THE DYSLEXIC READER

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DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

1

ISSUE 1 2016 VOL 70

My Looooong Walk to Success
with Dyslexia and Autism
A story from a mother helping her
dyslexic and autistic son.
By Nicola Killops

James is born

I have always loved children and
wanted nothing more than to be a mom.
As far as memories go, no moment can
ever compare with the day my beautiful
little boy, James Gavin Killops, came into
the world. Ironically, for the first year or
so of his life, I was plagued with severe
postpartum depression, and I lost out on

so much of those precious early days.
James was a happy, healthy, thriving
baby. I did not neglect him in any way,
and I had immense support from my
mom, but emotionally, I was going
through the motions. When he was six
months old, I was hospitalized for two
weeks to help deal with the depression.
It was a terrible time.

James met all of
his developmental
milestones on time,
except for one –
speech and language
development.

I was exhausted

Slowly, things came around, but I was
still plagued with guilt, feeling like all
other moms were coping better than I
was and were enjoying their babies. Why
was I finding it difficult? In retrospect, it

makes more sense. James did not sleep…
I was perpetually exhausted and had to
deal with all of his needs on my own.
(My husband worked shifts and was
not at all hands-on during the baby and
toddler stages.) Even as a newborn, he
would catnap for only twenty minutes at
a time, all through the day and night. At
a few months old, he would take hours
to settle at night, and then he would
sleep until about midnight. After that,
he woke up every hour, feeding for up to
forty minutes, until the morning. From
eighteen months, he didn’t sleep at all
during the day. He was a very happy
baby – beautiful and sunny. People would
stop me to marvel at what a beautiful
baby he was. He was just extremely
active. Again, I was plagued with guilt.
Why didn’t other moms feel as exhausted
and miserable as I did?
(continued on page 3)

Why Dyslexia is a Gift of Creativity
By Renée van der Vloodt
yslexia is often seen as
D
an illness; a nuisance
at the very least, which,

when resolved or healed,
will make us like normal people.
In the ignorance of my early years, I,
too, saw it as something to be eliminated.
Now, after a life of living and working
with dyslexics, I take a radically different
view. I have come to see it as a deeply
entrenched part of someone’s identity,
to be embraced in all its uniqueness.
NEWS & FEATURE ARTICLES
Success with Dyslexia and Autism............. 1, 3-5
Why Dyslexia is a Gift of Creativity.................. 1, 6
Is Using Technology Cheating?............................7
Book Review - Punctuation Takes A Vacation.....8

With the wisdom of a nine-year-old,
my son was the first to help me open
my eyes when, after a successful reading
program, he expressed a niggling concern
that he had been left with: “What if I
stop being dyslexic?” he asked. “I’ll
stop being me.”
Seeing the world through creative eyes…
And so it was, that I began to see that it
was precisely because of his dyslexia that
he was the creative and authentic person
who had so much to give to the world.
(continued on page 6)

The Role of Meaning in Education................9, 16
In The News - READ Act ...........................................13
Quotable Quotes....................................................16
Unschooling My Son..............................................17

UPDATE: READ ACT SIGNED 2/18/2016!

REGULAR FEATURES
In the Mail.................................................................2
Q&A...................................................................10-12
Famous Dyslexics Remember............................13
Lazy Reader Book Club...................................14-15

THE DYSLEXIC READER

2

In The Mail
Dionysis Papachristodoulou, an
accomplished dyslexic adult who writes
about creativity and learning, recently
wrote this letter to Ronald Davis.
He lives in Édessa, Greece.
I would like to tell you that I owe
great gratitude to Ronald D. Davis
for his book, The Gift of Dyslexia.
It changed my life! In September
2000, at the age of 42 years, I enrolled
in the Postgraduate Department of the
Theological School in Aristotle University
of Thessaloniki. In November, after the
first session with my professor, I left feeling
depressed. My main thought was: “There
is no way to make it. Why did I come here?
I know I cannot respond to what they ask.”
The professor’s requirements made me feel
depressed, and they made me fall apart.
While I was wandering in Thessaloniki,
I went into a bookstore that was along my
way, and, as I was casually looking through
the books, I saw a book entitled The Gift of
Dyslexia (Greek Edition). Fifteen or twenty
years ago, my mother had given me an article
in a Greek newspaper about dyslexia. I gave
it a glance, but I didn’t pay much attention.
Once I saw the provocative title, The Gift
of Dyslexia, I bought the book. As soon
as I started reading the book, a “miracle”
happened – a dopamine explosion in the
intracellular space of my cerebral neurons.
I went nuts! That was it! I would finish
the Master’s Degree, and I would write
my paper about the two different ways
of thinking: verbal thinking and picture
thinking. The problem in our educational
system is that it focuses on verbal thinking
– it tends to cultivate and assess verbal
thinking, either exclusively or as a priority.
Due to the courage that the Ronald Davis
book gave me, I finished the Master’s
Program in June 2005 with a grade of
9.68/10!

“Mom, is it okay if I stay home from
school today and clean out my backpack?”
I want to express again my deep gratitude
to Ronald D. Davis for his book, The Gift of
Dyslexia. Thanks again!
Dionysis has given us permission to
publish his recent blog, Take the “DYS”
out of Dyslexia. You can read more
of his interesting blogs at this website,
dip88.blogspot.gr.
Take the “DYS” out of Dyslexia
By definition, the term dyslexia indicates
illness, defect, a problematic situation
(dysentery, dysplasia… dystopia!).
In the beginning there was a request for
the prefix dys- to be removed from the
term dyslexia and be replaced with a
term that indicates the ability to think
in pictures. For the language orientated
people, the charismatic visual thinker is
considered dyslexic, while if the dominant
model was that of thinking in pictures,
the gifted in verbal thinking child would
be called dis-visual.
Initially, there was a thought to use a
word that charges dyslexia with a positive
meaning, e.g. to use a compound term that
begins with the prefix eu- and then a word
related to the picture could be used…
However, the result would not even sound
nice: euicon, euimage, eupicture… bliach…
deadlock, embarrassment, wonder and…,
dyslexia… OK, let’s replace the “d” to “b”
as many dyslexics do:

Bislexia or bilexia
The prefix bis- in Latin means double.
A dyslexic person, instead of having one
word, one answer, like it is requested in
verbal thinking, has invented another
word, his creativity has found one more
answer, so he has two words (bilexia)
and as long as he hasn’t learned to control
his gift, he loses it, he feels awkward and
he doesn’t know which answer to choose,
he is getting confused.
Bilexia = two words!
The number 1,000,000,000 is called
a billion, literally twice million; however,
in this case, it means a thousand millions.
So bilexia can also mean a thousand
words… or rather an image, as the wise
saying goes: A picture is worth a thousand
words.
Bilexia = thousand words (one picture)!
Take the “dys” out of dyslexia. Let’s turn
the dyslexia to bilexia, that is, talk about two
or a thousand words, or talk about an image.
For a longer version of this article, visit
the website, bilexia.blogspot.com.
Dionysis Papachristodoulou

The Dyslexic Reader is periodic publication of Davis Dyslexia Association International (DDAI)
1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141
OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;
and to present methods for improving literacy, education and academic success. We believe that all people’s abilities
and talents should be recognized and valued, and that learning problems can be corrected.
EDITORIAL BOARD: Marcia Maust, Alice Davis and Abigail Marshall DESIGN: Michael Troller Design
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®, Davis Dyslexia Correction®, Davis Symbol Mastery®,
Davis Orientation Counseling®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks
of Ronald D. Davis. Copyright © 2016 by DDAI, unless otherwise noted. All rights reserved.

THE DYSLEXIC READER
My Long Walk to Success – from page 1

3
for advanced words grew immensely,
even though his basic vocabulary was
limited. For example, he knew words like
plesiosaurus, but would ask, “is this she’s
[her] bag?”.

James is diagnosed with
Autism and Dyslexia

I had been doing my own research
and was starting to learn more about
When James was nine months old, I
Asperger Syndrome and Autism. When I
went back to work (I am a teacher), and
mentioned this at school, they agreed with
he began day-care. They loved him to bits,
me, and James was sent to a psychiatrist
and I felt a little more human having some James starts school
When he started formal schooling, the
who diagnosed him with high functioning
interaction with the real world. James
wheels fell off. James felt completely out
Autism/Asperger Syndrome. I spent days
met all of his developmental milestones
searching for his next school, and he
on time, except for one. As time went by, of his depth, and his anxiety levels went
through the roof. He did not fit in and
moved to a special school for individuals
I began to question why James’ speech
with Autism. He had a phenomenal
wasn’t developing, even though other kids was impossible to work with. He would
kick and scream when being removed
young male teacher, who adored James,
his age were quite fluent. I got a lot of
and his emotional healing began. But he
different reasons, including “he is an only from the car in the mornings and would
physically attack me when we were
still could not learn to read. He was eight
child and has no sibling to mimic” and
“some kids are just slower than others,” so driving home in the afternoons, biting me years old and completely illiterate. The
I left it. When he was three and I realized and ripping my hair. He would run away new label was added – Dyslexia! Despite
from class and would be endless work, hours of remedial therapy,
that a friend’s child
found, ironically, in the
occupational therapy, speech therapy,
who was a full year
school library, as books
and one-on-one class time, reading did
younger than James was
Despite endless work,
had a calming effect on
not happen. We were very happy at the
speaking more fluently,
hours of remedial therapy,
him. James began play
new school, as James’ relationships with
I made a more forceful
occupational therapy,
therapy and was treated his teachers made him realize that he was
inquiry. I was told that
speech therapy, and
for anxiety. I was told to worth something and not someone to be
he would probably need
one-on-one class time,
have him assessed by an sent away. Imagine my distress when we
speech therapy, but they
reading did not happen.
educational psychologist were informed that the National Lottery
would only assess from
and was referred to a
was no longer funding the school, and
age four.
remedial school. He
it would not be able to stay afloat. (We
completed Grade 0 at a different school,
James goes to speech therapy
still paid huge tuition fees, but the school
which cost five times more than the fees
As soon as James turned four, I
relied on Lotto donations for a large
we were paying at his current school,
contacted the speech therapist, only to
portion of the overhead costs.) I was in
be told that it was rubbish that she could but we felt we had no choice. The rest
a panic. How would I convince my child
of the year was a little more positive.
only assess from age four. This angered
that it was not his fault, and that he was
When he moved up to Grade 1, I was
me, as so much time was wasted. She
not being sent away again? I went into
phoned me after her assessments and told called in again and told he could not
overdrive trying to raise funds, gain media
sit still and did not want to conform.
me that James was almost impossible
attention, and stop the closure, but to no
They wanted me to hire a facilitator to
to assess. His speech was dramatically
avail. The search for an alternate school
assist him one-on-one, but it was very
delayed, and he would not stay on the
began again. This was no easy task. You
expensive. Because I could not afford
task, because he was obsessed with
must understand my position. My son is
this intervention, the
dragons and kept leading her back there.
extremely intelligent and
school had one of their
She took him on as a patient, but she
had incredible general
own teachers facilitate
recommended that James see a specialist
knowledge. There
It has been three months
him two hours a day to
to determine the cause of his delay.
was no appropriate
since James’ program,
see if it helped. They
school for a child who
and he is working
then told me that a
James is diagnosed with ADHD
through the follow-up
was so incredibly high
facilitator was not
program at home for an
and gets medication
functioning and capable,
the answer, as James
hour a day, four days a
We took James to see a doctor, who
yet unable to read at all.
would still not focus
week. He embraces it.
observed James. She was in awe, as he
Even remedial schools
He does not protest, and
literally tried to climb her walls and jump at all. It did appear
wouldn’t accept him. He
that he was learning
he actually enjoys it.
off her furniture. She diagnosed him
was now eleven years
to read, but we soon
with ADHD and prescribed Risperdal to
old. At the beginning
realized he had just
help with calming him, assisting focus,
of this year, his reading
memorized the pages
and helping him sleep. It made a huge
age was about six years old – early Grade
from what he heard in class. I received
difference in the sleep department, but
1 and essentially illiterate. He should be
a call at work one day and was told to
did little else. Fortunately, his nursery
in Grade 5, and he had the vocabulary
come and collect him, as he was throwing of a sixteen year old. He listened to
school accepted his quirks, recognized
that he was extremely bright, and allowed desks and had lost complete control. He
audiobooks meant for adults, such as
often had tantrums and would run away
him some space to be himself. He was
Bill Bryson’s, A Short History of Nearly
from class, but this was a big one. I was
extremely imaginative and spent a huge
Everything, and fantasy fiction way
called to a meeting and also informed by
part of his day in his fantasy world. He
beyond the level of an average eleven year
a very empathetic teacher that the way
was significantly behind his peers with
old. But he was working (and struggling)
James was being handled at after care was on a Level 1 reader.
his academic work, such as pre-reading
skills and early numeracy, but he enjoyed unacceptable. He would be closed into a
(continued on the next page)
room or would be surrounded by adults as
school, and he was happy. His speech
they shouted at him, totally overwhelming
was coming on, and his vocabulary
him. My child was devastated.

James goes to day-care

THE DYSLEXIC READER

4
International
Davis Dyslexia
Correction®
Providers
The Davis Dyslexia Correction
program is available from more
than 450 Facilitators around
the world. For updates, call:
(888) 805-7216 Toll Free or
(650) 692-7141 o r visit
dyslexia.com/providers.htm
The following is a current list
of all Davis Facilitators, some
Facilitators may also offer
other Davis services.

v Argentina
Silvana Ines Rossi
Buenos Aires
+54 (112) 064-3872
v Australia
Linda Alexander
Coomera, Queensland
+61 (459) 171 270
Brenda Baird
Brisbane +61 (07) 3299 3994
Sally Beulke
Melbourne
+61 (03) 572 51752
Catherine Churton
also Supervisor-Specialist
Byron Bay
Anne Cupitt
Hervey Bay, Queensland
+61 (074) 128-2470
Mary Davie
Sydney NSW
+61 (02) 9521 3685
Amanda Du Toit
Beaumont Hills NSW
+61 (405) 565 338
Jan Gorman
Eastwood/Sydney
+61 (02) 9874 7498
Bets Gregory
also Autism Facilitator/Coach
Gordon NSW
+61 (4) 1401 3490
Gail Hallinan
Frenchs Forest Naremburn/
North Sydney
+61 (02) 9405 2800
Barbara Hoi
also Autism Facilitator/Coach
Mosman/Sydney
+61 402 686 327
Annette Johnston
Rockingham WA
+61 (8) 9591 3482
Janette Padinis
Aspendale Gardens, Victoria
+61 0412 021 604
Jayne Pivac
Parkdale Victoria/Melbourne
+61 (0) 420 305 405
Heidi Rose
also Autism Facilitator/Coach
Pennington, S.A.
+61 (8) 8240 1834
Jan Stead
Gladstone, S.A.
+61 (4) 048 839 8788
Christine Thesiger
Glenfield, Auckland
+64 (9) 444-1215
v Austria
Jacinta Fennessy
Wien
+43 (01) 774 98 22
Marika Kaufmann
Lochau
+43 (05574) 446 98

My Long Walk to Success – from page 3

James goes to special needs school

I was once again very lucky to find a school
and a teacher/principal that were passionate
and determined to make a difference. James
started another new school in 2013, and, once
again, everything was done to get him reading.
Every type of reading and remediation program
available, as well as various home school
programs, were applied. James just could not
read!!! He would write his sight words today
and not recognize the same words tomorrow.
I was beyond desperate.

were draining and took endless negotiations to
get James on board, but by day three, Axel won
James over.

Immediate results

Within three days, James could, for the first
time in his life, name all the letters of the alphabet
by their actual names. He could recite the
alphabet fluently backwards and forwards, and
he was comfortably making attempts to read
words in his environment – something he would
previously avoid at all costs. For the first time
in his life, James recognized when his actions or
words were hurtful to me, and he apologized
to me of his own accord. James was starting
to recognize disorder and was willing to clean
James tries the Davis Dyslexia
up after himself. He began to recognize the
Correction Program
concepts of cause and effect and realized that
The mother of one of the children in my class
also happens to run a reading center. Last year she his actions and behavior were directly related
to consequences. Since working with Axel in
told me about something she had just discovered,
February, this has been an ongoing process, and
after two of the children in her reading center
some days are better than others, but as time goes
stopped coming. Being a thorough person, she
by, he seems to be embedding the concepts deeper
followed up with the parents, and asked why
into his conscience. It has been three months
the children had stopped coming to their reading
lessons. She was told that they didn’t need reading since James’ program, and he is working through
support anymore, as they had just been through an the follow-up program at home for an hour a
intervention, fairly new to South Africa: The Davis day, four days a week. He embraces it. He does
not protest, and he actually enjoys it. These are
Dyslexia Correction Program. The owner of the
reading center had researched the program online, activities he would have previously run away from
– literally! He now makes independent attempts
and she decided to attend a four-day training
workshop called The Gift of Dyslexia Workshop, to write and type. For example, he will Google
something. He still usually
intended for professionals and
spells it wrong, but remember,
parents who wish to learn
The term “surface
this is after being absolutely
the basics of how to use this
illiterate for years, despite huge
dyslexia” refers to a
approach to help dyslexics. The
amounts of intensive remedial
workshop was presented by
pattern of difficulty with
therapy. He no longer gives
Axel Gudmundsson, a licensed
whole word recognition.
up and cries in frustration
Davis Dyslexia Correction
– he simply asks for help. I
Facilitator based in Cape Town.
spell aloud for him, and he
After hearing more about the
will transcribe accurately and happily. This is
four-day workshop from my student’s mother, I
something I was beginning to think would never
felt this was definitely worth trying with James,
happen, so I am ecstatic.
but I did not feel that I was the right person to
take him through it. I decided that no matter
James’ first love letter
what came about or what I had to do to make
The biggest literacy improvement
it happen, James had to work with Axel. In
February this year, James worked one-on-one with I have noticed, which has left me
thrilled, is that for the first time ever,
Axel for nine days, and another day in March to
follow up. It took every resource we had available James attempted to express his emotions
through writing. Before, he would fight and
to make it happen, and many people told us we
avoid even writing his name in a birthday card.
were foolish to spend that much money – but
He might copy a few sight words at school,
when you have been through what we have been
but never write something independently. This
through (and already spent what we have spent),
Mother’s Day, I got a letter, written by him
you are desperate enough to make it happen.
independently, stating that he loved us and that
we were the greatest parents on earth. I don’t
James was a true challenge
care that the spelling needs a lot of work. This
Axel had his work cut out for him, as James
is a 100% improvement on where he has been
was one of the most challenging children he had
worked with – essentially completely illiterate and for five years. I am well aware that James is
one of the most severe cases of Dyslexia there
autistic, albeit high functioning. It is not always
is, so my expectations have been realistic, but I
obvious to those who don’t spend time with him.
This is why he is so often misunderstood. He just can’t help but wonder what Axel would achieve
with a dyslexic child who is already functionally
seems like a regular kid, who talks too much, is
literate. Surely he must work overnight miracles.
obsessed with DNA, has no manners or people
What started as a gamble has turned out to be an
skills, and likes to defy you. The first two days

THE DYSLEXIC READER
investment! I cannot wait to see where we find
ourselves a year down the line.
A note from the principal of James’ special
needs school:
James is really coming along in leaps and bounds
since the Davis Program. The biggest difference
I am noticing is in terms of his handwriting and
writing skills. His handwriting has improved
greatly in terms of legibility, accuracy and neatness.
His creative writing has taken off, and, although the
spelling is not always correct, you can phonetically
decode his stories quite easily. He is much happier
and confident in class and enjoys his individual
sessions in the afternoons. He is taking much more
pride in his work and is more willing to be taught
new concepts. He is just a star at the moment.
A Facebook post from James’ mom on
August 3, 2015:
Such an exciting day in the Killops’ home.
James has been accepted at Orion College [remedial
school] and will start the rest of his school career
on Tuesday next week. A small milestone for some,
but a glorious achievement for us. So proud of
my wonderful son.
A Facebook post from James’ mom on
October 30, 2015:
I am a very proud mom. James swam in his first
gala ever today and won all of his races. Onward
and upward, my boy!!!
A Facebook post from the amazing friend who
discovered the Davis Program for James and shared
it with his mom – and who is now in training to be
a Davis Facilitator:
I am in awe of a very special lady (mom of
James) and her genius son, James, who happens
to also be beautifully autistic and dyslexic.
She has never given up, always believing in
James, and has been through unbelievable hardships
over the years to help him. She is James’ guardian
angel. A year ago, James could not read or write,
and he couldn’t even write his own name properly.

5
Thanks to the Davis Programs and a very special
miracle worker, Axel Gudmundsson, James is now
in a remedial school and producing this…

v Belgium
Goedele Decuypere
Oostkamp (Near Brugge)
+32 (4) 75 81 71 92
Geertrui Delva
Brussels +32 0472 72 8783
Ann Devloo-Delva
Veurne +32 (058) 31 63 52
Stephanie Dury
Hainin +32 47 921 4916
Chantal Guyot
Bruxelles +32 (04) 77 55 97 66
Marie Louise Habran
Liege +32 (4) 99 29 43 72
Inge Lanneau
Beernem +32 (050) 33 29 92
Juana Lopez Le Jeune
Bruxelles +32 (498) 720 250
Peggy Poppe
Antwerpen +32 (474) 50 23 32
Bethisabea Rossitto
Bruxelles +32 (477) 68 56 06
Chantal Wyseur
Waterloo +32 (486) 11 65 82
v Bolivia
Veronica Kaune
also Autism Facilitator/Coach
La Paz +591 (2) 278 9031
v Bulgaria
Daniela Boneva
Ruse +35 (988) 531 95 06

Axel Gudmundsson is the Director of Gifted
Dyslexics and is a licensed Davis Dyslexia
Correction Facilitator and Gift of Dyslexia
Workshop Presenter. He is the Director of the newly
formed Davis Dyslexia Association Africa (DDAA),
which has now started offering professional training
in South Africa in the Davis methods. Most of the
year Axel is based in Kommetjie, a small surfing
village just south of Cape Town, South Africa, but
he spends some time each year in London
and Iceland. For more information, check
out his website, gifteddyslexic.com. v

v Canada
Rocky Point Academy
Stacey Borger-Smith
also Autism Training Supervisor
also Autism Facilitator/Coach
also Supervisor Specialist
Lawrence Smith, Jr.
also Autism Training Supervisor
also Autism Facilitator/Coach
also Workshop Presenter
Calgary +1 (403) 685-0067
+1 (866) 685-0067 (Toll-Free)
Paddy Carson
Edmonton, Alberta
+1 (780) 489-6225
Marcia Code
Kanata, Ontario
+1 (613) 284-6315
Janet Currie Richards
Boutiliers Point, Nova Scotia
+1 (902) 826-1512
Elizabeth Currie Shier
also Autism Facilitator/Coach
Oakville (Near Toronto)
+1 (905) 829-4084

Humor Corner

Brenda Davies
Rosedale Station, Alberta
+1 (403) 823-6680

An elephant always remembers...
where he put his feet?

Cathy Dodge Smith
also Autism Facilitator/Coach
Oakville/Toronto
+1 (905) 844-4144
+1 (888) 569-1113 toll-free
Sandy Farrell
Hudson, Quebec
+1 (450) 458-4777
Carole Ford
Ladysmith, BC
+1 (250) 245-8412
Corinne Graumans
Medicine Hat, Alberta
+1 (403) 528-9848

One has claws at the end
of its paws and one is
a pause at the end
of a clause.

Sue Hall
West Vancouver
+1 (604) 982-0092
Lois Hassett
Barrhead, Alberta
+1 (780) 674-3393
D’vorah Hoffman
Toronto
+1 (416) 398-6779
Angie Jones
Airdrie, Alberta
+1 (701) 660-8860

THE DYSLEXIC READER

6
v Canada (continued)
Sue Jutson
Vancouver, B.C.
+1 (604) 732-1516
Mary Ann Kettlewell
London, Ontario
+1 (519) 652-0252
Tiffany Klassen
Hepburn, Saskatchewan
+1 (306) 270-9971
Kathy Mahoney
Ottawa Ontario
+1 (613) 794-1756
Colleen Malone
Newmarket Ontario
+ 1 (905) 252-7426
Helen McGilivray
Oakville/Toronto
+1 (905) 464-4798
Patrick Munro
Richmond Hill, Ontario
+1 (647) 918-5769
Carl Nigi
Kanata, Ontario
+1 (613) 558-7797
Maureen O’Sullivan
also Autism Facilitator/Coach
Newmarket, Ontario
+1 (905) 853-3363
Joanna Pellegrino
Thunder Bay Ontario
+1 (807) 708-4754
Sharon Roberts
Brantford, Ontario
+1 (519) 304-0535
+1 (800) 981-6433 (Toll-Free)
Desmond Smith
also Autism Facilitator/Coach
Oakville, Ontario
+1 (905) 844-4144
Carol Taljeh
North Vancouver, BC
+1 (778) 706-8595
Samantha Tremaine
Toronto
+1 (416) 419-6786
Tracy Trudell
London, Ontario
+1 (519) 494-9884
Jane Tryon
Oakville/Toronto
+1 (647) 376-6600
Kim J. Willson-Rymer
also Autism Facilitator/Coach
Mississauga, Ontario
+1 (905) 825-3153

Why Dyslexia is a Gift of Creativity – from page 1

Noticing more than
others or seeing things
differently than others
makes dyslexics
unusual, unexpected,
off-the-wall at times,
and always creative.

Dyslexic people do not think in words. They
do not filter their experience of life through
language, but rather through images and
feelings in the first place. This holistic process
is not steered or predetermined by the linear or
sequential constraints of language.
Noticing more than others or seeing things
differently than others makes dyslexics unusual,
unexpected, off-the-wall at times, and always
creative.
Their creativity makes them into talented
actors, artists, dancers, musicians and so on.
They have a remarkable spatial awareness and
ability to visualize in three dimensions. This helps
them become designers and architects, as well as
sporting men and women. We know this.

Because this creative, right-brain way of
thinking compromises the ability to access
simultaneously the logical, linear, language side of
the brain, dyslexia can come with a huge price tag.
The years at school can be marked by hardship;
a sense of isolation and little acknowledgement
of one’s genuine worth. The dyslexic identity is,
therefore, shaped equally by its natural creative
gift and by the adversity it is faced with from the
first day at school.
Over the years, I have come to see that
those dyslexics who manage to transcend the
humiliation and adversity of their early lives,
while keeping the flame of their talent burning,
do not just gift us with their creativity, but also
with an originality informed and nourished by
compassion born from suffering.
I not only feel invigorated by the color and
luster that dyslexics add to life; I also feel enriched
by their search for meaning and truth, and their
ability to change me in the process.
THANK YOU – TO THE CREATIVITY
OF DYSLEXIA!

Fact or feeling?
But creativity is also about the ability to be
authentic, true to yourself, and imaginative in the
way that you live your life or add more feeling
into your profession or relationships.
Dyslexics do not always separate fact from
feeling, they are not easily motivated if they
cannot see the point of something and how it
relates to the way the world works. This need for
things to be meaningful and genuine comes as a
great gift of creativity in a time when so much of
life is led in a virtual space.

v Chile
Ximena Hidalgo Pirotte
Santiago
+56 (02) 243 0860
v Colombia
Laura Zink de Díaz
Cajicá
+57 (1) 883-1706
v Costa Rica
Andrea Castro Gross
San Rafael de Escazu
+506 228-98013

But creativity is also
about the ability to
be authentic, true
to yourself, and
imaginative in the way
that you live your life
or add more feeling
into your profession or
relationships.

Maria Elena Guth Blanco
San Jose
+506 296-4078
Marcela Rodriguez
Alajuela
+506 442-8090
Ana Gabriela Vargas Morales
San Jose Escazu
+ 506 2288 0980
v Cuba
Kerstin Harder
Havana
+0053 586 93399
v Cyprus
Alexis Mouzouris
Limassol
+357 25 382 090

Life is a metaphorical acorn.
It is notable, too, that the dyslexic mind
works metaphorically. Where others see fact, the
dyslexic sees a story. An acorn is not just the hard
seed of an oak. It tells the story of life itself, in
how it encapsulates the full potential of becoming
a magnificent tree, if it connects successfully with
the world beyond itself.

Renée van der Vloodt has worked as a UK Davis
Dyslexia Facilitator and Specialist for nearly 20
years. She has trained Facilitators in the UK,
The Netherlands, Portugal, Iceland and Kenya.
Renée’s background is in TV, education and more
recently in mental healthcare. She feels honored
and humbled by her work, which she describes
as enabling people to connect with their highest
potential. For more information, see her website,
reneevandervloodt.com. v

THE DYSLEXIC READER

7

IS USING TECHNOLOGY CHEATING?
by Melanie Curry
Technology is a wonderful tool for those
with learning differences. Technology not only
puts these children on the same playing field as
“neurotypical” learners, but it also takes away
unnecessary stress, and empowers them to use
and display the true extent of their knowledge
and strengths. Why not embrace the support
it can offer?

v Denmark
Moniek Geven
also DLS Mentor
also Autism Facilitator/Coach
Bryrup +45 7575 7105
Lene Morkenborg
Hasselager +45 5017 0528
Britta Langdahl
Silkeborg +45 2978 9288
v Ecuador

There are some wonderful word processing
programs for computers and tablets that also offer
excellent support when it comes to writing. Word
Q and iWordQ offer spelling support and will read
back what you have written. Clicker Docs has the
added feature of adding word banks for specific
topics.

Audio books give children access to text just as a
print book does – it is just through their ears, rather
than their eyes. Is this cheating? No, it is not.

Ana Magdalena Espin Vargas
Ambato +593 (2) 854 281
Santiago Fernandez
Cumbaya Quito
+593 (09) 308 9646
Nora Cristina Garza Díaz
Ambato +593 (3) 282 5998
Germania Jissela Ramos Ramos
Ambato +593 (3) 242 4723
Inés Gimena Paredes Ríos
Ambato +593 (08) 418 5779
v Egypt
Christine Ahdy Wassef
Cairo +2 01223670312
v Estonia
Olga Knut
Tallinn +372-56-509-840
v France

Using speech to text software allows students
to share their knowledge and ideas without being
hindered by their difficulty with punctuation or
spelling. When our students write, it is their ideas,
vocabulary and creativity we should be celebrating.
It is so sad – and all too common – to read
compositions by dyslexic learners who are bright
and articulate, but who have “dumbed down”
their ideas and their language to play it safe with
spelling. Speech to text technology removes this
barrier.
If you are researching speech to text software,
here are some great places to start:

Johanna de Barmon
Arras +33 (6) 1588 1995
Sophie Bellavoir-Misciasci
Noiseau +33 (6) 04 02 99 21
Isabelle Charbon
Bordeaux +33 (06) 3022 1603
Meriel Chehab
Brest +33 (06) 12 55 71 88

Are your children writing classroom blogs?
Why not give them this app to use? Easyblog.org
does what no other platform has managed to do.
It has harnessed the true power of visual-spatial
learning. It is simple to use and allows students to
create photos, videos, audio-over-photo posts, as
well as add text if they choose. But typing text is
not mandatory. It is the perfect blogging option for
those with learning differences.

Claudine Clergeat
also Autism Facilitator/Coach
Brunoy + 33 (06) 78 69 79 56
Jayne Cooke
Barr +33 (0) 3 88 74 06 01
Corinne Couelle
Lyon +33 (04) 78 88 65 52
Patrick Courtois
Juvignac +33 (6) 37 40 49 67
Jennifer Delrieu
Auffargis +33 (01) 34 84 88 30
Ginette Donnet
Le Havre +33 (699) 3882 05
Nancy Dosseh
Brest +33 (06) 17 70 72 84
Claudine Garderes
Fontenay-Le-Fleury (near Paris)
+33 (642) 15 99 27

Google Docs Speech Recognition

Dragon Naturally Speaking

Melanie Curry is a licensed Davis Dyslexia
Correction Facilitator and Davis Autism
Facilitator/Coach in New Zealand. Her passion
is working with individuals to help them realize
their gifts, discover their potential, and achieve
their goals. For more information, check out
Melanie’s website, optimumlearning.co.nz, or
email her at melanie@optimumlearning.co.nz. v

Virginie Goleret
Grenoble +33 (67) 898 6217
Lisa Henry
Bordeaux +33 (15) 57 87 19 63
Sophie Flaux Lasnon
Riec Sur Belon +33 (61) 457 0338
Emmanuelle Leibovitz-Schurdevin
also Autism Facilitator/Coach
Tours +33 (613) 02 48 85
Françoise Magarian
Legny/Lyon +33 (0474) 72 43 13
Chantal Marot-Vannini
Arfeuilles +33 (06) 14 24 26 33
Carol Nelson
also Autism Facilitator/Coach
Boulogne-Billancourt/Paris
+33 (09) 52 63 02 05

On a Mac, you can turn on Dictation in
System Preferences and then you are ready to go.
No cost, no special training required!

Marie Pasquier
Marseille
+33 (06) 09 86 24 03
Odile Puget
Segny/Geneve
+33 (0) 450 418 267
Annette Meunier Rivet
Becheresse +33 (64) 374 4134
Virginie Texier
Irodouer +33 (06) 63 03 46 63

THE DYSLEXIC READER

8
v France (continued)
Isabelle Thomas
Solaize +33 (065) 1066994

BOOK REVIEW

Carol Valet
Saint-Germain-en-Laye
+33 (6) 73 54 63 34
v Germany/Deutschland
Theresia Adler
Bannewitz +49 (0351) 40 34 224
Doris Birkner
Garbsen +49 (5131) 701 866
Claudia Boeden
Timmendorfer Strand
+49 (160) 710 6891
Ellen Ebert
also DLS Mentor
Ammern +49 (03601) 813-660
Gabriele Doetsch
Bad Windsheim
+49 (098 41) 688 18 18
Cornelia Garbe
also Autism Facilitator/Coach
Berlin +49 (0151) 5420 8728
Astrid Grosse-Mönch
Buxtehude +49 (04161) 702 90 70
Sonja Heinrich
also Supervisor-Specialist
also DDA-DACH Director
also Autism Facilitator/Coach
also Davis Autism Approach
Workshop Presenter
Hamburg +49 (40) 25 17 86 23
Kirsten Hohage
Nürnberg +49 (0911) 54 85 234
Ingrid Huth
Berlin +49 (030) 28 38 78 71
Rita Jarrar
also Autism Facilitator/Coach
München +49 (089) 821 20 30
Inge Koch-Gassmann
Buggingen +49 (07631) 23 29
Anneliese Kunz-Danhauser
Rosenheim +49 (08031) 632 29
Agnes Kursawe
Berlin +004-151-6146-0685
Anne Moeller
Gröbenzell BRD
+49 (081) 4251955
Andrea Paluch
Flensburg
+49 (461) 6757 5595
Markus Rauch
Freiburg +49 (761) 290 8146
Colette Reimann
Landshut +49 (0871) 770 994
Brigitte Reinhardt
Offenberg +49 (78109) 919 268
Ursula Rittler
also Autism Facilitator/Coach
Stuttgart +49 (0711) 47 18 50
Christiane Rosendahl
Dortmund +49 0(231) 75 81 53 02
Phoebe Schafschetzy
Hamburg +49 (040) 392 589
Margarethe Schlauch-Agostini
Volklingen +49 (0689) 844 10 40
Gabriela Scholter
also Supervisor-Specialist
also Autism Facilitator/Coach
also Autism Training Supervisor
Stuttgart +49 (0711) 578 28 33
Sylvia Schurak
Garlipp +49 (0) 39 32 44 82
Carmen Stappenbacher
Bamberg +49 (09547) 431 921
Birgit Thun
Hamburg +49 (040) 4135 5015
Beate Tiletzek
also Autism Facilitator/Coach
Waldkraiburg
+49 (08638) 88 17 89
Andrea Toloczyki
Havixbeck/Münster
+49 (02507) 57 04 84

Punctuation Takes a Vacation
By Robin Pulver, illustrated by Lynn Rowe Reed
A review by Desmond Smith
As Davis Facilitators, we are always on the
lookout for neat, interesting, and fun things that
help us facilitate our clients. I think it was my
Davis Specialist, Stacey Smith, who introduced our
group to Punctuation Takes a Vacation. This is
a book that allows us to have some fun with our
clients and helps them explore why punctuation is
important when we read or write.
We all know we need to master basic language
symbols (including punctuation marks) during
a Davis Program. We do this to discover (and
master) symbols we see in reading that can trigger a
disorientation. This helps our clients get used to the
feeling they encounter when they are disoriented, so
they can re-orient or get aligned when needed and
to raise self-confidence through mastery.
The goal of a Davis Dyslexia Correction
Program is to correct the learning disability called
dyslexia. Part of that must include learning all the
basic triggering punctuation marks and symbols so
completely that they are mastered.
The book Punctuation Takes a Vacation can
help us facilitate in many ways, both for young and
older clients. For young clients, the illustrations,
colors, and large print capture their interest and
imagination. For our older clients, the way the
different punctuation marks write and speak in the
book is terrifically funny, and they use their own
meanings in each instance. For example, when the

commas write a postcard home and take note of the
things they are doing and must remember to bring
next vacation, the card is signed “List Makers.”
On another, the quotation marks have signed the
postcard “The Yackity Yaks.” My favorite part of
the book is when the students in Mr. Wright’s class
try to write a letter asking the punctuation marks to
return to their classroom from vacation. They don’t
have any punctuation marks of their own to use, so
they borrow some unruly punctuation marks from
Mr. Rongo’s classroom. Try to read this section to
your younger clients without making them burst
out laughing, or see if your adult clients can read it
to you as written! I hope you’ll find this book as
helpful as I do.
Desmond Smith is a Licensed
Davis Dyslexia Program
Facilitator and Licensed Davis
Autism Approach Facilitator/
Coach in Oakville, Ontario.
As a person who has dyslexia,
ADHD, and autism, Desmond is
well aware of the challenges that
face his clients. The benefits he
enjoyed from the Davis Programs
compelled him to want to help others. You can
contact Desmond by phone at 905-844-4144,
or email des@oakvillesuccesscentre.ca. v

THE DYSLEXIC READER

9

The Role of Meaning in Education

v Germany/Deutschland
Ioannis Tzivanakis
also Specialist Trainer
also Workshop Presenter
also DDA-DACH Director
Berlin +49 (030) 66 30 63 17

by Richard Whitehead

Gabriele Wirtz
also Autism Facilitator/Coach
Stuttgart +49 (711) 55 17 18
Elvira Woelki
Mindelheim +33 (082) 61 76 36 38
v Greece
Evagelia Apostolopoulou-Armaos
Patras +30 26 062 21 22
Traute Lutz
Marausi +30 (210) 804 3889

A number of years ago, a fellow dyslexia
Facilitator told me of a conversation she had had
with a seven-year-old boy whose parents had
brought him to her for an initial consultation.

An obvious point, maybe, but a point crucially
overlooked in many systems of education. Words
encode meaning, but they do not of themselves
contain it. Comprehension occurs when we
decode words. Comprehension resides, not in our
“I know how to spell ‘elephant’!” the boy
word based thinking, but in our mental imagery.
had suddenly, spontaneously blurted out with
According to Ronald Davis, author of The
considerable pride.
Gift of Dyslexia and The Gift of Learning,
every word has three parts: what it looks
“Really? Tell me,” my associate replied.
like – i.e. its spelling, what it sounds like – i.e.
its pronunciation, and what it means – i.e. its
“B-E-C-A-U-S-E.”
definition. Traditional phonics instruction builds
the link between the first two of those three,
Most readers of this article who are involved in assuming that the third – our mental image of
primary education will know what had happened what the word means – will take care of itself.
here. A common way of teaching the spelling
Should we make this assumption? Or would we
of “because” in the United Kingdom is via an
enrich our children’s education if we brought all
acronym: “Big Elephants
three parts – spelling, sound
Cannot Always Use Small
and meaning – together in a
Words are but symbols.
Entrances.”
single learning experience?
They stand for what
This boy’s misunderstanding
What is the meaning of
they mean, but without
of the lesson objective teaches
the word because? It is the
resembling it.
us a crucial point. The boy
law of cause and effect – a
was a visual-spatial thinker. He
fundamental principle of
learned with and through his
Newtonian physics and of our
imagination. Pictures played a more important
understanding, both of the material universe and
role in his thinking processes than did words.
of human interaction. Why on earth would we
He probably had little use for auditory, phonics
want to exclude the meaning of because when
instruction. So when the teacher’s acronym
we teach the word?
caused him to imagine an elephant,
B-E-C-A-U-S-E became the spelling of the word
that fit his mental image.
Words are but symbols. They stand for what
they mean, but without resembling it. The word
“tree” does not have a trunk, branches and leaves.

Konstatinos Polychronis
Athens +30 (215) 550 8228
Zoe Deliakidou
Thessaloniki +30 2310243 444
Irma Vierstra
Rethymnon/Crete
+30 283105 8201 or 69766 40292
v Hong Kong
Twiggy Chan
Hong Kong +852-6175-8439
Yvonne Wong Ho Hing
also Autism Facilitator/Coach
Hong Kong +852-6302-5630
Livia Wong
also Autism Facilitator/Coach
Hong Kong +852-2756-6603
v Iceland
Áslaug Ásgeirsdóttir
Mosfellsbaer +354 861-2537
Gigja Baldursdottir
Reykjavik +354 562 2840
Sigrún Jónina Baldursdóttir
Snaefellsbae +354 586 8180
Gudrún Benediktsdóttir
Hafnarfirdi
+354 545 0103 or +354 822 0910
Gudbjörg Emilsdóttir
also DLS Mentor
Kópavogur +354 554 3452
Hólmfridur Gudmundsdóttir
Gardabae +354 895-0252
Ingibjörg Ingolfsdóttir
Mosfellsbaer +354 899-2747
Valgerdur Jónsdóttir
Kópavogur +354 863 2005
Sturla Kristjansson
Hafnarfjordur +354 862 0872
Ásta Olafsdóttir
Vopnafjordur +354 473-1164
Thorbjörg Sigurdardóttir
Reykjavík +354 698 7213
Hugrún Svavarsdóttir
Mosfellsbær +354 698-6465
v India

The Three Parts of a Word

Veera Gupta
New Delhi +91 (11) 986 828 0240

What it means

What it
looks like

Theano Panagiotopoulou
Athens +0030 6936 529 109 ­

Nirupama Krishnan
Chennai Tamil Nadu
+91 (44) 6624 1127

What it
sounds like

In secondary education and beyond, there
are many individuals who have learned to
memorize, but not to comprehend. Year 10 and
11 students who, on the eve of their GCSE public
examinations in Chemistry and after many years
of teaching, have still not grasped the difference
between electrons, protons and neutrons and
barely understand the concept of an atom, let
alone a molecule; adults with higher education
(continued on page 16)

Smrati Mehta
Powai Mumbai +91 (989) 277 2795
Kalpita Patel
Rajkot, Gujarat +91 (281) 244 2071
Carol Ann Rodrigues
Mumbai +91 (22) 2667 3649 or
+91 (22) 2665 0174
Priti Venkatesan
Chenai +91 9940022145
v Ireland
Paula Horan
Mullingar +353 44 934 1613
Sister Antoinette Keelan
Dublin +353 (01) 884 4996

THE DYSLEXIC READER

10
v Israel
Luba Elibash
Ramat Hasharon
+972 (9) 772 9888
Angela Frenkel
Beer Sheva
+972 (52) 655 8485
Goldie Gilad
Kfar Saba/Tel Aviv
+972 (09) 765 1185
Victoria Lerner
Raanana
+97 (252) 647 8773

by Abigail Marshall

2) Once you have gone through the fine-tuning
procedure with your student, do the Koosh ball
exercises, a lot.  You might want to stay away from
orientation while reading for several days or even
a couple of weeks, but do the Koosh ball practice
along with orientation every day, or every session
you have with the student if you do not have the
opportunity to work with him on a daily basis. 
Doing this may help him get used to the feeling that
comes with orientation without thinking about
trying to read words on a page.   

Judith Schwarcz
Ra’anana/Tel Aviv
+972 (09) 772 9888
v Italy
Stefania Bruno
Nuoro, Sardinia
+39 (388) 933 2486
Elisa De Felice
Roma +39 (06) 507 3570
Antonella Deriu
Nuoro, Sardinia
+32 059 32 96
Catherine Day Geraci
also Autism Facilitator/Coach
Murano Province of Venice
+39 (041) 739 527
Francesca Giuponi
Venezia +39 347 7598489
Piera Angiola Maglioli
Paciano, Perugia
+39 (015) 259 3080
Laura Mazzocchitti
Firenze +39 338 151 1295
Cordelia Migliorini
Firenze
+39 347 900 5972
Alessandro Taiocchi
Settimo Milanese
+39 (333) 443 7368
v Kenya
Marieke Haak
Nairobi
+254 20 263 5294
Manisha Shah
Nairobi
+254 (721) 492-217
v Lebanon
Samar Riad Saab, MA
Beirut +961 (3) 700 206
v Luxembourg
Anne Guignard
also Autism Facilitator/Coach
Fentange
+352 (27) 767 872
Nadine Roeder
also Autism Facilitator/Coach
Luxembourg
+352 691 30 0296
Eugenie Schares
also Autism Facilitator/Coach
Bascharage
+352 (621) 625 626
v Malaysia
Hilary Craig
Kuala Lumpur
+60 (36) 201 55 95
v Mexico
Magarita Saucedo Alvarez Icaza
San José Insurgentes DF
+52 (55) 35 38 52 40
Katharine Aranda Vollmer
Ciudad de México
04 45532 007153
Silvia B. Arana García
Mexico, D.F.
+52 (55) 5135-5457
Cathy Calderón de la Barca
also Davis Workshop Presenter
México D.F.
+52 (55) 5540-7205

sense to him, then have him do Release, and then
ask him to try reading using his orientation point
while reading something that is easy for him.  If he
doesn’t understand what is meant, you may want
to redo the Orientation Counseling process – but I
would suggest taking a break for awhile until your
student is ready to try again, and be sure to stick
precisely to the script as written in the book, using
the exact words set out.

To answer your other questions:

Next Steps?
Q: I have The Gift of Dyslexia book by Ronald

Davis and am working through the program with
one of my grade 6 students. This student was
diagnosed with surface dyslexia and dysgraphia.
The Perceptual Ability Assessment indicated he
would do well with the Orientation Counseling, so
we completed that procedure. However, afterward,
the student said he is unable to look from the
orientation point to read or look at a piece of
paper. His perspective shifts back to his eyes. In
talking to him about disorientations, it seems as
though these are fairly rare for him these days,
though he still has the learning disability symptoms
– difficulties with reading and writing. I think he
has learned to use his eyes as his orientation point.
Is this possible? Do you recommend we continue
on to Symbol Mastery, or do we need to do more
work on the orientation point first? Thank you
very much for your help!

A: I think that you may be misunderstanding the

instructions for Orientation Counseling. I would
suggest that you go back and read them again. 
The student does not look at the letters “from” the
orientation point – but rather “parks” the mind’s
eye at that point, and still is going to look at words
on paper (or anything else) through his real eyes. 
I would suggest that you take a step back and
do the following:
1) Have a chat with your student and tell him
that sometimes teachers make mistakes, and you
think that you might have made a mistake in the
way that you explained the orientation process. 
Ask him if he understands the idea of putting his
mind’s eye on his orientation point and looking
through his real eyes.  If he says that it makes

I think he has learned to use his eyes as his
orientation point. Is this possible?
No. It is possible that he has figured out how to
orient himself in some way that is slightly different
from what is described in the book, but using
his eyes as his point wouldn’t work. It would be
disorienting and likely to cause more, rather than
fewer, reversals or other difficulties.   
Do you recommend we continue on to Symbol
Mastery, or do we need to do more work on the
orientation point first?
It’s important that he be able to understand and
use orientation in order to de-trigger letters as he
does the clay alphabet, but he could get started on
modeling the alphabet if you take things slowly
and encourage him to do Release, especially if you
observe him having problems with any particular
letters. 

THE DYSLEXIC READER

11

Could It Be Dyslexia?

She taught herself how to write letters very early
(age 3) by asking me to write them in the air. She
Q: I wanted to ask you about the possibility of my has been obsessed with books and pretended to
daughter (age 6, first grade) being dyslexic. I know read, starting very early. Given the amount of time
she puts into “practicing” these items, I feel like she
she’s still young, so many of these things could be
should be further along than she is. It seems like
developmental. She is just emerging as a reader. I
worry that I’m being overly critical and looking for it is such hard work for her to read and write. She
seems to be relying on context and memorization in
something to explain her behavior challenges. 
order to make it appear that she is reading. She is
very bright, and she just started first grade. She is
But if there is an issue, it would help so much
not behind, but given how bright she is, I expected
to know early. I have your book, and there are
several things that appear to line up, with both her her to be further along than she is.  
personality and her reading and writing challenges.
Here are the areas that I’ve observed that are in line There are several things that don’t fit the
with The Gift of Dyslexia book, although these all internet lists:
seem like they could be normal at this age. 
- So far, she’s good at math, but she is only in
- Reverse writing.  In kindergarten, she would
first grade. You can still count with your
sometimes write complete sentences in mirror.
fingers, and she does. 
Now, she is slow and deliberate, but still reverses
- She’s coordinated and a good athlete.
the following symbols fairly regularly: d, b, j, g, 3, - She has nearly perfect handwriting.
4, 7, 9.
- She has excellent fine motor skills. 
- She loves to draw and sing!
- Extreme concentration when reading. She
- She is great with rhyming.    
gets exhausted after a few pages of a book at her
reading level – one or two sentences on a page.  
I would love any advice you can give and where
to go from here.
- Sounds out every letter of every word. She’s
good at it, but it doesn’t seem to stick. She’ll get to
the next page and sound out the same word again. 

v Mexico (continued)

- Memorizing text. She likes to read the
sentence back one or two times after she’s
“deciphered” the words and then loves to read the
book back “perfectly.” 

Manja Bloemendal
Den Haag
+31 (70) 345 5252

- Avoidance. She’s starting to dread reading as
the books get harder. She really avoids writing and
doesn’t seem to know how to get started. 

Trudy Borst
Best (Near Eindhoven)
+31 (0499) 471 198

Hilda Fabiola Herrera Cantu
Culiacan, Sinaloa
+52 81 6677 15 01 19
Elaine Lions Ramirez
Veracruz +52 (229) 152 1763
Maria Cristina Lopez-Araiza
Gonzalez México, D.F.
+52 (55) 5536 5889
Beatriz Mendoza Garcia
Monterrey, NL
+52 81 811 413 2594
Ana Menéndez Porrero
Puebla +52 (222) 750 76 42
Lucero Palafox de Martin
also Autism Facilitator/Coach
Veracruz
+52 (229) 935 1302
M. Sylvia Salinas Gonzalez
Garza Garcia, NL
Lydia Gloria Vargas
Garza García Monterrey NL
+52 (81) 8242 0666
Mauro Salvador Villagomez Santana
Celaya Guanajuato
+52 (461) 614 9892
Karla Wilkins Gonzalez
Zapopán Jalisco
+52 (33) 3808 2668
v Netherlands
Lloyd Christopher Blake
Rotterdam
+31 (10) 262 1664

Lot Blom
Utrecht
+31 (030) 271 0005

Gerda Bosma-Kooistra
also Autism Facilitator/Coach
Ens +31 (6) 1334 6196

- What is said does not appear to be listened
to or heard. The teacher has to tell her five or six
times to do something, especially if she’s coloring. 
- Difficulty being on time or telling time. She is
slow to move through transition and the mundane,
and it is very hard for her to complete her work in
class on time. Sometimes she confuses yesterday
and tomorrow, and she seems to see no difference
between a week ago and a year ago. 

María Silvia Flores Salinas
also DDA Director
also Supervisor – Specialist
Garza García Monterrey NL
+52 (81) 8378 61 75

Jeannette Bruinsma
Amersfoort
+31 (63) 914 8188
Lieneke Charpentier
Nieuwegein
+31 (030) 60 41 539
Hester Cnossen
Veghel +31 (495) 641 920

A: Thank you for the detailed information about

your daughter.  She sounds like a very bright and
creative little girl!  And you are right, she is also
- Excessive daydreaming.  When asked to
showing some early signs of dyslexia.
talk about her day or describe a movie, she gives
As you’ve noted, some of the symptoms you’ve
excessive details that are not “relevant” and has a
listed could be developmental.  It is very normal
hard time explaining the main events or the order
for small children to reverse letters, and some
events happened. She appears to take in more
reversals will persist in many typically developing
information than others about her environment.  
children until age 7 or 8. The same is true with
experiencing imagination as reality – it is very
- Frequent loss of train of thought.  She struggles
normal for young children to have imaginary
when asked to do more than one thing. She gets
friends or fear monsters under their beds.
very frustrated and angry when interrupted and is
I’d also note that the text memorizing you
afraid she will forget what she’s saying. 
mentioned is not a problem by itself – it is the way
 
that many young children teach themselves how
- Talks about experiencing imagination as
to read. It’s actually a good sign, because it shows
reality.  “I know there’s not a caterpillar on that
that your daughter is motivated and is employing
tree, but I’m imagining one, and I feel like I can
practice to perfect a skill. So that is something that
see it for real.”
(continued on the next page)

Francine van Croonenborgh
Maarssen (near Utrecht)
+31 (346) 554 920
Daphne Drenth
Gronongen
+31 618 758269
Judith de Haan
Heiloo (Near Alkmaar)
+31 (63) 078 6483
Lotty Halsema-Nijdeken
Delft +31 (64) 637 5143
Mine de Ranitz
Driebergen
+31 (0343) 521 348
Nicole Dirksen-van de Bunt
Hertogenbosch
+31 62 133 8868
Marijke Eelkman Rooda-Bos
Gouda +31 (0182) 517-316
Jolien Fokkens
Beilen +31 (0593) 540 141
Petra Franssen-Avramidis
Venray +31 (0478) 511 837
Ina Gaus
Santpoort-Zuid
+31 (023) 538-3927

THE DYSLEXIC READER

12
v Netherlands (continued)

Q & A – continued from page 11

Jola Geldermans
Beverwijk +31 (0251) 210 607
Perola Goncalves
María Hoop
+31 (06) 33 79 63 44
Jan Gubbels
Maastricht +31 (043) 36 39 999
Darryl Hoefdraad
Amsterdam +31 (06) 460 17 929
Trudy Joling
Laren +31 (035) 531 00 66
Marie Koopman
Bilthoven +31 (030) 228 4014
Carry Kuling
Heemstede +31 (0235) 287 782
Annemieke Kuipers-de Groot
Wavenveld
+038 423 6163
Edith Kweekel-Göldi
Soest +31 (035) 601 0611
Anke van de Laar
Liempde +31 (4) 1163 2634
Karen Laarkamp
Diemen +31 6100 82644
Imelda Lamaker
Hilversum +31 (035) 621 7309
Irma Lammers
also DLS Mentor, Autism
Facilitator Coach
Boxtel +31 (411) 68 56 83

should not be discouraged in any way; however,
you would not want to push that either.  The benefit
lies in your daughter’s self-motivation to do that.
Most of the other points you mentioned are
very strong indications of a child who may be on
her way to developing difficulties. The extreme
concentration, over-reliance on sounding out
words, avoidance, and lapses in attention are all
signs of disorientation, which probably is often
triggered by stress. 
Your note about rhyming at the very end is
interesting to me.  My dyslexic son was also
very good with rhymes as a toddler – and I had
always been told that is supposed to be an area of
difficulty with dyslexia.  So I think it just shows
that each dyslexic person is different; it might also
reflect the type of dyslexia.  If your daughter is
dyslexic, she might lean more toward the dyseidetic
type, rather than dysphonetic.  That is, she may be
good with sounds of letters but have a harder time
building a visual memory of whole words.

The Rambling Verses
by Kevin Whibley
www.whibley.info
kevin@whibley.info
All text and images © Kevin Whibley 2015

Dyslexic Teachers
Signs are put up everywhere,
And notes are sent out too.
Quickly scribbled down, just to ensure
Information gets to you.
Now writers aren’t infallible,
Mistakes creep into sight.
Do they really need correcting?
It really isn’t right.
So what if your child’s teacher
Puts an “e” and not an “a”,
On a board outside the classroom,
Saying what’s for lunch today.
It says that they’re not perfect,
It says they quickly got things done,
It does not mean teaching is second rate,
That they're letting down your son.
If each teacher was perfect,
What a stilted group they’d be,
We want life and flair and characters,
Inspiring minds with joy and glee.

Inge Meijer
Breda +31 (06) 5340 4617
Manon Meijer
Delft +31 (06) 1223 1062
Sjan Melsen
Arnhem +31 (026) 442 69 98

Now sometimes they make errors,
Sometimes things they can’t avoid,
For example if they're Dyslexic,
Should their teachings be devoid?

Els Neele
also Autism Facilitator/Coach
Utrecht +31 6 253 5060
Marianne Oosterbaan
Zeist +31 (030) 691 7309
Fleur van de Polder-Paton
Schiedam +31 (010) 471 58 67

If so, then who upon this list
Do you think should be left out,
Of imparting information,
Using words jumbled about?

Tjalliena Ponjée
Arnemuiden
+31 06 12 888 365
Wynanda Pool
KS Delft +31 (651) 334-4833

First up in our dyslexic list,
Is Alexander Graham Bell.
He created telephone,
Which went down rather well.

Petra Pouw-Legêne
also DLS Mentor-Trainer
also Mentor-Presenter
Beek +31 (046) 437 4907
Karin Rietberg
Holten +31 (548) 364 286
Lydia Rogowski Wijnberg
also Autism Facilitator/Coach
Helmond +31 (0492) 513 169
Hanneke Schoemaker
Wageningen
+31 (0317) 412 437
Silvia Jolanda Sikkema
Drachten +31 (0512) 538 815
Suzan Sintemaartensdijk
Akersloot +31 (25) 131-26 62
Marja Steijger
also Davis Supervisor-Specialist
also Davis Workshop Presenter
Amstel +31 (020) 496 52 53
Liesbeth Stellingwerf
Aldeboam
+31 65 354 7981
Robin Temple
also DDA Director
also Davis Supervisor-Specialist
also Davis Workshop Presenter
Maria Hoop
+31 (0475) 302 203
Kirsten Theeuwen
Eibergen +31 (545) 286 828
Jeannet Uiterwijk-Booij
Almere +31 (61) 148 0885

I’d suggest that a Davis Young Learner Kit
would be a great investment for your daughter.
The kit provides you with a way to introduce your
daughter to the tools she will need to transition
into reading, and it is something you could do in a
relaxed way at home as a supplement to whatever
your daughter is being taught in school.  I think
the kit provides the tools that will fill in the gaps
for her, and at the same time keep the process of
learning to read fun and engaging and also support
her wonderful imaginative talents.
You sound like a very perceptive and insightful
mom, so I think you would find it easy to follow
the instructions in the kit manual. However, if
you feel you need more help, you can also talk to a
Davis Facilitator about arranging a Davis Reading
Program for Young Learners. In that setting, the
Facilitator will work with your child with you
present and participating most of the time – so it is
a combination of facilitation and parent coaching,
to enable you to carry on working independently
with your child. v

Pierre Curie was a Nobel scientist,
Albert Einstein you all know,
Edison and Faraday so unique
They made electric knowledge grow.
Schneps the astrophysicist,
Skoyles researched the brain,
Greider, Nobel microbiologist,
Lovatt helped the insane.
da Vinci and Picasso,
Ansel Adams, David Bailey,
Andy Warhol, Tommy Hilfiger.
They could happily teach me.
Then there’s Hans Christian Andersen,
I bet you never knew.
And I’m sure that Steven Spielberg
Could teach us all a thing or two.
And when it comes to business
We can start with Henry Ford,
And just to form a dream team
Richard Branson on the board.
So that is just a few folk
You’d question spellings that they use.
Now if they offered to teach you,
You’d be foolish to refuse.

Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own

The Gift of Dyslexia:
Why Some of the Smartest
People Can’t Read and How
They Can Learn

Davis Young Learner
Kit for Home-Use

Provides parents with the
instructions and materials needed
to provide 5-7 year olds with
effective and fun learning
strategies for improving prereading and language arts skills.
Young Learner Kit for
Home-Use $129.95

(Revised and Updated 2010 edition)

Features a new Foreword by Dr. Linda
Silverman and two new chapters on
Davis methods for
correcting Dyslexia.
$16.95 Softcover

DVD/AUDIO CD SOFTWARE
Dyslexia – The Gift

This documentary introduces
the concepts and methods in
The Gift of Dyslexia.
Viewers of all ages will find
the interviews and animated
sequences highly informative
and entertaining.

DVD $39.95

I Can Do It – The Confidence to Learn
I Can Do It – The Confidence to Learn
Teachers, parents, school administrators, and
students speak about the many benefits of
using Davis Learning Strategies at Vale
Elementary School in Oregon.
DVD $9.00 (running time: 12 minutes)

Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration
of The Gift of Dyslexia,
read by author Ron Davis.
4-CD Set $29.95

Unlocking the Power of Dyslexia
A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes)
The Davis Dyslexia Correction Program
This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think
and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)
Davis Dyslexia Correction Orientation Procedures
This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation
described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual
confusion, improve physical coordination, and control energy levels. DVD: $85.00
Davis Symbol Mastery and Reading Exercises
Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading
Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises
to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension.
(This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00

DAVIS ORIENTATION & SYMBOL MASTERY HOME KIT

Already have a copy of the
The Gift of Dyslexia? If you already
have the 2010 edition of the book
(blue cover), you can choose to
substitute another book!

Davis® Dyslexia Correction is a
comprehensive approach to dyslexia,
which simultaneously provides tools for
attention focus, resolving perceptual
confusion, and building reading skills.
That Davis Orientation tools give
students the ability to sustain attention
in a relaxed and natural way. Davis
Symbol Mastery is a visual-spatial
learning process that improves anyone's
basic literacy skills. The Davis approach
is fun and engaging, even for young
children.
Deluxe Kit $249.95

Each kit comes with a sturdy
nylon shoulder bag and includes:
• Ron Davis' book, The Gift of Dyslexia
• Davis Dyslexia Correction Orientation Procedures DVD
• Davis Symbol Mastery Manual and Checklist
• Davis Symbol Mastery & Reading Exercises DVD
• Reusable Modeling Clay (2 lbs.)
• Children's Dictionary - (Hardcover)
• Checking Your Grammar (Softcover Book)
• Laminated Alphabet Strip
• Stop Signs for Reading Chart
• Punctuation Marks and Styles Booklet
• Letter Recognition Cards
• Pronunciation Key Cards
• Set of 2 Koosh Balls

THE DYSLEXIC READER

BOOKS FOR CREATIVE LEARNING

The Gift of Learning
by Ronald D. Davis,
Eldon M. Braun

Expands the Davis Methods
with theories and correction
procedures that address
the three basic areas of
learning disability other than
reading, which children and
adults experience.
Softcover $16.95

Picture It!

by Betty Maxwell
and Crystal Punch
This 250-page illustrated book is
full of practical tips and advice
for working with students who
learn best through visual or
hands-on activities.
Softcover $19.95

REFERENCE BOOKS
Gabby's Wordspeller

by Diane Frank
How do you find a word in the dictionary
if you have no idea how to spell it? With
this book! Lets you look up words by their
phonetic spelling to find its correct
spelling.
Softcover $9.95 $25.95

The Everything Parent's Guide
to Children with Dyslexia:
Learn the Key Signs of Dyslexia
and Find the Best Treatment
Options for Your Child
by Abigail Marshall
A “must read” for every parent who
knows or suspects their child has
dyslexia. Second Edition
Softcover $15.95

Merriam-Webster
Children's Dictionary

by Dorling Kindersley Publishing Staff
This revised and updated dictionary
for elementary school children includes
more than 35,000 entries. Each entry
is fully explained with its definition,
usage, examples, and notes on
spelling and punctuation.
Hardcover $22.99

MATH BOOKS
Barron’s Mathematics
Study Dictionary
by Frank Tapson
Comprehensive definitions
and explanations of
mathematical terms,
organized by concept.
Geared to ages 10 to adult.
Softcover $14.99

DK Math Dictionary

by Carol Vorderman
Ages 7 to 12. More than 300
entries on words, phrases,
and concepts used by gradeschool students in math class
and in their lives.
Hardcover $14.99

AU T I S M B O O K S
Understanding
Controversial Therapies
For Children with
Autism, ADD and Other
Learning Disabilities
by Lisa Kurtz
A comprehensive guide to
just about every outsidethe-box therapy you might
run across, and then some.
An absolutely essential
reference for anyone
who wants to know and
explore available options.
Softcover: $9.95 $19.95

THE DYSLEXIC READER

The Everything Parents
Guide to Children with
Autism: Know What to
Expect, Find the Help
You Need, and Get
Through the Day
by Adelle Jameson Tilton
From finding support groups
to planning for their child's
future, this book provides
parents with all the
information they need to
ensure that their child’s – and
their families’ – needs are met.
Softcover: $13.25 $14.95

Ten Things Every Child With
Autism Wishes You Knew

by Ellen Notbohm
A must have for parents to read
and share. Provides the insight needed
to better understand, love and support
an autistic family member.
Softcover $9.95 $19.95

A Parents Guide to
Asperger Syndrome
& High Functioning
Autism
by Sally Ozonoff,
Geraldine Dawson and
James McPartland
An indispensable guide
packed with real-life
success stories, practical
problem-solving ideas,
and matter-of-fact advice.
Softcover:
$9.95 $14.95

Born on a Blue Day

by Daniel Tammet
First-person account
of living with synesthesia
and savantism, a rare
form of Asperger’s
syndrome.
Softcover $9.95 $14.00

AUTISM AND THE SEEDS OF CHANGE
Achieving Full Participation
in Life with the Davis
Autism Approach
by Abigail Marshall, with Ronald D. Davis
An in-depth look at a revolutionary
approach to empower individuals with
autism, and provide the understanding
and tools needed to achieve their full
potential. The Davis Autism Approach
is uniquely geared to the autistic
perspective, and enables each person
to make sense of their world and the
motivations and behaviors of others
around them.
This book explores the history of
development of the Davis method,
explores its connections to emerging
scientific research, and takes the
reader on a guided journey through
the three phases of the program:
Individuation, Identity Development,
and Social Integration.
Softcover $17.95

KID’S CORNER
Charlie's Challenge

by Ann Root & Linda Gladden
This richly illustrated story offers
a positive view and encouraging
news for youngsters struggling in
school. Geared to ages 5-9.
Softcover $9.95 $14.95

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ORDER FORM
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TOTAL

DAVIS DYSLEXIA MATERIALS
Unlocking the Power of Dyslexia DVD............................$8.00
Davis Dyslexia Correction Program DVD.........................$8.00
Davis Orientation Procedures DVD.............................. $85.00
Symbol Mastery & Reading Exercises DVD.................. $85.00
I Can Do It—The Confidence to Learn DVD....................$9.00
The Gift of Dyslexia 2010 Edition................................. $16.95
The Gift of Learning..................................................... $16.95
Dyslexia-the Gift DVD.................................................. $39.95
Gift of Dyslexia Audio CD Set...................................... $29.95
Davis Orientation and Symbol Mastery Home Kit....... $249.95

OTHER BOOKS FOR REFERENCE & LEARNING
Autism and the Seeds of Change................................. $17.95
Barron’s Math Dictionary............................................. $14.99
Born on a Blue Day.......................................... $9.95 $14.00
Charlie’s Challenge ......................................... $9.95 $14.95
Checking Your Grammar.................................................$8.99
Children’s Dictionary.................................................... $22.99
Everything Parent’s Guide To Autism.............. $13.25 $14.95
Everything Parent’s Guide To Dyslexia......................... $15.95
Gabby's Wordspeller.........................................$9.95 $25.95
DK Math Dictionary......................................................$14.99
Parents Guide to Asperger Autism................... $9.95 $18.95
Picture It!......................................................................$19.95
Ten Things Every Child With Autism Wishes..... $9.95 $19.95
Understanding Controversial Therapies........... $9.95 $19.95

OTHER ITEMS
Young Learner Kit for Home Use ............................... $129.95

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THE DYSLEXIC READER

I

N

T

13

H

E

Bipartisan Dyslexia Bill Heads
to U.S. President Obama’s Desk
February 4, 2016 Press Release
Washington, D.C.

N

E

W

S

The READ Act requires the President’s annual
budget request to Congress to include the Research
in Disabilities Education Program of the National
Science Foundation (NSF). As amended, the bill
requires the NSF to devote at least $2.5 million
annually to dyslexia research, which would focus
on best practices in the following areas:

The U.S. House of Representatives today
cleared the way for the bipartisan Research
Early identification of children and
Excellence and Advancements for Dyslexia Act
students with dyslexia
(READ Act) (H.R. 3033) to be signed into law.
The READ Act, introduced by Science, Space, and
Professional development about dyslexia
Technology Committee Chairman Lamar Smith
for teachers and administrators
(R-Texas), supports important research to further
our understanding of dyslexia, including better
Curricula development and evidence-based
methods for early detection and teacher training.
educational tools for children with dyslexia
Dyslexia affects an estimated 8.5 million
The READ Act authorizes dyslexia research
school children, and one in six Americans, in
projects using funds appropriated for the National
some form. The House passed the READ Act
Science Foundation. The bill
last October with unanimous
would also authorize $2.5 million
support and today approved
Dyslexia affects an
for research focused on other
a Senate amendment, officially
estimated 8.5 million
learning disabilities, including
sending the bill to the President’s
those which are also associated
desk for his signature.
school children, and
with dyslexia.
Chairman Smith: “Today we
one in six Americans,
Chairman Smith introduced
can help millions of Americans
in some form.
the READ Act with Rep.
have a brighter and more
Julia Brownley (D-CA), who
prosperous future. Despite the
are co-chairs of the bipartisan Congressional
prevalence of dyslexia, many Americans remain
Dyslexia Caucus. The Caucus is comprised of
undiagnosed, untreated and silently struggle at
over 100 members of Congress and is dedicated
school or work. We need to enable those with
dyslexia to achieve their maximum potential. I am to increasing public awareness about dyslexia and
glad that the House and Senate were able to work ensuring that all students have equal educational
opportunities. v
together and send the President a good bipartisan
bill to help accomplish this goal.”

PRESIDENT OBAMA SIGNED THE READ ACT INTO LAW ON 2/18/2016!

Famous Dyslexics Remember
Shark Tank stars Daymond John, Barbara Corcoran, and Kevin O’Leary all
have dyslexia and say it has helped them be better entrepreneurs.
Studies show that dyslexia is far more common among entrepreneurs than the general public, with
about 35 percent of entrepreneurs in the United States being dyslexic. Research conducted at MIT
suggests that people with dyslexia may excel as innovators because the way they
process information gives them an edge in taking in the big picture.
Daymond John wasn’t diagnosed until later in life. “Dyslexia
forces you to solve problems in different ways, so you use more
of your brain, including your capacity for visualization.”
Barbara Corcoran said it helped her social skills. “Dyslexia
teaches you how to get people on your side for reasons other
than you’re smart. You learn how to make friends readily, and
because as a kid you knew what it felt like to be a loser, you
develop great empathy.”
Kevin O’Leary said that he was taught to think of his dyslexia as an advantage.
“I could hold a book in front of a mirror and read it. No one else could do that.
That’s not a weakness; it’s a power, and I was going to advance because of it. After
a couple of months of that being drilled into my head, I came to believe it. And I still
do. I consider dyslexia a strength. You just need to be taught how to harness it.” v

v Netherlands (continued)
Mieke van Delden
Leek +31 (059) 4514985
Agnes van den Homberg-Jacobs
America Limburg
+31 (077) 464 23 22
Annette van der Baan
Amsterdam
+31 (020) 420-5501
Annemarie van Hof
Utrecht
+31 (030) 65 86 700
Hilde van Westrhenen
Delft +31 (610) 681 605
Mieke Verhallen
Mierlo +31 (492) 43 05 04
Christien Vos
also Autism Facilitator/Coach
Tolbert
+31 (0594) 511 607
Elisabeth Weterings-Gaaikema
Al Harkstede
+ 31 (623) 045 369
v New Zealand
Rochelle Booth
Wanganui
+64 (027) 306-6743
Kirsteen Britten
also Autism Facilitator/Coach
Christchurch
+64 (3) 348 1665
Vivienne Carson
Auckland
+64 (09) 520-3270
Maria Copson
Dunedin
+64 (03) 479 0510
Melanie Curry
also Autism Facilitator/Coach
Christchurch
+64 (03) 322-1726
Martine Falconer
Christchurch
+64 (03) 383-1988
Angi Fiaola
Whakatane
+64 (07) 308 6882
Wendy Haddon
Mosgiel
+64 (03) 489-8572
Sandra Hartnett
Wairarapa
+64 (6) 308 6618
Margot Hewitt
Kaiapoi
+64 (27) 455-7724
Alma Holden
also Autism Facilitator/Coach
Alexandra
+64 (027) 485-6798
Glenys Knopp
Darfield
+64 (03) 317-9072
Carolyn Marshall
Wellington
+64 (4) 380 6006
Leila Martin
Hawera Taranaki
+64 (027) 721-3273
Raewyn Matheson
Westown New Plymouth
+64 (06) 753 3957
Christine McCarthy
Waikanae Beach Kapiti Coast
+64 (2) 173 4795
Tania McGrath
Christchurch
+64 (03) 322 41 73
Shelley McMeeken
also DDA Director
also Autism Facilitator/Coach
also Autism Training Supervisor
also Supervisor-Specialist
Dunedin +64 0274 399 020

THE DYSLEXIC READER

14
v New Zealand (continued)
Colleen Morton
Gore
+64 (03) 208 6308
Donna Pennycook
Balcutha South Otago (near
Milton)
+64 (3) 418-4488
Wendy Person
Hastings
+64 (06) 870 4243
Janet Pirie
Raumati Beach Wellington
+ 64 (04) 298 1626
Lorna Timms
also DAI Co-Director
also Davis Workshop Presenter
also Supervisor-Specialist
also Autism Facilitator/Coach,
Training Supervisor &
Workshop Presenter
Christchurch
+64 (03) 363 9358
Vanessa Victor
Birkenhead Auckland
+64 (9) 551-5348
Cherone Wilson
Howick Auckland
+64 (21) 184 5047
Margot Young
also Autism Facilitator/Coach
Johnsonville
+64 (04) 478-2208
v Norway

Maria Olaisen
Lovund
+47 (9) 027 6251
Ragnhild Slettevold

also Autism Facilitator/Coach

Skjaerhalden
+47 413 12 509
Heida Karen Vidarsdottir
also Autism Facilitator/Coach
Lovund
+47 450 82 557
v Poland
Agnieszka £ubkowska
Warsaw
+48 (46) 855 77 02
v Portugal
Sofia Vassalo Santos
Lisboa
+35 (191) 911-2565
v Russia
Mira Ashush
Moscow
+972 (3) 635 0973
Luba Niazov
Moscow
+972 54 476 6203 (Israel)
Nadezhda Popova
Moscow
+7 (495) 683 3182
Kalina Potyak
Moscow
+ 972 (52) 257 2783
Oxana Stein
Moscow
+972 (52) 223 5015
Maria Stulova
Moscow
+7 (916) 223 2727
Lora Zakon-Oran
Moscow
+7 495-7888386
v Serbia
Jelena Radosavljevic
Kraljevo
+381 (063) 76 28 792
v Spain
Silvia Bou Ysás
Sabadell Barcelona
+34 (63) 770 9813

Recent
Recommendations
from The
Lazy Reader
Book Club
By Danny Brassell and Marcia Maust

Happy This Year!
Every month at Danny Brassell’s website,
The Lazy Readers’ Book Club, you’ll find
a list of books he recommends for reluctant
readers or for those who just don’t have time
for much reading. (He knows we’re not
lazy, just busy or in need of encouragement!)
Danny’s recommendations are always
organized into categories: AD, for adults;
YA, for young adults; CH, for children’s
books. He always lists a page count and
some brief comments, as below. Danny
usually posts about 10 recommendations
per month, three or four per category.
Here’s a sample of Danny’s most recent
recommendations in all three categories.
You can read more recommendations at
the website, lazyreaders.com. There you’ll
not only find Danny’s current picks, but
the archives of past selections by month,
reading level, and page count – enough
recommendations for a lifetime of reading!
You can also sign up for monthly book
alerts, while you’re browsing.
If you purchase books at amazon.com
through links at the Lazy Readers’ website,
Bookends (bookends.org) will receive
a donation. (Bookends is a nonprofit
organization devoted to increasing children’s
access to books, as well as community
service awareness.)

by Will Bowen
Adult
240 pages
Publisher: Grand Harbor Press
ISBN-10: 1611099293
ISBN-13: 978-1611099294
The author of A Complaint Free World
offers a practical guide to happiness, based
on extensive recent research. If nothing else,
this book will get you focused on making
better choices and understanding that you
are in control of your circumstances.

The Prize

by Dale Russakoff
Adult
246 pages
Publisher: Houghton Mifflin Harcourt
ISBN-10: 0547840055
ISBN-13: 978-0547840055
So, who’s in charge of America’s schools?
This book is a good introduction to anyone
who wants to better understand the
challenges educational leaders face.

THE DYSLEXIC READER

15
v South Africa
Ronita Engelbrecht
Winston Ridge, Gauteng
+27 (84) 589 2011
Axel Gudmundsson
also Fundamentals Workshop
Presenter
also DDA Director
Western Cape
+27 (021) 783 2722
Jan Viljoen
Nelspruit
+ 27 (83) 413-1428
v Switzerland/CH
Tinka Altwegg-Scheffmacher
St. Gallen
+41 (071) 222 07 79

Super Mutant Magic Academy
by Jillian Tamaki
Young Adult
224 pages
Publisher: Drawn and Quarterly
ISBN-10: 1770461981
ISBN-13: 978-1770461987

So delighted to introduce teens to another
incredible New Yorker illustrator like the
very funny Tamaki. This graphic novel
does a superb job of poking fun at the
crazy world teens live in today.

Rosie Revere, Engineer
by Andrea Beaty
Children
32 pages
Publisher: Harry N. Abrams
ISBN-10: 1419708457
ISBN-13: 978-1419708459

With terrific illustrations by David Roberts,
this fun story follows young Rosie as she
tries to solve problems with her inventions.
Any books that celebrate creativity and
perseverance like this one fit nicely on my
bookshelves.

Monika Amrein
also Autism Facilitator/Coach
Zurich
+41 (0) 44 341 8264
Regula Bacchetta-Bischofberger
Horw/Luzern
+41 (041) 340 2136
Priska Baumgartner
Wettingen
+41 (056) 426 28 88
Renata Blum
Niedergosgen
+41 (079) 501 52 71
Susi Fassler
St. Gallen
+41 (071) 244 5754
Ursula Fischbacher
Orpund
+41 (032) 355 23 26
Heidi Gander-Belz
Fehraltorf/Zurich
+41 (44) 932-1888
Doris Rubli Huber
St. Gallen
+41 (071) 245 5690
Claudia Lendi
St. Gallen
+41 (071) 288 41 85
Beatrice Leutert
Stein am Rhein
+41 (052) 232 03 83
Erika Meier-Schmid
Bonstetten
+41 (043) 536 1038
Yvonne Meili
Reinach
+41 (77) 415 69 46

El Deafo

by Cece Bell
Young Adult
248 pages
Publisher: Harry N. Abrams
ISBN-10: 1419712179
ISBN-13: 978-1419712173
How did I miss this book? It’s a Newberry
Honor, for crying out loud! Rarely have
I seen a teen book about growing up with
a disability treated in such a funny and
thoughtful way. Excellent story!

Knock-Knock Jokes for Kids
by Rob Elliott
Children
128 pages
Publisher: Revell
ISBN-10: 0800788222
ISBN-13: 978-0800788223

Parents will hate me for this one,
so be prepared for your children to
tell you endless knock-knock jokes.
I just find it refreshing to see jokes
that don’t disgust me with negative
and crude language.

Christine Noiset
Av. Floréal, 11
1006 Lausanne
+41 (79) 332 27 75
Véronique Pfeiffer
Zürich
+41 (01) 342 22 61
Regine Roth-Gloor
Mohlin/Basel
+41 (061) 851 2685
Benita Ruckli
Ruswil +41 (041) 495 04 09
or (079) 719 31 18
Lotti Salivisberg
Basel +41 (061) 263 33 44
Sonja Sartor
Winterthur
+41 (052) 242 41 70
Beatrix Vetterli
Frauenfeld
+41 (52) 720 1017
Margrit Zahnd
Gerolfingen
+41 (079) 256 86 65 or
(032) 396 19 20
Judith Zapata Prange
Basel
+41 (061) 721 7501
Claudia Ziegler-Fessler
Hamikon (Near Zurich)
+41 (041) 917 1315

THE DYSLEXIC READER

16
v United Arab Emirates

The Role of Meaning in Education – continued from page 9

Linda Rademan
Dubai
+9714 348 1687
v United Kingdom
Nicky Bennett-Baggs
Little Gaddesden, Herts
+44 (01442) 252 517
Amanda Bergstrom
Manchester
+44 (161) 256 3209
Lisa Cartwright
London
+44 (0773) 890-6500
Susan Duguid
Kingsbridge, Devon
+44 (0154) 853 1264
Dyslexia Correction Centre
Georgina Dunlop
also Autism Facilitator/Coach
also Autism Training Supervisor
Jane E.M. Heywood
also Autism Facilitator/Coach
– Training Supervisor
also DLS Mentor & Presenter
Ascot, Berkshire
+44 (01344) 622 115
Nichola Farnum MA
London
+44 (020) 8977 6699
Maureen Florido
Harleston, Norfolk
+44 (01379) 853 810
Carol Forster
Gloucester
+44 (1452) 331 573
Ines Graefin Grote
Great Yarmouth, Norfolk
+ 44 (1493) 393 208
Achsa Griffiths
Sandwich, Kent
+44 (01304) 611 650
Tessa Halliwell
also Autism Facilitator/Coach
Tugby, Leicestershire
+44 (0116) 259 8068
Phyllida Howlett
also Autism Facilitator/Coach
Haverfordwest,
Pembrokeshire
+44 (01437) 766 806
Angela James
also Autism Facilitator/Coach
Reading, Berkshire
+44 (0118) 947 6545
Sara Kramer
London
+44 (0208) 251 7920
Marilyn Lane
Reigate Surrey
+44 078990 25401
Llinos Nelson
St Clears, Carmarthenshire
+44 1994 230669
Stuart Parsons
Lowton/Warrington, Cheshire
+44 (07754) 534 740
Fionna Pilgrim
Keighley, West Yorkshire
+44 (1535) 661 801
Maxine Piper
Carterton, Oxon
+44 (01993) 840 291
Elenica Nina Pitoska
London
+44 (020) 8451 4025
Ian Richardson
Longhope Gloucestershire
+44 (01452) 830 056
Janice Scholes
Liversedge, West Yorkshire
+44 (0) 8000 272657
Caroline Smith
Moggerhanger Bedfordshire
+44 (01767) 640 430

degrees who think that the seasons occur because
the earth travels further away from the sun in the
winter and closer to it in the summer; destitute
individuals who spend the ‘same’ money twice,
because they never fully grasped the concept of
subtraction, and then have no money left to pay
their rent.
The irony is that the most vulnerable learners
in our educational system are those who process
meaning best. Dyslexic learners often excel
at visual-spatial processes. Their vivid mental
imagery is a powerful tool for processing
meaning. Yet sadly – so sadly – amidst our
auditory, phonic processes of learning, this
tool so often lies dormant.

Richard Whitehead has been a licensed Davis
Program Facilitator since 2002. Having been a
classroom teacher for several years, he originally
discovered the Davis methods when looking for
a solution for the son of some friends. He is
also a Davis Workshop Presenter and Davis
Supervisor-Specialist and has delivered lectures
and teaching workshops on the Davis methods
in countries as diverse as Iceland, Estonia,
Ireland, Italy, Portugal, Poland, the United States,
India, South Africa, New Zealand and Israel.
Richard is author of the popular online
course, “Why ‘Tyrannosaurus’ But Not ‘If’?” –
whytyrannosaurusbutnotif.com, a fifteen-part
e-mentoring course, based on Davis principles,
for teachers of struggling learners. He has
written articles on the dyslexic learning style for
publications as diverse as Literacy Today, Green
Parent Magazine and Personnel Today Magazine,
and he has recorded video presentations on
dyslexia for the Dystalk project, dystalk.com.
Richard’s work with the Davis methods
was featured in the Daily Mail on February 1,
2005. He has a particular interest in the Davis
Math Mastery Program. You can reach him
at his website, The Blueberry Centre,
blueberry-centre.co.uk. v

Quotable Quotes
“Just imagine becoming the way
you used to be as a very young
child, before you understood the
meaning of any word, before
opinions took over your mind.
The real you is loving, joyful, and
free. The real you is just like a
flower, just like the wind, just like
the ocean, just like the sun.”
Don Miguel Ruiz (born in 1952)
Spiritual teacher and international
bestselling author.

“Be a first-rate version of yourself,
rather than a second-rate version
of somebody else.”
Judy Garland (1922 – 1969)
American singer, actress, and
vaudevillian, whose most
celebrated role was Dorothy
in The Wizard of Oz.

“Free the child’s potential,
and you will transform
him into the world.”
Maria Montessori
(1870 – 1952)
Italian physician and
educator best known for
the philosophy of education
that bears her name, and her
writing on scientific pedagogy.

“Viewed freely, the
English language is the
accretion and growth of
every dialect, race, and
range of time, and is both
the free and compacted
composition of all.”
Walt Whitman (1819 – 1892)
Poet, journalist and essayist,
sometimes called “America’s
First Poet of Democracy.”

THE DYSLEXIC READER

17
v United Kingdom (continued)
Judith Shaw
St. Leonards on Sea/Hastings,
East Sussex
+44 (01424) 447 077
Elizabeth Shepherd
Crowborough, East Sussex
+44 (1892) 661743

Thank You
Laura Zink de Diaz!

UN-SCHOOLING MY SON
by Dr. Angela L. Gonzales
My youngest son, the one that happens to
have dyslexia, is an amazingly talented artist.
I help to encourage parents to support the
passions of their children. We recently decided
to “unschool” Noah, so he can learn through
his passion. It has been several weeks since
he transitioned out of traditional school. In
that time his art was recognized online, he was
offered a job and is now a Concept Artist on
an upcoming video game, he is taking an online
course offered by one of his favorite artists, he
takes the time daily to research current events
that he finds of interest, and he has created his
own workout schedule to stay in shape. But,
most importantly... he is the HAPPIEST I have
ever seen him. Sometimes, following your heart
and LISTENING to your child is the path to
follow, regardless of what society thinks. Think
out-of-the-box!!!!!!!!!!
Dr. Angela L. Gonzales (Dr. Angie) is
a Pediatrician, Licensed Davis Facilitator,
Licensed Davis Autism Approach Facilitator,
transformational speaker, and mother of
three, from Norco, California. Her youngest
son’s triumphs as a result of
completing a Davis Program
inspired her so much that she
decided to become certified
as a Licensed Davis Facilitator.
You can contact Dr. Angie
through her website,
renaissancemind.org. v

DDAI is very grateful to Laura
Zink de Diaz for her years of
dedication creating The Dyslexic
Reader. Her expert writing and
editing skills have enriched the
content and given us pause for
reflection about how the Davis
methods and the work of Davis
Facilitators influence the course
of future education. We wish her
lots of success and happiness in
her ongoing journey as a Davis
Facilitator and look forward to
her continuing contributions to
The Dyslexic Reader.
Her message to all Davis
Facilitators sums up her
experience as our editor: “I thank
so many of you who have so often
shared your wisdom, client stories,
informative articles, poetry, and
artwork by your clients. They’re
always the best part of The
Dyslexic Reader, and I trust
you’ll continue to contribute.
I hope to be an occasional
contributor, as well.”
For more information about
Laura’s work in Columbia,
check out her website at
pdcc-read.com. v

Shweta Soni
Farmoor Oxford
+44 (07807) 843 613
Drs. Renée van der Vloodt
also Supervisor-Specialist
Reigate, Surrey
+44 (01737) 240 116
Gilda Westermann
Forres Morayshire, Scotland
+44(01309) 671 394
Evelyn White
Walton-on-Thames, Surrey
+44 (01932) 243 083
The Blueberry Center
Margarita Viktorovna Whitehead
also DDA Director
Richard Whitehead, MA MPhil
(Oxon), Dip.RSA(SpLD), PGCE
also DDA Director
also Supervisor/Specialist
also Advanced Workshop Presenter
also DLS Mentor & Presenter
+44 (0) 330 001 0680
Great Malvern, Worcestershire
+44 (8000) 27 26 57 (Toll Free)
v United States
Arizona
Dr. Edith Fritz
Phoenix
+1 (602) 274-7738
Nancy Kress
Gold Canyon
+1 (480) 544-5031
John Mertz
Tucson
+1 (520) 797-0201
Megan Saul
Flagstaff
+1 (928) 255-1916
California
Cyndi Cantillon-Coleman
Mission Viejo
+1 (949) 364-5606
Reading Research Council
Dyslexia Correction Center
Ray Davis
also Autism Facilitator/Coach,
Ronald D. Davis, Founder
Burlingame/San Francisco
+1 (800) 729-8990 (Toll-Free)
+1 (650) 692-8990
Anette Fuller
Walnut Creek
+1 (925) 639-7846
Angela Gonzales
also Autism Facilitator/Coach
Norco
+1 (951) 582-0262
Richard A. Harmel
also Autism Facilitator/Coach
Marina Del Rey/Los Angeles
+1 (310) 823-8900
David Hirst
also Autism Facilitator Coach
Riverside
+1 (909) 241-6079
Suzanne Kisly-Coburn
Manhattan Beach
+1 (310) 947-2662
Sherry Nissen
Willow Creek
+1 (707) 499-5191
Dorothy (Dottie) Pearson
Vacaville
+ 1 (707) 334-7662
Cheryl Rodrigues
San Jose
+1 (408) 966-7813

THE DYSLEXIC READER

18
v California (continued)
David Carlos Rosen
Middletown
+1 (415) 479-1700
Mika Seabrook
Santa Monica
+1 (310) 920-9517
Dee Weldon White
Lexie White Strain
Sunnyvale
+1 (650) 388-6808
Colorado
Janet Confer
Castle Rock
+1 (720) 425-7585
Annie Garcia
Wheat Ridge/Denver
+1 (303) 423-3397
Crystal Punch
also DLS Mentor
Centennial/Denver
+1 (303) 850-0581
Florida
Gaynelle Crofts
Port Charlotte
+1 (860) 884-9586
Random (Randee) Garretson
Lutz/Tampa/St. Petersburg
+1 (813) 956-0502
Tina Kirby
Navarre
+1 (850) 218-5956
Rita Von Bon
Navarre
+1 (850) 934-1389
Georgia
Dr. Yolanda Davis-Allen
Ft. Gordon
+ 1 (706) 772-5567
Lesa Hall
also Autism Facilitator/Coach
Pooler/Savannah
+1 (912) 330-8577
Martha Payne
Suwanee
+1 (404) 886-2720
Scott Timm
Woodstock/Atlanta
+1 (866) 255-9028 (Toll-Free)
Hawaii
Vickie Kozuki-Ah You
also Autism Facilitator/Coach
Ewa Beach/Honolulu
+1 (808) 349-7032
Idaho
Kelley Phipps
Fruitland
+ 1 (208) 949-7569
Illinois
Kim Ainis
also Autism Facilitator/Coach
Chicago
+1 (312) 360-0805
Susan Smarjesse
Springfield
+1 (217) 789-7323
Indiana
Myrna Burkholder
Goshen/South Bend
+1 (574) 533-7455
Tina Kramer
also Autism Facilitator/Coach
Greensburg
+1 (812) 614-7614
Iowa
Mary Kay Frasier
Des Moines
+1 (515) 270-0280
Kansas
Kristi Brown
also DLS Presenter-Mentor
Logan
+1 (719) 529-5276

Welcome Newly Licensed Davis Facilitators!
Vanessa Diaz “I am a special education teacher.
After reading The Gift of Dyslexia, I became
trained in the Davis Learning Strategies. I was
able to observe the difference that the Learning
Strategies made for so many of my students.
As a Davis Facilitator, I look forward to sharing
this gift with many children and adults.”
301 Fir St.,Garden City, Missouri, 64747, USA, +1 816-668-3262,
diazdyslexia@gmail.com

Agnes Kursawe “During my studies (teaching post for primary
schools) I never got satisfying answers concerning dyslexia and
ADHD. Later, when I was working as a teacher, I couldn’t really
help the students with their reading, writing, math and behavior
problems. This started to change with the first Davis workshop.
It was great and I got many helpful answers. That motivated
me to finish the Davis training and become a Davis Counselor.”
Sültstraße 57, D-10409, Berlin, Germany, 0049-151-6146-0685,
agnes.kursawe@gmx.de

Daphne Drenth “A few years ago, The Gift of Learning was
given to me by a friend of mine who knew our teenage son
had difficulties finding his way through the Dutch school
system. Immediately, I became very curious to find out more
about the Davis methods. Soon afterwards, I entered the Davis
Facilitator licensing program. As a professional qualified youth
welfare worker, I have always had an open heart and mind for
children and youth in difficult situations.” Herehof 18, 9725 AZ
Gronongen, Netherlands,+31 618 758269, daphnedrenth62@
gmail.com

Karen Laarkemp “My attention goes to adult counseling, for
themselves and for their children, so everybody can grow and
be the person he/she truly is.” Klipperweg 19, Diemen 1113 JJ,
Netherlands, +0031 6100 82644, karen.Laarkamp@gmail.com

Francesca Giuponi “I am a psychologist. I live and work in
Venice. I have specialized in the diagnoses and treatment of
learning disorders.” Cannaregio 3476, Venezia 30121, Italy,
+39 347 7598489, francesca.giuponi@gmail.com
Beatriz Mendoza Garcia “I love how this
innovative method to correct dyslexia works
mainly with the tool of imagination to achieve
self-control in the correction of difficulties
learning, primarily in reading, writing, math, or
attention deficit. These dynamic techniques focus
on innate skills of dyslexics.” Ave. Eugenio Garza
Sada #427, Col Altavista, 64849 Monterrey Nuevo Leon 66354,
Mexico, +52 (81) 811 413 2594, beamg0@gmail.com
Marieke Haak “I am a South African living
in Kenya, who is married to a Dutchman. We
have four children – one is a dyslexic. In my
journey to help him, I became a Davis Facilitator.
Within a few months, I’ll begin a job at Rosslyn
Academy as an Occupational Therapist and a
Learning Specialist, reaching out to those children that have not
yet discovered their special talents and gifts.” P.O. Box 2112300505, Nairobi, Kenya, +254 735174008, haakmarieke@gmail.com

Jane Lopez “I am a retired literacy specialist
and special education teacher who was given
The Gift of Dyslexia by my school principal. I
was especially drawn to its explanation of the
gifts of dyslexics and how the program was
designed to use their innate gifts to correct the
confusions that they experienced. Now that I
am a Davis Facilitator, I am so excited to be able to guide adults
and children to value their gifts and to use them for mastery in
reading, writing, math, attention and coordination.” Dyslexia
and ADD Mastery, 28 Woodleigh Rd., Watertown, Massachusetts,
02472, USA, +1 (207) 399-6439, dyslexiamastery@gmail.com
Cindy Mumert “I have loved teaching
children to read for 25 years. Our school uses
an awesome language arts program, yet there
were always some students that we couldn’t
quite reach. When my niece took the Davis
Program, she jumped two years in her reading
level in one week! I was intrigued and decided
to explore this method. It is so rewarding to see students
change in how they view themselves – ’I am not stupid; I have a
gift!’” Valhalla Learning Enhancement Services, Valhalla Centre,
Alberta, Canada, +1 780-897-9894, cindy.mumert@gmail.com
Patrick Munro “Richmond Hill Learning
Solutions is located just north of Toronto,
Canada, at the corner of Yonge St. and Major
Mackenzie Dr. It was founded by me, Patrick
Munro, a certified teacher with a B.A, a Dip. Ed.
and a M.E.D.” 205-21 Elizabeth Street South,
Richmond Hill, Ontario, L4C 3V5, Canada,
+1 647-918-5769, rhlearns@gmail.com

Lois Hassett “I am a piano teacher that couldn’t figure out how
to help dyslexic children learn to read music. I was introduced to
Davis and realized I didn’t just want to help my music students,
but I wanted to help all people who struggle with reading.”
Llinos Nelson “I am a Welsh, English and Spanish second
On Point Learning, RR#1, Barrhead, Alberta, Canada, T7N 1N2,
language teacher, as well as a counselor, specializing in children
+1 780-674-3393, onpointlearning1@gmail.com
and young people from 2-18 years old. My interests include
crafts, outdoor play, music, writing, photography and films.
Tiffany Klassen Wellwood Learning Solutions, Box 549,
The center is private, calming, welcoming and nurturing. I
Hepburn Saskatchewan S0K 1Z0, Canada, +1-306-270-9971,
am willing to travel to do the Davis Program.” Learn2bu Ltd,
wls@sasktel.net
Brodawel , Station Road, St. Clears, Carmarthenshire, SA33 4BZ,
UK, +44 1994 230669, llinosnelson25@gmail.co.uk
Annemieke Kuipers-de Groot “Since 2000
I have been working as a teacher at a primary
Donna Pennycook “I have always had a
school in the Netherlands. Over the years, I got
passion for helping others. After many years
more and more frustrated not being able to
as a teacher’s aide working primarily with
offer the right help to the children who struggle
special needs students, I felt this is a natural
in regular classes. I am proud to be a Davis
direction for me. As a parent of a dyslexic, I
Facilitator now, and my goal is to work with
was introduced to the Davis Dyslexia Correction
children and adults so they will be happier in school and
Program and thus embarked on my journey to
work.” Ossenkampweg 2D, Wapenveld 8191 ND, Netherlands,
become a Davis Facilitator. I feel very privileged to be able
+31 038 423 6163, annemieke@bewustleren.com
to share this with other families and allow them the joy
and success of Davis.” Dyslexia Otago, 5-7 High Street,
Balclutha, South Otago, New Zealand, 9583, +64 3 418 4488,
donna@dyslexiaotago.co.nz

THE DYSLEXIC READER
Wynanda Pool “As a mom of a dyslexic child,
I saw the talent, but also the struggle, in my
son. The Davis Program was the answer for my
son. He was able to see positive results which
led him to become a happier and more confident
person. Seeing this change in him motivated
me to become a Davis Facilitator. By becoming
a Facilitator, I will be able to help other children achieve the
confidence and the tremendous spike in happiness that my son
accomplished.” Koetlaan 34, KS Delft 2625, Netherlands,
+31 0 6513344833, wynanda.pool@kpnmail.nl
Megan Saul Northern Arizona Learning Solutions,
Flagstaff, Arizona, 86004, USA, +1-928-255-1916,
NorthernAZlearningSolutions@outlook.com
Cassie Smith “I found the Davis Program two
years ago when my youngest son was having
difficulties with reading. The Davis Dyslexia
Correction Program made an immediate impact
on his self-esteem and reading skills, and this
has changed both of our lives. I am excited to
facilitate the Davis Program and to help others
like my son unlock their full potential.” 3497 Tyburn Ct.,
Browns Summit, North Carolina, 27214, USA,
+1 (336) 295-0114,ncdyslexia@gmail.com
Liesbeth Stellingwerf “My search began when
I found out that a lot of the children who came to
Centre Groeiantelier were dyslexic and had great
problems at school. I had been a teacher for 28
years and recognized their pain. Now I’m happy
to be a Davis Facilitator and to understand at last
why children struggle so much in our Dutch school system.
I hope to continue for many years supporting these children
and their teachers.” Easterboarn 13, Aldeboarn, Netherlands,
8495 NB, +31 0 6 53547981, tgroeiatelier@kpnmail.nl
Samantha Tremaine “After working several
years as a Montessori teacher, I discovered the
book The Gift of Dyslexia. After my first Davis
workshop, I was so excited about this unique
approach to learning that I knew I wanted to be
a Davis Facilitator. I am passionate about helping
those with dyslexia tap into this exceptional way
of learning and to facilitate them as they discover their gifts and
overcome their challenges.” Turning Point Learning, 59 Astley
Ave., Toronto, Ontario, M4W 3B5, Canada, +1-416-419-6786,
sam@turningpointlearning.com

19
Jane Tryon “After discovering my son was
Dyslexic/ADD, my journey with the Davis Program
began. I loved the multi-sensory approach,
honoring natural thinking style, and the
significant impact the Davis Program has had on
my son and our family. Supporting my son and
other children through the follow up made me want to become
a Davis Facilitator.” Turning Point Learning, 2265 Cedarberry
Court, Oakville, Ontario, L6J6E5, Canada, +1 647-376-6600,
Jane@turningpointlearning.com
Vanessa Victor “I discovered the Davis methods
in my search to understand and help my son with
his learning difficulties. The program made so
much sense that I wanted to know more. What
an enlightening experience the Gift of Dyslexia
Workshop was! I decided I wanted to help people
experience the difference Davis can make in their lives.” Remarkable
Minds,10 Maunganui Road, Birkenhead, Auckland, New Zealand,
+0064 9 551 5348, vanessa@remarkableminds.co.nz
Christine Ahdy Wassef Genius Minds-Dyslexia,
ADHD & ADD Solutions Egypt. Heliopolis, Cairo,
11351, Egypt, +2 01223670312,
ms.christine.wassef@gmail.com
Gilda Westermann “While coaching three
dyslexic individuals, I discovered that some gaps
in their wide range of skills could be resolved
very effectively with the Davis methods, and it
inspired me to become a Davis Facilitator. Since
then I have been driven by desire to help others
overcome barriers, offering them an effective
method for conquering their challenges and discovering the
power of their specific gifts.” Southside Cottage, South Street,
Forres Morayshire 1V36 1DE, Scotland, +44 (0) 1309 671394,
g.westermann@freeuk.com

Welcome Newest Autism Facilitator/Coaches!
Congratulations to the following Davis Facilitators:
Karen Hautz, Texas (USA), Desmond Smith, Ontario
(Canada), Els Neele, Utrecht (Netherlands), Moniek
Geven, Bryrup (Denmark), Gerda Bosma-Kooistra,
Ens (Netherlands), Catherine Day Geraci, Venice
(Italy), Ursula Fischbacher, Orpund (Switzerland),
Claudine Clergeat, Brunoy (France)

Davis Mastery of Motivation & Responsibility Workshop
DDAI welcomed veteran certified and licensed
Davis Facilitators, newly licensed Facilitators, and
soon-to-be licensed Facilitators, in November,
2015 to the Davis Mastery of Motivation and
Responsibility Workshop held in Burlingame,
California. Those in attendance traveled from
Missouri, Massachusetts, New Hampshire, Idaho,
Canada, Mexico, and as far away as Russia.

Pictured back row, from left to right: Tiffany Klassen,
Kelley Phipps, Debbie Cooper, Lois Hassett, Jane Tryon,
Gail Perrymann, and Patrick Munro. Front row, from left
to right: Jane Lopez, Nadezhda Popova, Sam Tremaine,
Vanessa Diaz, Ronald Davis (seated), Cindy Mumert, and
Mimi Mendoza. Not pictured: Larry Smith, Jr.

This two-day course covers the basic principles
and philosophies which underlie the most
vital concepts for success as a Davis Dyslexia
Correction Program Facilitator.
 
Larry Smith, Jr., the Presenter of this Workshop,
received his Workshop Presenter’s training
personally from Ronald Davis and has been
presenting this Workshop since 2011. v

Massachusetts
Karen LoGiudice
also Autism Facilitator/Coach
Amesbury
+1 (978) 337-7753
Jane Lopez
Watertown
+1 (207) 399-6439
Carolyn Tyler
Fairhaven
+1 (508) 997-4642
Michigan
Sandra McPhall
also Autism Facilitator/Coach
Grandville/Grand Rapids
+1 (616) 534-1385
Cinda Osterman, M. Ed.
also Autism Facilitator/Coach
Grand Ledge/Lansing
+1 (517) 652-5156
Minnesota
Cyndi Deneson
also Supervisor-Specialist
Edina/Minneapolis
+1 (888) 890-5380 (Toll-Free)
+1 (952) 820-4673
Tracy Johnson Doyle
Big Lake
+1 (763) 250-0485
Mississippi
Allison Boggess
Olive Branch/Memphis, TN
+1 (888) 517-7830 (Toll Free)
+1 (304) 993-9131
Missouri
Cathy Cook
Columbia
+1 (573) 819-6010
or +1 (573) 886-8917
Vanessa Diaz
Garden City
+1 (816) 668-3262
Montana
Elsie Johnson
also Autism Facilitator/Coach
Manhatten
+1 (406) 282-7416
Nebraska
Elaine Thoendel
Chambers
+1 (402) 482-5709
New Hampshire
Debbie Cooper
Rochester
+1 (603) 866-9651
Glenna Giveans
also Autism Facilitator/Coach
Lebanon
+ 1 (603) 863-7877
Cheri Schroeder
Rochester
+1 (603) 557-1996
Michele Siegmann
also Autism Facilitator/Coach
Mason/Manchester/Boston
+1 (603) 801-1247
New Jersey
Lynn Chigounis
Montclair
+1 (973) 746-5037
Judith Buttram
Sewell
+1 (609) 560-0289
New Mexico
Melanie Overbay
Bosque Farms
+1 (505) 321-4486
New York
Lisa Anderson
Seneca Falls
+1 (315) 576-3812
Suzanne Buchauer
Nanuet (near White Plains)
+1 (845) 371-2918

THE DYSLEXIC READER

20
North Carolina
Gerri W. Cox
also DLS Presenter-Mentor
Shallotte/Wilmington
+1 (910) 754-9559
Ruth Mills
Pineville/Charlotte
+1 (704) 541-1733
Jean Moser
Winston-Salem
+1 (336) 830-2390
Cassie Smith
Brown’s Summit
+1 (336) 295-0114
Ohio
Lorraine Charbonneau
Mason/Cincinnati/Dayton
+1 (513) 850-1895
Oklahoma
Ashley Grice
also Autism Facilitator/Coach
Tulsa
+1 (918) 630-5187
Rhonda Lacy
Clinton
+1 (580) 323-7323
Oregon
Nicki Cates
also Autism Facilitator/Coach
Clackamas
+1 (586) 801-0772
Rhonda Erstrom
Vale +1 (541) 881-7817
Janell Warkentin
also Autism Facilitator/Coach
Keno +1 (541) 647-0841
Elaine Zook
Brownsville
(near Corvallis, Eugene, Salem)
+1 (541) 248-1332
Pennsylvania
Marcia Maust
also Autism Facilitator/Coach
also Autism Training Supervisor
also Supervisor Specialist
Berlin/Pittsburgh
+1 (814) 267-5765
South Carolina
Angela Keifer
Greenville
+1 (864) 420-1627
South Dakota
Kim Carson
also DLS Presenter-Mentor
Brookings/Sioux Falls
+1 (605) 692-1785
Tennessee
Berta Garrity
Jackson
+1 (731) 437-0029
Texas
Kellie Antrim-Brown
Ft. Worth
+1 (817) 989-0783
Success Learning Center
Rhonda Brown
also DLS Presenter-Mentor
Colleen Millslagle
also DLS Presenter-Mentor
Tyler/Dallas
+1 (866) 531-2446 (Toll Free)
+1 (903) 531-2446
Shari Chu
Helotes/San Antonio
+1 (210) 414-0116
Karen Hautz
also Autism Facilitator/Coach
Houston
+1 (281) 501-9871
Lori Johnson
Boerne/San Antonio
+1 (210) 843-8161
Casey Linwick-Rouzer
Sugar Land/Houston
+1 (832) 724-0492

DAVIS TRAINING PROGRAMS
The Davis Facilitator Training Program
consists of eleven training steps, and requires
450 hours of workshop attendance, practice
meetings, and supervised field work.
The Davis Specialist Training Program
requires extensive experience providing Davis
programs and an additional 260 hours of
training. Specialists and Facilitators are subject
to annual re-licensing based upon case review
and adherence to the DDAI Standards of
Practice.

The Davis Autism Approach Facilitator/Coach
Training Program is available to experienced
and licensed Davis Facilitators. It requires an
additional 200-250 hours of specialized training
and field work to become licensed to work with
autistic individuals and their families.
Davis Learning Strategies Mentors and
Workshop Presenters are experienced teachers
and trainers with 2-3 years of specialized training
and experience mentoring classroom teachers of
children 5-9 years of age.

For more information about training and a full directory of Davis providers,
visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm
or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.

THE DYSLEXIC READER

21
Texas (continued)

Young Learner Kit
for Home-Use
Based on the Davis Dyslexia
Correction methods, this Kit
enables parents of children,
ages 5-7, to home-teach and
help young learners to:
• focus attention
• control energy levels
• improve eye-hand coordination
• learn the alphabet
• learn basic punctuation
• develop and strengthen pre-reading
and basic reading skills
• prevent the potential of a
learning problem
• improve sight word recognition
and comprehension
The Kit includes:
• establish life-long “how-to-learn”
• Instruction Manual
skills.
• Sturdy nylon briefcase
• Reusable modeling clay (2 pounds)
The Davis Methods
• Clay cutter
for Young Learners
• Children’s Dictionary (hardcover)
Davis Focusing Strategies provide
• Punctuation Marks & Styles Booklet
children with the self-directed ability
• Two Koosh Balls
to be physically and mentally focused • Letter Recognition Cards
on the learning task at hand.
• Laminated Alphabet Strip
• Stop Signs for Reading Chart
Davis Symbol Mastery enables
children to master the alphabet
letters, punctuation marks and
basic sight words with a simple,
easy and fun alternative to pencilpaper activities and drill.
Davis Reading Exercises improve
accuracy with word recognition
and comprehension.

Paula Marshburn
Tyler
+1 (903) 570-3427
Carly Osborn
San Antonio
+1 (210) 867-6990
Dorothy Owen
Supervisor/Specialist
Irving
+1 (817) 919-6200
Beverly Parrish
League City
+1 (281) 638-0297
Maggie Steele
Garland
+1 (214) 347-9939
Laura Warren
Ransom Canyon
+1 (806) 790-7292
Utah
Theresa Craig
St. George
+1 (435) 668-6937
Cynthia Gardner
American Fork
+1 (208) 409-9102
Stephanie Taylor
Elk Ridge
+1 (801) 678-0330
Virginia
Donna Kouri
Rockville
+1 (804) 240-0470
Jamie Worley
also Autism Facilitator/Coach
Blackburg
+1 (540) 552-0603
Washington
Elizabeth (Liz) Bertran
Lake Stevens
+1 (425) 231-9705
Aleta Clark
Seattle/Tacoma
+1 (253) 854-9377
Sophia Gomma
Bainbridge Island
+1 (206) 451-7102
West Virginia
Gale Long
also Autism Facilitator/Coach
also Autism Training Supervisor
Elkview/Charleston
+1 (304) 421-4789
Wisconsin
Anne Mataczynski
also Autism Facilitator/Coach
Wausau
+1 (715) 551-7144
Marla Verdone
Janesville
+1 (800) 753-8147 (Toll Free)

The Kit is priced at $129.95
(Shipping and Handling will be added)
To purchase a kit, use our secure
on-line ordering at:
www.dyslexia.com/bookstore
or call our toll-free number:
1 (888) 999-3324
Note: for older children (ages 8 and up) we recommend
the Davis Orientation and Symbol Mastery Kit.

This Directory is current
as of February 15th, 2016.
It is subject to change.
Between newsletter issues,
new Facilitators are added,
and occasionally, some
become inactive. However,
the Davis Providers list at
www.dyslexia.com
is always up to date.

THE DYSLEXIC READER

22

Teachers, would you like to…

• Improve the reading skills of all the children in your
class regardless of their learning style?
• Manage your classroom more effectively?
• Prevent the onset of learning disabilities?
• Use research-based methods that are flexible and easily fit
into and enhance any existing curriculum?
This two-day workshop provides Primary Teachers (K-3)
with unique and innovative strategies for improving
reading instruction and classroom management, and equips
young learners with proven life long skills in “how to learn.”

Instruction includes:

Basic Workshop for
Primary Teachers
“In the forefront of what I liked most was how easily the
Davis strategies fit into many areas of Kindergarten curriculum.
It relieved me of a paper-pencil approach and gave me a
hands-on, kinesthetic approach. It helped develop the little
finger muscles to move on to coordinate paper-pencil activities.
Creating the alphabet over time also accomplished the

• 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.

development of ownership, responsibility, and a sense

Materials include:

Elementary School, Fremont, California

a pride in all the children. I believe all Kindergarten
children would benefit from Davis Learning Strategies.”
­LB, Kindergarten Teacher, Mission San Jose

• Detailed Manual with suggested year-long guides,
black-line masters, and numerous tips for each
implementing each
Strategy in various curriculum activities.
• Teacher Kit: alphabet strip, letter recognition cards,
clay, cutter, dictionary and two Koosh® balls.
(Classroom materials sold separately)

2016 DATES & LOCATIONS

Workshop hours: 9am-4pm with one hour lunch break
Cost: $595 per person
Early registration discount available (US only)

Academic Units or CEUs (US and Canada only)

Two Quarter Units are available through California State
University. Cost is $89 per unit, plus $35 administrative fee.
A written assignment, which can be completed before and
during the workshop, is required.

Would you like to bring a DLS
workshop to your school/area?

Call 1 (888) 805-7216, and ask for Paula McCarthy.

March 31- April 1 Tyler, TX

+1 (866) 531-2446

June 16-17

Shallotte, NC

+1 (910) 754-9559

June 19-20

Shallotte, NC

+1 (910) 754-9559

June 23-24

Hays, KS

+1 (719) 529-5276

July 21-22

Tyler, TX

+1 (866) 531-2446

July 26-27

Brookings, SD

+1 (605) 692-1785

August 15-16

Shallotte, NC

+1 (910) 754-9559

For more details and additional workshop dates
please visit www.davislearn.com

THE DYSLEXIC READER

23

The Gift of Dyslexia
Workshop

Materials included with workshop

Read the book?
Take the next step in helping others
correct dyslexia. Attend this workshop!
WORKSHOP OUTLINE
DAY ONE

DAY THREE

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

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

DAY TWO

DAY FOUR

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

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

To register for US workshops call toll free 1 (888) 805-7216 or visit www.dyslexia.com/event.htm

2016 WORKSHOP SCHEDULE
Germany

France

United States

Presenter: Ioannis Tzivanakis
Language: German
Telephone: (0049) 040 / 25 1786-22
Email: info@dyslexia.de

Presenter: Ioannis Tzivanakis
Language: English, French
Telephone: (0049) 040 / 25 1786-22
Email: info@dyslexia.de

Presenter: Larry Smith, Jr.
Language: English
Telephone: 1-888-805-7216
Email: training@dyslexia.com

March 5 – 8, 2016
Freiburg

United States

March 16 – 19, 2016
Burlingame, CA

Presenter: Larry Smith, Jr.
Language: English
Telephone: 1-888-805-7216
Email: training@dyslexia.com

May 26 – 29, 2016
Paris

August 23 – 26, 2016
Burlingame, CA

United States

Netherlands

Presenter: Larry Smith, Jr.
Language: English
Telephone: 1-888-805-7216
Email: training@dyslexia.com

Language: English, Dutch
Telephone: +31 30 320 0434
Email: info@davisdyslexie.nl

July 6 – 9, 2016
Burlingame, CA

August 27 – 30, 2016
AE Loenen aan de Vecht

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

24Dys • lex´• ic

the

˜
Read´• er

PRESORTED
THE DYSLEXIC
READER
STANDARD
U.S. POSTAGE

1601 Old Bayshore Highway, Suite 260
Burlingame, CA 94010

PAID

CHANGE SERVICE REQUESTED

BURLINGAME, CA
PERMIT NO.14

USA Workshop Information
Questions?
Toll Free: 1 (888) 805-7216
1 (650) 692-7141
email: answers@davistraining.org

The Gift of Dyslexia Workshop
Come learn and experience the Davis Dyslexia
Correction procedures first hand!

2016 INTERNATIONAL SCHEDULE

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.

March 5 - 8

Freiburg

Germany

March 16 - 19

Burlingame, CA

USA

May 26 - 29

Paris

France

July 6 - 9

Burlingame, CA

USA

August 23 - 26

Burlingame, CA

USA

August 27 - 30

AE Loenen aan de Vecht

Netherlands

Who should attend:
• Reading Specialists & Tutors
• Parents & Homeschoolers
• Resource Specialists
• Educational Therapists
• Occupational Therapists
• Speech/Language Therapists

Participants will learn:
• How the Davis procedures were developed
• How to assess for the “gift of dyslexia.”
• How to help dyslexics eliminate mistakes and focus attention.
• The Davis Symbol Mastery tools for mastering reading.
• How to incorporate and use proven methods for improving
reading, spelling, and motor coordination into a teaching,
home school, tutoring, or therapeutic setting.

USA Workshop Fees
• $1175 per person • Academic units and CEUs available

See page 23 for more workshop details and discounts.

Call 1 (888) 805-7216 for US and Canadian
special discounts and early bird rates!

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDAI-Int’l, Canada & USA
1601 Bayshore Highway, Ste 260
Burlingame, CA 94010
Tel: 1 (888) 805-7216
Fax: 1 (650) 692-7075
E-mail: ddai@dyslexia.com

DDA-DACH
Deutschland-Austria-Switzerland
Wandsbecker Chausee 132
D-22089 Hamburg
GERMANY
Tel: 49 (040) 25 17 86 22
Fax: 49 (040) 25 17 86 24
E-mail: germany@dyslexia.com
SWITZERLAND
Tel: 41 (061) 273 81 85
E-mail: ch@dyslexia.com
DDA - AFRICA
2 Heron Circle, 7975 Kommetjie
South Africa
Tel: +27 (0)794381007
Email: ddaafrica@gmail.com

DDA-Latino America
Calzada del Valle #400 Local 8
Colonia del Valle
Garza García, Monterrey
Nuevo León
México, CP 66220
Tel: 52 (81) 8335-9435
Email: spanish@dyslexia.com
DDA-Nederland
Jacques Schreursstraat 25
6074 CR Melick
NEDERLAND
Tel: 31 (475) 520 433
E-mail: info@davisdyslexie.nl

DDA-UK
Davis Learning Foundation
47-49 Church Street
Great Malvern
Worcestershire WR14 2AA
Tel: +44 (0) 330 011 0680
E-mail: uk@dyslexia.com
DDA-Pacific
295 Rattray Street
Dunedin, New Zealand 9016
Tel: 64 (0274) 399 020
Fax: 0064 3 456 2028
Email: pacific@dyslexia.com

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