Dys•lex´ ic Read´ er • •

VOL. 42


Davis Dyslexia Association International

ISSUE 3 • 2006

Handwriting is an art form that requires certain skills to accomplish. Some people may consider it dispensable Until the typewriter was widely used, in today’s education process, but the good handwriting was considered education system still considers legible essential. Clerks and scribes wrote handwriting an essential element of the every legal and business document in grade school curriculum. A child with impeccable script. People spent a lot dysgraphia (difficulty writing) or of time and effort composing personal agraphia (inability to write) is likely to letters to friends and relatives. Now be labeled “learning disabled” and sent there is considerable debate as to to special education. I think most of us whether or not good handwriting is would agree that it is handy and valuable relevant in today’s world of computers, to be able to fill out paper forms, or to e-mail and such. If a student can learn jot down a grocery list you can read to use a keyboard and a spell checker, once you get to the store. An individual maybe that’s enough to get by. (Cont’d on p. 6)
Excerpted from The Gift of Learning by Ronald D. Davis and Eldon Braun

The Seven Causes of Handwriting Problems, Part 1

News & Feature Articles
The Seven Causes of Handwriting . . . . Problems . . . . . . . . . . . . . . . . . . . . . .1 Mr. Lucas and the Capital A . . . . . . . .1 Overcoming a Roadblock . . . . . . . . . .3 Humor Corner . . . . . . . . . . . . . . . . . . .5 Famous Dyslexics Remember . . . . . . . .5 Dynamic Duo “Entrepreneurs . . . . . . .9 Bee Wear the Spill Chequer . . . . . . . . .9 Gift of Dyslexia Now in Danish . . . . .11 Ecos Colombianos . . . . . . . . . . . . . . .12 A Davis Graduate Speaks . . . . . . . . .18 Facilitation and Freedom . . . . . . . . . .23

Mr. Lucas and the Capital A
Mr. Lucas, my sixth grade teacher at Public School #131 AND ThreeQuarters in New York City had a plan (I’ve changed the number to protect, well, I’m not exactly sure what I’m trying to protect, but it seemed like a good idea). We were all going to leave his 6th grade class with absolutely perfect handwriting, and he was going to make sure that it happened his way. You see, he understood that our current state of imperfection wasn’t our fault. It was a result of poor teaching and a lack of attention to detail in the earlier grades, and he, being in charge of us before we made the great leap forward
Excerpted from the book “Homeschooling and the Voyage of Self-Discovery” by David H. Albert

Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . . .10-11 Q&A . . . . . . . . . . . . . . . . . . . . . . .16-17 New Davis Licensees . . . . . . . . . .20-25 Davis Workshops . . . . . . . . . . . . . 26-28

to junior high school, was there to ensure the incoming students from P.S. 131-3/4 were not going to be found wanting. Or at least not if he had any say in the matter. Mr. Lucas was a former military man who fought in North Africa in WW II. One of his preferred activities was to regale us with stories of imbibing diverse varieties of African bug juice, thus making all the girls, including Stacy Schwartz who was already too hot from her new training bra (did they really need training?), extremely uncomfortable. (Would “bug juice talk” now be considered a form of sexual harassment?) So his plan was simple: handwriting was to take place
(Cont’d on p. 8)



In the Mail:
completing Alphabet Mastery and Punctuation Mastery and progressing to Spell-Reading, he complained of a glare from the white background Five years later against the black text of the book we Dear DDAI: were reading. It didn’t appear to be Our daughter attended the Davis linked to any specific triggers at word Method training in Renton, Kristine Morrison or letter level. Washington with Marilyn Anderson I decided to conduct an experiment in 3rd grade. The difference that one with ReadOn, because of its versatile Success with ReadOn week made in her life is immeasurable. facility to select a wide variety of Even five years later, she is reaping Dear DDAI: the benefit of that week. She is active I feel compelled to share with you an different colours for both text and background. in sports, has A’s in reading, science, exciting experience I had recently We discovered that with black math and history, and a B+ in writing. with an adult client using the ReadOn text on a lightish grey background my She is an eager learner, becoming an software. client didn't experience any “glare.” avid reader, and has an attitude and The young man I was working confidence that is awesome. She is the with showed symptoms of what I took So I asked him to read from the screen with plenty of Release and Alignment. one that the other students call for to be scotopic sensitivity. After Every few sentences, I lightened the background very slightly, asking Copyright 2001 Randy Glasbergen. www.glasbergen.com my client to continue monitoring his Release and Alignment and taking a break whenever “glare” symptoms occurred. By the end of the programme, we had progressed to a background just off of white. Last week, he came back for a Review session. When I asked him about his progress in reading, he casually commented, “Oh, by the way, that glare thing doesn’t happen any more. So I’ve been reading loads from books and newspapers.” help. She is even talking about taking college classes when she reaches high school. I feel that the Davis Method is a gold mine that we were fortunate enough to find. My greatest wish is that all kids had this opportunity. Best wishes, Richard Whitehead Director DDA-UK Staplehurst, Kent

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Diaz, Alice Davis, Abigail Marshall & Maria Fagioli. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.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 trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted. All rights reserved.

and now shuns new activities, rarely willing to step out of his small area of comfort. How I miss that silly, playful little boy, and I do realize that I have played a part in his withdrawal. In my frenzied attempt to identify the problem and find the right program, I was hard on him. I pushed, begged and bribed him, hoping that if he just experienced some success, doors would open for Tests and More Tests By Janet, By the time Nathan entered fifth him. I only succeeded in helping to cement his obstinacy and create a Nathan’s Mom grade, he had been tested by thick barrier of resistance between us. the public school with the full battery of tests, a speech and A Davis Dyslexia Correction hearing specialist, specialized Program optometrist, Lindamood-Bell So, when we started the Davis specialists etc. Although the Program, it was clear that Nathan One roadblock overcome; combined costs of these tests, would be resistant. He had tried so programs and tutoring hours many programs and worked with many more to conquer. added up to more than a college many wonderful people, only to find From the time my 11-year-old Nathan education, my husband and I were most the road frustrating and unsuccessful. One month after completing the onewas in preschool, I knew that the concerned about how the constant traditional building blocks of academic testing, failed programs and frustratingly week Davis dyslexia correction training, Nathan’s interest had waned. He did learning were not getting through to slow progress affected Nathan. him. When he was four and attending During Nathan’s schooling, there not want to work on the trigger words or do his daily fine-tuning; as far as morning preschool, he still could not were periods when we just let him consistently identify colors or shapes. work through school on his own while he was concerned, it wasn’t helping. Upon entering kindergarten, he had providing any needed support. But as Although I realized that Nathan and I had fallen into our old dysfunctional mastered only half of the alphabet more time passed it was evident that roles, I had no idea how to extricate letters at best, and even fewer of the he was not going to “grow out of it.” us from this situation. alphabet sounds. Although French I called on Dee, the director of fries were one of his favorite treats, the Burlingame office, for help. She he often could not find the words in encouraged me to talk openly to Nathan his head and would simply describe about his resistance and feelings about the food as “those straight things.” the program, and to allow him to make From his toddler stage on, he always some suggestions on how to proceed. preferred to point and grunt rather than He needed to be in control and set the using language to express himself, but pace. I needed to be the supporter, not he was a joyful and imaginative child the pusher. who enjoyed playing alone with his I talked openly with Nathan about toys or building elaborate structures. my concerns, his unwillingness to His preschool and kindergarten teachers The disparity between his ability and all assured me that he would “grow the classroom expectations grew more proceed with the program. Although he didn’t respond or offer much out of it.” He was a happy, playful quickly with each grade level. information, he seemed, at least more child who laughed often and loved his Amazingly, Nathan always earned friends and the activities in school. good grades, mostly a B average. But open to setting a schedule and following through. His difficulty with the Koosh By the time Nathan was in first these were hard won. The amount of balls, I think, stemmed from his roving grade, it became clear that he was not time and effort to stay afloat grew progressing, and he started to show incrementally with each passing year. mind’s ear, so we have been doing the signs of frustration and fatigue where It was inconceivable that he could work ping exercise daily along with the Koosh school was concerned. Individual any harder. The playful kindergartener balls. Although he lacks enthusiasm at times, he has been consistent. tutoring that consisted of more of the had turned into a solitary, quiet fifth Yesterday we counted up all the same phonics and memory-based grader who worked hard, talked little learning by his well-meaning teacher and opted out of any social involvement words he has completed; he had 16 words finished. Realizing that he was proved fruitless. By the end of first or lunchtime activities. close to his first benchmark, 25, he grade, Nathan had been tutored in the Over the years, Nathan has agreed to work with the clay on a Lindamood-Bell program without withdrawn from his circle of friends improvement, and then we tried an eye therapy program that was said to cure eye-tracking and focus issues. After more than a year, we abandoned the eye therapy, much to Nathan’s relief. Based on his poor performance, we had Nathan repeat first grade when we moved to a new area.



weeknight. In our earlier conversations, I had mentioned that tension was growing between us because I was pushing and he was shutting down. I told him that I did not want this program to become a burden on our relationship; if it was going to work, he needed to be motivated and meet me more than halfway. I asked him how he felt when it was time to work with the clay or do fine-tuning. What was he seeing in his mind? How did his body react? Never one to elaborate, he simply grunted and shrugged his shoulders. I described the signs he exhibited when he was shutting down: no eye contact, no words – responding with grunts and shrugs – turning his back on me, fiddling with his hands or hair, to name a few. He acknowledged that he resists me but I wasn’t sure he wasn’t simply agreeing with me to get me to stop pestering him. At the family dinner table the topic of the dyslexia correction program came up. Both John and I asked Nathan if he thought the program fit him, if the fine-tuning and other techniques make a difference at school. He enthusiastically said that it was helping, that he notices a difference – thumbs up. Again, John and I looked at each other, a bit dubious; we often found that Nathan would say anything to end conversations about his difficulties.


think of anything to make. We made up more examples and I encouraged him to use me in the sentences. “Why don’t you say something like, ‘When Mom pushes me, I resist.’” He grudgingly made a model the size of a tack. I questioned how he could possibly show the word resist in such small figures. He moaned and slouched; I teased him that he was “resisting” me and continued to make sentences containing the words resist, Nathan and Mom. He made bigger models but didn’t put a head on his body. As he was cutting one block into two legs for a model of him, it looked like the Nathan model was kicking the Mom model. I teased him and said that it really showed “fighting against” even though I don’t think he did it on purpose. He continued to hem and haw, so I encouraged him to finish the final step of the process. Spelling the word, he was clearly frustrated; I could feel the anger bubbling up inside. He spelled it wrong and insisted he couldn’t do it; didn’t like it The Walls Go Up After dinner, Nathan got out the clay etc. etc. I asked him if he wanted to take a break. “NO!” and we worked on three words. His “Should we just stop here and energy level was high and he was come back?” “NO!” motivated to do more even though it “Well, Nate it is up to you.” And was getting late. After finishing three words, I suggested that we do the word I just sat and waited. Clearly he was fighting within himself. My guess is “resist.” Nathan was reluctant and tried to persuade me to do it later, but that he was very uncomfortable and I held my ground saying that Dee had wanted to run away. Finally, he took a look at me and ran out of the room. suggested we try it. He slammed doors, threw things and The definition was “to fight broke a light. I could hear him sobbing against or work against,” – easy enough to visualize. When we started from the other room. making sentences, I said, “When I Sad, Mad want to work with the clay, Nathan What do I do? It was so hard to hear sometimes resists me.” He looked at the frustration and pain in his voice, me but didn’t say anything. As we but I was afraid to go after him. worked on the models, Nathan quickly Wasn’t I the one causing this reaction? became deflated. He didn’t like this I let him simmer for ten minutes and word; it was too long. He couldn’t then decided to see what he was up to.

He was still angrily crying, and I could hear him clambering up onto his bunk bed. When I went in his room, he was curled up in his covers sobbing. I quietly asked him if he wanted me to stay or leave. “If you don’t want to see or talk to me, I will leave you alone, but I want you to know that I am here for you.” Not surprisingly, there was no answer. I slowly climbed up the bunk bed and lay down next to him. His head and body were turned away from me in an attempt to shut everything out, so I just snuggled up next to him and hugged him and rubbed his back repeating, “I am here for you, go ahead and cry, get it out.” I couldn’t help but cry myself; I felt so useless, but I started to realize that I cannot do any of this for Nathan. He needs to work through these tough spots. I don’t have the power to take the pain away. As you know, that is a very difficult realization for a mom. I asked Nathan again, ”Do you want me to stay?” He nodded yes so I hugged him tighter and let him cry. Then, he got up to move, turned and hugged me tight. My heart melted. After awhile, I asked what he was feeling. He said, “Sad, mad.” I asked if he was mad at me, and he said, “kind of.” I told him he can be really mad at me, he doesn’t have to lessen it with ‘kind of.’ I asked how his body felt. He said he felt tight in his stomach and his fists became clenched. I explained that he probably had such a big reaction to this word because it is such a part of his defense system. I asked him if he resists other people and experiences besides me, and he said, “Sometimes.” I smiled at him and announced, “This is a good thing. We hit a major road block! Do you understand why it is good?” “Yes,” Nate said, “because now I can work through it.” This resistance had become such a part of Nathan’s coping skills that he had never realized how much he had been automatically shutting out. He acknowledged that he “doesn’t do” things because of this internal resistance. We talked about how hard it is to look inside ourselves and see things that are working against us, but it is a necessary step towards


positive change. After some quiet time, I asked Nathan if he just wanted to stay in bed. He said that he wanted to get up. Then I asked him if I should clean up the clay. “No,” he said, “I want to finish it now.” There was no mumbling or indecision. We sat down and looked at his broken model. I teased him about breaking us apart. He laughed. He took a deep breath and said, “Resist meaning to fight against or work against; r-e-s-i-s-t, t-s-i-s-e-r, r-e-s-i-s-t, resist.” He turned to me with a triumphant smile. I then showed Nathan my model. I had made a block model of Nathan with a sour face and arms outstretched keeping everything at a distance. My Mom model had open arms and concerned eyes. I wrapped my model’s arms around the rigid Nathan model and said, “Resist – to fight against or to work against. Even when Nathan resists, Mom still loves him.” Nathan gave me a bright smile and hug. While we cleaned up the clay, Nathan remembered that he needed to study for his 50-State test. We went and snuggled in my bed with the map


of the United States. He whipped through all the answers, spelling the important ones. When I asked him where his energy dial was, he said, “5.” After a long hug, Nathan skipped off to bed. When I went to check on him 10 minutes later he was sleeping blissfully. This was a powerful experience and most of the way through it I had no idea what steps I should take. Thanks to Dee’s guidance and support, we hurdled a difficult roadblock. Epiphany Today I had an epiphany – instead of trying to avoid the hard stuff in life, it is so important to face it head on. My personal strategy has been avoidance of conflict – to keep everything calm and under control; Nathan has been modeling me. Now I see the importance of meeting challenges with a positive belief that resolving and overcoming tough spots makes life better. And I am going to provide my children with the opportunity and encouragement to meet their personal struggles with a sense of confidence and purpose. One roadblock overcome, many more to conquer.


The teacher asked one of her young students if he knew his numbers. “Yes,” he said. “I do. My father taught me.” “Good. What comes after three.” “Four,” answers the boy. “What comes after six?” “Seven.” “Very good,” says the teacher. “Your dad did a good job. What comes after ten?” “A jack,” says the little boy.

Learning Numbers

“He who uses many words to explain any subject, doth, like the cuttlefish, hide himself for the most part in his own ink.”
– John Ray, Naturalist (1627-1705)

Famous Dyslexics Remember
Dan Malloy, mayor of Stamford, Connecticut and 2006 candidate for Governor. In an interview with The Associated Press after his nomination, he stated, “Realistically, if you asked people about me from my childhood, they would not have predicted the level of success that I’ve been able to achieve. If you can’t read, you can’t do math and you can’t spell, then how is anyone going to assume that you can be successful?” Barbara Corcoran, real estate executive, author and TV personality. In the February 2006 Fortune Magazine article by David Whitford, she states, “If you can picture it, you can get it. It’s a great business talent, because I could always see it all right away–the timetable, the money, me being successful.” Patrick Dempsey, actor and star of the TV series, Grey’s Anatomy. In a March 2006 pre-Oscar interview with Barbara Walters, Dempsey revealed he was diagnosed with dyslexia at age 12. “I think it’s made me who I am. It’s given me a perspective of ‘you have to keep working.’ I have never given up.”

PAGE 6 International Davis Dyslexia Correction Providers


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Marika Kaufmann Lochau +43 (05574) 446 98

Disorientation There are three different situations wherein disorientation can be a factor in handwriting. The trigger word phenomena in reading dyslexia can carry over to writing, and the trigger words can cause disorientation when attempting to write. Also in this situation, a person with The Seven Causes of Handwriting reading dyslexia can experience an overall Problems confusion with words, where the mere act Every handwriting problem has two elements: of writing words becomes the trigger for specific skills that are missing and the reason disorientation. Two common characteristics those skills haven’t yet been developed. The that identify this problem are: handwriting problem must be observed not • On unlined paper, the writing doesn’t go only from the perspective of the absence of straight across the page. Sometimes even skill but also why the skill did not develop. There are seven possible reasons why a person on lined paper it may not be straight. • Usually the size of the letters isn’t consistent, might have a handwriting problem: especially in block printing. There may be an 1. brain damage inappropriate mixture of upper and lower 2. physical illness and deformity case letters. With older students, the writing 3. intentionally poor penmanship may be limited to block printing in upper case. 4. inadequate or no instruction The other two situations follow the same 5. disorientation stimulus-response model as reading dyslexia. 6. multiple mental images The individual, in an oriented state, encounters 7. an inadequate natural orientation. a stimulus while writing and becomes We will not discuss the first three here; disoriented, usually for only a split second. only the last four reasons in the list are related During the disorientation, the handwriting goes to dyslexia. askew. This particular problem is rare in children, and then almost always accompanied by reading No or Inadequate Instruction– So Obvious That It Is Easily Overlooked dyslexia. In adults this problem can exist unrelated to reading dyslexia. A person may have a handwriting problem The handwriting disorientation triggers simply because he was never given proper instructions in penmanship, or the instructions fall into two basic categories: (1) line and weren’t sufficient to build the necessary skills. shape triggers and (2) motion triggers. Neither lines, shapes nor motions by themselves can These deficiencies are not directly related cause disorientation, so there must be to picture thinking or disorientation, but something in between the trigger and the disorientation can indirectly contribute to disorientation. It is emotion. For reading the problem. The ability to disorient allows dyslexia, the triggering emotion is the feeling the student to be physically present in a of confusion. For these handwriting problems, classroom without being there mentally. An it could be confusion or something else. alternate reality or daydream produced by a So, we have the anatomy of a trigger– disoriented state will undermine even the best line, shape or motion – which produces an instruction. And there may be another link. emotion, which in turn causes disorientation. To determine whether your student’s Emotions actually come from the individual’s problem fits into this category, start with an life experiences. Somewhere in the person’s interview: Ask the student if he was given past is a real life experience that contained adequate instructions. If not, the solution is that emotion. Somehow, a line in a particular simple and straightforward – provide them. However, if the student wasn’t given adequate direction, or a certain shape, or a particular instructions because of “special education” that motion reminds the individual of that meant he was pulled out of class for special experience. Subconsciously linking the line, help (or missed school for other reasons) and shape, or motion to the past experience brings therefore missed writing instruction, there will the emotion forward in time. The individual probably be other learning problems that need begins to unconsciously experience the past emotion in the present, and the result is a to be resolved first. disorientation. – child or adult – with dysgraphia or agraphia has a problem that is more than just an inconvenience. Even though some people may trivialize the problem, it can be a source of extreme embarrassment, and can contribute to lowered self esteem.
Handwriting problems . . . (cont’d from p. 1)


Multiple Mental Images Disorientation isn’t a direct factor here, but simply being a picture thinker can make a person vulnerable to the problem. It is created when a penmanship teacher doesn’t understand what can happen when visual models are given to a picture thinker. In the process of giving instructions, the teacher inadvertently gives the student multiple models of what writing should look like. For instance, a kindergarten student named John is learning to write his name in the school’s approved writing format. He draws:

He didn’t quite get it on the first try, so as a model, the teacher draws the word correctly to the left of the one the student has drawn.

What the teacher is doing seems reasonable. The student is given models to follow and duplicate. The problem is, the two models the teacher provided are not identical. This wouldn’t be a problem for most students, but for a picture thinker it can create agraphia, the most severe of all writing problems. The picture-thinking student made an exact mental copy of the teacher’s model. When the second model was given, he made an exact mental copy of that one as well. The next time he tried to draw the word, he mentally looked at both of these mental pictures, but not side by side. The pictures were superimposed on top of one another. The models weren’t identical, so the mixture of the shapes of the lines formed a snarl of multiple lines. The mental picture the student tried to follow was impossible to draw. In a situation like this, every time the teacher provides another model, even with very slight variations, the new model adds more difficulty as it is superimposed on the others. Literally, the more instruction the student receives, the worse the problem becomes. The more models he is shown, the more difficult it becomes for him to even attempt to write. He ends up with a mental picture that looks like this:

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He tries again. As a natural reaction, the student will begin to grip the pencil tighter and tighter until his fingers are fatigued. He will press harder and harder with the pencil until the lead breaks or the paper tears. With each attempt he makes simply to write his name, his entire body will become tenser. Eventually, he will get to the point where he can’t even hold and manipulate a writing instrument. The mere thought of attempting to write could cause extreme anxiety. It’s quite common for children with agraphia to be taking prescription medications for the symptoms of hypertension, depression or ADD. These signs indicate that multiple mental images need to be addressed. In the next issue we’ll learn how an inadequate natural orientation (dyspraxia) affects handwriting.

Terri Fedorchuk Dryden, Ontario +1 (807) 223-7769 Renée Figlarz Montreal, Quebec +1 (514) 815-7827

Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063

It’s still off a bit, so next to that the teacher draws another example.

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[Toll Free]

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45 minutes every day. During this time, beginning with capital “A”, we were each to write ten lines of ten perfect letters (100, all the same), in Roman military formation, and once we had accomplished this and had them checked by him, we would be promoted on to the next letter.

Mr. Lucas . . . (cont’d from p. 1)

anymore, and that it was really all right. After all, no matter where you were in the alphabet, you still had to spend your 45 minutes in handwriting. A “Scarlet” Letter In four-and-a-half months, and including more centuries assigned in daily homework, I drew a total of 27,923 capital A’s. The reason I know the count to this day is that my friend Arthur and I started to keep tabs, and wore the number of our red-stained A’s as badges of honor (I can’t claim to have read The Scarlet Letter yet, but when I finally did, I imagined a black, cursive capital “A” with big red “X” on it. We were, however, deeply immersed in The Red Badge of Courage, which may have been more on point.) I never would have escaped capital “A,” except that in January, Mr. Lucas, normally a man of iron – a veritable Cal Ripken of the school teaching world – who ruled the schoolyard during recess like the army lieutenant he was, and without a winter coat, got sick for two days. A substitute came in who didn’t quite know the rules. She, rather shapely as I remember, would walk around the room in a haze of cheap toilet water (I told this to my older daughter, and she burst out laughing, and the term still makes me inwardly smile), and as she passed your desk, if you’d hastily scribbled barely a line or two she would check your paper and you were on to the next letter. In two days, I went from capital “A” to lowercase “m.” I honestly don’t remember if I ever finished the alphabet, but I do know that from that year forth, my handwriting has deteriorated into the inscrutable, and most of the letters between capital “A” and small “m” are a veritable wasteland. Oh, and what of Arthur, my partner in this tale of scrawl? He became a famous Park Avenue cardiologist, and I think he now uses a self-inking rubber stamp for his signature.


Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-0033 Brenda Osadchy Medicine Hat, Alberta +1 (403) 529-7902 Tina Panaritis Montreal, Quebec + 1 (514) 690-9164 Judy Parley Taber, Alberta +1 (403) 330-9873 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422

Kendra Rodych Saskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961 Sharon Schachter Thornhill, Ontario +1 (905) 764-6774

Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Whitehorse, Yukon +1 (867) 393-4489

China Livia Wong Hong Kong +852-2810-0282

Kim J. Willson-Rymer Oakville/Toronto +1 (905) 825-3153

Colombia Laura Zink de Díaz Bogotá +57 (1) 638-6342

Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 Cyprus Alexis Mouzouris Limassol +357 25 382 090

France Christine Bleus Saint Jean de Gonville/ Genève +33 450 56 40 48

Occupational Hazard Now my last name begins with “A”, which had condemned me to the front-row, right hand-side desk near the door for the past seven years, and made it difficult (but not impossible) for me to stare out at my favorite tree in the schoolyard. Occupational hazard, that last name beginning with A, and I was lucky not to have developed a permanent crick in my neck from perennially being forced to look left, or to have been permanently disfigured as a result, like a galley slave chained in perpetuity to a single oar on the left side of the ship. So, anyway, I did my ten lines of ten capital A’s, all with my Waterman cartridge pen as neatly as I could (quite a trick, as most of the ink used to leak out all over my shirt pocket), and brought my paper up to Mr. Lucas’ desk, behind Johnny LoSassini, the class artist, who was onto the capital J’s before I could manage his name once without a lisp. Mr. Lucas, pen in hand, began to put big red X’s (capitals or smalls, I couldn’t tell) over a third of my A’s, mumbling “Potato-head” or “Looks like a squished pear” or “Needs to go on a diet”, and sent me back to my desk to create another century. Days, and then weeks went by. At first, I used to approach Mr. Lucas’ desk with some concern, hoping that my A’s would finally pass muster so I could go on to B’s. But no such luck. There were always potato-heads or beer-bellies or squished pears and lots of red X’s on my paper. After about three weeks, with everyone else in my class moving ahead except me and my friend “A”rthur (wouldn’t you know it? And Stacy, still in training, David H. Albert is a homeschooler and author of Homeschooling and The Voyage was already on “P”!), I began to become of Self-Discovery: A Journey of Original embarrassed, and then ashamed. After six Seeking (Common Courage Press, 2003), weeks, the shame turned to barely concealed from which this story is excerpted. More anger, and then, maybe three months into information about his books and homeschooling ideas are available at his website, www.SkylarkSings.com this exercise, I discovered that I didn’t care


France (cont’d) Corinne Couelle Marsannay-le-bois/Dijon +33 (0380) 357 953

“Dynamic Duo” Entrepreneurs
From New Hope Learning Centers, Inc, Edina, Minnesota and Menomonee Falls, Wisconsin

Some dream. Others make dreams happen. Such is the case with a couple of young entrepreneurs: the sister and brother team of Abbey (age 14) and Ben (age 12). This “dynamic duo” came through the doors of New Hope Learning Centers, Inc. in October of 2004 and both completed the Davis Dyslexia Correction.® It was clear from the beginning that Ben and Abbey with some of their tasty Abbey and Ben are very gifted individuals. treats! As we got to know them during the program week, we learned that they are Abbey and Ben are bright, gifted, not shy about sharing their ideas and energetic individuals who and dreams. Ben even cautioned have so much to offer. All of us the tenants of our office building at New Hope Learning Centers that they shouldn’t smoke and that are privileged to be part of their he was going to invent a cigarette lives and to watch their vision and that tasted good and was good for them! passion make their dreams happen! As “budding” entrepreneurs, Abbey and Ben have developed several successful Thanks Abbey & Ben businesses. Their first endeavor is Hoof ‘N Paw Treats, which are healthy muffin type treats for dogs and horses. They look and smell good enough for people and are handmade with love right in their own kitchen! New Hope Facilitators, Darlene Bishop and Margie Hayes who worked with Abbey and Ben, have tried the treats (not personally of course) and their favorite four-legged friends . . . or why it’s not a good idea to place loved them! Abbey and Ben see their business too much faith in your computer’s as a way to serve the animal kingdom they spellchecking program. love so much. They even have a treat for the origin unknown diabetic dog or horse who needs to watch their waistline, or as they call it, “girthline.” Eye halve a spelling chequer Here are just a few of the creative types of It came with my pea sea treats they offer: Cinna “Bone”; Pea “Mutt” It plainly marques four my revue Butter; “Bark”-B-Q; “Howl Wheat”; and Gar Miss steaks eye kin knot sea “Lick” & Cheese. How brilliant! But they didn’t stop there… Abbey is now Eye strike a key and type a word up to 36 clients in her Pet Sitting Service And weight four it two say where pets get all the lovin’ attention they Weather eye am rung oar write would from their owners (and probably It shows me strait a weigh spoiled a bit too) when Abbey’s around. Mom says they even have to schedule vacations As soon as a mist ache is maid around Abbey’s business. While Abbey developed her Pet Sitting It nose bee fore two long Service, Ben found his own “niche” by And eye can put the err or rite offering a service that moves right along Its rare lea ever wrong with the changing culture. He converts VHS tapes into DVD’s using his own computer.

Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13

Carol Nelson Paris +33 (01) 46 51 72 63 Odile Puget Annecy/Geneva + 33 (04) 50 41 82 67

Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 Theresia Adler Bannewitz +49 (0351) 40 34 224 Germany/Deutschland

Ute Breithaupt Langenselbold +49 (06184) 93 84 88

Gabriele Doetsch Bad Windsheim / Würzburg +49 (09841) 1637 or 1644 Ellen Ebert Ammern +49 (03601) 813-660

Cornelia Garbe Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70

Bee wear the spill chequer

Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Christine Heinrich Heubach / Ulm +49 (07173) 716 793

Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234

Ingrid Huth Berlin +49 (0179) 896 8007 Christine Jacob Lörrach +49 (07621) 134 60

Rainer Knobloch Röthenbach/Nürnberg +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 Germany/Deutschland (cont’d)


Book Reviews
Reviewed by Jacqueline Ward

Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 (0711) 479 1000

Sign Language Made Easy

Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

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 Petra Saeger Storkow +49 (03987) 52106

Inge Starck Battenberg/Eder +49 (06452) 93 28 88 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84

Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33

Phoebe Schafschetzy Hamburg +49 (040) 392 589

My son, Michael, was born with a developmental delay, later diagnosed as cerebral palsy, which among other things resulted in a speech and language delay. It was actually his first physical therapist who recommended we teach Michael sign language as a means of communication. We began signing at 18 months and by the age of three, Michael had a vocabulary of over 80 signs. Learning sign language came naturally for us with the help of our special education team, but we never really had a complete sign language manual. That is why I was very curious to find this book, The Everything Sign Language Book. I was immediately at home with the warm introduction into the world of sign language. With a fun, no pressure approach, this book takes you through the alphabet, numbers, colors, feelings, and signs for an enormous vocabulary. The Everything Sign Language Book is well organized into

The Everything Sign Language Book: American Sign Language Made Easy by Irene Duke Softcover: 286 pages ($14.95) Publisher: Adams Media

To order, call 1-888-999-3324 (toll-free, USA/Canada) or visit the bookstore at www.dyslexia.com specific lessons and chapters with abundant visual models. There are even sections for review, practice, and self tests. Whether you are a parent, educator, or member of the Deaf community, this book is the guide for you.

Overcoming Dyslexia For Dummies
Reviewed by Mary Ann Kettlewell, Facilitator in London, Ontario, Canada

Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Susanne Wild Paar +49 (08205) 959 08 28 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18

Greece Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438

Irma Vierstra-Vourvachakis Rethymnon / Crete +30 283105 8201 or 69766 40292 Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 565-2537

Written in a warm and humorous style, Tracey Wood’s, Overcoming Dyslexia For Dummies is overflowing with information about dyslexia: the signs and symptoms, how to help school-age children, teenagers and adults, good explanations of the various testing methods, information about IEPs and alternative schools. It also contains useful tips for parenting and advice on how to work productively with teachers. Wood is a reading specialist with a Masters degree in Education. She ran a reading consultancy for many years in the San Francisco area, and now writes and speaks publicly about reading. She believes that phonics instruction is key in overcoming dyslexia. One of the appendices to this book contains an informal assessment of phonemic awareness and phonics skills. Notwithstanding her belief in phonics, Wood acknowledges

Overcoming Dyslexia for Dummies By Tracey Wood Softcover:362 pages, in English Publisher: Wiley

that there is no one definitive answer for everyone, and that not all children are helped by phonics instruction. Perhaps in recognition of this diversity she has included a useful chapter called “Ten Well-Known Dyslexia Programs and Treatments.” Here she includes a description

of The Davis Dyslexia Correction® Program and gives contact information. She also describes Davis Learning Strategies in another section about programs in use in schools. She is not convinced that there is a connection between creativity and dyslexia; nonetheless she does alert her readers to the fact that a child can be creatively gifted and dyslexic at the same time. I found myself struggling with some of Wood’s treatment modalities. Her strategies are designed by verbal thinkers for visual thinkers to use, and therein lies a problem. She says, “Dyslexic kids especially need to have a few rules up their sleeves so they can impose order on letters that otherwise make no sense to them.” For example she tells us that “Magic E” is a special letter. When it sits on the end of a word, it throws its magic dust out. The dust floats over the neighboring letter but sticks to the vowel. The vowel feels so special it shouts out its name.” This is cute, but what about words like “were,” or “there”? She also offers the “Bossy E” rule. When you add “e” to the end of small words like “pin,” the “e” bosses the earlier vowel into shouting out its name. Again, it’s not hard to come up with a number of very common words this offers no help with, like “are” or “where.” Another piece of advice: keep the “b” and “d” facing the right way by drawing a bed or using the bat and ball method. Another chapter gives advice on memorizing by visualizing or rhyming. Wood states that dyslexics need a great deal of repetition. And her solution for left/right confusion is to wear a watch on your left wrist. This way


you can also peek at your watch to remember which way the numbers face. Wood has clearly done extensive research on dyslexia. The resources and contact information are easy to access. The book is designed so readers can readily find the chapters they are interested in. However, as a Davis facilitator the majority of my clients, who come to me for help with language difficulties, have already endured intensive instruction in the phonics programs Wood endorses, and discovered that they need a very different approach. For most of them, “Magic E” dust and other such strategies are simply more rules to memorize. Once memorized, I fear they may substitute for real learning, and become compulsive solutions. In spite of these reservations, I think Wood’s book can be a useful starting point for those in search of information about dyslexia. And it is to her credit that in spite of her preference for phonics instruction, she nonetheless includes other treatment options and resources in the book. For those readers who have already discovered that certain programs are unhelpful, this book can point them towards effective help.

Iceland (cont’d)

Overcoming Dyslexia for Dummies is a paperback book, and is also available as an e-book at the publisher’s website: www.wiley.com/WileyCDA/WileyTitle/productCd -0471794457.html. The purchase price for either version is $19.99. In addition to this book, Ms. Wood has written Teaching Kids to Read For Dummies and Teaching Kids to Spell For Dummies, both published by Wiley.

Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Svava Hlin Hákonard Eskifjordur +354 862 1518 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 566-8657 Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890 Nora Kornblueh Reykjavik +354-562-1295 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir DLS Workshop Presenter Kópavogur +354 863 2005 Sturla Kristjansson DLS Workshop Presenter Hafnarfjordur +354 845 6956 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Erla Olgeirsdóttir Akranes +354 694 3339 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465

Danish Edition of The Gift of Dyslexia now available!
Published by: Forlaget Klim Ny Tjørnegade 19 8200 Århus N. Denmark Tel: 86103700 Fax: 86103045 E-mail: forlaget@klim.dk Price: KR 299.00 ($50.48 USD)

Thorbjörg Sigurdardóttir Reykjavík +354 698 7213

Kolbeinn Sigurjónsson Mosfellsbær +354 566 6664 / 661-8654 Margret Thorarinsdottir Selfoss +354-486-1188 India Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 Ireland Paula Horan Mullingar +353 44 934 1613

Sister Antoinette Keelan Dublin +353 (01) 884 4996

Maggie O’Meara Clonmel, Co. Tipperary +353 (87) 415 70 99

Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (09) 772-9888 or (052) 272-9532 Mira Ashoosh Kiron +972 (03) 635-0973 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Eliana Harpaz Ma’Ale Adumim +972 (02) 590-2110 or 054-441-0789 Baruch Kassiff Kfar-Saba +972 (09) 767-3638 Eve Resnick Kfar Saba/Tel Aviv +972 (09) 766 2140 Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888


Ecos Colombianos
Laura Zink de Diaz, Facilitadora Laura facilita programas Davis en inglés y español. Desde su viaje a Colombia en junio de 2005, ha trabajado con clientes en Quito, Ecuador y San Juan, Puerto Rico. En julio de 2006, trasladó su centro, Prolinguistica, a Bogotá, Colombia. Este artículo fue publicado en el Vol. 41 de Dyslexic Reader en inglés. The English translation of this article appeared inVolume 41 of The Dyslexic Reader.

Italy Elisa De Felice Roma +39 (06) 507 3570 Piera Angiola Maglioli Occhieppo Inferiore / Biella +33 (09) 687 8713 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 871 Kenya Debbie Shah Nairobi +254 20 577 493 Diana Smit-Jurgens Nairobi +254 733 895 603 Lebanon Samar Riad Saab Beirut +961 3 700 206 Malaysia Hilary Craig Kuala Lumpur +603 2096 1342

Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist Graciela Trevino Gonzalez Olga Zambrano de Carrillo DDA-Mexico Director Garza García Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126

Mexico Cathy Calderón de la Barca México D.F. Fundamentals Presenter +52 (55) 5520 1883 or 5282 4196

En 1971 yo estudiaba idiomas en la Universidad de Washington y contemplaba un viaje a Colombia. Iba a estudiar en la Universidad Industrial de Santander, en Bucaramanga. Poco antes de mi supuesta salida, por poco se canceló el viaje porque supimos que los universitarios estaban en paro, y de hecho, habían cerrado la universidad. Sin saber en ese entonces que los paros estudiantiles en la UIS son una venerable tradición, yo insistí mucho en realizar el viaje, porque según calculaba, el paro podía terminarse en cualquier minuto. Y así subí al avión y me fui. Como era de esperar, no se terminó el paro. Viví varios meses en Bucaramanga, haciendo estudios independientes con profesores que realmente no tenían ni tiempo ni interés en mi, enseñando inglés a las secretarias de la UIS, y en varios institutos privados de la ciudad. Me encantó cada momento de aquellos meses. Al cabo del semestre, no recibí ningún crédito universitario, y la UIS seguía cerrada. Pero no me importaba - estaba tan enamorada del idioma, la gente, y la vida colombiana en general, que de ninguna manera estaba lista para volver a mi país. De modo que subí a un bus de Berlinas del Fonce, y cruzando el Paso de Chicamocha, llegué a Bogotá, la capital. Allí mi intención era buscar mi fortuna como maestra de inglés. Claro, nadie encuentra la fortuna en un salón de clase. Pero sí viví dos años en Bogotá, trabajando como maestra de inglés. Recuerdo aquellos años en Colombia como los mejores de mi vida. Cuando al fin volví a mi país, fue con la intención de regresar a Colombia más tarde, para quedarme. Como suele suceder, la vida

Colombia, a simple vista
Nombre completo: República de Colombia Presidente: Álvaro Uribe (2002, 2006) Territorio: 1.038.699 km cuadrados (terreno); Total: 1.138.910 km cuadrados Población (est. 2006): 43.593.035 (tasa de crecimiento: 1,5%); índice de natalidad: 20,5/1.000; tasa de mortandad infantil: 20,4/1.000; expectativa de vida:72,0; densidad de población por kilómetro cuadrado: 37 (est. 2000). Capital y ciudad más grande (est. 2003): Santa Fé de Bogotá, 6.837.800 Otras ciudades grandes: Cali, 2.283.200; Medellín, 1.957.800; Barranquilla, 1.330.400; Cartagena, 901.500; Bucaramanga (ciudad) 553.046 Unidad monetaria: peso colombiano Idioma: español Etnicidad: mestiza 58%; blanca 20%; mulata 14%; negra 4%; mezcla negra-indígena 3%; indígena 1% Religión: Católica Romana 90% Índice de alfabetización: 93% (est. 2003) Resumen económico: PIB (est. 2004) $281,1 mil millones; per capita $6.600. Tasa de crecimiento real: 3,6%. Tasa de inflación: 5,9%. Desempleo: 13,6%. Terreno cultivable: 2%

intervino, y ese sueño nunca lo realicé. Sin embargo, mis dos años en Colombia me enseñaron bastante bien el idioma, y esa destreza me sirvió mucho en mi país. Trabajé como intérprete y traductora en la ciudad de Redmond por un tiempo. Después, en Seattle, pasé al Banco Rainier, que ya no existe, a trabajar en su departamento internacional. Con el tiempo, recordando cuánto me había gustado enseñar inglés en Bucaramanga y Bogotá, me hice pedagoga, dictando idiomas. Y aunque viajé a muchos países, jamás volví a Colombia. Todos acumulamos pesares durante la vida, y esto ha sido uno de los míos. Es decir, hasta mayo de 2005, cuando sonó el teléfono. Me estaba llamando de Miami un caballero que quería hablar conmigo en español. Su sobrino en Bucaramanga, había sufrido de dislexia desde kinder. Al principio era cuestión de que si yo estaría dispuesta a hacer el programa en español. Después era cuestión de que si estaría dispuesta a hacerlo en Bucaramanga. La oportunidad de volver a un sitio que había contribuido tanto a mi formación–y también a enfrentarme al reto intelectual de hacer el programa en otro idioma–imposible resistir la idea. Arreglé maletas y subí al avión. Cuando aterrizamos en Bucaramanga, no reconocí nada de la ciudad. En los ‘70 habrá sido una ciudad de quizás 100,000. Hoy, el “área metropolitana” de Bucaramanga tendrá una población de poco menos de millón y medio. En 34 años la ciudad se ha transformado totalmente. Si antes era una soñolienta capital de provincia, ahora es la quinta ciudad del país. Parecía que ya no existía siquiera un edificio que reconociera yo. ¡Hasta el aeropuerto lo habían trasladado a otra parte! Mis clientes me habían reservado una habitación en el “Club Campestre de Bucaramanga,” que celebra este año 75 años de existencia. Mi habitación pertenecía a otra época, cuando la gente se fijaba menos en el número de “unidades” en un edificio, y más en la belleza y comodidad. Era una habitación muy amplia, cómoda, con muebles y acabados de madera hermosa. La televisión ofrecía canales que trasmitían programas no solamente en español, sino en inglés, italiano, francés, y alemán. Por las ventanas anchas se veía la piscina, y más allá la verdura exuberante, que chapoteaba en las montañas profundas y tropicales alrededor de la ciudad, como en olas vegetales. Mis clientes me permitieron descansar y arreglarme, y después volverían


Alejandra Garcia Medina Cuajimalpa, Mexico, D.F +52 (55) 5813 9554 Mexico (cont’d)

Sociedad de Consultatoria Organizacional Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442 Lucero Palafox Veracruz +52 (022) 99 351302 Ana Elana Payro Ogarrio Corregidora, Queretaro +52 442 228 1264

La familia: Claudia (la mamá), y los tres hijos, Nicolás, mi cliente de 16 años, Andrea y Alejandra, sus hermanitas.

a llevarme a cenar con toda la familia. Antiguamente, los terrenos del “Club” se situaban fuera de la ciudad. Pero hoy el Club Campestre es un oasis casi completamente roadeado de la ciudad, con pistas de golf, piscinas, canchas de tenis, restaurantes, salones de baile, y hotel. A pocas cuadras hay un mall inmenso y moderno, al estilo norteamericano. Si no fuera por los nombres hispanos en unas de la boticas, al entrar pensaría uno que está en un opulento suburbio de EU. Subí al carro con Gustavo (papá), Claudia (mamá), y los tres hijos: Nicolás, mi cliente de 16 años, Andrea, y Alejandra, sus hermanas menores. “¿Qué deseas comer, Laura? ¿Comida china, italiana, gringa? – de todo se consigue”. El ojo mental mío había estado viajando por el tiempo durante todo el día así que contesté, “¿Qué tal un restaurante que ofrezca comida típica de Colombia?” Me llevaron a un restaurante al estilo colonial. Como muchos restauranes en Bucaramanga, el diseño abierto de La Puerta del Sol te hace pensar que cenas afuera, en un jardín. Hace calor en Bucaramanga, y la humedad es como un abrazo indeseado, por eso sentarme al aire libre después de la puesta del sol, rodeada de arbolitos, matas florecientes, y linternas de luz suave, fue como un consuelo. Cerca de nuestra mesa había una pequeña fuente, y durante la cena oíamos el chirrido cantadito de las ranitas que habitaban entre las matas al lado de ella. Arepas, un pan colombiano, como una tortilla gruesa, yuca frita, más sabrosa que la papa a la francesa, carne de cabro, pollo, res y cerdo, todo esto trajeron a la mesa y más. ¡Tantos sabores! ¡Y tantas memorias entretejidas con el sabor! Como el del refajo, de que me había olvidado años atrás: cerveza mezclada con la gaseosa Colombiana. El refajo fue inventado hace

Netherlands Karin Bakkeren Breda +31 (076) 581 57 60 Ineke Blom Dorpstraat +31 (020) 436-1484

Lot Blom Utrecht +31 (030) 271 0005 Hester Brouwer Groningen +31 (050) 52 61 146 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539

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Alexandra De Goede Aerdenhout +31 (023) 524 3263 Mine de Ranitz Driebergen +31 (0343) 521 348

Christien De Smit Sluis +31 (0117) 461 963 Saskia Dijkstra Amsterdam +31 (020) 463-2753

Leonardus D’Hoore Sluis +31 (0117) 56 29 40

Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Ina Gaus Santpoort-Zuid +33 (023) 538-3927 Pérola Gonçalves Amsterdam +31 (020) 636 3637 Johanna Fokkens Beilen +31 (0593) 540 141

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Will Huntjens Horn +31 (0475) 589 238

Mia Jenniskens Eindhoven +31 (040) 245 9458 Netherlands (cont’d)

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Silvia Jolanda Sikkema Drachten +31 (0512) 538 815 Tonny Stor Heerhugowaard +31 (072) 57 22 771

Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Mieke van Delden Leek +31 (059) 4514985

muchísimos años para “las damas”, porque el para de nuevo escaparse al aire libre. A veces, estímulo tan masculino de la cerveza no es cuando me sentaba en una mesa del restaurante para nosotras, criaturitas tan delicadas.... del patio, se revoloteaba un pajarito, posándose A mi me encanta hablar español – el en el respaldo de una silla. Y después, sonido del idioma me es precioso. Hay una solapadamente, pasaba a la mesa, ladeando la relación tan estrecha entre lenguaje y cultura, cabeza en busca de migajas, hasta que llegaba y me parece que me gusta un poco más la el mesero a ahuyentarlo con una servilleta. persona que soy cuando hablo español. No es Los padres de Nicolás escogieron el “Club” en realidad que sea diferente – no sé explicarlo. porque consideraban que sería mucho más Quizas es que simplemente me siento más tranquilo que un hotel en el centro bullicioso completamente “Laura” cuando vivo en español. de la ciudad, donde todo el día se oyen los Pero encontrarme tan pitos y el ruidoso cambio de marcha de repentinamente en el camiones y autobuses. ambiente linguístico Escogieron muy bien. colombiano fue a la vez Dentro de nuestro encanto y tortura para tranquilo santuario, mi. Me sorprendió que Nicolás seguía muy bien pudiera hablar, porque las etapas del programa. me desorientaba oyendo Había sacrificado buena viejos sonidos, sintiendo parte de sus vacaciones viejos sabores, recordando de verano para trabajar viejas amistades…. Oía conmigo. La educación palabras que no había secundaria en Colombia dicho desde hace más de Un sector de Girón, pueblo cerca de es exigente. Los alumnos treinta años, cierto ritmo Bucaramanga, preservado tal como era a se matriculan en más y cadencia. Me di cuenta finales del siglo XIX, con calles de adoquín y cursos que nuestros que no los había oído en ladrillo, edificios con puertas y ventanas de alumnos en EU., y no un marrón oscuro, adornadas con rejas de todos los cursos se ningún otro país de América Latina, y que los metal o de madera torneada. reunen todos los días, había echado de menos. Me encontraba de modo que hace falta completar mucho sumergida en un español que me producía la aprendizaje fuera de clase. Los colegiales sensación de “liberación”; era como volver a también deben completar un curso de cálculo casa después de toda una vida en el destierro. para poder recibir su diploma – un estándar Aunque creo que estuve silenciosa a veces, mucho más alto que el requerido en nuestro tratando de mantenerme en punto, observando país. Cuando llegan las vacaciones de mitad todo, charlamos mucho. Acerca de los cambios de año, los alumnos están más que listos para en la ciudad, el país, la situación de Nicolás, su descanso, así que es un indicio claro de la la vida de las niñas…. Empezamos a conocernos. motivación de Nicolás que decidiera pasar Fue una cena encantadora, pero también para una semana conmigo, encerrado en un mi, agobiante, de manera inesperada. saloncito con plastilina y un diccionario. El Club Campestre nos ofreció un Nico es un joven bastante callado; por saloncito detrás del escenario en uno de los eso a veces me preguntaba si hacía bien mi salones de baile, y allí completamos la trabajo. Mentalmente, él se metía muy dentro evaluación de Nicolás, y después, su programa. de la plastilina cuando trabajaba, y a veces Tenía aire acondicionado, una bendición en veía yo una leve sonrisita, u oía una risita Bucaramanga, y casi siempre hizo un silencio silenciosa, y me daba cuenta de que el joven adecuado para nuestro trabajo. Cuando andaba en alguna parte donde yo no podía queríamos tomar un descanso, podíamos salir acompañarle, que él jamás me describiría. al lobby, o al patio donde podíamos oir el Hizo todo lo que les pedimos a los clientes, a canto de los pájaros. El lobby y el restaurante veces facilmente, otra veces haciendo mucho del patio están cubiertos, pero abiertos al aire uso de las estrategias, y siempre en silencio. por dos lados. Una bandada de pajaritos anida Al tercer día, Claudia me comentó que lo veía en uno de los arbustos grandes fuera del diferente, no sabía precisamente cómo, pero restaurante. Todo el día los pajaritos más algo tenía… Sus hermanas también habían jóvencitos se abalanzaban desde los arboles de comentado que parecía diferente, ¿quizás un afuera, hacia adentro del edificio, dando una o poquito más feliz? Difícil identificarlo con un dos vueltas casi rozándose con los techos, joven tan reservado… Después de su programa,


quedé en Bucaramanga para trabajar con otro joven, un poco mayor que Nicolás, con los dedos cruzados. Nico fue a la finca de su abuelo a disfrutar de un cambio de clima y actividades antes de volver a clases. Poco antes de mi viaje de vuelta a mi país, Nicolás, Gustavo y Claudia me llevaron a conocer Girón, un pueblo cerca de Bucaramanga, con un sector preservado tal como era a finales del siglo XIX. Las calles son de ladrillo y adoquín; los edificios, blancos todos, con puertas y ventanas de un marrón oscuro, adornados con rejas de metal o de madera. Por ley, no se permiten letreros eléctricos, ni que sobresalgan de las fachadas, de modo que los nombres de los negocios y de las calles están pintados con gracia en las paredes de los edificios. Lo único que sobresale de las fachadas son los faroles finos y los balcones. Al pasar por el sector histórico de Girón, sentía que había entrado en un pasado colombiano muchísimo más lejano que mis recuerdos de antaño. Fue un domingo por el atardecer cuando visitamos Girón, yo con mi cara aplastada en el vidrio del carro. Casi todos los almacenes estaban cerrados, y también la mayoría de los restaurantes. Pero la gente caminaba por las calles, o se sentaba en bancos en los parques, charlando, descansando, disfrutando la frescura del atardecer. Al pasar nosotros por las calles blancas de Girón, vi muchos portones abiertos, dejando entrar la brisa noctura; y delante de algunas casas, habián sacado sillas a la acera estrecha para fumar un cigarrillo y observar a personas como yo, que pasamos asombradas de la tranquilidad del sitio. Yo me imaginaba formando la plastilina con mis clientes, en una oficina anciana de techos muy altos, las aletas desgastadas de un antiguo abanico, rotando arriba, casi silenciosas…. Gustavo y Claudia me llevaron al aeropuerto Palonegro cuando era hora de volver a mi país. Amigos ya, lloramos cuando me tocó subir al avión. Y en una nada me encontré en otro mundo muy diferente, naufragada en un idioma que siempre me ha parecido un poco áspero. Al día siguiente, en mi casa en Mount Vernon, me preocupaba. Ya estaba muy lejos para una llamada telefónica. Laura, calma… ten fé en Nicolás, y en las estrategias…. Me obligué a volver al ritmo acostumbrado de mi vida aquí. Y descubrí


que durante mi ausencia, las páginas con información en español sobre la dislexia que habia colocado en internet poco antes de viajar, estaban atrayendo muchos más lectores que las mismas en inglés. Un email del Ecuador me trajo un cliente en Quito, y se hicieron los arreglos para un viaje al centro del mundo. Finalmente, en agosto, llegó un email de Gustavo. Con Claudia había asistido a una reunión con los profesores y la directora del colegio de Nicolás. Ambos sabían que no le había ido bien el trimestre antes de su programa de Davis. Y de eso se trataba la reunión. No iban a haber sopresas – pero…. Gustavo escribió, “Laura, ayer fue un día en que quisimos tenerte cerca para darte un abrazo!” Los profesores estaban asombrados. Nicolás parecía ser otro. Antes hacía pocas preguntas en clase. Ahora levanta la mano. No tomaba interés en las discusiones; ahora sí. Antes, poco participaba en trabajos en grupo; ahora contribuye. El comentario de los profesores: “parece como si se estuviera saliendo de esa burbuja en que se encontraba antes.” Y preguntaban, ¿a qué se debe el cambio? Claudia y Gustavo les contó con entusiasmo del método Davis y les entregó un paquete de información que yo había dejado con ellos. Todos estaban de acuerdo que con estos cambios en Nicolás era importante que los profesores y padres trabajaran juntos para apoyarlo y animarlo a seguir avanzando. Y Nicolás, viendo su aprobación y entusiasmo, se declaró dispuesto a ponerse las pilas y hacer lo necesario para ganar el año. A lo lejos, en Mount Vernon, di unos brincos de felicidad y me permití el lujo de desorientarme dentro de un mundo verde y tropical. Había sido una suerte magnífica para mí poder ver una vez más la belleza del mundo andino, sentir la amplitud y generosidad de gente de una cultura vibrante y encantadora, y oír el son consolador del idioma que tomó raíces en mi corazón hace tanto tiempo. Pero la mayor felicidad es saber que Nicolás está usando las estrategias, que está más contento con su vida y sus estudios. En realidad, no hay nada mejor que el trabajo de facilitadora del método Davis – con la posible excepción de hacerlo en una latitud tropical, bajo las aletas desgastadas de un antiguo abanico, respirando el español de los Andes.

Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Netherlands (cont’d)

Annette van der Baan Amsterdam +31 (020) 420-5501

Hetty van der Well Oss +31 (041) 263 6403 Sjakkelien van Lier Deventer +31 (0570) 600 008 Willem Van Ulsen Groningen +31 (050) 542 3941

Annemarie van Hof Utrecht +31 (030) 65 86 700

Juchke van Roozendaal Oss +31 (0412) 690 312

Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453 Lia Vermeulen Huizen +31 (062) 3671530 Christien Vos Tolbert +31 (0594) 511 607

Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Christa Wiersma Onna (bij Steenwijk) +31 (0521) 523 303 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 Vivienne Carson Auckland +64 (09) 520-3278 New Zealand

Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 4941 Bronwyn Jeffs Christchurch +64 (03) 344 2526

Raewyn Matheson Inglewood +64 (027) 411 8350

Rochelle Harden Wanganui +64 (027) 306-6743 Margot Hewitt North Canterbury +64 (03) 315 7722

Alma Holden Alexandra +64 (027) 485-6798 Shelley McMeeken Dunedin +64 3 456 5058

Sally Ann McCue Nelson +64 (03) 545-1779

Sandra Moetra Whangarei +64 (09) 435 6822 New Zealand (cont’d)

Kerrie Palma Rodney +64 (09) 425 5941

Jocelyn Print Kaikoura +64 (03) 319 6711 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Christchurch +64 3 359 8556

by Abigail Marshall

Philippines Imelda Casuga Baguio City +63 (744) 42 29 01

Portugal Rita Alambre Dos Santos Lisboa 1000-115 +351 (21) 781-6090

Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 South Africa Sara Kramer Capetown +27 (021) 671 4634 Spain

Mental Pictures vs. Clay Model Q. I am working with delightful 9-year-old girl whose mental pictures begin with her clay models, but have much more substance, colour and reality. For example, for “become” she made a rat kitten becoming an adult rat. But her mental picture was of her pet rat as a kitten, getting bigger and bigger, and ending up as her adult pet rat. The printed word was on the top of the cage (no cage in her clay model). I have not been urging her to make her mental picture exactly of her clay model, as I assume this is her natural gift at work. Her mental pictures do not deviate from the meaning in any way. Any comments?

create the first accurate picture the child has of the word or concept... but that doesn’t limit the ability to create and keep other accurate pictures. I mean, going back to my example of thinking of “cat” – I don’t always think of or picture the same cat in my mind to go with the word. I can comfortably think with many different cat-pictures simply because I am so confident in my knowledge of what a “cat” is. So again, the key is that the meaning is accurate and correct. Speed-Reading, but…


María Campo Martínez Murguía, Álava +34 (0945) 46 25 85

Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Lerninstitut Basel Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA-CH Director Ruth Froels +41 (061) 272 24 00 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136 Switzerland/CH

Priska Baumgartner Wettingen +41 (056) 426 28 88 Mieke BlommersFriederichs Basel +41 (061) 378 9060

Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41

Q. My daughter began to read at 2-years-old, and was speed reading through her older sister’s 3rd grade books when she was four. However, she has a “written communication disorder” and the “classic” signs of dyslexia in other areas. I read The Gift of Dyslexia when it first came out and my daughter was about 8 years old. At that time I made a note with the possibility that my daughter did NOT display dyslexia in reading BECAUSE she was reading at such a young age. Perhaps the A. When I’ve modeled concepts that involve description of early childhood development, change or movement, I retain a mental image about how kids “create” their dyslexia by that includes those elements, even if it could earlier successful experiences with their not fully be represented in clay. I also know “gift,” led me to wonder what might have that when I model, I have a mental picture of happened if she had not been exposed to what I want to make that is usually much reading until age 5? Would she have had more realistic and better than what I actually the same problem with reading? make. I happen to be better at imagining than at sculpting, so my clay models rarely are as good as I would like. I think I do retain the mental image of what I was thinking as I modeled more than the clay itself. Certainly we would all do this for real-world objects: if I make a clay model of a “cat” it will not supplant the image I have of a real cat” in my mind when I read or hear the word. So to me, it seems like what you A. Ron Davis explains in his books that describe in your student is “normal”... I symptoms of dyslexia occur when the child guess I would end up saying, “I thought disorients as a response to feelings of everyone thought that way....” confusion. Typically, the child experiences I can also add that from a neurological this disorientation when exposed to reading standpoint, what we are really doing is helping instruction in school, so the dyslexic symptoms a person develop more efficient pathways in are manifested in an inability to learn to read. their brain – not merely storing up images. Because dyslexics tend to think in pictures We enable them to think with the words by rather than the sounds of words, it is also giving them a picture for each word–but typical for the confusion to manifest when once they become comfortable with the they encounter phonics-based reading words, they may not need to rely so much instruction, which focuses on breaking down on their pictures. the sounds of words– this is a particularly So it might not matter at all what mental difficult way for a picture-thinker to try to picture a person really has, as long as she decode text. has an accurate picture that does not cause I believe that most children who are confusion. The clay is the tool that helps self-taught early readers do not learn through


phonics. Rather, my own experience has been that early-reading children tend to have strong visual memories, and learn through quickly developing a large sight vocabulary of whole words. The “speed-reading” you describe could also result from a habit of simply skipping past unknown words or words that do not add to meaning, and using contextual clues to ascertain meaning. For a picture-thinker, this can mean skipping over all the trigger words. Since the child is using a method of reading that works for her, reading is easy, and she doesn’t experience confusion or become disoriented. Thus, the dyslexia does not become apparent until the child encounters some other activity that causes confusion and disorientation. Of course, since your daughter was an early reader, when she arrived at school it is likely that the teachers saw that she was advanced, and did not try to “teach” her phonics or other beginning reading skills. But perhaps they did try to “teach” her the correct way to form her letters as she wrote, or the correct order of letters in words... and for her, that may have been the point of confusion where dyslexia was manifested. You might find these articles on our web site helpful: • Anatomy of a Learning Disability: www.dyslexia.com/library/anatomy.htm • Education vs. Child Development: How Dyslexia Happens: www.dyslexia.com/library/edart.htm Old Solution or Natural Strategy? Q. I’m a word thinker. When I read, I hear the words in my head and do not picture what I read. I also have very good comprehension. Does that mean that my word-thinking is an “old solution” if I use it when I am reading?

A. In The Gift of Dyslexia, Ron Davis defines an “old solution” as the compulsive behavior that results when a strategy is adopted to cope with disorientation. If you think primarily in words, and read well with good comprehension, then you probably are not experiencing disorientation when you read. It is not an “old solution” for you to use your word-thinking when reading or to subvocalize. Rather, you are following a strategy that is natural for you. Dyslexic individuals who use subvocalizing strategies often move their lips or actually utter the words as they read. As a word thinker, you probably don’t do that. You probably “hear” the words automatically in your head, and you probably have very fast

word-hearing skills, so you canprobably read and “hear” the words much faster than anyone could speak them. If you have the brain structure typical for non-dyslexic readers, the pathway for listening to words and for understanding them is in the same part of the brain, in the left hemisphere. Dyslexics use their brains differently. They usually have difficulty utilizing the pathway from their visual cortex to Wernicke’s area, which is the left mid-brain area that processes sounds of language during listening. So when dyslexic individuals sub-vocalize, they are actually activating Broca’s area, which is in the left forebrain, and is involved in productive speech. Essentially they are bringing their motor function on line to produce the words in speech, because they can’t really imagine the sounds of the words unless they make them. Only then can their auditory-listening center start working. The pictures at www.dyslexia.com/ science/different_pathways.htm show why this is so cumbersome for dyslexic readers. What happens is that for the dyslexic reader, whose primary mode of thought is picturethinking, the meaning needs to come from the right side of the brain. A dyslexic who reads with the sounds of words simply has to work much harder in order to make sense of the words. The reason Davis methods work so well for them is that they are able to utilize the right-brain pathways and their preference for visual thinking to connect the appearance of the words in print to their picture-based meaning. However, it probably enhances everyone’s reading abilities to learn to effectively use their WHOLE brains while reading. So it would help you, the left-brained word thinker, to use Picture-at-Punctuation* and incorporate picture-thinking in your reading–and if you don’t have pictures in your brain, then clay modeling will help you access them. However, since you say it is hard for you to access your pictures, then of course it will always be easier for you to continue to use your word-thinking strategy. It is the best solution for you– not something to be discarded– because you naturally and preferentially think with the sounds of words. * Picture-at-Punctuation is a Davis Reading Exercise where the reader mentally pictures the meaning of the text at each major punctuation mark.

Switzerland/CH (cont’d)

Vicki Brignoli Lumino +41 (091) 829 05 36 Anne Cécile Clerc Fribourg +41 (026) 322 36 24 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54

Heidi Gander-Belz DLS Workshop Presenter Monchaltorf +41 (01) 948 1410 Elisabeth Gerber Mettmenstetten +41 (044) 767 10 54

Katharina Grenacher Bern +41 (031) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Ina Kretzer Basel +41 (061) 278 98 88 Consuelo Lang Lumino +41 (091) 829 05 36

Christa Jaeger Riehen +41 (061) 641 4667

Claudia Lendi St. Gallen +41 (071) 288 41 85 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38

Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (061) 701 39 16 Véronique Pfeiffer Zürich +41 (01) 342 22 61

Elisabeth Raberger Effretikon +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth Mohlin/Basel +41 (061) 851 2685

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90

Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18

Switzerland/CH (cont’d)


A Davis Graduate Speaks . . .
Amanda completed a Davis Program with Marcia Maust in June of 2003 when she was eleven years old. Recently Amanda submitted the following essay as a school project and gave us permission to print it. Our response, simply: “Wow!” Congratulations to Amanda for a wonderful essay! And to Marcia, who must be delighted with Amanda’s progress!
Amanda with her very special person, Marcia Maust, of Laurel Highlands Dyslexia Correction Center, in Berlin, Pennsylvania.

Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Claudia Taverna Sent +41 (081) 864 9115

Maya Semle-Muraro Stäfa +41 (079) 704 03 07

Andreas Villain Zürich +41 (076) 371 84 32 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20

Catherine Warner Geneva +41 (022) 321 70 42

My Special Person
By Amanda Betker Champion Middle School, Warren, Ohio

Linda Rademan Dubai +9714 348 1687 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Kate Blow Southampton, Hants +44 (02380) 704 734 Jo Broughton Hitchin, Herts +44 (0)1462 435 166 United Kingdom

United Arab Emirates

My special person is extremely special to me in many ways. A special person is someone who is nice; for example, someone who changes your life. To also be a special person, you must be loving and caring to all. The very special person in my life is Marcia Maust. She is a facilitator for the program called Davis Dyslexia Correction Program. It is a program that helps people of all ages with learning and other disabilities. She was my teacher when I went through the Davis Program. Marcia has made an influence in my life by helping me to be able to do everyday things. This will have a lasting effect on me by helping me to read and write without my dyslexia getting in the way of my life. Marcia is very important in many ways. She is a loving, caring, and nice person. Also, she understands learning disabilities and other difficulties. She and the Davis Program have helped me; in fact they are still helping people today. She has showed me that even if you can’t do something like reading or writing, you are not dumb or stupid. With these traits, Marcia helps change people’s lives every day. Marcia has made a difference in my life in many ways. She helped me whenever I needed it. She helped me and showed me how to read small and easy words without my dyslexia triggering. Now I am able to keep my balance and read and write. I have become better at spelling all types of words. I can now say my ABC’s backwards and forwards and I can memorize all types of things much more easily. I can use what she taught me to visualize how a word looks and its meaning by using either colored markers or clay. Marcia has made a lasting effect in many ways, as well. She has helped me be able to read all sorts of things whether they are easy or hard. I actually enjoy reading now. In addition to reading, she also helped me with my writing. She helped teach me how to set up my writing and not be afraid to write. I also worked with her to become more organized. Now I organize and color-code everything. I am now getting good grades, but also get good scores on tests. This has made me feel good about myself and like school and reading. Marcia Maust helped me get over my dyslexia and on with my life; therefore, do everyday things. She is a loving person who helps kids and adults. Not like in the past, I can now memorize big words and other things by writing them in color or forming them in clay. I can read and write every day without even thinking it is hard. I now love to read everyday. One more thing she has helped me with is my confidence. I don’t worry about reading aloud anymore. Marcia has made a lasting change in my life.

Susan Duguid London +44 (020) 8878 9652

Sue Bullen Ayrshire, Scotland +44 (01292) 591 797

Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Workshop Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Maureen Florido Harleston, Norfolk +44 (01379) 853 810

Nichola Farnum London +44 (0208) 977 6699

Carol Forster DLS Workshop Presenter Gloucester +44 (01452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650

Axel Gudmundsson London +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695


United Kingdom (cont’d)









T ® A

Young Learner Kit for Home-Use


Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545


Based on the Davis Dyslexia Correction methods, this Kit enables parents and tutors of children, ages 5-7, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how-to-learn” skills.




Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406

Marilyn Lane Redhill, +44 (0173) 776-9049 Madeleine Miles Dereham, Norfolk +44 (01362) 861 136

Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291

The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart

The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

Elenica Nina Pitoska London +44 (020) 8451 4025 Rebecca Ross Tonbridge, Kent +44 (01892) 838 109 Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875

Ian Richardson Blaisdon Longhope, Glos +44 (0145) 283 0056 Rosemary Savinson London +44 (0208) 316-1973

Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 Nigel Sharp Isle of Wight +44 (0)1983 867 116

The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1-888-999-3324 Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

The Young Learner Kit

Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Dyslexia Kent Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Workshop Presenter Fundamentals Presenter Staplehurst, Kent +44 (01580) 890 321 Lynne Smith Brighton, East Sussex +44 (01273) 723 920 Barbara Timmins Solihull +44 (015) 6477 2657

Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 United Kingdom (cont’d)


Newly Licensed Davis Facilitators, Specialists and Presenters
A special welcome to our first Davis Facilitator in Uruguay!
Marcela Piffaretti has always believed that we can all learn, no matter what others may say. She enjoys sharing this belief. That is how she became interested in The Gift of Dyslexia. Marcela is a teacher of English as a second language and is about to become a biologist. She believes the school system must respect the fact that dyslexics have their own learning style. She is ready to work with children and adults, in Spanish or in English. El Genio Dislexico, Fedra 6570, Montevideo 11500, Uruguay. +59 (82) 604-2691. elgeniodislexico@gmail.com Silvia Jolanda Sikkema “I am 44 years old and I’m from the North of the Netherlands. Since my 20-year-old son and I are both dyslexic, the Davis Program has meant a great deal to us. It has entirely changed our lives. My motivation to become a Davis facilitator comes from the heart. I want to share the Davis method with other dyslexics and picture thinkers. I am starting a Davis practice here in the Netherlands, at my home address.” Handwerkerszijde 133, Drachten 9201 CL, Netherlands. +31 (51) 253-8815 or +31 (62) 920-6451. silvia_jolanda@hotmail.com As a Davis Facilitator, I am eager to help others reach their goals.” Northeast Alabama Dyslexia Correction Center, 228 Holmes Avenue, Suite 214, Huntsville, AL 35801, USA. +1 (256) 426-4066. nadc@knology.net

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624

Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 Francis Wright Devon/Cornwall/Hampshire +44 (077) 9684 0762 Alabama Paula Morehead Birmingham +1 (205) 408-4420 Lisa Spratt Huntsville +1 (256) 426-4066 United States

Arkansas Rebecca Landes Mulberry / Fort Smith +1 (479) 997-1996

Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale/Phoenix +1 (623) 203-1890 John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Jeannette Myers Sedona +1 (928) 204-1963 California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis, DDAI 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 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

Vivienne Carson “I realized the potential of Davis Dyslexia Correction after I completed the Fundamentals Workshop in Sydney, Australia. Life has not been the same since. I’ve been on a profound journey of learning, understanding and mastery. I look forward in eager anticipation to sharing this program with future clients, helping them realize the full potential of their gift, and learn to use it to their advantage.” Dyslexia Mastered, 107 Maungarei Road, Remnera, Auckland New Zealand. +64 (09) 520-3278. Vivienne@dyslexiamastered.co.nz Judy Parley a teacher of 17 years, has seen many students frustrated with school–students who were bright, yet struggled year after year. Now, armed with the Davis Program, she is prepared to unleash the stifled potential of individuals within her school district and private practice. South Country Learning Center, Box 4602, Taber, Alberta T1G 2C9, Canada. +1 (403) 330-9873. judy.parley@hotmail.com

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or (909) 241-6079

Angela Dean Educators Nicole Melton Karen Thorworth-Pongs Diamond Bar +1 (909) 229-5251 Michelle Palin Santa Cruz +1 (831) 419-8338

Lisa Spratt holds a Bachelor of Science Degree in Child Development and Family Relations. “I have been home schooling my three boys for several years. I recognized a learning difficulty in my youngest son. After being told he was dyslexic, we tried various programs but his frustration continued. I was very excited when I learned about the Davis Dyslexia Correction Program because I knew it would be the key to helping my son. In a very short time his self-esteem improved and he was working more independently.

Ilse Schreuder is a primary school teacher. Her special interest is “to improve conditions for picture thinkers at school.” Learmune 39, Dokkum, ED 9102, Netherlands. +31 (51) 922-0315. f.schreuder@plnet.nl

Rhonda Lacy is the mother of a dyslexic child, Drew. After he completed a Davis Program, his reading world was changed forever! Rhonda was so impressed with the tools he learned, she decided to become a licensed Facilitator to help others facing similar challenges. Rhonda holds a B.S. in Elementary Education from the University of Central Oklahoma. She has 24 years of experience teaching Kindergarten, Second Grade, and the last few years, Remedial Reading. She looks forward to meeting new clients and helping all realize how truly blessed they are to possess the “gift” of dyslexia. Oklahoma Dyslexia Learning Center, 1206 Frisco, Clinton OK 73601. +1 (580) 323-7323. rhondalacy@oklahomadyslexia.com

Elisabeth Gerber “I am an Rebecca Landes “During educator and special-needs teacher, 21 years of teaching I saw many the mother of three nearly grown-up students struggle. One child’s children and the wife of a farmer. struggle sent me to the bookstore It is especially important for me looking for something – anything to help people realize their own – to help her. I just happened to potential. What I like about the pick up Ron’s book The Gift of Davis Method is its holistic approach and that it Dyslexia. Thumbing through it addresses the personal responsibility of the client.” I soon saw that this was different from anything I Dachlissen 17, Mettmenstetten 8932, Switzerland. had ever heard of. I knew that I had to find out +41 (44) 767-1054. familia.gerber@bluewin.ch more about this unique program that made so much sense. I am both excited and grateful to be able to Alison Syme “My husband help others discover solutions that will enrich their had often wondered if dyslexia lives and allow them to proudly use their “gift.” caused his reading difficulties. Arkansas Learning Solutions, 5260 Chastain Road, So when I saw an advertisement PO Box 331, Mulberry, AR 72947-0331, USA. for a talk by Ron Davis in +1 (479) 997-1996. drlrdl@ipa.net Christchurch, I gave it to my husband. We went to hear Ron Marilyn Lane “Throughout and as a result my husband did a my career in teaching I have correction programme with a local Facilitator. Both always been aware of the special the Facilitator and my husband encouraged me to gifts that dyslexics possess. attend the Fundamentals Workshop. I had spent over Finding the key that would 10 years of home-schooling two of my children unlock these gifts has been one who had struggled with school and that period of of my goals. My own son, who my life was drawing to a close. I was considering is dyslexic, motivated me to where I might use my experiences and desire to explore the available options. Fortunately for him– support and encourage other families and individuals. and for me –I discovered The Gift of Dyslexia. My Davis training has opened a whole new world He hasn’t looked back since ‘doing’ his Davis of understanding and I am looking forward to helping Programme. As a result of his success I decided to others to understand their gift and reach their train as a Davis Facilitator. I am now able to offer potential. I am especially impressed by the Davis the Davis Dyslexia Correction Programme with approach to Maths and would like to help others followup support providing consistency of approach enjoys Maths as I do.” Learning Plus, Boultons and building self-esteem. I also help students with Road, Kimberley, Darfield, R.D.I. 8172, New study and research skills, which are so important. Zealand. +64 (03) 318-8480. braedoon@xtra.co.nz I’m glad I am able to offer techniques for dyslexics in both areas.” 18, St. Johns Road, Redhill, Surrey, Achsa Griffiths “Having several dyslexic RH1 6HX United Kingdom. +44 (0173) 776-9049. children myself and as a governor of a Junior marilynlane@bluebottle.com school, when I came upon Davis I immediately saw its potential for my own children, the school, Lori A. Johnson read The other dyslexics and non-dyslexics who need some Gift of Dyslexia and enrolled her help with the concepts.” Malt House, 38 Moat 12-year-old son in the week-long Sole, Sandwich, Kent, CT 139AU United program. The hope, improved Kingdom. achsa1@gmail.com self-esteem and academic success her son experienced inspired her Carol Williams “I recently to enroll in the training program retired from 38 years of public to become a licensed Davis school teaching, including 26 Facilitator. Lori will be providing Davis Programs years in special education. During in the beautiful Texas Hill Country. “It is a great my tenure, I always searched honor to walk along side such gifted individuals for new ways to improve the on their journey towards help, hope and success!” reading skills of my dyslexic The Dyslexia Solution, 138 Stonegate North, students. I feel that the Davis techniques are Boerne, TX 78006, USA. +1 (210) 843-8161. indeed the missing piece of the puzzle. As a thedyslexiasolution@mac.com Davis Facilitator, I can now dedicate my energies to helping dyslexic individuals acquire the skills to overcome their reading difficulties and increase their self-esteem. New Discoveries Learning Center, 6775 Cahill Ave. Inver Grove Heights, MN 55076, USA. +1 (651) 324-9156. carolwilliams311@yahoo.com


United States/ California (cont’d)

Cheryl Rodrigues Sunnyvale / San Jose +1 (408) 983-0968 Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Valarie Abney Denver +1 (303) 433-9077 Terry DeMeo Littleton/Denver +1 (303) 850-7668

Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch Centennial/Denver +1 (303) 850-0581 Janet Slavenski Denver +1 (303) 431-0027

Kristi Thompson DLS Workshop Presenter Walsh +1 (719) 324-9256

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Angela Keifer Tampa +1 (727) 480-1093 Alice J. Pratt Jacksonville +1 (904) 389-9251

Rita & Eugene Von Bon Navarre +1 (850) 939-2313 Georgia Martha Payne Suwanee +1 (404) 886-2720

Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 685-1122 Illinois Kim Ainis Chicago +1 (312) 360-0805

Indiana Jodi R. Baugh Cloverdale/Indianapolis +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

Kentucky Rochelle Abner Winchester +1 (859) 513-2662

Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741

Christina Martin Slidell/New Orleans +1 (985) 646-2201 Massachussetts Carolyn Tyler Fairhaven +1 (508) 994-4577

Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1345 Ann Minkel Six Lakes/Grand Rapids +1 (989) 365-3925

Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free)

Minnesota Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460

Michele Wellman Alma/Lansing/Grand Rapids +1 (989) 463-5276

Sally McCue “I finished my degree in Teaching and Learning, ready to enjoy a satisfying teaching career at the primary level…But realizing the enormity of the dyslexia issue had a profound impact on me. I felt the pain and frustration of children who were failing in school. Every day I saw the sadness and the old solutions they developed to cope with their suffering. I heard the desperation in their voices and sensed the underlying reason for my empathy with them: these feelings were exactly what I had experienced at school! At nearly the same moment, I heard Ron Davis on the radio and promptly attended one of his presentations. I knew this method was what I needed and I could visualize myself using it to effectively reach others. The Davis Dyslexia Correction Programme felt natural and comfortable to me and it has helped me to grow in so many ways. As a trained Facilitator I can reach out and help change my students’ outlook on themselves with an authentic and empathetic awareness of how it “really is” for them.” Dyslexia Solutions, RD1 Wakapuaka, Nelson, New Zealand. +64 (03) 545-1779. sally-dyslexiasolutions@xtra.co.nz Margrét Thorarinsdóttir “Having been a farmer, milking cows and training horses for 35 years I felt that it was time to do something different and new. In 2003 I heard Ron Davis give a lecture about dyslexia and the correction program in Reykjavik. I instantly knew that this was what I wanted to do. Within two months I was in the United Kingdom and started my training as a facilitator.” Efsti-Dalurla, 801 Selfoss, Iceland. +35(4) 486-1188. maggajona@sudurland.is Elizabeth Shepherd “I was introduced to The Gift of Dyslexia by our Osteopath. He told me that my youngest son was dyslexic. After researching various options I decided to pursue a Davis Programme for him. As I observed his Programme I realized that I wanted to be able to give other children the opportunity to benefit from the Davis methods. I have regularly volunteered in schools throughout the 16 years I had children of my own in primary education. In recent years I have mainly provided reading support for children who are frustrated by their struggle to read. I am disappointed by the number of children whose needs are not adequately met

Rosemary J. Savinson “I have spent most of my working life in adult education, first as a teacher of English as an additional language. Over the years, I came across many gifted, talented but often frustrated dyslexic students and I decided to take a qualification to become a dyslexia support tutor. Then I heard Ron Davis talk and I was inspired. I felt I had really begun to understand what dyslexia was all about, how people could overcome their difficulties and let their talents shine through. I now offer Davis Programmes to adults and young people in my college. It’s wonderful to help people acquire the tools they need, and to see their self-esteem grow and their confidence blossom.” 10 Littleheath, Charlton, London, SE7 8HU United Kingdom. +44 (208) 316-1973. rosemary.savinson@ntlworld.com Gabriele Doetsch “For me, the key experience was my son Gregor’s program in Hamburg. After he completed it, we brought new energy, vitality and happiness back home with us. The dynamism of the Davis method has inspired us. With this in mind I have worked, developed and found my “Berufung.” I don’t know the English translation of that word. But it means “the job I am meant to do!” Lindweg 10, Bad Windsheim 91438, Germany. +49 (09) 841-1637.

by current methods. I was fortunate to have been able to undergo Facilitator training and now look forward to my new career helping people to use their talents to overcome a system which has let them down.” Charnwood, Harlequin Lane, Crowborough, East Sussex, TN6 1HT United Kingdom. +44 (0189) 266-1052. Elizabeth.shepherd@virgin.net


Cyndi Deneson Supervisor-Specialist Workshop Presenter Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550 Carol K. Williams Inver Grove Heights +1 (651) 552-1271

Mississippi M. Elizabeth Cook Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) +1 (601) 636-2900 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Patricia Henry Kansas City +1 (816) 361 6563

Montana Ashley Benjamin Fort Benton +1 (406) 734-5420 or (406) 781-4642

Kimberly Bezanson Missoula +1 (406) 541-3076 or 499-0220 Elsie Johnson Kalispel +(406) 257-8556 Linda Jo Price Bozeman +1 (406) 586-8218

Rochelle Harden “As a newly trained teacher, I worked in adult education. In that capacity I met a number of talented young men who found learning difficult, despite being clearly intelligent. I read The Gift of Dyslexia and haven’t looked back. I knew in my heart these young men had the cognitive ability to read and write. Ron’s book reinforced my thinking 100%. I am excited about my new journey as a Davis Facilitator and can’t wait to help clients achieve their goals.” Dyslexia Unlocked, PO Box 92, Wanganui, New Zealand. +64 (027) 306-6743. dyslexiaunlocked@gmail.com



I want to say a big thank you to all the folks who supported and guided me and shared with me their knowledge of Davis and the ways of dyslexia. Most of all I wanted to acknowledge and really highlight something about the spirit I have found throughout. I think a lot about the nature of change, growth and development, both in myself and in others. I'm becoming more convinced as I gather years and experience (and hopefully not to much moss!!), that at one level, change can come about when a person learns “stuff.” An individual can grow by gaining knowledge. That’s good. However, I’m sure you will agree, that on a different level, creative, positive

by Ian Richardson, Davis Facilitator in Gloucester, England

Facilitation and Freedom

United States/Montana (cont’d) Robin Zeal Whitefish +1 (406) 862-6210

change, and real growth of a person’s life comes about when people make a shift towards revealing their “selves,” when they are able to become more themselves and put those selves into the world, unabridged. When the word “change” is replaced with “reveal,” that, to my thinking, is when a person attaches a steering wheel to life, lets the handbrake off and drives out of the garage. This = FREEDOM. Helping someone do this = facilitation. What I am saying is thank you for helping me to recognise that freedom is mine and for giving me the opportunity to help others in this same spirit.

Nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877

Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037

Nancy Cimprich Elmer/Philadelphia +1 (856) 358-3102

Rhonda Erstrom “I have been an elementary school teacher for 22 years. My son completed the Davis Program in 2004. His success inspired me to become a Davis Facilitator and bring this program to my school district. I look forward to helping others overcome their obstacles.” Vale, OR 97918, USA. +1 (541) 881-7817. erstrom@fmtc.com Angela Keifer has a degree in Psychology from Clearwater Christian College. Being married to a man with dyslexia, she sees the potential that is sometimes overlooked in children and adults with learning disabilities. Angela is looking forward to helping people see the true gift of dyslexia and overcome the learning difficulties associated with it. Angela is excited about Bright Futures Dyslexia Correction and the impact she can have in the Tampa Bay area. Bright Futures Dyslexia Correction, 10003 Cedar Dune Drive, Tampa, FL 33624, USA. +1 (727) 480-1093. brightfuturesdc@hotmail.com

best methods available to help these bright students who were just not achieving up to their potential. When I found Ron’s book, The Gift of Dyslexia, I knew I had found great tools for my students, but I wasn’t entirely sure that I needed to do the entire training program. I decided to attend the Fundamentals workshop – and here I am. I think this is absolutely the best way for me to share the fun of learning with my clients.” Three Rivers Learning Center, 6950 SW Hampton Street, Tigard, OR 97223, USA. +1 (503) 957-2998. m2slominski@comcast.net

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Lisa Anderson Seneca Falls +1 (315)568-3166 or (800) 234-6922

Ann Hassig Gouverneur +1 (315) 287-0531

Hadar Lily Hellman New York City +1 (212) 781-3689 or +1 (718) 614-8240 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

Melissa Slominski “The greatest joy of my life was having the honor of home-schooling my son. When he left for college I needed to find something that was as powerful and positive for me to devote my energy to. I began doing private tutoring while searching for the

Ann Mataczynski “I have a Masters degree in education with a reading emphasis. But I couldn’t figure out why my boys struggled to read. Once I discovered it was dyslexia, I tried the Orton-Gillingham approach. But I still felt there were pieces missing and progress was minimal. I continued my search and found Davis Dyslexia Association. I became a Davis Facilitator to help those smart yet struggling kids and to educate society on dyslexia. I am thrilled to open my center and begin this journey.” GEM Learning Center LLC, 7606 Bluebell Lane, Wausau, WI 54401, USA. +1 (715) 551-7144. mataczyn@aol.com

North Carolina Gerri W. Cox DLS Workshop Presenter Shallotte/Wilmington +1 (910) 754-9559 Tina Kirby Sanford/Fayetteville +1 (919) 499-0774 Ruth Mills Pineville/Charlotte +1 (704) 541-1733

Jean Moser Winston-Salem +1 (336) 765-6310

Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060

Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895

Oklahoma Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998

Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

South Dakota Kim Carson DLS Workshop Presenter Brookings/Sioux Falls +1 (605) 692-1785 Carina Little Watertown +1 (605) 886-8415

Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783

Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) or+1 (817) 354-2896 Success Learning Center Rhonda Clemons DLS Workshop Presenter Colleen Millslagle DLS Workshop Presenter Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446

Glyndene Burns Lubbock +1 (806) 781-4891

Shari Chu Helotes /San Antonio +1 (210) 414-0116 Lori Johnson Boerne / San Antonio +1 (210) 843-8161 Susan Lewis Lubbock +1 (806) 771-1385 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Amanda Meyer Burleson/Ft. Worth +1 (817) 426-4442 Dorothy Owen Supervisor-Specialist Plano/Dallas +1 (972) 447-8327 or +1 (866) 822-2441 (Toll Free) Paula Roberts Tyler +1 (903) 570-3427

Annie Garcia “I was a teacher for 28 years, and 22 of those years I was a reading teacher. I agreed to tutor the grandson of a teacher friend. He was in fifth grade, but read at the second grade level. I worked with him a little over a year and did not make much progress, despite doing everything I knew. I told his mother and grandmother they needed to find something or someone else for him because I was not helping him. Shortly after, his grandmother asked me to look at a web site she had come across. It was www.dyslexia.com. I read The Gift of Dyslexia and interviewed a Facilitator in our area. I recommended to the mother and grandmother that they try this program, telling them I would, if it were my son. When he started his program he read at the second grade level, but by Friday he was reading at the fourth grade level. That sold me! I decided I wanted to learn how to achieve such results. So now I am back doing what I was intended to do, helping people learn how to read or change their lives as much as they choose to.” Learning Your Way, 4625 Newland Street, Wheat Ridge, CO 80033, USA. +1 (303) 423-3397. learningyourway@earthlink.net Diana Smit-Jurgens “I became interested in dyslexia through my sister’s oldest son. He is dyslexic and struggled his way through school. I always felt that there should be an easier way. I was becoming aware of more and more cases when a good friend of mine, Debbie Shah, told me about this amazing method to help people with dyslexia. I jumped at the opportunity to learn more about it when she brought a Fundamentals Workshop and training to Kenya. I have enjoyed every moment of the training (thank you Robin, Siegerdina and Renée) and am keen to start working with people here. A big thank you to Debbie, who was the first Facilitator in Kenya and who did the organizing to make it possible for us to do our training here.” PO Box 24581, Nairobi 00502, Kenya. +254 733 895 603. ronikarosmit6@yahoo.com

Valarie Abney “After 35 years in the book business working with teachers and struggling readers of all ages – including my son – I found Davis. I am hoping to work with “at risk youth.” There is a group of Facilitators in the Denver area and we are excited about working together and someday possibly having a center.” Picture Thinkers Inc., 3250 W. Hayward Place, Denver, CO 80211, USA. +1 (303) 433-9077. picturethinkers@estreet.com


“Ideals are like stars; you will not succeed in touching them with your hands. But like the seafaring man on the desert of waters, you choose them as your guides, and following them you will reach your destiny.”
– Carl Schurz, general and politician (1829-1906)
Alma Holden “I was a qualified primary teacher who specialized in Specific Learning Difficulties and taught clients one to one using different teaching methods including Reading Recovery and HPP. Prior to this I had 10 years of primary teaching in multi-level, rural and urban areas, as well as the opportunity to bring our children up on a farm, when not teaching. Through my training in the Davis Dyslexia Correction Programme I now have the ability to make a difference with clients. The greatest gift of all is the blossoming of their confidence and self-esteem – confident in the understanding and knowledge that they can learn. My office is in the center of Alexandra, where I hope to offer the Davis Dyslexia Correction Programme to Central Otago and Southland clients. This location will be great for our close-knit family as we enjoy exploring the outdoors and the old winery.” dyslexia-help 4 u, PO Box 293, Alexandra, New Zealand. +64 (027) 485-6798. dyslexia-help4u@xtra.c.nz

Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Laura Warren DLS Workshop Presenter Lubbock +1 (806) 771-7292 Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867


United States/ Virginia (cont’d)

Newly Licensed Davis Learning Strategies Workshop Presenters and Mentor
1 2 3 4

Angela Odom DLS Workshop Presenter Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164

Washington Jackie Black Arlington/Everett 1-866-218-1614 (Toll-Free) Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Carol Hern DLS Workshop Presenter Spokane Mary Ethel Kellogg DLS Workshop Presenter Spokane Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Nancy Sitton Marysville +1 (360) 651-1241

1. Valgerdur Jonsdóttir DLS Workshop Presenter Grundarsmárii 5 201 Kópavogur, Iceland Tel: +354 863 2005 E-Mail: lexia@lexia.is 2. Sturla Kristjánsson DLS Workshop Presenter Ármúli 5 108 Reykjavík, Iceland Tel: +354 845 6956 or 862-0872 E-Mail: sturla@les.is

3. Gail Hallinan DLS Workshop Presenter 41 Waters Road Naremburn NSW 2065, Australia Tel: +61 (02) 9405 2800 E-Mail: gail@3ms.com.au 4. Petra Pouw-Legêne DLS Mentor & Workshop Presenter Heirstraat 37 6191 JS Beek, Netherlands Tel: +31(046)437 4907 E-Mail: pouw.legene@planet.nl

Center: Alice and Ron Davis

Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144 Uruguay Marcela Piffaretti Montevideo +598 (02) 604-2691

Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5- 9 years of age. For information about training and a full directory of Davis providers, go on the web to:

This Directory is current as of July 1, 2006. 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.

or call +1 (650) 692-7141; or +1-888-805-7216 toll-free in the USA.



Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum?
“It is so exciting to be on the cutting edge of something so radically life changing for so many. I am overwhelmed by this entire concept and the potential of it all. Thank you for your commitment to this program that is so important to so many. You have done a tremendous job, and your manual and training are excellent.”
–CK, Teacher and Vice Principal, DePaul School,

This two-day workshop provides Primary Teachers (K-3) Jacksonville, Florida with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)

31 July - 1 August: USA (Elbert, Colorado)
Instructor (and contact): Kristi Thompson E-mail: info@davislearn.com Tel: +1 (719) 324-5400 x202

7 - 8 August: USA (Lubbock, Texas)
Instructor: Laura Warren Contact: Paula McCarthy Email: info@Davislearn.com Tel: +1 (650) 692-7141 or 1-888-805-7216

9 - 11 August: Iceland (Kopavogur)
Instructors: Sturla Kristjansson & Valla Jonsdottir Language: Icelandic Contact: Gudbjorg Emilsdottir Email: gem@ismennt.is Tel: +354 554-3452

10 - 11 August: USA (San Antonio, Texas)
Instructor: Laura Warren Contact: Paula McCarthy or Laura Warren (in Texas) Email: info@davislearn.com Tel: +1-888-805-7216 or (806) 771-7292

24 - 25 August: Canada (Edmonton, Alberta)
Instructor: Laura Warren Contact: Paula McCarthy Email: info@davislearn.com Tel: +1 (650) 692-7141 or 1-888-805-7216

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216 and ask for Paula McCarthy.

6- 7 October: Holland (Rolduc, Kerkrade)
Instructor: Siegerdina Mandema Tel: +31 (0475) 301 277 Language: Dutch Email: ddaned@plex.nl

14 - 16 October & 19 - 21 October: Estonia (Tallinn)
Instructor: Richard Whitehead Contact: Olga Knut Email: eknuut@yahoo.com Instructor: Heidi Gander-Belz Contact: Gabi Lichtenhahn Email: office@dda.ch Language: Russian Tel: (+372) 5650 9840 Language: German Tel: +41 (0)61 273 81 85

24 - 26 November: Switzerland (Basel)

Visit www.davislearn.com for additional workshop dates.



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
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session

Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-atPunctuation

Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)

Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures

To register for US workshops call 1-888-805-7216 (toll-free)
2 - 5 Nov. 2006: Hamburg
Language: German/English Presenter: Ioannis Tzivanakis DDA-Deutschland Email: germany@dyslexia.com Tel: +49 (040) 25 17 86 22

9 - 12 Nov. 2006: Basel
Presenter: Bonny Beuret Email: office@dda.ch Language: German Tel: +41 (061) 273 81 85

18 - 21 Sept. 2006 Washington, D.C.
Presenter: Gerry Grant Email: training@dyslexia.com Tel: 1-866-822-2441 or 1-888-805-7216

8 -11 Oct. 2006 Addington, Nr. Maidstone Kent
Presenter: Richard Whitehead Email: uk@dyslexia.com Tel: +44 (01580) 892 928

13 - 16 Aug. 2006 Christchurch
Presenter: Lorna Timms Email: info@ddapacific.co.nz Tel: +64 (09) 361 6115

6 - 9 Nov. 2006 Dallas-Ft. Worth, Texas
Presenter: Gerry Grant Dorothy@acomprehensioncenter.com Tel: +1 (866) 822-2441 toll-free

29 Jan. - 1 Feb. 2007 San Francisco, California
Presenter: Cyndi Deneson Email: training@dyslexia.com Tel: 1-888-805-7216

28 - 31 Oct. 2006: Basel
Presenter: Bonny Beuret Email: office@dda.ch Language: English/French Tel: +41 (061) 273 81 85

5 - 8 May 2007 Addington, Nr. Maidstone Kent
Presenter: Richard Whitehead Email: uk@dyslexia.com Tel: +44 (01580) 892 928

All workshops conducted in English unless noted otherwise.

For updated workshop schedules visit: www.dyslexia.com/train.htm


1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED

~ Dys•lex´ ic Read´ er • •



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.

2006-2007 International Schedule
13 - 16 August 18- 21 September 8 - 11 October 28 - 31 October 6 - 9 November 2 -5 November 9 -12 November 5 - 8 May 2007 Christchurch Washington, DC Addington, Kent Basel Dallas-Ft. Worth Hamburg Basel Addington, Kent New Zealand USA UK Switzerland USA Germany Switzerland USA UK

Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 27 for more workshop details.

29 Jan - 1 Feb 2007 San Francisco

U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30)

U.S. Fees and Discounts
• • • • • $1175 per person $1125 for DDAI members or groups of two or more $1075 if paid in full 60 days in advance Advance registration and $200 deposit required Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 PO BOX 46023 Río Volga #308 ote Slaney Place Herne Bay Colonia del Valle Headcorn Road D-22089 Hamburg Auckland, New Zealand 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ. GERMANY Tel: +64 (09) 361 6115 MEXICO Tel: +44 (01580) 892 928 Tel: 49 (040) 25 17 86 22 Fax: +64 (09) 361 6114 Tel/Fax: 52 (81) 8335-9435 Fax: +44 (0)1580 893 429 Fax: 49 (040) 25 17 86 24 E-mail: pacific@dyslexia.com or 52 (81) 8356-8389 E-mail: uk@dyslexia.com E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com DDA-CH DDAI-Int’l, Canada & USA DDA-Israel Freie Strasse 81 DDA-Nederland 1601 Bayshore Highway, Ste 245 20 Ha’shahafim St. CH 4001 Basel Kerkweg 38a Burlingame, CA 94010 Ra’anana 43724 ISRAEL SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Tel: 1-888-805-7216 Tel: 972 (0523) 693 384 Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Fax: 1 (650) 692-7075 or (0)9 774 7979 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 E-mail: ddai@dyslexia.com Fax: 972 (09) 772-9889 E-mail: ch@dyslexia.com E-mail: holland@dyslexia.com E-mail: Israel@dyslexia.com

Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22 our booklet.

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