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Davis Dyslexia Association International
Issue 4 • 2002
A Special Time for Special Kids
by Dan Willemin
Dyslexic Reader goes International!
Davis programs are now provided in 22 nations and in 16 languages. In order to better represent the interests, views and experiences of our readers, and the Davis Providers around the world, The Dyslexic Reader is expanding its content to include articles in additional languages. In this issue, we start with three articles in German, two with short English summaries, and one fully translated into English. We are also including a complete directory of International Davis Providers. In our next issue we will provide a full description and schedule of the Davis Facilitator Training and Licensing Program offered in nine countries and four languages. We hope you enjoy our new “international” section on pages 11 through 15. Countries with Davis programs:
Austria Australia Bahrain Bolivia Brazil Canada France Germany Ireland Israel Italy Japan Mexico Netherlands New Zealand Oman Singapore South Africa Spain Switzerland United Kingdom United States
To begin this article I feel it important to start with an apology. Not for the article itself, but an apology to my two sons, I am sorry I did not research this sooner, I am sorry I did not always know to do the things I am writing now. We all assume it is most important to get our special kids ready for school, but in reality, parents and teachers are equally important. Before I start on the Student area, I must make one point. Every child is different, but even more diverse are those labeled, Dyslexic, ADHD, LD, and scores of other labels. Diverse not only because they have areas of weakness, but without fail they also have some areas of great strength. Discovering your child’s areas of strength are key in finding ways to keep the learning processes going
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In This Issue
News & Feature Articles:
A Special Time for Special Kids . . . . . . .1 Dyslexic Reader goes International . . . .1 Stephen’s Story . . . . . . . . . . . . . . . . . . .3 Erstes deutsches Schulprojekt mit den Davis® Lernstrategien . . . . . . . . . . . .11 Was sind bildlose Wörter? . . . . . . . . . .11 Die Geschichte von Anna . . . . . . . . . . .15 Interview from ‘Down Under’ . . . . . . . .16 Anna’s Story . . . . . . . . . . . . . . . . . . . . .17
ASL Arabic Deutsch English Español Euskara Français Greek Hebrew Indonesian Italiano Ladin Nederlands Polski Portuguese Russian
Viewpoints on Motivation . . . . . . . . . . . .2 Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Book Reviews . . . . . . . . . . . . . . . . . . . . .9 Humor Corner . . . . . . . . . . . . . . . . . . . .16 New Facilitators & Specialists . . . . .18-20 Workshops . . . . . . . . . . . . . . . . . . . 22, 23
PAGE 2 possible enjoyment out of the game, and if they do it better than the other team, they win. But for those kids that can’t field a ball or can’t bat a ball, they spend a lot of time on the bench watching everyone else playing and wishing they could join in. What’s even worse, they might decide they want to give up the game altogether. That’s the part that is really scary to me. My son was like that. He spent a lot of time on the bench wondering why he couldn’t field the ball, or in his case - read. As his mother, I felt enormous guilt that I hadn’t done right by him, that I hadn’t nurtured his development properly. I felt hopeless, knowing my kid had talent, but not being able to realize it. Then all that changed. He met a coach who took him back to the beginning and started again with learning the skills of “fielding.” Now, he’s back in the game, laughing, playing, winning and enjoying the game. In fact, he has the potential to be the best in the team because of this coach. It’s up to him. I’d like to be a coach like that.
THE DYSLEXIC READER Helping not only kids, but adults who have spent their life on the bench, make the most of their talent and get off the bench onto the diamond. I want to make a difference. I want to do good with my life and get satisfaction, both in my personal life and my work. When I am standing at the Pearly Gates waiting to get in and St. Peter asks me if I did the best I could with my time on Earth, I want to be able to look him in the eye and say, “Yes, I made a difference.” I’ve seen my son go from loser to winner and I’d like to be able to see that happen in others. — Marianne Mullally from Australia My decision to pursue Davis certification came from two divergent paths. The first path pertains to my goals and aspirations. I had a successful career in data processing, which I suspended to stay home with my son. As he grew I began to think about rejoining the work force. I knew that I did not want to go back to data processing, so I took the time to examine what I would like to do. I was interested in doing some form of teaching or helping people. Whatever I did I wanted it to have some significance; to be of value or assistance to another person. With all this churning in the back of my mind, I watched my son go through the Davis Dyslexia Correction Program. The results were remarkable. While we had sent him with the hope and expectation of teaching him to read; that became just the side benefit. His ease of being who he is and his newfound selfesteem were the real benefits. These two separate paths, my looking for a career change and my son’s needing help to read have come together. I see becoming a Davis Facilitator as a means of providing the help that my son got to others. I also see it as a way for me to begin to expand my knowledge of how we think and what makes people think differently. — Edwina Stone from New Jersey
What motivates someone to become a Davis Facilitator?
When students apply to enroll in the Davis Facilitator training program, they are required to write an essay answering the question, “What are your motivations for wanting to become certified and licensed as a Davis Facilitator?” The following two essays exemplify the reasons which inspire and motivate a Davis Facilitator. Since I have been in San Francisco, I’ve watched a lot of baseball. Life is like a ball game. To enjoy playing the game of baseball, there are many skills that need to be learned. When kids start learning to play the game, lots of time is spent fielding, throwing, catching, batting, baserunning and more. Learning these skills is essential so that they can get the most
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA +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: Alice Davis, Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND 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: http://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®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
by Randee Garretson, Davis Facilitator, Lutz, Florida
I want to share with you a powerfully inspiring experience. Stephen is an 18-year-old Senior attending the Illinois School for the Deaf. His mother had read The Gift of Dyslexia, and as a result, sensed that the Davis Dyslexia Correction® Program would benefit Stephen, who was still struggling to learn to read. The Illinois School for the Deaf is a residential school where Stephen lives during the school year. The consequence of Stephen’s mother being his most vigorous and tenacious advocate was that his home school district paid my professional fee and my travel expenses to go to the School for the Deaf and facilitate the Davis Program. The School has guest rooms in their administration building where I stayed, and they supplied a room where Stephen and I met the entire week. The principal, Steve Tavender, was most cordial and receptive to Stephen’s opportunity to receive the Davis Program. Stephen began the Program by acknowledging his problems with reading and his clear aspirations to be able to read and write so he could attend college. He conveyed his plans in great detail about going to a local college for one year to give him more time for reading improvement, then transferring to NTID (National Technical Institute for the Deaf) in Rochester, NY. Bless him, he was reading at a first grade level, at best. When he described his vanilla cake during the Perceptual Ability Assessment (done with his eyes open, of course) he wore a facial expression saying, “Of course I can see the side, the top, everything about this piece of cake - it’s right here in front of me; can’t you see it?” He was explicit. During the Symptoms Profile interview his frustration was evident in his response about his ability to put his ideas into words by writing.
“My week with Stephen confirmed my conviction that all deaf students can benefit from receiving a Davis Program.”
He said, “It’s hard to spell, but I have so many ideas!” When he shared his ability to make change, he told me a story about how he likes to comparison shop; he rated himself high in telling time with a clock with hands and told me about using the sun to help him tell time if he didn’t have a clock handy. He is exceedingly savvy. Stephen's exclusive dependence on American Sign Language (ASL) to communicate created a challenge for him, as well as a support for the Davis Strategies. In ASL, many signs portray visual images of the meanings of words and/or ideas. The visual image of the meaning of a word may already be there in a deaf person's imagery, and if so, all they need to create is the word in clay as it appears in print in order to master the word. There were some occasions that I did not understand each word Stephen was saying to me. He ONLY signs and gestures; he attempted to spell names occasionally but struggled, stumbled and said he didn’t know how to spell them, then reverted back to the person’s name sign (which meant nothing to me since I didn’t know these people). So, communication at times was a mighty challenge. I always knew, though, when Stephen grasped what I was communicating because his comprehension was written all over his face and in his body language . . . so very vividly! When Stephen completed the
upper case alphabet, he could see each letter clearly; he did not hesitate saying the letters of the alphabet in reverse - the first attempt! His grasp of the concept words was evident in the sentences and examples he effortlessly shared. His models were remarkably clever. The concept of “change” was represented by a log becoming a burning log becoming ashes; and the “consequence” of Stephen working at McDonald’s, with his McDonald’s hat on sweeping with a broom, earning money was that he could replace his old scratched, dented and gnarled snowboard with a flawless new one. The modifications needed because of Stephen’s deafness unraveled as we progressed through the program. Even though Stephen has no intelligible speech, it was important for him to know that one of the parts of a word is how it sounds. That is an awareness he needed and he got it! I placed the back of his hand on my throat to experience the feeling of the sound. This was useful during the Release procedure as well, which was difficult for him because he was not accustomed to making sounds. We had fun with it though and he found it amusing that he was making so much noise and it was a good thing! He was quick to point out that being noisy in public while doing release would not be appropriate. Symbol Mastery for the words “a” and “an” was especially challenging because those two words do not exist
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PAGE 4 Davis Dyslexia Correction® Providers International
The Davis Dyslexia Correction program is now available from more than 270 Facilitators around the world. For updates, call: (888) 8057216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm Australia Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Catherine Churton DDA-Australia Director Sydney +61 (0421) 252 518 Naren Hooson Sydney +61 (02) 9801 1917 Linda Houben Sydney +61 (02) 9948 4307 Austria Annette Dietrich Wien +43 (01) 888 90 25 Gabriele Klug Baden +43 (2252) 214 56 Christa Salcher Wien +43 (01) 888 61 44 Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 Bolivia Maria Ormachea La Paz +591 (02) 792 945 Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 Canada Wayne Aadelstone-Hassel North Vancouver 1 (604) 988-7680
THE DYSLEXIC READER
Stephen’s story . . .
continued from page 3
in American Sign Language and they absolutely didn’t exist in Stephen’s written or spoken vocabulary. Since Stephen’s familiarity with vowels and consonants was slight we invested some time on these concepts effectively. The most startling yet indisputable modification came with the word “they” when we discussed the part of the meaning indicating “the things being previously mentioned.” Stephen’s model included a person “talking about or mentioning” tennis shoes located in his house. The bubble around the tennis shoes was coming from his mouth. I asked him, “When you talk about your tennis shoes, or anything for that matter, what part of your body do you use to communicate or talk with?” A look of acknowledgment and approval . . . Stephen reached over and moved the rope end of the bubble from the mouth of the person to the hand of the person in his model. He looked at me, beamed with a knowing grin and pointed to his model, and said, “That’s how I talk!” Friday morning during our Program Results Assessment, Stephen thanked me again and again for coming to help him learn to read, and for showing him all the skills he had learned during the week to help him improve his reading. Friday afternoon I talked with Ms. Ross, Stephen’s mother, who shared this story with me. “Stephen and I are both so much alike, both stubborn, pig-headed, and during his teen years we haven’t gotten along so well. He never tells me thank you, or shows appreciation for anything, but yesterday he e-mailed me thanking me for bringing you to him to help him learn to read. It made me cry, it was so sweet.” I provided support training for three of Stephen’s teachers, his Step Coordinator, and one of the middle school learning disability teachers, with Mr. Tavender appearing as his schedule permitted. The interest, fascination, diligence and positive reaction I observed in these people was exhilarating! His teachers were able to adjust Stephen’s second semester schedule to allow one of the teachers to work with Stephen individually for four forty-five minute sessions each week. This flexibility provides Stephen a tremendous opportunity. My week with Stephen further confirmed my conviction that all deaf students can
benefit from receiving a Davis Dyslexia Correction® Program. Deaf and hard of hearing people are more visual and tactile than verbal - their sense of balance may be poor as well, just because of their hearing impairment. Words that the deaf and hard of hearing typically have difficulty learning to read and write are words that don’t have pictures associated with them. Some of these are not even used in ASL. Deaf and hard of hearing people rely on visual and tactile cues to add meaning, thus comprehension to their reading, writing, math, and language. Imagine if every deaf and hard of hearing child were able to use the Davis strategies as they learn to read by creating meaning for words with no pictures! I believe these strategies can accelerate the acquisition of their reading and language skills. There is an indisputable correlation between the dyslexic learning style and the deaf/hard of hearing learning style. They do not have to be dyslexic to benefit. I’ll close this lengthy epistle with words that Stephen’s mother shared with me in a letter following my week with Stephen. “I believe your program has helped Stephen immensely. I have seen how excited he is now that someone has finally given him an understanding of the world of reading. The Davis program should be administered as early as possible to all children with hearing disabilities. It could give them an understanding of words that we as hearing people take for granted. “Reading is something that all people should have the right to and it shouldn’t be questioned because of what it would cost to teach them. I’d like to think that everyone agrees with our President’s statement about the new laws regarding children’s rights to read, ‘These reforms express my deep belief in our public schools and their mission to build the minds and character of every child, from every background, in every part of America.’ “All children have the right to learn how to read. The Davis program is the best way to help deaf children acquire this goal and should be administered as soon as possible to as many deaf children as possible. All children and their parents deserve that hope. “I can’t express the gratitude I feel for what you’ve done for my son. My only wish is that it would have been done sooner. I hope you are allowed to help all the deaf children you can.”
THE DYSLEXIC READER
Canada (cont.) Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary 1 (866) 685-0067 (Toll-Free) 1 (403) 685-0067 Darlene Brown Smithers/Prince Rupert 1 (250) 847-3463 Gerry Grant Supervisor-Specialist Waterloo/Toronto 1 (800) 981-6433 (Toll-Free) 1 (519) 221-8484 Brian Grimes Squamish/Vancouver 1 (604) 892-9117 Sue Hall West Vancouver 1 (604) 921-1084 D'vorah Hoffman Toronto 1 (416) 398-6779 Jeri McLeod Calgary 1 (403) 503-0108 Catherine Smith Oakville/Toronto 1 (905) 844-4144 Wayman E. (Wes) Sole London/Toronto/Detroit 1 (519) 472-1255 Kim J. Willson-Rymer Oakville/Toronto 1 (905) 825-3153 France Dominique Blaess Le Pecq/Paris +33 (01) 39 76 12 61 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Valentine Galliot-Appia Aubergenville/Paris +33 (01) 30 99 53 59 Carol Nelson-Pollard Sartrouville/Paris +33 (01) 39 57 54 04 Odile Puget Gex/Geneva +33 (0450) 41 82 67 Germany/Deutschland Wilfried Bähr Hamburg +49 (040) 396 155
A Special time . . .
subject dividers. Color-code everything, using the same colored tab dividers to continued from page 1 separate sub-sections for tests, homework, class notes, and such, under each subject. and ensure success in school. Teaching to If possible, get colored paper to make their strengths is the best way for teachers book covers so they match the subject to assure these students success. colors in the notebooks. Let your child pick the colors they think best match the Getting Students Ready Even though vacation is almost over, we subjects. Just for fun get together some craft should still encourage our special kids to materials and have the student personalize read. Any written material is good. Even their notebooks with their own art. From the lowly comic book can be a way to keep up interest in reading. If video games the book Learning Outside the Lines by Jonathan Mooney and David Cole comes are your child’s main interest, buy the one of my favorite suggestions for game secrets books. Kids will read to no sprucing up a note book: “Think spray end trying to defeat a game. Children’s adhesive and fake fur.” The more unique magazines and even those “teen idol” and the notebook the less fashion ones are good. likely it is to be lost and Sports, science, nature, or anything that interests your “...one of my favorite not returned. This works for back packs as well. child will work! At TV time, suggestions for Set a time for after if possible, turn on the school homework, but the closed captioning; even with sprucing up a note first and last part of that the sound on this can keep book: “Think spray time should be for words in front of children’s eyes. Every little bit helps. adhesive and fake fur.” organization. First off, students should punch Try turning the sound off and sort all loose papers during some shows and read and put them in the proper place in the the caption to/with your child. Before school starts, try to foster a good notebook. Then when completed all attitude about school. Never let them know homework should be in its proper place as well. If you can help your child get into you dread the start of school, even if you this habit, it will do wonders for their do more than they do. Several weeks organization. Nothing is more devastating before school starts get back on school for a dyslexic child than loosing their time schedule. Bedtime, wake-up, and homework. The wasted effort, the panic, meal times that fit the school time confusion, the anxiety of the failed search, schedule will help adjust the child early the reaction of the teacher, and the and make those first days easier. anticipated reaction of the parents; all can The biggest struggle for most kids combine to make learning impossible for a starting the new school year is getting and time. Before the child recovers, they are staying organized. Start early getting school supplies and organizing them. Get a usually behind in class and then the cycle can start to feed on itself! spot setup for homework, a quiet place Another excellent way to save time and with proper lighting, and few distractions. reduce confusion for students is by using Make a supply box with extra pencils, color Post-it® tabs. The tabs are strong, pens, paper, a three-hole punch and things removable, reusable, and come in assorted like extra calculator, rulers, and colors. Use one color tab to mark the compasses. A homemade one-page current chapter in textbooks; the start and calendar covering six to nine weeks is a end of reading or study assignments can be good idea to mark project due dates and other colors. By using these tabs a student special test dates. can easily flip open their books without Make sure that their main notebook (a having to refer to page numbers, saving zippered three ring binder) for school has time and confusion in school and at home. two pockets for loose papers. One pocket They also make great hard-to-loose should be only for things going home for bookmarks for reading books too. parents (and things returned from parents You should start these get-ready to school). The other pocket is for any activities with your child during what will papers they get that they may not have time to organize at school. Cut up and punch large colored folder covers to make c ontinue d on page 6
Germany/Deutschland (cont.) Andrea Fleckenstein Witzenhausen +49 (05542) 91 16 07 Cornelia Garbe Berlin +49 (030) 61 65 91 24 Matthias Gradenwitz Bad Nauheim +49 (06032) 970 426 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Wibke Hachmann Langenhain +49 (06002) 93 95 77 Das Legasthenie Institut Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Andreas Klaumann Hamburg +49 (040) 25 17 86 23 Christine Jacob Lörrach +49 (07621) 134 60 Wiebke Janssen Bad Nauheim +49 (06032) 817 01 Gabi Justen Frankfurt +49 (0681) 59 59 623 Doris Karl-Akova Bremen +49 (0421) 713 30 Rainer Knobloch Leinburg/Ortsteil Diepersdorf +49 (09120) 18 14 84 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 5
THE DYSLEXIC READER
schools and how they work, and very importantly, how standardized testing and continued from page 5 scoring work. Also, you need to know become their normal homework time. This yourself. Many parents, like me, have our own way they will get in the habit of working demons and ghosts left over from our at their desk or work area every day at a school days. They produce very strong specific time. Let them do the work while emotions that can hinder our relationships you help and explain the setup as you go. with teachers and schools. However, even For students transitioning to middle parents that breezed through school can school or high school, or when younger have trouble with the emotional aspects of students change schools, it is also very their child struggling in an education important to help them learn their way around the new school. Getting lost on the system not geared to teach the way these way to the next class or rest room is a sure children learn. Working on controlling your own emotions is extremely important way to cause frustration and when dealing with teachers, school embarrassment. The results of getting lost officials, as well as your child. and being late for a class can be Although the laws give our children devastating, as these stresses will always special rights, parents increase dyslexic symptoms. advocate I know from my own “Many parents, like me, must child to for their experience stress and have our own demons and guarantee they get an confusion can build to a point where learning is ghosts left over from our appropriate education. For more impossible. More school days.” information on the information and articles laws and advocacy, about transitioning from please go to the advocacy articles at middle school up through college in www.wrightslaw.com/ articles.htm. available on the Internet at: You can find everything from how www.ldonline.org/ schools view us and our children, learning ld_indepth/transition/transition.html. problems, Who’s fault is it?, to writing Always try to communicate to your child that the only real failure is to not try. non-emotional letters (The art of Writing Even if things do not go well, if they have Letters), to one of my favorites, Understanding Tests and Measurements. made an effort then they are not a failure. One must understand these test scores to This “keep trying” attitude can help foster identify a child’s strengths as usually only resiliency, a trait that will serve them their weaknesses are the focus of school better in life than many things they learn reports. in school. Self-advocacy is another Note: The Wright’s Law site has lots of important skill that helps build healthy information on legal actions against self-esteem and empowers the child when schools. I want to make it clear that things do not go well. Students need to be everyone loses when education dollars go able to go to the teacher and ask for extra for legal actions. It is always best to work time or extra help when they do not within the system if at all possible! understand. They need to know that there If possible, open the lines of is no shame in asking for their communication with the teacher before modifications! Also, always make sure school starts. The more the teacher knows your child understands the WHY of class rules. When students truly understand rules about a student’s strengths and weaknesses, the better they will be able to and why they are in place, they are much teach a child. Never assume the teacher easier to follow. Some “cause and effect” knows of your child’s IEP or 504 plans. and “big picture” explanation of rules can You should contact each and provide go a long way toward avoiding behavioral copies of any IEP or modifications under problems. 504. A brief cover letter listing your child’s strengths, learning style and Getting Yourself Ready (Parents) weakness can make all the difference. Part of preparing your child for school Being brief and concise is critical as this is is to prepare yourself. Knowledge is a very busy time for teachers, if it is too power, so the more you know the better. You need to understand the laws and how they work. You also need to know the c ontinue d on page 7
A Special time . . .
THE DYSLEXIC READER
Germany/Deutschland (cont.) Barbel Preuss Munchen +49 (089) 69 38 03 92 Ursula Rackur-Bastian Idstein/Rheingau-TaunusKreis/Wiesbaden +49 (06126) 565 01 Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Gudrun Rose Friedrichsdorf/Frankfurt +49 (06172) 746 44 Gabriela Scholter Stuttgart +49 (0711) 578 28 33 Marietta Tieben Haren +49 (05934) 73 40 Magdalena Vogel-Eichert Bonn +49 (0228) 689 69 70 Ulrike von KutzlebenHausen Deisslingen +49 (07420) 33 46 Gisela Wedemeyer Hameln/Hannover +49 (05151) 647 85 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Susanne Wild Paar +49 (08205) 959 08 28 Christine Wusch Wuppertal +49 (0202) 80 230 Anna Henia Zawidowski Feldgeding bei München +49 (08131) 853 03 Angelika Zeller Bichl +49 (08857) 91 68 Ireland Sister Antoinette Keelan Dublin +353 (01) 884 4996
A Special time . . .
For Teachers In conclusion, I would like to add a few continued from page 6 things just for teachers. It is very important to understand just how much long to read, it will do no good. A followeffort it takes for these kids to even show up face-to-face or phone conference to up at school. The effort these kids put into discuss how the teacher plans to an assignment is often many times that of implement modifications is always a good other students, even when their results are idea. disappointing. Always praise their effort! Teachers generally want students to Also, please be aware of the delicate succeed. They can never know your balance between high expectations and children as well as you do in a non-school allowing the student to experience success. setting, just as you can never know how Nothing breeds success like success. your child reacts to the school setting as However, these are very capable well as the teacher. Liking or disliking the individuals that need mental challenges. teacher is irrelevant. You must collaborate This is especially true in their areas of with them for the sake of your child. You strengths. They may learn differently but if should always provide the teacher contact engaged, they can learn better than most. information and make it clear you want The only trick is to spark their interest, notification of the first sign of problems. and then learning will happen. I would like Never go over a teacher’s head. Go to to share a quote from my favorite Internet them first and always include them in any discussion boards at correspondence with school or special www.dyslexiatalk.com/. education administration. “If learning did not Another good idea is happen, then teaching to have your child write “If learning did not his own story about happen, then teaching did did not happen!” I do not say this to put his/her school not happen!” down teachers. Teachers experiences for the new are different just like teacher. Here again it kids. When there is a should be brief, but still mismatch, there is no shame in asking for include what they consider their successes help, or even asking for a new placement and failures, with their best and worst with a teacher that is a better match! memory from school. This can be a hard Only when parents and educators fail, sell to a dyslexic child but it can offer the do these children fail. We should all do our teacher an insight into the child’s world best to see that no one fails as we prepare the teacher may never get otherwise. It to start the new school year! may help to explain to your child that this writing is to help teach the teacher. The ©2002. Dan Willemin. All Rights Reserved. thought of teaching the teacher can be an inspiration to a child. Even when things do not go well, never Recommended Reading and References: complain about the teacher in front of the • Barron’s Mathematics Study Dictionary child, tell them we just need to help the • Teaching Kids with Learning Difficulties in the teacher understand. Understand yourself Regular Classroom: Strategies and Techniques that regular teachers usually have little Every Teacher Can Use to Challenge & Motivate training in dealing with different learners. Struggling Students by Susan Winebrenner. They also usually have too many students, • Learning Outside the Lines by Jonathan Mooney and are generally over-worked and underand David Cole. paid. Compassion for the teacher and • Yes You Can Help Your Kid Succeed in Math Even if You Think You Can’t by Jean Bullard and Louise school’s problems can bring compassion in Osborne. return for your child. Always be as • The MacMillan Visual Dictionary supportive as possible, even if you disagree. The teacher sometimes needs to learn what is best for your child. For more Suggested books and materials for reluctant writers: information on students needs check out A • Putting it in Writing - Scholastic Guides Dyslexic Child in the Classroom by • Write Source 2000: A Guide to Writing, Thinking, Patricia Hodge, and Learning www.dyslexia.com/library/classroom.htm. • What in the World is a Homophone? by Leslie (many parents print this guide to give to Presson their child’s teacher). • Visual SAT Vocabulary Flashcards
Israel Judith Schwarcz DDA-Israel Director Ra'anana/Tel Aviv +972 (09) 772 9888 Italy Elisa De Felice Roma +39 (06) 507 3570 Dr. Raffaella Zingerle Corvara In Badia +39 (0471) 83 68 71 Japan Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 Mexico Las Palmas Counseling Center Silvia Arana Garcia Cathy Calderón de la Barca Sofía Flores Gabriela Meléndez Zagaceta Oscar Modesto Ramírez Rocío Palma Contreras Katia Villafuerte Cardona México D.F. +52 (55) 5202 7913 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist DLS Workshop Presenter Alejandra Garcia Medina DLS Workshop Presenter Karla Tapia Graciela Trevino Gonzalez Eugenio Zambrano Olga Zambrano de Carrillo DDA-Mexico Director Garza García, Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Netherlands Kees Blankendaal Wijk bij Duutstede +31 (06) 1460 6863 Lot Blom Utrecht +31 (030) 271 0005 Hester Brouwer Groningen +31 (050) 52 61 146 Mine de Ranitz Driebergen +31 (0343) 521 348
THE DYSLEXIC READER
by Abigail Marshall, DDAI Information Services Director
Would you please explain what the following sentence from The Gift of Dyslexia means? "They can utilize the brain's ability to alter and create perceptions (the primary ability)." It means that the visual-spatial thinking abilities and powers of creative thought are so strong that the individual can perceive imagination as reality. At the most extreme, this sort of visualization has allowed inventors and scientists to conceive experimental models in their heads. Einstein developed his theory of relativity by imagining himself riding on a beam of light. The inventor Nicola Tesla would set up experimental models of machinery in his head and let them "run" for hours, then come back mentally to observe where parts had become worn in order to find flaws in the design. Is this ability an advantage or disadvantage in the learning of reading? This ability is a disadvantage in learning to read by traditional methods, because young children are usually not aware of this mental ability and cannot distinguish mistaken perceptions for real. Young dyslexic children naturally resolve confusion by changing their perception to fit their expectations, often simply by rotating or inverting what they see. This works fine with the 3-D world - an upside down chair is still a chair - but it makes it impossible to distinguish among symbols
such as b, p, d, q. Since the child may actually look at the word /bed/ and be seeing /ded/ or /pep/ - no amount of tutoring can help the individual to make sense of the letters in the word. If the individual is aware of this ability and how to control it, including how to turn it on and off, it is probably an advantage in terms of comprehension and recall. An individual who connects the words read to strong imagery is more likely to remember what is read. In reading technical or factual material, the visual thinker is more likely to see and be aware of mistakes, problems or contradictions as well, making for a more critical reader. Is this ability available to all humans? Probably, but for many people this would be a learned skill rather than something inborn. All people occasionally use their minds to distort their perceptions to make sense of it -- this is what causes optical illusions. But the difference is that dyslexic individuals and other strong visual-spatial thinkers tend to rely on this skill as a primary mode of problem solving -- for example, the dyslexic/visual thinker might solve a jigsaw puzzle by simply looking at the scattered pieces and mentally rotating them to make them fit. Because it is the primary and preferred thought mode, the neural pathways for such thought processes are strengthened and enhanced.
An old Cherokee is telling her granddaughter about a fight that is going on inside herself. She said it is between two wolves. One is evil: anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego. The other is good: joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith. The granddaughter thought about it for a minute and then asked her Grandmother, "Which wolf wins?" The old Cherokee simply replied, "The one I feed."
THE DYSLEXIC READER
Netherlands (cont.) Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000 Jan Gubbels Maastricht Judith Holzapfel Utrecht +31 (030) 271 2814 Will Huntjens Horn +31 (0475) 589 238 Carry Kuling Heemstede +31 (0235) 287 782 Drs. Marianne Kuster Alkmaar +31 (072) 51 24 301 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Tineke Leijh Zutphen +32 (0575) 543 211 ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Karin Meij Amsterdam +31 (020) 679 9152 Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817 Petra Pouw-Legêne Beek +31 (046) 437 4907 Lydia Rogowski Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437
BOOK REVIEW Virginia by Gale Long, Davis Facilitator, Elkview, West
Dr. Weiss strongly believes that "if you can dream it, you can do it." Based on her own ADD life experiences as well as her studies in ADD, she feels that people with ADD have a lot of creativity and can be a strong force for good in our world. Written for the adult with ADD, the book discusses ADD and its relationship to creativity. Because of outside influences, she feels that most people have chosen to suppress their creativity. She lays out practical advice on how to get in touch with that creativity and how to use it in full time work or hobbies. For parents with ADD children, this book is insightful in identifying the negative and positive characteristics of ADD. Lynn Weiss, Ph.D., is a pioneer in the study of attention deficit disorder and has been instrumental in making A.D.D. in adults a nationally recognized topic. She is the author of the best-selling Attention Deficit Disorder in Adults, The A.D.D. in Adults Workbook, and A.D.D. on the Job.
A.D.D. and Creativity: Tapping Your Inner Muse
by Lynn Weiss, Ph.D.
Softcover: $12.95 ISBN: 0-87833-960-4
BOOK REVIEW Virginia by Gale Long, Davis Facilitator, Elkview, West
Homework Without Tears: A Parent's Guide for Motivating Children to do Homework and to Succeed in School
by Lee Canter & Lee Hausner, Ph.D.
Do any of these situations occur in your home? • You and your children engage in nightly battles over homework. • The first time you hear about a major project is the night before it is due and it isn't finished. • Your children need help with term papers, tests and other projects, and you're at a loss about what to do. • You do more of the homework than your children do. • Your children take forever to finish their homework assignments. • You constantly struggle to motivate your children to work to the best of their abilities. If you answered "yes" to any of the above, this book is for you.
©2002 Canter & Associates, Inc. ISBN: 0-06 273132-7
This book can be ordered from DDAI by calling: 1-888-999-3324 toll-free or at: www.dyslexia.com/bookstore/
The authors give a detailed, step-by-step approach to turning the responsibility of homework over to your children. The motivational ideas are excellent! Practical charts and planners are included with permission to copy.
Improve Children's Reading Skills and Creative Talents
Designed Especially for K-3 Teachers and Parents of Children Ages 5-8
Each Kit includes: • Sturdy Nylon Briefcase • Reusable Modeling Clay (2 lbs.) • Kindergarten & Grade One Manual or Grades Two & Three Manual • Webster's Children's Dictionary (Hardcover) • Checking Your Grammar (Softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip (upper & lower case) • Stop Signs for Reading Chart What is different in each Kit is the Manual. These include suggested curriculum, lesson plans, and activities appropriate for each grade level and age. Teachers or home-schooling parents who teach multiple grade level students may purchase a combination kit, containing both Manuals for $149.90. Previous purchasers of the Davis Symbol Mastery Kit may purchase either Manual separately for $29.95 each.
Kit price: $119.95
Recommended materials for classroom implementation:
• • • • • • • One Kit per teacher or aide Four Koosh Balls per Classroom Six Letter Recognition Card sets per classroom One Alphabet Strip per student Six Punctuation & Styles Booklets per Classroom Six Dictionaries per Classroom One Pound of modeling clay per student
ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies® Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies® Teacher Kit with both Manuals $149.90 Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Webster’s Children’s Dictionary (Hardcover) $16.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US (not including shipping charges)
Quantity 0-5 6-10 11-20 21-40 More than 40 Non-Member 0% 10% 15% 20% 25% DDAI Member 10% 15% 20% 25% 30%
· · ·
TO ORDER: By phone: Call 1-888-999-3324 toll-free in the USA or Canada. Fax this order form with your name, shipping address, credit card authorization to +1 (650) 692-7075. We will add shipping and handling charges. E-mail your order to DDAorders@aol.com
UPS Shipping Charges will be added to all orders
THE DYSLEXIC READER
Erstes deutsches Schulprojekt mit den Davis® Lernstrategien
Von Sonja Heinrich1
Im vergangenen Jahr ist nun der lang erwartete unter wissenschaftlichen Kriterien erarbeitete Bericht der sehr erfolgreichen Schulprojekte mit den Davis Lernstrategien in Kalifornien veröffentlicht worden. Die Ergebnisse sind eindeutig gut und vielversprechend, wird doch eine überdurchschnittlich sichere Leseund Rechtschreibleistung aller Schülerinnen und Schüler in durchsschnittlich allen Klassen aufgezeigt.2 Mit Hilfe dieser Veröffentlichung konnten wir einen Professor der Universität Hamburg gewinnen, eine vergleichbare Studie zu einem Schulprojekt mit den Davis Lernstrategien an einer deutschen Grundschule zu begleiten.
Eine Schule mit einer sehr engagierten Lehrerin und Schulleitung war schnell gefunden, die Eltern wurden ausführlich über das geplante Projekt informiert, um bei Interesse Ihre Kinder für das kurz bevorstehende Schuljahr 2001/02 für die Projektklasse anzumelden. Das Interesse war so zahlreich, dass letztlich nicht alle angemeldeten Kinder in die Klasse aufgenommen werden konnten. Die Klassenstärke wurde auf 25 Schülerinnen und Schüler begrenzt; in der Klasse sind 16 Jungen und 9
Was sind bildlose Wörter?
Von Ioannis Tzivanakis2 “ ‚Wauwau’ sagt ein kleines Kind und zeigt auf eine Katze. ‚Er hat Hut auf ’ sagt ein anderes und meint später ‚Tu den Hut auf weg’, so als wäre ‚Hut auf ’ ein Substantiv. Phänomene dieser Art lassen sich bei Kindern ab dem zweiten Lebensjahr häufig beobachten. Man könnte sogar behaupten, dass wir ein Leben lang bereitwillig zu sprachlichen Formen greifen, die wir eigentlich nicht völlig verstanden haben!” —David Crystal Wortbeherrschung? Das Zitat3 von Crystal gibt im Grunde eine Haltung wieder, die ich vor vielen Jahren schon während meines LinguistikStudiums gegenüber der Sprache, dem Denken und der zwischenmenschlichen Kommunikation “entwickelt” habe, vor allem indem ich Menschen meiner unmittelbaren Umgebung und Diskussionen an der Uni oder im Fernsehen gelauscht oder zuhörend beobachtet habe, mit der immer wiederkehrenden Feststellung, dass zwischen Menschen, eher
Fortsetzung auf Seite 13
Mädchen, davon ein Integrationskind und insgesamt 7 Kinder, die bereits vor Schulbeginn in einer (meistens) Ergo-therapeutischen Behandlung aufgrund von Auffälligkeiten im Bereich Wahrnehmungsstörungen/ ADS/ oder Hyperaktivitat standen. Inzwischen haben die Kinder das erste Schuljahr erfolgreich beendet und sind dabei; ihre verdienten Sommerferien zu genießen. Für die wissenschaftliche Begleitung hat sich eine sehr engagierte Diplomandin gefunden, die häufig hospitiert, darüber hinaus wurden weitere Personen (Eltern, LehrerkollegInnen, Schulleitung und Interessierte) eingeladen, als BeobachterInnen Ihre Erlebnisse zu notieren. Inzwischen haben die Schülerinnen und Schüler bereits Ihre Buchstaben- und ihre Rechtschreibsicherheit in verschiedenen Test unter Beweis gestellt. Im diesem ersten Durchlauf haben wir als DDA nicht zuletzt Dank der engagierten Zusammenarbiet mit der Klassenlehrerin wichtige Erfahrungen sammeln können, in welcher Form die Davis
Fortsetzung auf Seite 12
Netherlands (cont.) Sue Hillier-Smith Breukelen +31 (0346) 265 059 Tonny Stor Heerhugowaard +31 (072) 571 6562 Karima P.A. Turkatte Maria Hoop/Roermond +31 (0475) 302 554 Monique Ubachs Zutphen +31 (0575) 541 625 Annemarie van Hof Utrecht +31 (030) 252 3069 Drs. Marian J.A. van Leeuwen Woudenberg +31 (033) 206 3506 Gerard van Poppel Gouda +31 (0182) 535 265 Willem Van Ulsen Groningen +31 (050) 542 3941 Marijke van Vuure Andijk +31 (0228) 592 536 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 New Zealand Raewyn Matheson Inglewood +64 (027) 411 8350 Wendy Wilson Auckland +64 (09) 428 4669 Oman Patricia Lynne Hodge Muscat +968 698 596 Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070
THE DYSLEXIC READER
Erstes deutsches Schulprojekt . . .
Fortsetzung von Seite 11
Lernstrategien vom amerikanischen Schulsystem mit seinen Vorschulklassen, in denen bereits sehr weitgehend Buchstabenkenntnisse und sogar erste Lesefertigkeiten vermittelt werden, auf das deutsche Schulsystem übertragbar sind. Generell ist die Integration der Davis Lernstrategien in den Unterricht sehr flexibel mit den unterschiedlichsten Unterrichtsmodellen und Methoden zu kombinieren. Beim bestehenden Projekt ist die Integration hervorragend gelungen und man kann jetzt schon sagen, dass es den Schülerinnen undFreude und Engagement dabei sind. An dieser Stelle erste Ergebnisse zu präsentieren, ist noch zu früh, diese werden voraussichtlich bis zum Ende des Jahres ausgewertet sein, und wir sind selbst sehr gespannt darauf. Was uns allerdings wertvoll zu berichten scheint, sind die subjektiven Eindrücke beteiligter Personen: Die Klassenlehrerin z.B. ist erfreut über die generelle Buchstabensicherheit sämtlicher Schülerinnen und Schüler, d.h. alle Kindern kennen ihre Buchstaben (großes und kleines Alphabet) zum Ende der ersten Klasse sicher und genau. Die ersten Schreibtests nach dem Kieler Lese-Rechtschreib-Aufbau sind nach Ansicht der Klassenlehrerin ebenfalls erstaunlich gut ausgefallen. Zur Zeit sitzt die Diplomandin mit den Testbögen und weiteren Unterlagen über der Auswertung und der Zusammenstellung Ihrer Diplomarbeit. Darüber hinaus haben uns Eltern auf dem ersten Elternabend verschiedene kleinere Begebenheiten aus Alltagssituationen geschildert, von denen ich hier gerne 2 wiedergeben möchte: Eine Mutter berichtet, dass sie morgens mit Ihrem Sohn vor der Schule regelmäßig die Kooshballübung mit der Feineinstellung der Ausrichtung3 wiederholt und festgestellt hat, dass dies zunächst in der allgemeinen morgendlichen Familienhektik gar nicht möglich war. So entschied sie, morgens eine viertel Stunde früher aufzustehen und Ihren Sohn zu wecken, um sichgemeinsam in Ruhe diese Zeit nehmen können; und es klappte. Erstaunt war sie über die Auswirkungen: war ihr Sohn doch für gewöhnlich ein typisch “zeitloses” und recht chaotisches Kind, dass von ihr ständig erinnert und angetrieben werden mußte, damit er pünktlich und vollständig mit allen Utensilien in die Schule
kam. Seitdem sie beide die Ausrichtung mit der Kooshballübung morgens durchführen, ist ihr Sohn wie ausgewechselt, hat sich inzwischen selbst mit seinem morgentlichen Ritual (wie Zähneputzen, Anziehen etc.) organisiert und sitzt pünktlich und wach an seinem Frühstück, die Sachen für die Schule können einfach zusammengestellt werden und das ganze läuft in einer ruhigen und angenehmen Atmosphäre ab. Eine zweite Mutter berichtete von Ihrem Sohn, der gerne klettert, jedoch häufig auch ein wenig ängstlich ist und oft von den großen Bäumen die er erklimmt nicht ohne Hilfe wieder selbständig heruntersteigen kann. Eines Tages einigte sich die Mutter mit ihm, dass er in Zukunft nicht mehr auf den einen – für ihn viel zu hohen Baum – klettern sollte, sondern nur noch auf die Bäume, von denen er auch selbst heruntersteigen kann. Wenige Tage später kam ihr Sohn zu ihr und berichtete stolz, dass er auf den besagten hohen Baum geklettert war! Mutter: “Und, wie bist Du denn wieder herunter gekommen?” Sohn: “Ich habe oben einfach meine Phantasiehände auf meine Schultern gelegt und bin dann ganz alleine langsam den Baum heruntergeklettert!” Er hat sich mächtig gefreut! Und wir uns natürlich auch! So viel vielleicht an dieser Stelle über unser erstes Schulprojekt. Natürlich halten wir Sie über den Verlauf informiert und berichten weiter. Dabei freuen wir uns schon darauf, konkretere Ergebnisse mitteilen zu können.
© DDA-Deutschland 2002 1 firstname.lastname@example.org 2 Der Bericht ist in englischer Sprache erschienen und in Auszügen nachzulesen auf der Webseite der DDAI unter www.dyslexia.com 3 Die Ausrichtung ist die Orientierungstechnik, die wir in der Grundschule als Gruppenübung mit der ganzen Klasse gemeinsam durchführen. Damit wird den Kindern eine Technik zur bewußten Steuerung ihrer Aufmerksamkeit an die Hand gegeben. Zur Orientierungstechnik siehe “Legasthenie als Talentsignal” von R.D. Davis
The above article is a short report on the first German Davis Learning Strategies school project occuring in Hamburg, Germany. It explains some facts about how it came about (finding a class, informing parents, etc.) and how many students (16 boys and 9 girls between the ages of 6-7) are in the first grade class. Included are a couple of stories from two mothers about the experiences they had with their sons using Focusing. It gives a first insight about the subjective experience of the teacher: the students are very certain of their letters (big and small) and a first word dictation went very well. At present, a University of Hamburg graduate student is evaluating the testing that has been done with the students. The first interim results are expected at the end of 2002.
THE DYSLEXIC READER
Republic of Singapore (cont.) Ann Chua Singapore +65 9843 1726 Constance Chua Singapore +65 6873 3873 South Africa Sara Louise Kramer Capetown +27 (021) 794 5778 Spain Conquista del Lenguage Naiara Alvarez Berdejo María Campo Martínez Monika Fernandez Arrazunia Carmen Pérez Lozano Murguía, Álava +34 (0945) 46 25 85 La Llave del Don Silvia María Sabatés Rodrigo Madrid +34 (091) 378 2331 Switzerland/CH Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen 41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Lerninstitut Basel Gerda Barakos-Jeger DLS School Mentor Bonny Beuret Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA-CH Director Nic Carter Supervisor-Specialist Denise Gabriel Geraldine Gysin Patrick Hersberger Sandra Moschtaghi Jürg Peter Supervisor-Specialist Workshop Presenter Margrit Zahnd Basel +41 (061) 272 24 00 Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Vicki Brignoli Lumino +41 (091) 829 05 36
Was sind bildlose . . .
Fortsetzung von Seite 11
Verständnisses eines Wortes hat ja auch zu einer Vielzahl von Bedeutungswörterbüchern geführt, deren häufiger als seltener, keine gelungene Nutzen für die Kommunikation und den Kommunikation stattfindet. Manchmal präzisen Ausdruck unentbehrlich ist. sogar zwischen miteinander vertrauten In allen Wörterbüchern ist zu Menschen! Nicht jeder benutzt dasselbe beobachten, dass die Definition, d.h. die Wort mit derselben Bedeutung ... Was Festlegung der Bedeutung eines Wortes meistens für die beteiligten Parteien um so leichter zu verstehen ist, je unerwünschte Folgen mit sich bringt. konkreter, direkt erfassbarer oder Woran das wohl liegen mag, kann sehr erlebbarer dieses Wort ist. Die unterschiedlich sein. Definitionen solcher Wörter in Ein Grund könnte die subjektive verschiedenen Wörterbüchern sind im Färbung sein, die jeder von uns einem Allgemeinen auch einheitlicher als bei Wort verleiht. Eine Färbung, die aus den abstrakteren Wörtern. Am deutlichsten unterschiedlichsten Erfahrungen, die jeder sind natürlich Unterschiede in dieser von uns durchlebt, und die unser Hinsicht bei sehr abstrakten bzw. bei den Verständnis und unseren Gebrauch von abstraktesten Wörtern. Und einen Teil einem Wort prägen, resultierten könnte. dieser abstraktesten Wörter machen die Ein anderer Grund jedoch könnte unser bildlosen Wörter aus. schlicht und einfach falsches Verständnis Tatsache ist, dass die 100 bis 150 am von einem Wort sein. Wir haben es häufigsten vorkommenden Wortformen im einfach entweder akustisch nicht geschriebenen Deutsch7 (Englisch und angemessen übernommen, oder wir waren Französisch auch) zu den abstraktesten uns seiner Bedeutung oder seines Wortformen gehören. Diese ungefähr 150 Gebrauchs nicht gewiss, oder jemand hat abstrakten Wortformen sind vor allem es uns falsch oder nicht sicher genug Präpositionen, Konjunktionen, Pronomina vermittelt. und dann auch Modal- und Hilfsverben Unbestreitbar ist auf jeden Fall, dass es und Adverbien. Eine umfassende keine etablierte Kultur der Wortpflege einheitliche Bezeichnung gibt es für diese gibt, so wie sie Heidegger in seinem Brief Wörter nicht. Vorläufig nennen wir sie die über den bildlosen Wörter; eine Humanismus als “Tatsache ist, dass die 100 bis Bezeichnung, die wir notwendig feststellt. letztendlich aus 150 am häufigsten Wir gehen sehr bestimmten Gründen ungenau und nicht vorkommenden Wortformen im auch behalten werden, unbedingt immer vor allem angesichts geschriebenen Deutsch liebevoll mit der Tatsache, dass es (Englisch und Französisch unserer Sprache um. keine andere Hinzu kommt allgemeingültige auch) zu den abstraktesten unsere Gewohnheit Bezeichnung gibt. Wortformen gehören.” bzw. das Wir benutzen ab jetzt illusorische Gefühl, die Bezeichnung dass wir ein Wort beherrschen, einfach >bildlose Wörter< als Terminus technikus. weil wir es aussprechen können und/oder Im Allgemeinen wird in semantischer weil unser Gebrauch dieses Wortes in der Hinsicht unterschieden zwischen Kommunikation mit anderen “sinnvoll” einerseits den drei Grundwortarten klingt bzw. aufgenommen wird, auch Substantiv, Adjektiv und Verb, die auf den wenn wir dieses Wort nur vage verstehen. logischen Kategorien Substanz, Auch die Gewohnheit des Eigenschaft und Prozeß basieren, und Auswendiglernens, die wir aus unserer andererseits den Konjunktionen und Lernvergangenheit mitbringen, könnte Präpositionen, die auf der Kategorie der Schuld sein an dieser illusorischen Relation basieren. Der Begriff der Pseudeobeherrschung sehr vieler Relation wäre also in diesem Fall Wortbedeutungen! definitorisch und kategorisierend entscheidend für einen Teil der bildlosen Die bildlosen Wörter Wörter. Ähnlich klingt die Die Wichtigkeit und Notwendigkeit des Unterscheidung zwischen eindeutigen und innerhalb einer Gemeinschaft gemeinsam festgelegten Fortsetzung auf Seite 14
Switzerland/CH (cont.) Beatrice Conti Wolfisberg +41 (062) 636 2146 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410 Marianne Gertsch Steffisburg +41 (033) 437 75 65 Katharina Grenacher Bern +41 (031) 382 00 29 Ursula Herrli Au/Wädenswil +41 (01) 781 13 35 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667 Susanne Jeker Olten +41 (062) 296 45 30 Käthi Kamm Wettswil a/A +41 (01) 700 16 33 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Renate Löffel Basserdorf +41 (01) 836 96 59 Yvonne Preisig Thalwil/Zurich +41 (01) 720 32 70 Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90
THE DYSLEXIC READER
Was sind bildlose . . .
Fortsetzung von Seite 13
Begriffsbedeutung und Beziehungsbedeutung: “Formen, die eine solche Begriffsbedeutung tragen sollen, werden “Vollwörter”, “Bedeutungswörter”, “Autosemantika” oder “kategorematische Ausdrücke” genannt, während für die Formen, die eine solche Beziehungsbedeutung tragen sollen, die Bezeichnungen “Strukturwörter”, “Funktionswörter” oder “synkategorematische Ausdrücke” reserviert sind.” (Lutzeier P.R., Linguistische Semantik, Stuttgart, 1985 S.21) Ein Vollwort, wie zum Beispiel Baum, steht allein für eine Bedeutung und ist unabhängig von anderen Wörtern. Wobei ein Struktur- oder ein Funktionswort, wie zum Beispiel auf, semantisch abhängig von anderen Wörtern ist und allein für sich stehend nichts Inhaltliches bezeichnet. Die Definition ‘bildlos’ Wir bevorzugen den Ausdruck ‘bildlos’ für alle Wörter, die unabhängig von anderen Wörtern bedeutungslos sind bzw. sich auf Nichts in sich inhaltlich Abgeschlossenes oder Autonomes oder semantisch Autogenes beziehen oder beziehen können. Im Gegensatz dazu, wollen wir mit dem Ausdruck ‘bildhaft’ Wörter bezeichnen, die (erstens) eine semantisch autogene, d.h. unabhängige Bedeutung haben und deshalb (zweitens) auf eine bestimmte Weise direkt erfassbar sind bzw. deren Bedeutung unmittelbar und mühelos wahrnehmbar ist; allerdings nicht nur visuell, sondern überhaupt wahrnehmbar. Bildhaft ist zum Beispiel das Wort Baum, dessen Bedeutung ich unabhängig von anderen Wörtern oder Gegenständen - entweder in der Realität oder in meiner Vorstellung wahrnehmen kann. Bildhaft ist auch das Wort Durst, weil ich damit eine konkrete Empfindung verbinde, erlebe. Bildhaft ist auch das Wort Demokratie, bei dem ich das Vorstellungsbild einer Gruppe von Menschen habe, bei der die meisten ihre Hand erhoben halten. Bei Mathematik sehe ich in meiner Vorstellung Zahlen und Gleichungen. Auch das Wort weil ist bei mir inzwischen bildhaft. Ich sehe und
empfinde dabei meinen großen Durst als den Grund dafür, dass ich eine große Flasche Wasser ausleere. Ich hatte aber nicht immer dieses Bild für weil, obwohl ich es schon immer, soweit ich mich erinnere, problemlos und richtig verstanden und benutzt habe... ... Mit anderen Worten, betrachten wir all jene Wörter als bildhaft, mit denen wir direkt ein Vorstellungbild oder eine Erfahrung verbinden. Mit “direkt” ist hier gemeint, dass der Inhalt dieser Wörter ein Teil von uns ist; ein Teil unseres Verstehens, unserer Intuition, unseres Wissens. Sehr interessant ist zu beobachten, welchen Unterschied es für unser Verstehen, unsere Intuition und unser Wissen macht, wenn wir auch die bildlosen Wörter wie auf, weil, seist, würdest, hättest, sogar, den, denn etc. so ausreichend zu bildhaften Inhalten verwandeln, dass auch sie direkt erfahrbar und erlebbar werden. Anmerkungen
Der folgende Artikel ist ein leicht veränderter Auszug aus der Einleitung des 'Wörterbuchs der bildlosen Wörter' von Ioannis Tzivanakis, Hamburg 2000 (erhältlich bei der LifeLearn GmbH, Email-Adresse: email@example.com) 2Ioannis Tzivanakis ist Lernforscher, Ausbilder in den DavisMethoden und Leiter der Davis Dyslexia Association Deutschland (Email: firstname.lastname@example.org) 3 Aus dem Buch ‚Die Cambridge Enzyklopädie der Sprache', Frankfurt/New York, 1995. 4 Nicht zu bestreiten sind natürlich die außersprachlichen Ursachen von Kommunikationsproblemen, wie psychische Verfassung, unterschiedliche individuelle Absichten, kulturelle Unterschiede u.a. 5 Dass die Bedeutung eines Wortes die Art und Weise ist, in der wir dieses Wort gebrauchen, ist in der Sprachwissenschaft und in der Sprachphilosophie eine sehr verbreitete und anerkannte Auffassung, die von Ludwig Wittgenstein stammt und in seinem Werk ‚Philosophische Untersuchungen' (Werkausgabe, BD.1, Frankfurt a.M., 1984) erarbeitet wurde. 6 "Nötig ist in der jetzigen Weltnot: weniger Philosophie, aber mehr Achtsamkeit des Denkens; weniger Literatur, aber mehr Pflege des Buchstabens". In Martin Heidegger, ‚Über den Humanismus' Frankfurt a.M. 1949, S.54. 7 König, Werner: dtv-Atlas-Deutsche Sprache, München 1998, S. 114. 8 Im Kontext kausaler Erklärungen für das Phänomen der Legasthenie (Davis, Ronald D., ‚Legasthenie als Talentsignal', Kreuzlingen, Schweiz 1999, S. 39- 45) werden fast alle diese Wörter auch ‚ Auslösewörter von Desorientierung' genannt. 9 Bußmann, Hadumod, Lexikon der Sprachwissenschaft, Stuttgart 1990, S. 850. 10 Lutzeier P.R., Linguistische Semantik, Stuttgart, 1985, S.21 11 Autogen = etwas (x), was von einer Quelle hervorgerufen wird, die in diesem etwas (x) selbst liegt. 12 Lesen Sie hierzu die Geschichte von Gabriela Scholter über Anna.
The above article, What are Picture-less Words?, gives a linguistic definition of "picturewords" like "tree" and "pictureless" words like "of." It explains the difference between getting a clear picture right away in the imagination of "concrete" concepts vs. abstract words.
THE DYSLEXIC READER
Switzerland/CH (cont.) Benita Ruckli Sigigen +41 495 2538 Elisabeth Rudolf von Rohr Olten +41 (062) 293 46 66 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Helena Strohbach Rüti +41 (055) 240 21 67 Claudia Taverna Sent +41 (081) 864 9115 Andreas Villain Zurich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Anna-Maria Wieland Affoltern a.Albis +41 (01) 761 16 19 Esther Wieland Sils i.D./Pratval +41 (081) 651 30 22 United Kingdom Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Hertfordshire +44 (01442) 252 517 Centre Dyslexia Laurie Challoner Anna Mead Lin Seward Supervisor-Specialist Winchester, Hampshire +44 (01962) 859 999 Susan Duguid London +44 (0181) 878 9652 Georgina Dunlop Jane E.M. Heywood Ascot, Berkshire +44 (01344) 622 115
Die Geschichte von Anna
von Gabriela Scholter, Davis Beraterin, Stuttgart
Die junge Dame mir gegenüber war sehr zurückhaltend. Sie war mit ihrer Mutter gekommen, um gemeinsam mit mir anzuschauen, ob ein Davis Programm für sie sinnvoll sein könnte. Ihr Bruder und ihre Schwester hatten beide eines gemacht, und sie erklärte mir gerade, dass sie in der Schule viel besser sei als die beiden, dass sie sehr gut wüsste, wie man arbeitet, und dass sie eigentlich niemand brauche, der ihr zeige, wie das gemacht wird. Nun, wir sprachen darüber, schauten uns gemeinsam ein Stück Kuchen an, und zuletzt war sie bereit es zu versuchen. Kein begeistertes "Ja" aber immerhin... Etwa sechs Wochen später kam Anna (nicht ihr Name) um mit mir zu arbeiten. Sie war immer noch zurückhaltend, aber sie ist ein ruhiges, verlässliches Mädchen, und nachdem sie sich für die Arbeit entschieden hatte, arbeitete sie gut mit. Die Orientierung war eine Offenbarung. Sie konnte kaum fassen, wie ihr geschah. Die erste Leseübung schockierte sie sehr: Ständig verlor sie die Orientierung! Als wir untersuchten, welche Worte sie verwirrten, waren es große Überraschung - alles Auslösewörter. Ein letzter Versuch: "Aber die kann ich doch alle lesen!" Wir sprachen darüber und auf einmal fiel der Groschen und sie legte los. An diesem ersten Tag haben wir die Bestandsaufnahme, die Orientierung, beide Alphabete, Satzzeichen, Kreiereein-Wort, Symbolbeherrschung für ein Substantiv, ein Verb, zwei Adjektive und drei Auslösewörter und zum Schluss noch etwas buchstabiertes Lesen gemacht. Sie war begeistert. Ich war erledigt. Sie hatte mir ja gesagt, dass sie hart arbeiten konnte, und das stimmte. Am nächsten Tag arbeiteten wir an zwölf Auslösewörtern, sowohl auf Deutsch als auch auf Englisch. Etwa zwei Stunden lang war Grammatik dran, zwischendurch immer wieder die Loslassübung. Ein erstes Ziel selbstgesetzt - beim Lesen war, ohne Streifen oder Finger wirklich alle Buchstaben anschauen zu können und dann erst das Wort zu lesen. Auch das gelang nach einiger Zeit gut. Der Text war Macbeth, Brücke am Tay. Dritter Tag: Feineinstellung, Auditive
Feineinstellung, Koosh-Bälle - das machte großen Spaß - viele Auslösewörter einschließlich aller Reflexivpronomen in allen Deklinationen, und sehr gründlich "sein". Als die Mutter zum Abholen kam, sprachen wir darüber, dass Anna in drei Tagen eigentlich schon das ganze Leseprogramm absolviert hatte. Es blieb ihr überlassen, ob sie noch einen vierten Tag kommen wolle, und sie wollte. Der letzte Tag zeigte Anna, dass sie ein sehr gutes Gedächtnis hat - für Bilder. Alle Texte, welche sie mit Bild-amSatzzeichen gelesen hatte, konnte sie mühelos und sehr detailgetreu nacherzählen. Grosses Staunen ihrerseits. Wir haben an Auslösewötern gearbeitet, auch auf Französisch (ab dem nächsten, dem neunten Schuljahr wird sie mit Französisch beginnen). Zur Vorbereitung hat sie sich vorgenommen, schon mal alle Auslösewörter zu kneten...). Nachdem dies schon das dritte Programm in der Familie war, brauchte ihre Mutter nur wenig Informationen, und wir konnten bis in den Nachmittag arbeiten. Beim Abschlussgespräch meinte Anna dann, sie könne gut fünf Wörter pro Tag kneten. Ich gab ihr zu bedenken, dass sie ja auch noch Hausaufgaben zu machen habe. Ihre Mutter gar schien daran zu zweifeln, dass Anna die Arbeit durchhalten werde. Genau zwei Monate später bekam ich einen Anruf von Anna. Sie hatte alle Auslösewörter fertig geknetet! "Sie können sich überhaut nicht vorstellen, was dieses Programm für mich getan hat!" Schule bewältigt sie heute leicht und ohne Anstrengung. Sie hatte immer sehr hart gearbeitet um gerade so mitzukommen, nun erzielt sie mit viel weniger Mühe ausgezeichnete Resultate. Sogar bei einem Judo-Wettkampf ist sie Erste geworden, zum ersten Mal. Gratulation an Anna, und ein herzliches Danke an Ron, der diese Geschichte möglich gemacht hat.
© Gabriela Scholter 2002 Anmerkung des Hrsg.: Detaillierte Beschreibung der in diesem Bericht erwähnten Davis-Techniken, finden Sie im vierten Teil des Buchs "Legasthenie als Talentsignal" von R.D. Davis. Die englische Übersetzung dieses Artikels finden Sie auf Seite 17 For English translation of this article see page 17
United Kingdom (cont.) Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Abingdon, Oxon 44 (01235) 536 111 Nichola Farnum London +44 (0208) 977 6699 Carol Forster Gloucester +44 (01452) 331 573 Pauline Royle Poulton-le-Fylde, Lancashire +44 (01253) 899 875 Judith Shaw Stourbridge, West Midlands +44 (01384) 440 980 Laura Shone Ilford, Essex +44 (020) 8924 5755 Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Jenny Summerton Sutton Coldfield, West Midlands +44 (0121) 354 4847 Barbara Timmins Solihull +44 (015) 6477 2657 Drs. Renée van der Vloodt Reigate, Surrey +44 (01737) 240 112 Richard Whitehead Cranbrook, Kent +44 (01580) 713 094 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 United States Alabama Paula Morehead Birmingham 1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix 1 (602) 274-7738 Nancy Kress Glendale/Phoenix 1 (623) 203-1890
THE DYSLEXIC READER
Interview from ‘Down Under’
Catherine Churton and Ron Davis
In June, 2002, Catherine Churton and Milt Barlow launched DDA-Australia by hosting a hugely successful lecture and media tour for Ron Davis in Sydney. The Davis program was featured on a national evening TV news program, A Current Affair, which interviewed Davis Facilitator, Linda Houben and one of her adult Davis Program clients who is in the Australian Army. Ron was interviewed by 12 radio stations, several of them national, as well as numerous newspapers and three magazine writers. Ron’s lecture at the National Institute of Dramatic Arts was attended by over 200 people. DDA-Australia is anticipating a full Fundamentals Workshop on September 710. From this group, they anticipate a good number of students will carry on with the necessary training to become Davis Facilitators. Currently there are only six, three in Sydney, one in Brisbane, and two in New Zealand. Catherine and Milt, what inspired you to form DDA-Australia? It was just the sheer overwhelming realisation that Australia needed more resources to cope with the problems of dyslexia. At the time we made the decision there were just three licensed Facilitators in Australia and two in New Zealand. All the Australian Facilitators were residents of Sydney so we saw huge need and potential for the rest of the country. The other deciding factor was the number of Australians and New Zealanders who wanted to do the training but could not afford the additional cost of airfares and accommodation —particularly with the horrible exchange rate— of travelling overseas to do their training. What is your vision/goal for Davis methods down under? Over the next year to 18 months, we would like to see licensed Facilitators in every Australian capital city and hopefully some in key regional areas. We have a
number of new Facilitators either just come “on line” or about to come on line. We are delighted that one of those Facilitators, Brenda Baird is based in Brisbane. We are currently forward planning for the 2003 and 2004 years that will hopefully see us take the full Davis Training to other Australian capital cities and to New Zealand. Certainly based on the success of Ron’s recent tour to Sydney we would like to have him back again next year hopefully visiting other cities in Australia as well as New Zealand. The other important thing to remember is that as a DDA we are here to service and assist our Facilitators and we intend putting a lot of focus on that in the year ahead. What types of response did you get from Ron¹s media-lecture tour? Anything that surprised you or especially touched you? In terms of the media, the response was fantastic. National television , national press, talk-back radio, etc. What this did was just really open up the flood gates. In the week that Ron was here, we literally had hundreds of phone calls. I think it really brought home to us how little help was available in the community and the education system in dealing with dyslexia, and how many people, both young and old struggle, with this issue. It also clearly showed what a huge —and exciting— job we have in front of us!
The difference between focusing on problems and focusing on solutions.
When NASA began the launch of astronauts into space, they found out that ball point pens wouldn't work at zero gravity. In order to solve this problem, they hired a consulting firm. It took them ten years and 12 million dollars. They developed a pen that worked at zero gravity, upside down, under water, on practically any surface including crystal, and in a temperature range from below freezing to over 300 degrees Centigrade. And what did the Russians do? They used a pencil.
THE DYSLEXIC READER
United States/ Arizona (cont.) John F. Mertz, Jr. Tucson 1 (877) 219-0613 (Toll Free) 1 (520) 219-0613 Tamera P. Richardson Mesa/Phoenix 1 (480) 664-9274 California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis DDA-International Director Ray Davis Ronald D. Davis, Founder Sharon Pfeiffer Specialist Trainer DLS Workshop Presenter Dee Weldon White Lexie White Strain Burlingame/San Francisco 1 (800) 729-8990 (Toll Free) 1 (650) 692-8990 Janalee Beals Orange 1 (877) 439-7539 (Toll Free) 1 (714) 547-4287 Janet Confer Rancho Santa Margarita/San Clemente 1 (949) 589-6394 Richard A. Harmel Marina Del Rey/Los Angeles 1 (310) 823-8900 Jeannette Myers Fallbrook/San Diego 1 (760) 723-2989 Dwight Underhill El Cerrito/Berkeley 1 (510) 559-7869 Colorado Kathy Bacon Loveland/Boulder 1 (970) 669-0170 Terry DeMeo Littleton/Denver 1 (303) 850-7668 Crystal Punch Englewood/Denver 1 (303) 850-0581 Carol Stromberg Collbran/Grand Junction 1 (800) 290-7605 (Toll Free) 1 (970) 487-0228 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg 1 (813) 956-0502
loved that!), reading and a long list of trigger words, including all the reflexive pronouns in all declinations and a very The young lady sitting across from me complete session with "to be." was reluctant. Her mother had accompanied When her mother came to pick her up, her to explore with me whether doing a we discussed the fact that Anna had Davis Program would be beneficial for her. basically covered a complete reading Both her brother and sister had already program in three days. It was up to her if done one, and she was explaining to me she wanted to come another day, and she that she was much better in school than decided to do so. either one of them, that she knew how to That last day showed Anna that she has a work hard and didn't need anyone showing really good memory—for pictures. She was her how to do that. We talked about it, able to retell everything she had done looked at an imaginary piece of cake Picture-at-Punctuation on, in complete together, and finally she said "OK, I'll give detail, no strain. Total amazement on her it a try." Not a resounding yes, but… part. We did a number of trigger words, About six weeks later, Anna came to including some in French. She will start work with me. She was still not particularly with French in her next grade, ninth, and enthusiastic, but she is a quiet, dependable decided she wanted to do all the French girl, and once she had agreed to work, she trigger words before then! As this was did so wholeheartedly. Mom's third program, not much support Orientation Counseling was a revelation. training was needed, so we worked on into She could hardly believe the afternoon. When what was happening. we talked about While doing Reading for continuing with the . . . Anna had basically Disorientation, she was work, she told me totally shocked to find covered a complete reading she could do five herself going off point words a day. I (getting disoriented) program in three days. It was suggested she take it constantly. We looked at easy; there would be up to her if she wanted to the words that were homework to do too! confusing her, and found Mom seemed to feel come another day . . . - big surprise there - all it would be difficult of them were trigger to get her to continue words. One last attempt: with the work at all. "but I can read them all!" We talked about Exactly two months later I got a call it, and suddenly she put things together, and from Anna. She had finished all the trigger after that, she never looked back. That first words! She said, "You cannot begin to day, we did: Symptoms Profile, imagine what this program has done for Orientation, both alphabets, punctuation me! School is now easy and no strain at marks, create-a-word, Symbol Mastery on a all." She had been working her head off all noun, verb, two adjectives and three trigger her life just to get by. Now she excels with words, ending the day with some Spella fraction of the work. She even came in reading. She was elated, I was exhausted. first in a Judo meet, and that too was She had told me she knew how to work unprecedented. hard, and so she had. Congratulations to Anna, and heartfelt The next day we worked on twelve thanks to Ron Davis, who made this story trigger words, doing them in both German possible. and English. We spent a couple of hours on grammar, practiced lots of Release, and worked on reading. She wanted to be able to do Sweep-Sweep-Spell without a paper © Gabriela Scholter 2002 strip or her finger, and after a while, she could do it. We worked on Picture-atEditor's note: Detailed descriptions of the Davis Punctuation (Macbeth; witches). procedures mentioned in this article can be found in Day three saw Fine tuning, Auditory Section Four of The Gift of Dyslexia by Ronald D. Fine tuning, Koosh® Ball exercises (she Davis.
by Gabriela Scholter, Davis Facilitator in Stuttgart, Germany
United States/Florida (cont.) Dyslexia Plus Alice J. Pratt DLS Workshop Presenter Gwin Pratt Jacksonville 1 (904) 389-9251 Georgia Bill Allen Marietta/Atlanta 1 (770) 594-1770 Scott Timm Woodstock/Atlanta 1 (770) 516-6683 Hawaii Scott Shedko Honolulu 1 (808) 377-3177 Illinois Kim Ainis Chicago 1 (312) 360-0805 Indiana Jodi R. Baugh Cloverdale/Terre Haute 1 (765) 526-2121 Myrna Burkholder Goshen/South Bend 1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines 1 (515) 270-0280 Kansas Carole Coulter Overland Park/Kansas City 1 (913) 831-0388 Louisiana Wendy Ware Gilley Baton Rouge 1 (225) 751-8741 Michigan Ann Minkel Six Lakes/Grand Rapids 1 (866) 330-3671 (Toll-Free) 1 (989) 365-3176 Dean Schalow Manistee 1 (800) 794-3060 (Toll-Free) 1 (231) 889-5954 Minnesota Cindy Bauer Plymouth/Minneapolis 1 (612) 483-3460 Virginia Bushman Albany/St. Cloud 1 (320) 845-6455
THE DYSLEXIC READER
Newly Licensed Davis Facilitators & Specialists and Davis Learning Strategies School Mentors & Workshop Presenters
Congratulations and welcome to our growing international family of Davis providers!
A special welcome to our two new Facilitators from Singapore who have sponsored three Facilitator Training Programs there, and to our first Facilitator in Japan. Phaik Sue Chin “I found the Davis method while searching for help for my son. Experiencing and enjoying success led me finally to sponsor and attend Facilitator Training. I want to make it possible for the dreams of dyslexic children, and the prayers of parents, to come true.” 8 Dover Rise, #16-05, 138679 Singapore. +65 (67)73 40 70 Fax: +65 6872 6516. email@example.com Ann Chua “During the first term of Primary 1, my son discovered that all his classmates could spell while he was getting zero out of ten, week after week. He asked brokenheartedly, ‘Why did God make me stupid?’ That started my journey of looking for solutions to his learning problems and several years of different programs and testings. He grew progressively frustrated and aggressive. Then someone passed me a book, “The Gift of Dyslexia”. I was encouraged by what I read. That was when I decided to become a Davis® Facilitator.” Gifted Minds Dyslexia Correction Services 2B Hong San Walk, #12-12 Palm Gardens Singapore 689048. +65 9843 1726 or fax +65 6310 1032. firstname.lastname@example.org Helen Brittle-Matsuki “Originally from Scotland, I traveled the South Pacific before settling in Japan 26 years ago. I was an ESL (English as a Second Language) teacher and elementary homeroom teacher at one of the international schools in Tokyo for 18 years and then decided to start my own tutoring service. I have always been aware of different learning styles and it was while studying with the Hornsby International Dyslexia Centre in London that I discovered “The Gift of Dyslexia”. It made complete and absolute sense from my experiences in the classroom, not only from working with children with learning differences but from working with bilinguals and multilinguals. Due to geographical distance and work commitments it has taken me three years to complete the training but I have benefited tremendously from meeting trainees and specialists from throughout the world.” 3-22-8605 Nozawa-Setagaya-Ku, Tokyo, Japan 154-0003. Tel/fax: +81 (3) 3795 5997. email@example.com Kees Blankendaal is a Remedial Teacher at a Waldorf School for handicapped children. Ringoven 31, 3961 EH Wyk bij Duurstede, Holland. +31 (06) 14 60 68 63. Annette Dietrich Maurer Lange Gasse 85, A-1230 Wien, Osterreich (Vienna, Austria). +43 (01) 888 90 25. Odile Puget is a qualified Speech Therapist in Paris. She has several years experience from working in a specialized hospital for neurological dysfunction. Odile also worked in London with special needs children. She is a mother of four and lives in Gex near Geneva, where she works as a Speech Therapist and is willing to travel to provide Davis Programs. 219 Rue de Gex la ville, 01170 Gex, France. +33 (450) 41 82 67. firstname.lastname@example.org Kim Willson-Rymer has worked for twenty years as an Occupational Therapist. For the last ten years she has worked in the schools with students of all ages with learning disabilities, ADD/ADHD, autism and mild motor difficulties. Her interest in dyslexia began with her observation that many of the students she encounters are intelligent and capable, yet struggle in a similar way with basic academic skills. Ron Davis has offered her valuable insight and a practical, effective and innovative method to help dyslexic individuals to overcome their struggles. 1347 Waverly Avenue, Oakville, Ontario, L6L 2S4, Canada. (905) 825-3153. email@example.com Sara Louise Kramer has trained in the UK and has recently moved to Cape Town, South Africa, where she will be working from home. 50 Rathfelder Avenue Constantia, Cape Town 7806, South Africa. +27 (021) 794 5778. firstname.lastname@example.org Patrick Hersberger has devoted most of his life’s training to the development of the human sensual perception. Little seems more important to him than having the freedom to choose. To professionally put this ideology into practice is very important to him. Thanks to his training as an optician, vision teacher (NVI), and now a Davis Facilitator, he has gathered in-depth experience in the field of visual perception. Patrick currently works at the Lerninstitut Basel, Switzerland. He speaks both German and English and is willing to travel abroad. LIB, Münsterberg 1, 4058 Basel, Switzerland. +41 (61) 272 2400. email@example.com
THE DYSLEXIC READER
Ursula Hirzel-Egler Allenbergstrasse 83, CH-8712 Stäfa, Switzerland. +41 (926)-28 95. firstname.lastname@example.org Naren Hooson lived and went to school in Indonesia between the ages of nine and sixteen. “I have an Interpreters Certificate in Indonesian and English. From 1996 to 2001 I worked with people who have Cerebral Palsy and these people helped me develop skills in communication and observation that are very helpful for working in the area of dyslexia counseling. In 2000 I started working as a tutor with children and teenagers who had completed the Davis Program and from that experience I decided to become a Davis Facilitator. I enjoy this work very much, particularly the math and handwriting program.” 39 Norma Avenue, Eastwood, Sydney, NSW 2122, Australia. +61 (02) 9801 1917. email@example.com Nicky Bennett-Baggs “I have a dyslexic son and non-dyslexic daughter. My son did the program three years ago and I was so amazed at his transformation over time, that I wanted to help other children and adults realize their potential. I have been a rehab counselor for 5 years and see many relationships suffer because of difficulties relating to education and dyslexia that relationship counseling cannot help!” Marsh Farm, Ledgemore Lane, Gt. Gaddesden, Hertfordshire, UK HP2 6HA. +44 (01442) 252 517 or fax +44 (01442) 232 023. firstname.lastname@example.org Pauline Royle has been a Primary School teacher for many years, the last twelve years as a Special Educational Needs Coordinator in Lancashire. Prior to that she taught in Essex, London, Germany and Hong Kong. “I was introduced to the Davis method of correcting dyslexia in 2000 when a parent lent me a copy of The Gift of Dyslexia. I was hooked. Before me was revealed what I had been looking for, for so long, something that would really work with all those bright but stuck individuals. I enrolled in the Facilitator course and since then have had the pleasure of working with clients as they corrected their dyslexia, dyspraxia, AD/HD, seen them reach their goals and their self-esteem soar.” 20 Beaumont Gardens, Bispham Rd. Carleton, Poulton-le-Fylde, Lancashire FY6 7NX, England. +44 (01253) 899 875. email@example.com Sue Hillier-Smith speaks both English and Dutch. Verleg Je Grenzen, Scheendijk 16/13, 3621 VC Breukelen, Nederland. +31 (346) 26 50 59. firstname.lastname@example.org Wiebke Janssen speaks both German and Dutch. Hausbergstrasse 22, D-61231 Bad Nauheim, Germany. +49 (06032) 81701.
United States/ Minnesota (cont.) Cyndi Deneson Supervisor-Specialist Advanced Workshop Presenter Bloomington/Minneapolis 1 (888) 890-5380 (Toll-Free) 1 (952) 820-4673 Mississippi Mississippi Dyslexia Center M. Elizabeth Cook Nancy F. McClain Vicksburg/Jackson 1 (866) 632-2900 (Toll Free) 1 (601) 636-2900 Missouri Patricia Henry Kansas City 1 (816) 361 6563 Montana Nancy Sitton Whitefish 1 (406) 863-9844 Nebraska Shawn Carlson Lincoln 1 (402) 420-1025 Nevada Barbara Clark Gardnerville/Carson City 1 (775) 265-1188 New Hampshire Michele Siegmann Mason/Manchester/Boston 1 (603) 878-6006 New Jersey Nancy Cimprich Elmer/Atlantic City 1 (856) 358-3102 Charlotte Foster Supervisor-Specialist Bernardsville/Newark 1 (908) 766-5399 New York Carla C. Niessen Clintondale/Poughkeepsie 1 (845) 883-5766 Wendy Ritchie Hilton/Rochester 1 (585) 233-4364 North Carolina Gerri W. Cox Shallotte/Wilmington 1 (910) 754-9559 Elizabeth Ratliff Cary/Raleigh 1 (919) 461-3948 Ohio Lisa Thatcher Mount Vernon/Columbus 1 (740) 397-7060
Maya Semle-Muraro. “As a mother of three children, I was confronted with my son’s dyslexia. When I looked for solutions, I first encountered Kinesiology and Brain Gym workshops. These gave me a view to different ways to help children. In the Davis methods, I found the possibility to work effectively and respectfully with dyslexic children, in a way which I really appreciate to work.” Gartenstrasse 7, CH-8712 Stäfa, Switzerland. +41 (79) 704 03 07. Hanneke Schoemaker “Solving client problems around Activities of Daily Life (ADL) is the heart of my profession as a certified Occupational Therapist for the last twenty years. I am continuously searching for new methods to achieve this objective. Unexpectedly, through dyslexia problems with two of my children, I found an amazing powerful tool in the Davis Method. I am now a licensed Facilitator counseling youngsters as well as adults with success.” Hanneke speaks both Dutch and English. Dennenlaan 3, 6705 BX Wageningen Nederland. +31 (317) 412 437. email@example.com Christa Wiersma has been a classroom teacher at various types of schools, public schools, Montessori and state schools. “I presently work as a school facilitator in a state school.” Auriga, Batjanstraat 13, 2585 VR Den Haag, Nederland. +31 (70) 355 33 88. firstname.lastname@example.org Gerda Witte-Kuijs, former teacher and principal of a primary school, was touched by the book, “The Gift of Dyslexia.” The book provided her with the answer to the question. “How can I help children who, in spite of their effort, do not succeed in learning to read and spell?” She now has her own practice, “Perspectief” in Heerhugowaard, where she counsels both children and adults. Gerda speaks Dutch, English and German. Perspectief, Jac. van Maerlantlaan 19, 1702 GL Heerhugowaard, Nederland. +31 (72) 571 31 63. email@example.com
Oklahoma Christina Martin Tulsa 1 (866) 492-0700 (Toll Free) 1 (918) 492-0700 Pennsylvania Marcia Maust Berlin/Pittsburgh 1 (814) 267-6694 South Dakota Kim Carson Redfield/Aberdeen 1 (605) 472-0522 Texas Success Learning Center Rhonda Clemons Colleen Millslagle Tyler/Dallas 1 (866) 531-2446 (Toll Free) 1 (903) 531-2446 Kellie Brown Ft. Worth 1 (877) 230-2622 (Toll Free) 1 (817) 989-0783 Susan Dickens Leander/Austin 1 (512) 515-5591 Shannon Liverman Sonora/San Antonio 1 (915) 277-0895 Dorothy Owen Supervisor-Specialist Dallas 1 (817) 919-6200 Laura Warren Lubbock 1 (806) 771-7292 Virginia Angela Odom Midlothian/Richmond 1 (800) 652-8476 PIN#3586 (Toll-Free) 1 (804) 833-8858 Washington Dyslexia Correction Center of Washington Marilyn Anderson Aleta Clark Auburn/Tacoma 1 (253) 854-9377 Meadowbrook Educational Services Dorothy Bennett Jackie Black Renie Royce Smith Spokane & Everett 1 (800) 371-6028 (Toll-Free) 1 (509) 443-1737 or (425) 252-8488
THE DYSLEXIC READER
Laura Shone has devoted the last seven years to Special Needs Education. Whilst spending two years in a school for the blind and partially sighted, Laura discovered and became very much involved with the Davis Program through her niece. She spent much of her spare time training to become a Davis Facilitator, whilst completing a Post Graduate Certificate of Education and teaching in Primary Schools in Essex, the county where she now practices. 156 Glenwood Gardens, Ilford, Essex, IG2 6XY, UK. +44 (020) 8924 5755. firstname.lastname@example.org Rachel Williamson has a Masters Degree and an Advanced Certificate of Education. “I have taught English to students from 11-18 years old for thirtyseven years. My teaching responsibilities have included helping pupils with special needs in mainstream education. Having witnessed the success of the Davis program with pupils in developing their self-esteem and achieving their true potential, I have confidence in offering my services as a Davis Facilitator in my retirement.” 3 City Cottages, Ditchling Common Hassocks, BN6 8SQ, United Kingdom. +44 (01444) 245 260. email@example.com Gisela Wedemeyer, Madonnenweg 5, D-31789 Hameln, Germany. +49 (05151) 64785. Davis Specialist: Gerry Grant When I was asked to pursue the training to become a Davis Specialist, thefirst thought that crossed my mind was “How will I fit this into my already busy schedule?” Immediately after that, the following thoughts crossed my mind . . . I could become a better Facilitator with more training . . . I could help spread Davis more effectively . . . I could help more people by training more Facilitators in Canada. Needless to say, the other thoughts outweighed the first and today I look forward to helping to create more Facilitators in Canada so we can help get more people out of that corner! Davis Advanced Workshop Presenter: Cyndi Deneson has an undergraduate degree in Elementary Education and a Master's degree in Counseling. She and her husband, Paul, direct New Hope Learning Centers in Milwaukee and Minneapolis. Cyndi has personally provided over 200 Davis Programs since 1997. "The driving force behind all of my educational and professional pursuits has been a desire to work with others to open their educational opportunities and prevent or remove barriers to their learning so that they might develop personal potential. Providing the Davis Program has allowed me to experience those personal goals in working with others in an effective, rewarding way. I count it a great privilege to train others to provide this program for individuals they will reach and so extend the benefits of Ron's discoveries to an increasing number of people." Davis Learning Strategies® Workshop Presenter: Alice J. Pratt has had as successful practice as a Davis Facilitator in Jacksonville, Florida and Asheville, North Carolina since 1998. She has been working with schools and teachers since 1979 as a Guidance Counselor, Special Education teacher, Director of Student Services, and DLS School Mentor. She used DLS in the last school that she served, before becoming a full time Facilitator and School Mentor. The Davis Facilitator training program requires approximately 400 hours of course work. The Davis Specialist 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 School Mentors and Workshop Presenters are experienced teachers and trainers who have had two-three years of specialized training and experience mentoring classroom teachers of children ages 5-9 years old. For information about training or a full directory of Davis providers, see www.dyslexia.com/affil.htm, or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.
Michele Siegmann “Although primarily a French teacher, I have periodically taught elementary grades and tutored, as I really wanted to teach the essential skills of reading and math. When I discovered and used Davis for my daughter, I decided I wanted to become a Facilitator so that I could reach others like her. Creative Learning Solutions is at 966 Hurricane Hill Road, Mason, NH, 03048, USA (off the beaten path, yet an hour from Boston, MA).” (603) 878-6006. godspeed @monad.net Shannon Walker Liverman “I was a work-at-home mom until my son Kooper had great success with the Davis program in June of 2000. I began doing private tutoring that year and started my Davis Training in January of 2001. I have enjoyed watching my three children grow and learn with the help of the Davis methods.” Lone Star Learning Center, 205 B Highway 277 N. Park Place, Sonora, TX 769509610, USA. (915) 277-0895 or (915) 387-5673. firstname.lastname@example.org
THE DYSLEXIC READER
United States/ Washington (cont.) Marlene E. Easley DLS School Mentor Bellingham 1 (360) 714-9619 Suzanne Hailey Federal Way/Seattle 1 (253) 874-6077 Cascade Learning Solutions Meliesa Hawley Kathleen Hawley Wenatchee/Bellevue 1 (509) 662-9121 Dyslexia Mastery Center Carol Hern DLS Workshop Presenter Mary Ethel Kellogg DLS Workshop Presenter Spokane 1 (509) 363-1771 Jo Del Jensen Oak Harbor/Anacortes/ Seattle 1 (360) 679-9390 Rebecca Luera Fall City/Seattle 1 (800) 818-9056 (Toll-Free) 1 (425) 222-4163 Sharon Polster Bainbridge Island/Seattle 1 (206) 780-8199 Ruth Ann Youngberg Bellingham 1 (360) 671-9858 West Virginia Gale Long Elkview/Charleston 1 (888) 517-7830 (Toll Free) 1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Pamela Kretz Milwaukee 1 (888) 890-5380 (Toll Free) 1 (414) 774-4586
Self-Esteem: The Cause and Effect of Success for the Child with Learning Differences
by Richard D. Lavoie
The concept of self-esteem has become the topic of much debate in educational and psychological circles in recent years. A virtual movement and several “cottage industries” have sprung up in response to this debate. As a result, the critically important concept of self-esteem has become the object of both ridicule and adoration. Confusion reigns! The seminal question in this “tastes great/less filling” debate is simply this: “Does competence build self-esteem or does self-esteem build competence?” I feel that the debate is a fallacious one because both sides of the argument are correct. A dynamic relationship exists between self-esteem and skill development. It is a relationship wherein one side of the equation increases at a parallel rate to the other side. As a child improves in selfesteem, his academic competence increases. And as that competence increases, his selfesteem improves. The caring and concerned caregiver must come to realize that positive
self-esteem is both a prerequisite and a consequence of academic success. Self-esteem is commonly defined as the belief that a person is accepted, connected, unique, powerful, and capable. Self-esteem issues take on a particular significance for students with learning or attention problems because self-assessment of this concept requires the ability to evaluate and compare. These are two skills that are extraordinarily challenging for students with special needs. Therefore, these children are often unable to accurately measure or assess their own self-esteem. Because self-esteem is a feeling — not a skill — it can only be measured by observing the way in which a person acts or behaves. Teachers and parents must become keen and insightful observers of children in order to assess their self-esteem. We would all do well to be mindful of the sage words of Great Britain’s classic Plowden Report: “The best preparation for being a happy and useful adult is to live fully as a child.”
Students with high self-esteem will:
• Feel capable of influencing another’s opinions or behaviors in a positive way. • Be able to communicate feelings and emotions in a variety of situations. • Approach new situations in a positive and confident manner. • Exhibit a high level of frustration tolerance. • Accept responsibility. • Keep situations (positive and negative) in proper perspective. • Communicate positive feelings about themselves. • Possess an internal focus of control (belief that whatever happens to them is the result of their own behavior and actions).
Conversely, students with low self-esteem will:
• Consistently communicate self-derogatory statements. • Exhibit learned helplessness. • Not volunteer. • Practice perfectionism. • Be overly dependent. • Demonstrate an excessive need for acceptance: a great desire to please authority figures. • Have difficulty making decisions. • Exhibit low frustration tolerance. • Become easily defensive • Have little faith in their own judgment and be highly vulnerable to peer pressure.
Reprinted with permission from Schwab Learning, LD matters, Spring 2002.
This Directory is current as of August 10, 2002. 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.
About the Author: Richard D. Lavoie is a recognized authority on learning differences. He has spent more that thirty years working with kids who struggle to learn, as well as with their parents and teachers.
Improve Your Primary Classroom Reading & Classroom Management Skills
With the Davis Learning Strategies® Basic Teacher Workshop Davis Learning Strategies give K-3 teachers immediately usable and effective tools that:
• Tap the creative learning process in all children. • Significantly improve language arts skills without paper/pencil and worksheets. • Efficiently and effectively teach reading and prereading skills to multiple learning styles. • Quickly and easily give children self-management skills for paying attention and staying on task. • Make classroom and behavior management easy and positive. • Children find fun, engaging, and motivating. • Can be flexibly applied in a variety of school and learning activities.
The workshop represents the results of six years of research and development in several K3 elementary classrooms by an experienced teacher, Sharon Pfeiffer. In August, 2001, a research paper detailing the effects of these strategies on first grade word recognition and gifted education placement was published in Reading Improvement, a peer-reviewed journal. Davis Learning Strategies are based on methods developed by Ronald D. Davis.
Feedback from Teachers
“I really saw a difference. I go once a week with the class to the school library. In previous years my pupils would just check out the picture books. They were content to look at the pictures. This class has become very ‘knowledge thirsty.’ They check out general education books, everything from volcanoes to Indians. Better yet, they look at them AND read them!” —AA, primary school teacher “The biggest change that I have seen in this first semester of using Davis? Short and simple: energy management. Nowadays, my class comes back from even the most turbulent playground breaks and can quickly adjust to the classroom. They can pay attention and actually listen to me.” —GE, primary school teacher, Switzerland “I am using it in the class, and yes it’s working. In the children I saw change: caring for one another, helping another and realizing that no one in our class is stupid. There is no more such a thing as a naughty child because you can focus your friend next to you, you can focus your group. With spelling and reading there is definitely a great improvement in my class. I’ve got 38 children in my class (in South Africa we can go up to 45 or 50 per class) all focused. The other teachers often tell me they don’t think I have children in my class: the reason being they are focused AND use their dial setting! Even if they come to class wild and active, within minutes I have the most well-behaved class in the whole school. Thanks to Davis Learning Strategies!” —Stephany van Dyk, Educator in Johannesburg, South Africa “In essence, I believe that this is the gift that we are able to give our children if we implement the Davis Learning Strategies in our classrooms. We are able to give each learner, regardless of their individual learning style, the ability and opportunity to learn successfully. As educators, what greater reward do we require? I wish to encourage all educators who have the opportunity to learn the Davis methods to do so. They truly are a life-line to help ALL children, and in so doing, we can enable them to reach their full potential.” —Gillian Rookyard, A final year teaching student
Davis Learning Strategies
With Davis Focusing Skills™, a series of exercises which use imagination and coordination, children can easily develop the self directed ability to be physically and mentally focused on the learning task at hand. Through Davis Symbol Mastery®, children master the alphabet, punctuation marks, and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill exercises. Davis Reading Exercises provide a fun and cooperative method for increasing word recognition and reading comprehension skills. This reading method can be used alone or as a supplement to a current reading program. With these Davis Learning Strategies, children become well prepared for a successful first four years of schooling and for a lifetime of learning!
Visit the Davis Learning Strategies web site: www.davislearn.com
2002-2003 DATES & LOCATIONS
December 4-7, June 23-26, July 14-17, August 18-21, 2002 2003 2003 2003 Singapore San Francisco, California San Francisco, California San Francisco, California
Call 1-888-805-7216 for US Registration Call + +65 6310 1032 for Singapore Registration THREE ACADEMIC UNITS AVAILABLE (with no homework)
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 Workshop Outline
DAY ONE Background and Development of the Davis Dyslexia Correction® Procedures · Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) · Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths & weaknesses; set goals; and establish motivation) · Demonstration and Practice Session DAY TWO Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) · What is Orientation? Demonstration and Practice Session Release Procedure (method for alleviating stress and headaches) Alignment (an alternative to Orientation Counseling) · What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling ADD symptoms) DAY THREE Orientation Review Procedure (a method for checking orientation skills) · Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) · What is Symbol Mastery? Why clay? Mastering Basic Language Symbols · Demonstrations and Group Exercises Reading Improvement Exercises · Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation DAY FOUR Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words · Demonstrations, Group Exercises and Practice Sessions Implementing the Davis Procedures
To register for US workshops call 1-888-805-7216 (toll-free)
2002 - 2003 WORKSHOP SCHEDULE
26-29 September (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: email@example.com Phone: +41 061 273 81 85 7-10 October (English) Instructors: Gerry Grant & Ronald D. Davis Location: Toronto, Canada Contact: firstname.lastname@example.org Phone: +1 (604) 921-1084 14-17 October (English) Instructors: Cyndi Deneson Location: New Jersey, US Contact: email@example.com Phone: +1 (908) 766-5399 17-20 October (English with Spanish translation) Instructor: Ron & Alice Davis Location: Monterrey, Mexico Contact: firstname.lastname@example.org Phone: +52 (81) 8335 9435 17-20 October (English) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: email@example.com Phone: +41 061 273 81 85 21-24 November (German) Instructor: Ioannis Tzivanakis Location: Hamburg, Germany Contact: firstname.lastname@example.org Phone: +49 (040) 25 17 86 22 11-14 January 2003 (English) Instructor: Bonny Beurett Location: Basel, Switzerland Contact: email@example.com Phone: +41 061 273 81 85 13-16 January 2003 (English) Instructor: Cyndi Deneson Location: California, USA Contact: firstname.lastname@example.org Phone: +1 (888) 805-7216 24-27 May 2003 (English/French) Instructor: Bonny Beuret Location: Geneva Switzerland Contact: email@example.com Phone: +41 061 273 81 85
For updated workshop schedules visit www.dyslexia.com/train.htm
~ Dys•lex´ ic Read´ er • •
1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
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. 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 23 for more workshop details.
DDA-Australia 18 Bullecourt Ave. South Mosman Sydney NSW 2088 AUSTRALIA Tel: + 61 2 9968 2678 Fax: +61 2 9968 2059 E-mail: firstname.lastname@example.org DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: email@example.com DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: firstname.lastname@example.org DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com
2002 - 2003 International Schedule
Basel Toronto New Jersey Monterrey Basel Hamburg Basel California Basel Switzerland Canada United States Mexico Switzerland Germany Switzerland United States Switzerland Sept 26-29 Oct 7-10 Oct 14-17 Oct 17-20 Oct 17-20 Nov 21-24 Jan 11-14, 2003 Jan 13-16, 2003 May 24-27, 2003
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
• $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA- México Privada Fuentes #110, esq. con Ricardo Margaín Colonia Santa Engracia Garza García - Monterrey, 66220 Nuevo León MÉXICO Tel/Fax: +52 (81) 8335-9435 or +52 (81) 8356-8389 E-mail: email@example.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: firstname.lastname@example.org DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: email@example.com
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
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
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