this change!
• On the last day of his Davis Program, a boy surprised everyone by getting on his scooter. He had never been able to keep his balance on it before, but this time he glided across the room with his mind’s eye on his orientation point. When his father saw this, he said he wanted to give his son’s mind’s eye a big kiss! • After two days of her Davis Program, a 15-year-old girl said that she never missed a step any more going up or down the stairs.
Real world print
THE DYSLEXIC READER
• As a result of their Davis Programs, an 11-year-old and an 18-year-old both began to read the • A father called his daughter’s road signs on highways. They had Davis Facilitator to say that his never seen them before. The daughter now came and kissed him 18-year-old now understood how good night.Changes in people got from one place to another on the highway! Feeling good • Instead of always ordering last, choosing what someone else ordered because it sounded good, or always ordering the same thing every time at every restaurant, children and adult Davis clients begin to read menus. In one instance, the mother of a 14-year-old boy • After orientation an autistic client suddenly realized she was not sitting chose to walk five miles home. He next to him and couldn’t help him said it was because for the first time with the menu. But it wasn’t a in his life it “felt good.” problem, because he had already Changes in education made his choice by reading it himself. Mum cried… • A 42-year-old client never went on holiday by himself because he was terrified that he would get to the airport, be unable to read the signs, and might miss his plane. It was a very proud moment for him (and his Facilitator) when he told her that he was flying to Germany • Before the program, a high for a long weekend all by himself! school graduate was afraid she Relationships would fail in college. She decided that if she tried college she would only study arts (which she liked and was good at) and would avoid math and science (which she failed repeatedly). After completing Davis Programs in reading and math, she enrolled in college and majored in biology. Her grades in this major are all As and Bs. • Three days after her Davis • An actor in his 30’s said that he Program ended, a client did well could now begin dating. enough on her art history final • One boy started looking at his exam to raise her failing score from parents–in the face. He told the 43 to 67. The next semester she facilitator that he could now see made the leap from art to psychology when his mom was cross. and scored 76 on her first test.
The mother of a 14-year-old boy suddenly realized she was not sitting next to him and couldn’t help him with the menu. But it wasn’t a problem, because he had already made his choice by reading it himself. Mum cried…”
• During his Davis Program, a nine-year-old boy was able to catch a ball for the first time. That was his favorite outcome of the program because he was never picked for teams at school and felt embarrassed and isolated. • An athletic girl of 11 refused to play any games at school that involved balls. Disorientation made her think they were going to hit and hurt her. After orientation and doing the Koosh ball exercises, she got over her fear of balls and was happy to play basketball, volleyball, etc. • On the third day of his program a 13-year-old client went to basketball practice. The next day, she told her Facilitator she was playing better. At support training, her dad commented, “The coach came over to me and asked me what happened to my daughter. She is playing more aggressively and making more shots than ever before.” • A 25-year-old man went to rugby practice. While the coach explained the new moves, he found he was able to learn and remember them by getting oriented. When he went onto the field, he let his mind’s eye go. He played his best game, scoring a try, without ever being off side or in the wrong place. • After learning to get oriented, a 14-year-old who loved to juggle with balls felt confident enough to juggle with flaming torches. (Not in the Facilitator’s office!) • A nine-year-old boy gained enough confidence to swim across the pool at his swimming lessons. Before, he had been too afraid to try. “The point helped me.” • A 15-year-old swam a good distance from the shore to a raft he hadn’t dared to aim for earlier. “With the point I just felt confident.”
THE DYSLEXIC READER
• A seven-year-old needed over 1.0 • A 54-year-old man enjoyed ridcorrection in both eyes prior to his ing his motorcycle but often had Davis Program. After the program problems with balance. It caused one eye no longer needed any corgreat embarrassment when he fell rection and the other only needed .4. over at traffic lights or while trying This change was discovered just two to park in the garage. After his months after his program. Davis Program, he was happy to report that he no longer experienced • On the way home from her Davis this problem. His wife was pretty Program, an adult client called her happy about it too! Facilitator to thank her. She had pulled over to the side of the road Video games and was sobbing into the phone. She told her Facilitator that she loves • An woman got over her fear of opera and had begun to listen to one driving on high, winding roads by of her favorite CD’s. For the first lowering her dial and being oriented. time in her life she could actually She realized she was sending her hear all the nuances in the music. mind’s eye over the hills and scaring Until she did a program, she never herself. She is now a Davis Facilitator. knew that she wasn’t hearing all the • A college student was able to • Several teenagers have reported sounds. drive alone for the first time without higher scores on video games when These client stories were gathered from the being afraid, by using her dial and oriented. following Davis Facilitators: Kim Ainis orientation. (Chicago, IL, USA), Kim Carson (Brookings, • A man in his 50’s was such an Time SD, USA), Cathy Cook (Columbia, MO, erratic driver, his wife never dared to USA), Christine East (Kingsbridge, Devon, ‘nod off’ when he was driving. Now UK), Jacqui Flisher (Hungerford, Berkshire, UK), Edie Fritz (Phoenix, AZ, USA), Sher that he can get oriented, his driving Goerzen (Maple Ridge BC, Canada), Lesa has radically improved and she often Hall (Pooler, GA, USA), D’vorah Hoffman sleeps while he drives. (Toronto, Ontario, Canada), Glenys Knopp • As a result of a series of inconse(Darfield, Canterbury, NZ), Carol Nelson quential but scary driving accidents (Boulogne-Billancourt, France), Alison Syme on snowy/icy hills, a Facilitator’s • A 13-year-old client walked into (Darfield, RD, NZ), Beate Tiletzek (Waldkraiburg, Germany), and Laura Zink daughter gradually developed a fear the lobby on the third day of her of all driving. During her Davis Davis Program. She looked at a clock de Diaz (Bogotá, Colombia) Program, she used her alignment to and said, “Oh, it’s 12:35.” Then, in understand that the mental images the next breath she said, “Hey, that On achievement. . . she was creating while driving had clock has Roman numerals! I never nothing to do with reality. Now she read Roman numerals!” drives everywhere, fearlessly. Sensory enhancement • A college student frequently got lost when driving, biking, or using public transportation and needed to give herself an extra hour or so in case she got lost! After her program, she became able to find her way to her destination without allowing any extra time. Achievement seems to • On the afternoon of the third be connected with action. day of his Davis Program a 25-yearSuccessful men and women old man rode his motorbike and • A 26-year-old client discovered a keep moving. They make ended up on a gravel road. He was whole new world after Fine Tuning. worried when he got to that stretch mistakes, but they While his neighbor was trimming his of road because he had forgotten don’t quit.” hedge, the client was overwhelmed about the gravel. But he reported that to discover that the world was filled —Conrad Hilton it was easy, that he’d never felt so with smells. He had never noticed (1887 - 1979), American hotelier, balanced. As a teenager, he had them before! He enjoyed this new founder of Hilton Hotel chain watched his friends go over jumps, dimension a lot! but always fell when he tried. Driving, motorcycling, biking, using public transportation
PAGE 6 International Davis Dyslexia Correction Providers
Davis in Mexico (cont’d from p. 1)
THE DYSLEXIC READER
The Davis Dyslexia Correction program is now available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 [Toll free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898
El Público, one of Mexico’s most widely read national daily newspapers, featured a full-page article about Ron Davis.”
Cathy Calderón and Ron present the Mastery of Motivation and Responsibility Workshop
Heidi Rose Pennington /Adelaide +61 (08) 8240 1834 Joanne Zietsch Curtin ACT +61 (0) 2 6282 1225 Austria Annette Dietrich Wien +43 (01) 888 90 25
Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Caringbah NSW +61 (02) 9524 3837 Jan Gorman Eastwood / Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn /Sydney +61 (02) 9405 2800 Barbara Hoi Mosman / Sydney +61 (02) 9968 1093 Eileen McCarthy Manly / Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Mordialloc / Melbourne +61 (342) 030 54 05 John Reilly Berala / Sydney +61 (02) 9649 4299
The size of the audience was certainly due in part to the successful promotion of the event in several local newspapers. However, many others also had the opportunity to listen to a two-hour morning radio interview of Ron Davis and Ms. Flores by Adriana Corona Gil, on her program, “Simplemente Adriana.” This program is popular throughout Mexico, and has listeners in Brazil and Ecuador, as well as in Southern California and Texas in the United States. Adriana’s focus is on uplifting stories that promote the public good. In addition, El Público, one of Mexico’s most widely read national daily newspapers, featured a full page article about Ron Davis and Davis services, commonly known in Latin America as “el Método Davis.” This full-page story appeared on the back cover of El Público, a spot the publishers reserve exclusively for biographies of inspirational personalities. These biographies, read throughout Mexico, are selected solely based on the merits of the subject; the newspaper accepts no advertising from those featured Ron gets playful with Jose’s Cuervo! on this page.
The lecture was preceded by a Mastery of Motivation & Responsibility Workshop presented by Cathy Calderon, with Ron Davis assisting. Davis Facilitators and Trainees from Canada, Ecuador, Costa Rica, Argentina, Panama and many parts of Mexico attended the event. During the workshop Cathy Calderon rose to the status of Davis Workshop Presenter. She is now fully qualified and licensed to present all three of the Davis Facilitator Training Program Workshops. Congratulations, Cathy! Participants’ time in Guadalajara was not all work and no play. Also on offer was an optional excursion to the José Cuervo distillery in the town of Tequila about 45 minutes by car from Guadalajara. Many took advantage of the opportunity to tour the Cuervo facilities and “taste” their famous product!
Why punctuation really matters...
Dear John: I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy— please let me be yours. Gloria Dear John: I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we’re apart, I can be forever happy. Please let me be. Yours, Gloria
Gabriele Doetsch Leutasch/Innsbruck +43 (5) 214 64 57
THE DYSLEXIC READER
Whole Dyslexia Society (cont’d from p. 1)
Austria (cont’d) Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98 Belgium Thera Brugghe Roeselare +32 (051) 24 63 40 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Hilde Duchesne Brasschaat +32 (0)3 653 1371 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32
Dyslexia is like a wound. In the past they’ve given me band-aids for it, and now I can heal it myself.”
SHIFT 2008 will have as many engaging presentations and activities as it did in 2007!
to, and I also have never been more impressed than I was the day I listened to Ron Davis at The Gift of Dyslexia seminar. What an exceptional man! I think that Ron Davis is not just an exceptionally brilliant man who has overcome almost insurmountable obstacles through an extraordinary strength of spirit and character, but he is a very intuitive man who is tapping into something powerful. I feel truly blessed to have been given some insights from his wisdom and to have been linked to some really amazing people because of the program he created. Thanks so much for giving us back hope about our lives. ”
When the children get together, there is a very special and patently observable energy. There seems to be an immediate sense of safety, a realization that there really are other children out there with an Orientation Point, or Hands on Shoulders.”
Viki Vandevenne Bonheiden +32 (0473) 30 41 51
Last year, at our inaugural fundraiser, Ron spoke at the University of British Columbia, to an audience of over 380. He was in fine form and received a standing ovation. Following his talk, a large group of attendees enjoyed a cocktail reception and both silent and live auctions. The money raised went towards the four goals of The Whole Dyslexic Society, to: • substantially improve outreach; • provide scholarships for Davis Dyslexia Correction Programs; • encourage Davis Learning Strategies in schools; and • create a Centre for all of the above. Thanks to introductions from Donna Doerksen, a retired board director, we advanced towards our goal of improving outreach. Through Donna we were able to speak to the Vancouver School Board High Incidence Special Needs group, and the Learning Assistance Teachers Association about our distinct way of thinking and learning. The Society was also able to award four scholarships this year. One of our scholarship beneficiaries wrote the following: “Nicole was excited by the news of her scholarship, but I don’t know if she fully grasps just how much this is going to help her life. It has been a bit of a mystery to me also. I read and hear about how much it has done for other children, but it still seems like a dream that it will also help Nicole as much as it has helped many children like her. But I believe very much in the sincerity of the mothers I have spoken
Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505
Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06
The Fellowship of the Gift, an organization that brings together children and teens socially three times a year and for summer camp, also received support from The Whole Dyslexic Society this year. The youngsters have been snowshoeing, kayaking, and have twice gone on the UBC Ropes Course. They’ve also visited a bio-dynamic farm, enjoyed two Claymation workshops and curling. And this past summer they went llama trekking! When the children get together, there is a very special and patently observable energy. There seems to be an immediate sense of safety, a realization that there really are other children out there with an Orientation Point, or Hands on Shoulders. In this environment, children who normally have social challenges at school quickly begin to play with everyone else. When the young adults meet for dinner, we all know someone will be late, and someone will get lost–and that’s OK. We also have a Moms Untied group that enjoys swapping stories and suggestions, horror stories, and chocolate desserts!
Canada Wayne Aadelstone-Hassel Halfmoon Bay, BC +1 (604) 741-0605 Jean-Pierre Arbour Ottawa, Ontario +1 (613) 792-4068 +1 (866) 792-4067 (Toll-Free) Raylene Barnhill Fredericton, New Brunswick +1 (506) 458-0494 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225
Renée Figlarz Montreal, Quebec +1 (514) 815-7827
Sandy Farrell Hudson, Quebec +1 (450) 458-4777
Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free)
Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Gerry Grant Supervisor-Specialist Workshop Presenter Waterloo/Toronto +1 (519) 498-2424 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848
Sue Hall West Vancouver +1 (604) 921-1084 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 Carol Livermore Ottawa, Ontario +1 (800) 394-1535 [Toll Free] Julie Locke Truro, Nova Scotia +1 (902) 895-9015 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-0033 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec + 1 (514) 690-9164 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Kendra Rodych Saskatoon/Saskatchewan +1 (306) 227-7484 Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Kitchener Ontario +1 (519) 584-0873 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Canada (cont’d)
THE DYSLEXIC READER
In Simon’s Own Words ...
By Glenys Knopp, Davis Facilitator in Darfield, New Zealand
Simon was my first client after I received my spend his own money on books, something he Facilitator licence. At that time, in May 2007, wouldn’t have done previously. Simon was 13, and reluctant to let people Below is a speech he wrote for a school know about his dyslexia. English assessment. He Despite preferring to chose to do his speech on spend time outdoors, Simon It is an annoying disability. It dyslexia and researched makes spelling, writing and completed his trigger it independently. To reading difficult. In reading words within a year of his stand in front of his it can make you stumble on programme, a goal he had classmates and talk about words or skip them.” set himself. When I met it was a significant step his father a few months after the programme, for him. Simon is a high achieving and very he ‘complained’ that they couldn’t stop him motivated student. I feel privileged to have had reading now. Simon was even choosing to a part in his journey.
My Speech on Dyslexia
By Simon Taege Not many people know a lot about dyslexia, But when you get to year 7 and 8 you might like it is one of the most common learning have a huge difficulty in reading and spelling. disabilities. It makes up 60-80% of them. It Like making a lot of mistakes in reading or is an annoying disability. It makes spelling, having trouble with learning from a book. writing and reading difficult. In You may also have difficulties with reading it can make you stumble story writing because the sequence on words or skip them. In spelling gets mixed up. and writing you can’t write neatly In high school it still keeps and you have trouble remembering going. Some people with dyslexia words that you learnt to spell. may still be very slow at reading and To make it easier you can do understanding. It might be difficult a course with clay, making models, for you to take notes in class. You step by step, for words like “the,” might also have a lot of trouble “this,” and “a.” There are many learning a foreign language. But not Simon Taege - every one with dyslexia is the same. others, about 219 small words to now he won’t learn. After you have learnt them, stop reading! Some can read very well while any other word that you can’t spell others can’t. It is the same also you make in clay, and a model to go with with everything like spelling and writing. it. You learn techniques to stop getting You may also have a special talent in mucked up and to focus on things. But music, art, drama, or sport. You may also be for each age there are good with an engine, different problems. like John Britten. He was Over all, having dyslexia Like when you are a great designer and isn’t actually that bad. in preschool you might People do learn to cope with builder of motorbikes; not be able to talk as the company is called it and can go on and have well as other children or Britco. He even built a great successful lives.” remember rhymes or two-story house out of how to spell your name because you get an old stable. It even has a two-meter deep your letters mixed up. swimming pool. In primary school you might have Over all, having dyslexia isn’t actually difficulty with words that look and sound the that bad. People do learn to cope with it and same. Some things like full stops and capital can go on and have great successful lives. letters get put were they aren’t supposed to Einstein is proof of this. He was the world’s be, or you just don’t use them at all! You smartest man and he had dyslexia. So there might leave out –ing or –ed on the end of is a way through it. words or add them when not needed.
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THE DYSLEXIC READER
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Famous Dyslexics Remember
Sally Gardner’s original name was Sarah, but as a child she couldn’t spell it. Sally was easier, relating the loops in the letters to snakes and dance moves. Her teachers labeled her “unteachable;” an educational psychologist told her parents she was “word blind.” To Sally, that at least made sense. Then something “clicked” when she was 14, and she suddenly began devouring books. Now in her 50s, Sally Gardner is a very successful British writer and illustrator. “Why it’s taken me so long to write is because of confidence. When you have the level of learning difficulties that I experienced, your confidence is not good. At certain points in my life writing was the last thing I thought I could do.” In 2005, in spite of severe dyslexia, she published her first full-length novel, I, Coriander, which won the Nestlé Children’s Book Prize Gold Award. In total, Sally has written and illustrated nearly 30 books. She has twin daughters, and a son, all with some degree of dyslexia. “The difference is that they have a mother who is dyslexic … But I didn’t see it as a problem, I saw it as a gift and the problem lies with the way it’s perceived by the outside world.” You can visit her website at: www.sallygardner.net/index.html. There you’ll find books for Under Fives, Under Eights, and Under 108s. Pierre Curie was born in 1859 in Paris, France. His father, realizing that there was something different about his son, educated him at home with private tutors. Although dyslexic, by the time he was 14, young Pierre showed a remarkable passion and talent for mathematics. He began university studies at 16 and received the equivalent of a Master’s degree by age 18. Although he put off working on a doctorate until later, by age 21, he and his brother had discovered the piezoelectric effect—that when pressure is applied to certain crystals, they generate electrical voltage, and that when these same crystals Ansel Adams was born in San Francisco, California in 1902. A hyperactive child, he was expelled from several private schools because he was restless and inattentive. In 1915, his father decided to home school him. Today, he would probably have been diagnosed as dyslexic. From an early age, Adams was attracted to nature, collecting insects, exploring beaches, and watching the sky through the family telescope. In his youth he focused on music and planned to become a concert pianist. But
after his father gave him a Kodak Brownie box camera, his focus changed. In 1916, he visited Yosemite National Park for the first time and fell in love with its beauty. He decided that the purpose of his art, whether photography or music, was to reveal that beauty to others. Adams’ work expressed both beauty and emotion. Not only were his photographs enormously popular, he helped raise photography to an art form. Ansel Adams died in 1984. John Szarkowski states in the introduction to Adams’ book, Ansel Adams: Classic Images, published a year after his death, “The love that Americans poured out for the work and person of Ansel Adams …is an extraordinary phenomenon, perhaps even unparalleled in our country’s response to a visual artist.”
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are placed in an electric field they are compressed. Then began an amazing scientific career in crystallography, magnetism, piezoelectricity and radioactivity. He shared the 1903 Nobel Prize in physics with his wife, Marie Curie and Henri Becquerel. Because his early education had been “unorthodox” Curie was never fully accepted by the scientific community in France. Nonetheless he was awarded the Davy Medal of the Royal Society of London in 1903 (jointly with Marie) and in 1905 he was elected to the Academy of Sciences. His life and contributions were cut short when he was killed in a traffic accident in 1906.
THE DYSLEXIC READER
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Good stuff from ...
By Laura Zink de Diaz & Danny Brassell
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Recommendations from The Lazy Readers’ Book Club have been piling up in my inbox, so it’s time for me to share Danny Brassell’s “picks”–his list of great books for reluctant readers or those who just plain don’t have time for reading–and his comments on each. Danny knows we’re not lazy, just busy or in need of information and encouragement. At his website, www.lazyreaders.com, you can find Danny’s picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at Amazon.com 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. Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; and CH, for children’s books. He always lists a page count and some brief comments, as below. He usually posts about 10 recommendations per month, three or four per category. At the website, you can sign up to receive his monthly recommendations by email, just as I do! Kandide and the Secret of the Mists “Okay, I confess that the book is actually 288 pages, but it has big print and includes several appendices—and illustrator Maxine Gadd’s gorgeous full-color art pages of various characters. Fantasy is all the rage right now, and I highly recommend this book for anyone who enjoys The Chronicles of Narnia series. What I like best about this book is its message of overcoming adversity and maintaining hope. Precisely the kind of book I like to see adolescents reading.” Passion and Poison “This is the perfect book to read aloud to a class of sixth graders after a break with the lights turned off. Place a flashlight under your chin and relate any of the seven creepy tales, all featuring strong female protagonists.” If I Ran for President “Written for children, with terrific illustrations by Lynne Avril, I think a lot of adults should check out this book to better understand our election process.”
Kandide and the Secret of the Mists by Diana S. Zimmerman Publisher: Noesis Publishing 2008 Young Adult, 250 pages ISBN-10: 0979432820 ISBN-13: 978-0979432828
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Passion and Poison by Janice M. Del Negro Publisher: Marshall Cavendish Children’s Books (2007) Young Adult, 64 pages ISBN-10: 076145361X ISBN-13: 978-0761453611
THE DYSLEXIC READER
If I Ran for President by Catherine Stier Publisher: Albert Whitman & Co. (2007) Children, 24 Pages ISBN-10: 0807535435 ISBN-13: 978-0807535431
The Thrift Store Bears by Olive Evans Publisher: Teddy Traveler (2007) Children, 41 pages ISBN-10: 0974895407 ISBN-13: 978-0974895406
Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438 Irma Vierstra-Vourvachakis Rethymnon / Crete +30 283105 8201 or 69766 40292 Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 867 1928 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir DLS Presenter-Mentor Kópavogur +354 863 2005
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The Thrift Store Bears “Anyone who knows me knows how much I love to use poems and music to teach students of all ages. This is the perfect book, as it includes wonderful poems set to music by Jim Furmston and accompanied by Pat Woolley’s adorable illustrations. There are certain books that I read every day with my kids: Dr. Seuss, our children’s Bible, a book of nursery rhymes–and now this. My kids love it!”
Legend of the White Wolf by Max Elliot Anderson Publisher: Baker Trittin Concepts (2005) Young Adult - 128 pages ISBN-10: 0975288032 ISBN-13: 978-0975288030
Legend of the White Wolf “Nothing makes me happier than finding books that reluctant boy readers will enjoy. If you know a boy who hates reading, grab a book by Max Elliot Anderson. He, like me, hated reading growing up. We may share the same brain, as he thinks in terms of action. Reading this book was like watching a movie: fast and fun. Perfect summer reading.”
Bats at the Library by Brian Lies Publisher: Houghton-Mifflin (2008) Children, 32 Pages ISBN-10: 061899923X ISBN-13: 978-0618999231
Bats at the Library “This is part of a wonderful series of Bats books by Lies, and his illustrations and rhymes are always a crowd pleaser with kindergarteners. In this episode it takes a librarian’s read alouds to settle the bats down, and the illustrations, as always, are fantastic.”
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Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 India
THE DYSLEXIC READER
Dyslexics: The Untapped Scholars
By Richard Whitehead, DDA Director, The Learning People, Canterbury, Kent, UK
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and writing tasks with ease and enjoyment. And we give them the educational equivalent of an artificial limb–coping strategies. Coloured overlays, text-to-speech software, spell-checkers, repetitive drill-based exercises, memory devices–we excel in devising ever more support systems which we bolt onto the dyslexic person, without ever asking ourselves the question: How does this person think? And crucially: Is this person’s Imagine that someone who is only familiar natural thinking style an untapped learning with PCs suddenly comes across an Apple Mac computer for the first time. The interface resource? In the same way that Apple Mac computers are designed to run Apple Mac would look different, and most of the programmes that person had on disk wouldn’t programmes, can we design a dyslexic learning programme that honours and utilises load–because they were designed for a PC. So the person takes the computer back to the dyslexic intelligence? As a dyslexia shop and complains that it practitioner and consultant, is broken. That, essentially, is ...One of the astonishing I get to work and speak what we are doing with our things we discovered [in regularly with dyslexic dyslexic learners. our study]was that 75% adults, dyslexic children Last summer, we of the population claims and their parents. Here’s conducted some in-depth to understand little or what I know: dyslexic research into public nothing about how thinkers are imaginative, attitudes to dyslexia. I’m dyslexic people think.” intuitive and/or curious afraid to say the results were not encouraging. One of the astonishing people whose main learning tool is their imagination, intuition and curiosity. things we discovered was that 75% of the Dyslexic thinkers are sometimes population claims to understand little or referred to as “visual-spatial” learners–when nothing about how dyslexic people think. all the detail of a learning task is laid out in With dyslexic thinkers making up an estimated 10% of the population, most people a clear way, it’s as if it can be “seen” in the mind–as a whole, and in all its details. And have either a friend, loved-one, relative, colleague or client with dyslexia. So why are once a person has “got the picture” in this we so in the dark about how dyslexics think? way, the “picture” itself can be manipulated Maybe it’s because we’ve never thought to discover new possibilities–and that is to ask them. And that is one of the problems another dyslexic strength: multi-dimensional and lateral thinking ability. with the current definition of dyslexia as a No wonder that dyslexic thinkers are disability in law. found in abundance in professions such as Disabilities are not interesting. The word disability suggests a fixed, unchanging graphic design, architecture and engineering. problem—something broken in a person that And that, according to a recent study, if you are dyslexic you are twice as likely to own will never change or improve. If you are a two or more successful businesses than if doctor and your patient has lost a leg, you aren’t going to spend too long looking at why you are not. But here’s what’s interesting. If you and how it was lost; you’re going to arrange look at the main attributes of the academically for a wheelchair or artificial limb. excellent—for example, those who come out of So it is that we pre-assume that our university with a first-class degree rather than dyslexic students will never succeed a 2:1 (and, for my sins, I am one of that crowd academically, or be able to access reading In March 2008, the UK news was awash with comment on a study published by Hull University suggesting that 55% of those failing standard assessment tests in school are dyslexic. The sad thing is that this is an entirely avoidable tragedy. Dyslexic thinkers are among the brightest in our schools; what’s more, with the right approach, the dyslexic thinking style contains all the ingredients of academic success.
THE DYSLEXIC READER
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myself)—you find the same key attributes: thinking style— because they didn’t know strong imaginative and intuitive ability, that it was a thinking style. heightened curiosity, ability to “see” a problem Interestingly, some recent studies suggest in all its detail and then manipulate it. that when teaching methods are developed In my own dyslexia practice, I have come with the dyslexic thinking style in mind they across something that I call the “Simpsons stimulate non-dyslexic learners in new ways Factor” with a frequency too common to be explained ...Dyslexic thinkers are away as coincidence. Time imaginative, intuitive, and time again, I and my and/or curious people colleagues find ourselves whose main learning tool working with a “Bart”—a is their imagination, bright dyslexic child with intuition, and curiosity. reading and writing difficulties–only to discover that the same child has a sibling—a “Lisa”— too. Rather than who excels academically. If the same family— having “special the same gene pool –produces dyslexic thinkers needs,” maybe our dyslexic thinkers are in alongside academically strong children time and time again, then maybe the two thinking fact the litmus test of educational planning, styles have more similarities than differences? showing us the way to new teaching styles which will engage and excite all of our Are our scholars just the dyslexics who got learners–together. lucky with their learning experiences and so kept their dyslexic strengths without ever © Richard Whitehead. Reprinted with permission by the author. Originally published at the website of The developing a dyslexic difficulty? Learning People http://learningpeople.typepad.com. That’s not to say that every dyslexic You’ll discover other articles of interest about thinker is a natural academic scholar, or dyslexia, Davis Dyslexia Correction, and related would wish to take their versatile talents in issues in the UK at this website. such a direction. But the elephant in the room is that as educators we have labeled a rich thinking style as a disability. And in doing so, we have disabled not only our dyslexic learners, but the teaching profession itself, which for Richard Whitehead, director generations has been blocked from truly of The Learning People, and engaging with the dyslexic DDA Director in the UK.
The More Things Change…
Dr. Stephen Krashen at www.elladvocates.org, provides us with a little historical perspective about our children’s literacy. A hundred years ago, we could have read the same complaints: that standards had declined, that children in the 1850s spelled a lot better than pupils in the early 1900s, and that the fault lay in the schools. However, even then, one researcher painted a different picture: “… it will be of interest to note how the spelling ability of pupils today compares with that of our forefathers, particularly in view of the claim often made that the schools of today do not train the pupils as thoroughly in the fundamental subjects. One of the comparisons made in the Springfield test (Riley, 1908) was that of spelling ability. The same 20 words that had been given as a spelling test to 9th grade pupils in 1846 in Springfield, Massachusetts, were given again in 1906 to 246 pupils of corresponding age in the same school. The pupils in 1846 had made an average grade of 40.6%, while the pupils in 1906 made an average of 51.2%. A similar test, conducted in Cleveland in the years 1858 and 1909 showed one error less per child in the 1909 test. Apparently the ‘superior’ spelling ability in the good old days is an illusion.”
—Daniel Starch, p. 348 of his work, Educational Psychology (New York: MacMillan, 1923) Thanks to Stephen Krashen at www.elladvocates.org/blog for this eye-opener!
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THE DYSLEXIC READER
Musings on “Assuming the Best”
By Laura Zink de Diaz, Davis Facilitator, Bogotá Colombia
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Today I read an article for teachers recommending that they always assume the best about their students—their abilities, intentions, their desire to learn. It began well enough, stating that this assumption is essential for long-term learning and for positive connections to develop in classrooms. And I thought, “how refreshing that in the current oppressive environment in schools, where so many of our clients suffer painfully, someone, finally, injects a little humanity into the discussion!” Unfortunately, as I read further the article devolved into a series of recommendations about discipline and control, what we euphemistically call “classroom management.” It set me to remembering… My mother replied, ‘You know, you will be an unhappy person if you make a habit of expecting the worst from people. Try not to judge. You’ll be happier if you remember that everyone’s trying to do their best, even when they fail to.’”
E ASSUM ST THE BE
pick up the habit by osmosis. Or in self-defense. But somehow, perhaps just as a result of growing up, I did adopt the belief that assuming the best about people is the way to go. It’s been my experience that it’s often a self-fulfilling prophecy. When others can tell that you think they’re doing the best they can under any and all circumstances, they most often really do try to do just that. … And then I looked back on my 15 years as a public school teacher, where I put this same philosophy to work. In all those years only once did a kid behave so badly that I sent him to the office. It was so unprecedented, the secretary stared at him, wide-eyed. The vice-principal dropped his jaw and then leaned over to whisper, “What the heck did you DO? Ms. Díaz never kicks ANYONE out of class!” How could I have taught for 15 years in a public high school—supposedly the worst in the district—with no significant discipline problems? Of course, it would be nice to think that my brilliance kept my students’ interest and sense of success high. But I believe it was really just my single classroom rule: “All of us—students and teacher—are doing the best we can. Therefore all of us— students and teacher—deserve respect and support from one another at all times.” Simple and direct, covering a multitude of potential transgressions. And I put my belief in them right out on the table, from the start. It worked like a charm. I fear something so simple would not be considered “pedagogically sound” in today’s educational environment, rampant with testing and massive amounts of homework that patently declare we don’t expect or trust
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…Walking down a street with my mother when I was perhaps 13 years old. Something that happened at school that day had upset me. I have no idea what it was anymore—probably some boy had been mean to me, as usual. I must have made a judgmental statement about how this kid “always” behaved, and what kind of person that meant he was. My mother replied, “You know, you will be an unhappy person if you make a habit of expecting the worst from people. Try not to judge. You’ll be happier if you remember that everyone’s trying to do their best, even when they fail to.” I immediately felt ashamed. At that moment I had trouble believing I could follow that advice. Among the kids I knew, “ranking” on others, was as natural as breathing. I didn’t like it, but it was so much a part of everyday life at school, it was really difficult not to
THE DYSLEXIC READER
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 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453 Lia Vermeulen Huizen +31 (062) 3671530 Christien Vos Tolbert +31 (0594) 511 607 Netherlands (cont’d)
still had a long way to go, yet he was already children to learn except under threat of “consequences.” And as for discipline…. No a different person. There was no question in my mind or his mom’s that he had indeed learned charts plotting misbehavior curves? No red to use all his tools, and if he did the follow and green cards? No clipboard and red pen, no notes or phone calls home? Of course not, up exercises he would continue to improve. We make it clear from the moment of because none of those things reflect a belief assessment that we in our students’ ability, believe our clients are desire, or intention to We make it clear from the gifted. Our body learn. Or to be wonderful moment of assessment that we language, what we people. Nobody sees believe our clients are gifted. choose to say and not through adult hypocrisy Our body language, what we say, our focus on their better than kids, and that choose to say and not say, our strengths, rather than kind of “management” focus on their strengths, rather their difficulties, all communicates than their difficulties, all these these and more transparently that they and more communicate that communicate that are not in class to grow belief to our clients.” belief to our clients. or be trusted, but to be There are no cheap controlled. Do you find it at all surprising that they rebel, passively by prizes, no threats, no manipulation. No matter resisting learning, or aggressively, by disrupting how little or much they achieve, our actions affirm our belief that they are amazing people “the right of others to learn”? I don’t. … Finally, I returned to the present and and that every minute we are with them, we know they are doing the best they can. And contemplated my life as a Davis Facilitator. that is always enough. Strengthened by that Among the many things I enjoy about this work is that belief in the intention and ability acceptance, they then proceed to exceed their of our clients is basic to how we operate. Last own expectations. Our calm and omnipresent faith in our month a severely disoriented young boy spent clients, builds their own belief, intensifies a week with me. Very short attention span, hyperactive, he rarely appeared to have heard their motivation and intention. In essence, our anything I said. There was a piece of me that belief empowers them; and the effect of that empowerment can endure long after they leave wondered, when I’d ask him to be aligned or us. How is it possible that the “experts” on adjust his dial, whether he actually did it, or just said he had because it was the easiest way discipline and motivation in education haven’t to move on. But I kept that thought strictly to figured out that for “assuming the best” to myself and trusted that he was doing whatever truly make a difference in a child’s life, it has to go hand in hand with empowerment, rather he could, within his deep disorientation, just than control? as all my clients do. By the time he finished his program and flew home with his mom, he
Lucie Wauben-Cruts DLS Mentor Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 New Zealand Kirsteen Britten Christchurch +64 (3) 348 1665
Vivienne Carson Auckland +64 (09) 520-3270
Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 494 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042
A.J. Pratt of Excelsior, Minnesota was Michael MacLean’s Davis Facilitator. He wrote this poem when he was a freshman in high school in May of 2007, submitting it and the following explanation as part of an assignment for his English class: “At age eight, I faced the biggest challenge of them all. I was diagnosed with dyslexia. After completing a Davis Dyslexia Correction Program, I was able to meet this challenge head on. It’s ironic that something that started as a disability (dyslexia), turned out to be an asset. I learned to control my dyslexia. At first I couldn’t read, but now I’m an avid reader. Reading became a pleasure
A poem by Michael MacLean
for me and something I continue to enjoy.” Michael is now a junior. His grandmother, who put us in touch with him, says that Michael has accomplished much since his Davis Program. His poem sums it all up.
In second grade, my teacher, MacCulley by name called my mom to say, Mike can’t read and that’s a shame Enter, a helper, A.J. Pratt who said, “I can help fix that.” She taught me about a man named Davis and a program that he gave us Now learning is much better, it’s plain to see that dyslexia is a gift to me
Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Rochelle Harden Booth Wanganui +64 (027) 306-6743 Sandra Hartnett Mapua, Nelson +64 (03) 540 3277 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350
Tania McGrath Christchurch +64 (03) 322 41 73 Colleen Morton Gore +64 (03) 208 6308 New Zealand (cont’d)
THE DYSLEXIC READER
A year ago, I had the good luck to work with a lovely girl, Lucía Gutiérrez. Her program went very well. Every day she was enthusiastic about what she was learning, and when she finished her program and went on her way, I felt again the perpetual Facilitator letdown: seeing a great kid leave after such a short time together. But at the same time I was sure that Lucía would do well. For many months I heard nothing from her, but I took that as an indication that things were probably going as well as I’d expected. A few months ago, having moved my offices to a place with enough parking for more than one client at a time, I began once again to offer a service I’d been unable to manage at my first place of business. I call it Pizza y Plastilina, a once-a-month clay clinic that starts with pizza and socializing and ends with us all sitting down at the clay tables to make models of trigger words. The first month a number of people expressed regret that they couldn’t make it, but Lucía, or Uchi, as her parents call her, attended. The second month, Uchi turned up again. And the third month. “What a loyal girl!” I thought.
The most important change has been in the way Lucía has gradually come to take responsibility for herself, becoming more independent in every aspect of her daily life.”
By Laura Zink de Díaz, Davis Facilitator in Bogotá, Colombia
Jocelyn Print Kaikoura +64 (03) 319 6711 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627 Imelda Casuga Baguio City +63 (744) 42 29 01 Poland Agnieszka £ubkowska Warsaw +48 (22) 658-2237 Philippines
She has not only shown significant academic improvement, but she’s also learned to enjoy reading.”
Portugal Catarina do Passo Lisboa +35 (121) 781-6090 Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Vieira Lisboa +35 (191) 921 4808 Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873
Lucía in August 2007, during her Davis Program.
cool! I felt this deserved a mention in The Dyslexic Reader, so I asked her parents’ and Lucía’s permission. They were delighted, and sent the following letters. First, from the parents: Dear Laura, After Lucía, who is now 11 years old, completed her Davis Program a year ago, we have observed all kinds of wonderful changes in her. And she wrote a statement about the Davis method, which demonstrates an aspect of these changes. Before she began to use the Davis tools, she simply would have refused to write anything that wasn’t required at school, and what she wrote would have been of poor quality in terms of the content, spelling, and the quality of her writing. It has been fundamental for her to learn to manage her talent; she has not only shown significant academic improvement, but she’s also learned to enjoy reading. During summer vacation this year, for the first time, on her own, she read a book in English for readers at her grade level. And… she enjoyed it! It was such a positive experience for her that she asked us to take her to a bookstore so she could get another one–this time one in Spanish. The book she chose was a translation of The Kid in the Striped Pajamas, by John Boyne. It’s 217 pages long, for 13 year-olds, and she’s reading it with gusto.
South Africa Sharon Gerken Durban +27 (82) 82 85 180 Spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 Switzerland/CH Tinka AltweggScheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41
Lucía is a smart young girl and a great conversationalist. We’ve had several pre-trigger word chats about her bilingual school (Spanish/English), her friends, and school activities she likes. We’ve even talked about the political climate here in Colombia. And we’ve discussed a particular “intervention” her school is requiring of her: private phonics classes in English. Lucía loves her school, but unfortunately, the staff there doesn’t really “get” her dyslexic learning style. When I asked Lucía if the phonics lessons were helping, she admitted that, actually, they weren’t, but it’s something she has to do. She doesn’t “have” to come to pizza-and-clay night, but she comes every month anyway, like clockwork. At this stage, if she didn’t, I’d miss her! A while ago her mother mentioned that during summer vacation Lucía had read a whole book, 176 pages, on her own—in English! So
THE DYSLEXIC READER
in any intellectual pursuit or sport. We Davis Facilitators have no magic pills to offer, but we do give our clients tools with which over time they can create very dramatic and positive changes. Especially in clients as steadfast as Lucía! The following are Lucía’s comments on the book she read in English, and on the Davis Method: I attend Nogales School (Colegio los Nogales). It’s a really good school and I really like it there. We learn a lot of things there, but we also have a good time. During my summer vacation I read a book called Shredderman–Attack of the Tagger. I really liked this book because it’s interesting, descriptive, and it’s so suspenseful that you really can’t put it down–you simply want to keep on reading.
… I realized that the Davis Method really does work. And besides, it’s fun to make things out of clay. I really like the Davis Method.”
Switzerland/CH (cont’d) Vicki Brignoli Lumino +41 (091) 829 05 36 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26
Uchi, putting the finishing touches on a model she made at our July 2008 pizza and clay night.
Mieke Friederichs Reinach +41 (061) 712 42 06
Besides these important changes, in her academic work as well as in reading and recreational writing, for us as parents the most important change has been in the way Lucía has gradually come to take responsibility for herself, becoming more independent in every aspect of her daily life. Although Lucía still has some problems with organization, we can now say that she is a happy child, sure of herself, cooperative and responsible, a child who doesn’t give up easily. So we are sure that as she continues to work with the tools, she will get better in the areas she needs to improve, and achieve whatever goals she establishes for herself. With all our love and gratitude, —Juan Manuel Gutiérrez & Catalina Soto This summer Lucía completed a supplement to her Davis Program, working on key concepts essential for organization. I’m confident that what she learned will clear up those last nagging “problems with organization.” In an email, Lucía’s parents also mentioned that when they wrote their letter, they had an opportunity to think about who Lucía had been before she did her Davis Program, and who she is today, a year later. And they realized that until they stopped and thought about it, they hadn’t realized how much she has changed. Because the changes have been gradual, so much so that they were barely perceptible from day to day. I think this is a very valid observation, and an important one for people considering a Davis Program for their children. Internalizing the Davis tools so that they become the child’s natural response to confusion takes time, just as it takes time and practice to become expert
Heidi Gander-Belz DLS Presenter-Mentor Monchaltorf +41 (44) 948 14 10 Elisabeth Gerber Mettmenstetten +41 (044) 767 10 54
Katharina Grenacher Bern +41 (031) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667 Consuelo Lang Lumino +41 (091) 829 05 36
But as I was reading, if I didn’t understand something, or some word confused me, I thought, “I could work with Laura on these words that are triggering me. And in fact, I realized ” that the Davis Method really does work. And besides, it’s fun to make things out of clay. I really like the Davis Method. —Lucía Gutiérrez
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
Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Elisabeth Raberger Effretikon +41 (052) 343 62 34 Therese Rice-Schumacher Uster/ Zurich +41 (052) 267 5154 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Doris Rubli-Huber St. Gallen +41 (071) 245 56 90
Uchi read this book in English during her summer vacation, and knew she could work with Laura, her Davis Facilitator, when she came across words that confused her.
Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Marianne Schutz Zofinger +41 (62) 752 8281 Catherine Warner Geneva +41 (022) 321 70 42 Switzerland/CH (cont’d)
THE DYSLEXIC READER
Andreas Villain Zürich +41 (076) 371 84 32
United Kingdom Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sue Bullen Ayrshire, Scotland +44 (01292) 591 797
United Arab Emirates Linda Rademan Dubai +9714 348 1687
Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20
Sarah Dixon East Horsley, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (0) 8000 272657
Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum MA London +44 (0) 8000 272657 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (0) 8000 272657
Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703
Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695
write, so I guess we have a struggle ahead of us. We are also currently living in Germany. Our son attends an English speaking international school, with limited LD resources. In the very early days of my research, I learned of the Davis Program, and that it is available in Germany. I have not yet read The Gift of Dyslexia, but it is on its way. Is it OK to do a Davis Program including the follow-up By Abigail Marshall at home, while at the same time the school uses other methods of support and training Super Glue Not Recommended during the school year? I certainly don’t want Q: I am working on my own with my children to overwhelm or confuse my son further! and have purchased the Davis Symbol A: Yes, it is OK to do one thing at home Mastery kit, but have not been successful in while the school does something different, helping my youngest daughter, age eight. as long as your son understands that they She has a hard time staying on point. She are different, and as long as you are able to told me that she tried to super make sure that there is enough time at home glue her mind’s eye in place but to continue following through with the it keeps moving. I am at a loss Davis methods. Since, as you say, the to know to how to help her. school has “limited LD resources,” it’s unlikely that they will be providing A: I’d suggest rereading the much in any case. first section of chapter 28 Think of it this way: your son lives in in The Gift of Dyslexia Germany but attends an English-speaking about “holding.” As the school, so every day he hears two different book explains, moving languages. He may speak one better than the the mind’s eye is an ingrained other, but he probably doesn’t confuse them habit and a natural response to or try to mix them together. In the same way, confusion for a dyslexic child. Davis will be a different approach. If you can Your daughter should not try get the teachers at the school to be supportive to hold her mind’s eye in of Davis, that would be great–but if not, your place–that isn’t possible and son, like many other children in his position, will only cause problems, such as will probably be able to sort things out for increased tension or a headache. himself. You should use the Release Procedure as described in the book if your More Than One Way daughter seems to be struggling in this way. Let your daughter know that it is natural Q: I am just beginning to learn about the Davis program. I think it would greatly help for her mind’s eye to drift off point. Over time, with practice, she will develop greater my son, who I feel is dyslexic. What are the differences in using the DVD’s, attending a awareness of when she disorients, and will workshop, or going to a Facilitator? I’m be able to bring her mind’s eye back to her weighing the costs and trying to decide if orientation point whenever she feels it is necessary to reorient. This, combined with the this is something I can do myself. habit of always doing Release and checking A: The DVD’s together with the Davis her point before she begins to read or do books give you a good overview of the basic other school work, will help her develop the techniques and the theory behind them. If ability to sustain orientation when needed. you have plenty of time and a cooperative child, you might find that these are sufficient More Adaptable Than You Think for your needs. It certainly is a good place to Q: My nine-year-old son is just finishing third start. My guess is that the success rate for grade and has recently gone through extensive families who work at home is probably lower testing. The results indicate a diagnosis of than for those who choose to work with dyslexia. Specifically, he does not possess licensed Facilitators, since many will simply phonics skills, and his visual/design memory give up if they encounter problems. is very weak. As I understand it, these are Attending a Fundamentals of Davis the two skills needed to learn to read and Dyslexia Correction Workshop will give you
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Karen Hautz London +44 (0207) 228-2947 United Kingdom (cont’d)
tools than the ones outlined in the books, and has the knowledge to be able to make adjustments and modifications as needed to ensure that your child gets the full benefit of the program. You can be assured that everything has been done the “right” way, and that no steps are missed. There is no doubt in my mind that the best benefit is achieved working with a Facilitator –but we provide these alternatives precisely because not everyone can afford to work with a Facilitator, and some people simply prefer a do-it-yourself approach. I worked successfully with my own son, using only the information in the book The Gift of hands-on practice with the Davis procedures Dyslexia, so I know it can be done. But when and a better overview of how to structure we started, my only idea was to give it a try your son’s program. It would be a good and see what happened. We were amazed by choice if you are strongly committed to the results. There is no harm in starting that working with your child but feel that you way, with a playful attitude. If it proves too need more support in understanding the difficult, you can take a break and contact a Davis methods. Facilitator. The one thing you should avoid is If you work with a Davis Facilitator pushing against resistance or frustration at you pass the initial responsibility for the home, which could undermine your child’s success of the program to a highly trained willingness to continue the program with individual who has a substantial amount of practice and experience with Davis methods. someone else. The Facilitator also has more techniques and
Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Catherine Hooper Camborne +44 (01209) 717 754
Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer Cobham, Surrey +44 (1932) 863 440 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough East Sussex +44 (0) 8000 272657 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740
Fionna Pilgrim Keighley, West Yorkshire +44 (0) 8000 272657 Maxine Piper Carterton, Oxon +44 (01993) 840 291
Zookeeper’s Dilemma A zookeeper wanted to get some extra animals for his zoo, so he decided to compose a letter. The only problem was that he didn’t know the plural of “mongoose,” one of the animals he wanted to acquire. He started the letter: “To whom it may concern, I need two mongeese.” No, that wouldn’t work. So he tried again: “To whom it may concern, I need two mongooses.” No, that’s not right either! Finally, he got an idea: “To whom it may concern, I need a mongoose, and while you’re at it, send me another one.”
Elenica Nina Pitoska London +44 (0) 8000 272657
Rebecca Ross Lamberhurst, Kent +44 (0) 8000 272657
Pauline Royle Poulton-le-Fylde, Lancs +44 (0) 8000 272657
Math Symbols A math teacher was reviewing math symbols with her secondgrade pupils. She drew a greater-than ( > ) and a less-than sign ( < ) on the chalkboard before asking, “Does anyone remember what these mean?” A few moments passed, and then a boy confidently raised his hand. “One means fast-forward,” he exclaimed, “and the other means rewind!”
Ian Richardson Blaisdon Longhope, Glos +44 (0) 8000 272657
Rosemary Savinson London +44 (0208) 316-1973
Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Nigel Sharp Isle of Wight +44 (0) 8000 272657 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Lynne Smith Brighton, East Sussex +44 (01273) 723 920
Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker Greasby Wirral/Liverpool +44 (0151) 678 14 99 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 The Learning People Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 738 972 Rachel Williamson Hassocks, West Sussex +44 (0) 8000 272657 Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Phoenix +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 United States United Kingdom (cont’d)
THE DYSLEXIC READER
Charla de Ronald Davis Muy Concurrida en Guadalajara, México
California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Ray Davis Davis Autism Trainer Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Anette Fuller Walnut Creek +1 (925) 639-7846 Perola Goncalves Berkeley +1 (510) 421-9272
Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Diamond Bar +1 (909) 861-5251
El 25 de agosto, 2008, Ronald Davis dio una charla en la Universidad TecMilenio de Guadalajara, México. Más de 600 acudieron a la charla a escuchar la historia personal de Ron y a enterarse de la dislexia y del Programa Davis de Corrección de Dislexia. Este evento impresionante fue patrocinado por María Silvia Flores Salinas, Directora de Davis Latinoamérica, el nuevo representante de los servicios de capacitación Davis en América Latina y España. Seguramente la concurrencia tan fenomenal se debió en parte a la promoción exitosa del evento en varios periódicos de la región. Sin embargo, muchos más aprovecharon la oportunidad de oír por radio una entrevista de Ron Davis con la Sra. Flores en el programa de Adriana Corona Gil, “Simplemente Adriana”. Este programa es muy popular en México y es conocido en Brazil y Ecuador, tanto como en California y Texas en Estados Unidos. El periódico nacional, El Público, uno de los más leídos en México, publicó un artículo sobre Ronald Davis y el Método Davis. Este artículo ocupó una página entera, en la contraportada del El Público, página
Más de 600 acudieron a la charla de Ron Davis en Guadalajara en agosto 2008
que los editores reservan para biografías de personas que inspiran admiración. Estas biografías, leídas por todo México, son escogidas únicamente en base de los méritos del personaje, y el periódico no acepta publicidad de los que son perfilados allí. Antes de la charla, Cathy Calderon, con el apoyo del Ronald Davis, presentó la capacitación Davis, Dominio de la Motivación y Responsabilidad. Asistieron a este taller Facilitadores y aprendices del Método Davis de Canada, Ecuador, Costa Rica, Argentina, Panamá y de muchas partes de México.
Los participantes también aprovecharon oportunidades de conocerse y descansar.
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United States/ California (cont’d)
“El Público, uno de los periódicos más leídos en México, publicó un artículo sobre Ronald Davis.”
Cheryl Rodrigues Sunnyvale / San Jose +1 (408) 983-0968 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Menlo Park +1 (650) 388-6808
Con la presentación de esta capacitación Cathy Calderon ascendió a la posición de Presentadora de Capacitaciones Davis. Ahora está totalmente capacitada y certificada para presentar los tres talleres del Programa de Capacitación de Facilitadores Davis. ¡Felicitaciones, Cathy! Los participantes en este evento en Guadalajara también tuvieron oportunidades de descansar. Se les ofreció un paseo optativo a la fábrica de José Cuervo en el pueblo de Tequila. Tequila queda a unos 45 minutes de Guadalajara en carro, y muchos aprovecharon la oportunidad de hacer un tour de la destilería de José Cuervo – ¡y de probar su producto famoso!
Artículo sobre Ron Davis y el Método Davis en la contraportada del periódico nacional, El Público
Dyslexia Exhibit Wins New Zealand Landscape Award
The ground-breaking Dyslexia Discovery Exhibit was recognised with a silver medal at one of New Zealand’s most prestigious landscape honours, the bi-annual New Zealand Institute of Landscape Architects Resene Pride of Place awards. The permanent exhibit was conceived by some of New Zealand’s top creative minds, including Richard Taylor and the Weta team, and sculptor Paul Dibble who was commissioned by the Dyslexia Foundation to reflect John Britten’s dreams of speed and flight. Other exhibit contributors included prominent UK artist Mackenzie Thorpe and Ron Davis, pioneer of the Davis Dyslexia Correction method. The exhibit, designed as an interactive sculpture garden, transformed the front car park of a notable Worcester Boulevard villa into a place of expression for the dyslexic mind. The design and construction process was managed by Christchurch-based landscape design firm, Morgan & Pollard Associates. Roger Pollard, Morgan & Pollard Managing Director, says the award is an outstanding achievement and a tribute to the creative abilities of the people involved. “This is an extraordinarily beautiful garden in an urban landscape that offers an incredible insight into the dyslexic mind and the creative energy within.” Guy Pope-Mayell, Chair of Trustees of the Dyslexia Foundation, is delighted with the award, which comes only a year after the Government formally recognised dyslexia and begun the process of addressing the needs of dyslexic students in New Zealand schools. “The Dyslexia Discovery Exhibit plays two vital roles. Firstly it’s a fantastic space, a serene spot in the Christchurch Central Business District for locals and visitors to enjoy. And secondly it confronts dyslexia head on; the sculptures help visitors to understand that dyslexia is so much more than a range of learning difficulties. “Dyslexia is a creative gift, not a disability, and the calibre of people involved with the exhibit demonstrates the correlation between creative minds and success,” added Mr. Pope-Mayell.
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 Lesa Hall 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 Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323
Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256
Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Carol K. Williams Jeffersonville +1 (651) 324-9156 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280
Massachussetts Karen LoGiudice Newburyport +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577
Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Alice J. Pratt Excelsior/Minneapolis +1 (904) 389-9251 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611 Montana Kimberly Bezanson Missoula +1 (406) 541-3076 or 677-4014 Elsie Johnson Manhatten +1 (406) 257-8556 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Elaine Thoendel Chambers +1 (402) 482-5709
Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Michele Wellman Mt. Pleasant/Lansing +1 (989) 772-3084
As Director of Davis-leerstrategieën Nederland, Petra has In January 2008, Petra exciting plans for offering Davis Pouw-Legêne was granted Learning Strategies to Dutch and a license for the exclusive Flemish schools and teachers. right to direct and manage Her goals are to ensure that as Davis Learning Strategies many teachers as possible are activities in The Netherlands aware of the primarily visual and the Dutch-speaking region spatial (non-verbal) thinking of Belgium. Congratulations, style of young children, and Petra! prepare them to support that Petra has been an active style by incorporating Davis Davis Facilitator since 1996. Learning Strategies in their Her background is in education Petra Pouw-Legêne, Director curriculum. She is convinced with a degree from the of Davis-leerstrategieën that DLS will help prevent University of Utrecht. In the Nederland. early reading problems. early 70’s she taught Dutch One of the steps in fulfilling these goals language and literature at the high school was to provide a DLS Workshop for Davis level. After the birth of her three sons she Facilitators in her territory to familiarize them with the purposes and methods of DLS. The first such workshop was held in July Petra has exciting plans for offering 2008. Recently, she presented two DLS Davis Learning Strategies to Dutch Workshops for Primary Teachers, one in and Flemish schools and teachers.” September in the south of Holland and another in October in the north. She is also currently enjoyed being a full-time mom for 14 years. supervising two DLS Mentors-in-training. During that period she served as a volunteer, setting up an improved language program for Petra Pouw-Legêne of DLS Nederland with her sons’ primary school and specializing in Klazien Louwes (left) children’s literature. and Robin Temple Petra was one of the first Davis (center) of Davis Facilitators in Holland to train in Davis Dyslexia Association. Learning Strategies with Sharon Pfeiffer. Petra is proudly holding Subsequently she became a Davis Learning the freshly printed brochure for the DLS Strategies Mentor and Workshop Presenter workshops. under the guidance of Siegerdina Mandema and Sharon Pfeiffer.
Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188
New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Lisa Anderson Seneca Falls +1 (315)568-3166 or (800) 234-6922
A man’s home is his castle, in a manor of speaking. Bakers trade their bread recipes on a knead-to-know basis.
A chicken crossing the road is poultry in motion.
A calendar’s days are numbered.
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 and comprehension • establish life-long “how-to-learn” skills.
United States/ New York (cont’d) Wendy Ritchie Hilton/Rochester +1 (585) 233-4364
North Carolina Gerri W. Cox 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
Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060
Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323
The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart
Linda Wright Marlow +1 (580) 641-1056 Oregon Rhonda Erstrom Vale +1 (541) 881-7817
The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables 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.
Kathy Pozzi Ontario +1 (541) 881 6497
Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Maude Le Roux Glen Mills +1 (484) 840-1529 Marcia Maust Berlin/Pittsburgh +1 (814) 267-5765 Rhode Island Linda M. Daniels Providence +1 (401) 301-7604
The Kit is priced at $119.95
(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.
South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Lillian “Lee” Miles Sioux Falls +1 (605) 274-2294
The Young Learner Kit
Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783
Tennessee Jackie Black Dover 1-866-218-1614 (Toll-Free)
United States/ Texas (cont’d)
THE DYSLEXIC READER
Janalee Beals Bedford/Dallas/Ft. Worth +1 (817) 354-2896 Success Learning Center Rhonda Clemons DLS Presenter-Mentor Colleen Millslagle 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/Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Dorothy Owen Supervisor-Specialist Irving +1 (817) 919-6200 Paula Roberts Tyler +1 (903) 570-3427 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Laura Warren Lubbock +1 (806) 790-7292 Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164
Newly Licensed Davis Facilitators
Congratulations to all the newest members of our growing international community of Davis Program Providers!
Angela Przemus “I am a teacher at a Montessori school and for several years have been a dyslexia trainer. With the Davis Method I now finally have the opportunity to get to the root of dyslexia. I look forward to this work.” LeseZeichen, Zentrum für Legasthenie, Pfannenstrabe 18, Schönebeck, Germany, 39218, +49 (3928) 845 159, LeseZeichenSBK@aol.co Sandra Hartnett “I began an exciting journey when a friend told me about her Davis Programme. I realized I had not understood that dyslexia is selfcreated at the core, and thus can be self-corrected. During my own Davis Dyslexia Correction Programme, there was a moment when I could fully breathe in my knowledge of myself and how I’d used my mind. The bricks that blocked my vision started to crack and fall away. A feeling of total certainty I’d not felt before ignited the spark of an idea: to train as a Davis Facilitator. I liked the idea of giving others a chance to experience this feeling. After my program I discovered that our three children share the confusions and talents of dyslexia. My Davis journey has had its ups and downs. I am very grateful to my Davis colleagues, for their integrity and support, showing me how I can explore and find the opportunities on my path. I am honored to join them as a licensed Davis Facilitator and to share in the journey of my future clients. I also look forward to many more “aha” moments of my own. A heart-felt thank you to Ron Davis, for this wonderful programme. What a way to happily explore and discover the world of words, laugh more and gain oft hoped for results.” Word Comfort, 160 Aranui Road, Mapua, Nelson, New Zealand, +64 (03) 540 3277, Sandra@wordcomfort.co.nzm Stefania Bruno “I have a degree in education, and seven years ago I began to work with dyslexics. I discovered a fantastic universe full of very bright, talented and creative people. Three years ago a colleague and I opened an educational center in Nuoro. Nuoro is a small city in Sardinia, a beautiful island in the middle of the Mediterranean Sea. We help a lot of students learn, strengthening their skills and improving their performance in school. Most of our clients are dyslexic so I’m always in search of new ways to improve my work. This search led me to Davis. When I read The Gift of Dyslexia, it allowed me to develop a clearer and deeper understanding of dyslexia. I immediately decided to become a Facilitator in order to make a difference in my country by helping dyslexics achieve results using their gift.” Officina Delgi Apprendimenti, Via Della Resistenza N. 4, Nuoro, Italy, Sardinia, 08100, +39 (3889) 332 486, firstname.lastname@example.org Carmen Stappenbacher “I am very glad to join my colleagues as a new Davis Facilitator. I live in Bamberg and intend to go into business for myself in this lovely city. Quite near my area there is a Davis colleague and another one is located just a little farther away. In spite of the distance between our workplaces, I’m looking forward to good coordination and successful cooperation with all. Hauptstr. 7, 96163, Gundelsheim, Germany, +49 (0951) 917 19 10, email@example.com Susi Fassler Praxis Fur Legasthenie Korrektur, Greithstrasse 6, St. Gallen, CH-9000, Switzerland, +41 (071) 244 5754, firstname.lastname@example.org Hilde Duchesne “I live in Belgium and I am 48 years old. I have always been interested in creative things like ceramics or bookbinding. At home I have a ceramics workshop. I have also been enormously fascinated by the human psyche. Therefore discovering Davis was a gift for me. Through this work I can combine all my favorite things while helping children and adults in an enjoyable way. It is fantastic to see the results that can be achieved through facilitation of the Davis Dyslexia Correction Program.” Het Leeg 34, Brasschaat, Belgium, +32 (03) 653 13 71, email@example.com Lourdes Zepeda Solorzano “Cancún is very different from other cities because since it’s a tourist destination, there are people here from all over the world. The population is now one million and most of the families are young. Therefore, the Davis Method and my professional work as a Davis Facilitator will be very important.” Cenzontle #11, Zona Hotelera, Cancún, Mexico, +52 (998) 577 30 90, Louzepeda@hotmail.com Linda Wright “My eldest daughter, Kaitlin, and I discovered DDAI on the internet. We hoped to raise the self esteem of my ten year old daughter, Delaney, and help her sort out the problems she was having in school. Searching the web, we found Davis Dyslexia Association
Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Carol Hern DLS Presenter-Mentor Spokane Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Nancy Sitton Marysville +1 (360) 651-1241 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Gale Long Autism Facilitator/Coach Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400
THE DYSLEXIC READER
Glyndene Burns passed away July 29. Glyndene was a Davis Facilitator in Lubbock, Texas from 2005 to 2008. She is survived by her husband, Brian, two daughters, Michelle Burns of College Station, Texas and Jennifer Black and husband Trevor of Naples, Florida. Glyndene’s family and friends remember her warm smile, gentle touch, and her strength and passion for life. Nora Kornbleuh. In early May, our dear friend slipped away to embrace the stars. Nora was a Davis Facilitator in Iceland from 2005 to 2007. She lives on in the hearts of her DDAI colleagues and her many dear friends in Iceland.
was the only site that clearly described Delaney’s symptoms and problems. It was as if they had personally interviewed her! We found a Davis Facilitator near us and Delaney did her Program in January 2007. Her results were remarkable, immediate, and have been long lasting. I was so impressed, that three weeks later I flew to San Francisco for the Davis Fundamentals Workshop. And here I am! Thank you Ron Davis!” Dyslexia Solutions of Oklahoma, Marlow, OK 73055. +1 (580) 641-1056. firstname.lastname@example.org Suzanne Kisly-Coburn “Two amazing, creative children who struggled with school, inspired me to find alternative educational options. I heard about the Davis Dyslexia Correction Program. Ron Davis confirmed what I already knew: that they were 3-D picture thinkers, with
countless gifts. While he had a program that matched their learning style, the kids’ school didn’t recognize their gifts, never grading them on their strengths. My son’s program results were powerful! I read The Gift of Dyslexia twice, and then attended a Fundamentals Workshop. I have watched dyslexic children blossom, coming to understand and appreciate their gifts. I owned a tutoring company for 20 years but have now formed a new company, Dynamic Learning Services. It provides tutoring and educational therapy to children who are predominantly 3-D picture thinkers. I look forward to helping dyslexics discover their learning power through Davis Dyslexia Correction Programs.” Dynamic Learning Services, 1505 N. Meadow Ave., Manhattan Beach, CA USA, 90266, +1 (310) 947-2662, Suzanne@dynamiclearningservices.com
Uruguay Marcela Piffaretti Montevideo +598 (02) 600-6326
Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144
This Directory is current as of October 25, 2008. 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.
New Presenter and DLS Mentor
Lucie Wauben Cruts has Cathy Calderón recently become a licensed DLS Mentor. achieved the status of Davis She plans to sponsor the school Workshop Presenter. She is now she has been mentoring to fully qualified and licensed to become the first DLS Model present all three of the Davis School outside of the USA! Facilitator Training Program Eigenbeeld, Elserveldstraat 26, Workshops. Very special congratulations to 6181KA Elsloo, Limburg, Holland, Cathy! Palmas Counseling Center, Lomas +31 (046) 437 0329, email@example.com Virreyes, Jardines del Pedrgal, México D.F., Mexico, +52 (55) 55-40-72-06, firstname.lastname@example.org
Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course 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. 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 information about training and a full directory of Davis providers, go to: www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1-888-805-7216 toll-free in the USA
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.” Instruction includes: • 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.
“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 Materials include: Elementary School, Fremont, California • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
2009 DATES & LOCATIONS
Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216, and ask for Paula McCarthy.
Jan. 8-9 2009 Aug. 4-5 2009 Aug. 6-7 2009 Aug 7-8 2009 Oct. 1-2 2009 Shallotte, NC Brookings, SD Denver, CO Lubbock, TX Tyler, TX 1-910-754-9559 1-605-692-1785 1-719-324-9256 1-806-790-7292 1-866-531-2446
For more details, visit www.davislearn.com
THE DYSLEXIC READER
Come Learn and EXPERIENCE the Davis Dyslexia Correction Procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
FUNDAMENTALS WORKSHOP OUTLINE
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-atPunctuation
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 1-888-805-7216 (toll-free)
2008-2009 FUNDAMENTALS WORKSHOP SCHEDULE
30 Apr - 3 May, 2009: Freiburg
Presenter: Ioannis Tzivanakis Language: German with English translation Email: email@example.com Tel: +49 (040) 25 17 86 22
UNITED STATES 2009
24 - 27 Jan, 2009: Burlingame, CA
Presenter: Gerry Grant Language: English Email: firstname.lastname@example.org Tel: Toll-free (888) 392-1134
29 Oct - 1 Nov, 2009: Hamburg
Presenter: Ioannis Tzivanakis Language: German with English translation Email: email@example.com Tel: +49 (040) 25 17 86 22
25 - 28 March, 2009: Dallas/Ft. Worth, TX
Presenter: Gerry Grant Language: English Email: firstname.lastname@example.org Tel: Toll-free (888) 392-1134
13 - 16 Nov, 2008: Mexico City
Presenter: Cathy Calderón Language: Spanish Email: email@example.com Tel: +52 (81) 8335-9435
27 - 30 June, 2009: Burlingame, CA
Presenter: Gerry Grant Language: English Email: firstname.lastname@example.org Tel: Toll-free (888) 392-1134
UNITED KINGDOM 2009
7 - 10 Feb, 2009: Addington Nr. Maidstone, Kent
Presenter: Richard Whitehead Language: English Email: email@example.com Tel: +44 (0) 1227 732 288
12 - 15 Sept, 2009: Dallas/Ft. Worth, TX
Presenter: Gerry Grant Language: English Email: firstname.lastname@example.org Tel: Toll-free (888) 392-1134
For updated workshop schedules visit: www.dyslexia.com/train.htm
~ Dys•lex´ ic Read´ er • •
1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
U.S.A. Workshop Information: Questions?
Call Dorothy Owen Davis Training Consultant: Toll Free: 1-888-392-1134 Email: email@example.com
Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
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.
2008-2009 International Schedule
13-16 Nov. 2008 24 – 27 Jan. 2009 7 – 10 Feb. 2009 25 – 28 Mar. 2009 30 Apr. – 3 May 2009 27 – 30 June 2009 12 – 15 Sept. 2009 29 Oct. – 1 Nov. 2009 Mexico, DF Burlingame, CA Addington Nr. Maidstone, Kent Dallas/Ft. Worth, TX Freiburg Burlingame, CA Dallas/Ft. Worth, TX Hamburg Mexico USA UK USA Germany USA USA Germany
Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. 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. See page 27 for more workshop details.
U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30)
U.S. Fees and Discounts
• • • • • $1175 per person $1125 for DDAI members or groups of two or more $1075 if paid in full 60 days in advance Advance registration and $200 deposit required Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-DACH DDA- Latin America DDA-UK PO BOX 46023 Deutschland-AustriaCalzada del Valle #400 Local 8 Davis Learning Foundation Herne Bay Switzerland Colonia del Valle PO Box 972 Auckland, New Zealand Wandsbecker Chausee 132 Garza García, Monterrey Canterbury D-22089 Hamburg Phone: +64 (09) 815-8626 Nuevo León Kent CT1 9DN Fax: +64 (09) 815-8627 MÉXICO, CP 66220 Tel: +44 (0)1227 732 288 GERMANY E-mail: firstname.lastname@example.org Tel: 52 (81) 8335-9435 Fax: +44 (0)1227 731 756 Tel: 49 (040) 25 17 86 22 Email: email@example.com E-mail: firstname.lastname@example.org Fax: 49 (040) 25 17 86 24 DDA-Israel E-mail: email@example.com 20 Ha’shahafim St. DDA-Nederland DDAI-Int’l, Canada & USA Ra’anana 43724 ISRAEL Kerkweg 38a 1601 Bayshore Highway, Ste 260 SWITZERLAND Tel: 972 (0523) 693 384 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 Tel: 41 (061) 273 81 85 or (0)9 774 7979 Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 E-MAIL: firstname.lastname@example.org Fax: 972 (09) 772-9889 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 E-mail: Israel@dyslexia.com E-mail: email@example.com E-mail: firstname.lastname@example.org
Enrollment limited ❖ Classes fill Early ❖ Call 1-888-805-7216 or 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 forContinued on page 22 our booklet.
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