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˜ Dys • lex´ ic Read´• er •
DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
ISSUE 2 • 2011
Not Just Another Program
By David Hirst, Davis Facilitator in Riverside, CA, USA
As long as I can remember I struggled
in school. I would do whatever I could to avoid being called on. I would study as hard as I could and still fail. Fridays in the 6th grade were absolute torture. I had to pass my spelling test or get spanked during recess. So every Friday I wore as many pairs of underwear as I could manage to put on. Amazingly, no one ever wondered why I couldn’t pass the tests. They all just assumed I was lazy. I often wondered why it seemed like I was the only one having so much difficulty in school. I would cry a lot and often felt like I was on the “outside” looking in on a world that just didn’t make sense to me. My parents hired tutors, and that just made me angry. They were just pushing me to do more of what I already couldn’t
IN THIS ISSUE
do. The labels of stupid and lazy began to stick. I remember the sting of tutors shaking their heads in hopelessness when they talked to my parents as if I didn’t see. By the time I was in Junior High, I was 2 years behind in school. My parents decided to home school me. They handed me my books and said, “Here. Learn.” Instead, I spent all the time I could outside on the farm. Unfortunately, I was overlooked due to their divorce. Then I went to high school. I barely made passing grades. I would do all right listening in class, but when it came to reading the assigned materials and
I … felt like I was on the “outside” looking in on a world that just didn’t make sense to me.
completing the writing assignments, I had such a hard time. I knew in my heart that I wanted to be a doctor. I was good with people and found all the science classes fascinating.
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News & Feature Articles Not Just Another Program ..................1, 3, 17 Dyscalculia: Why It Happens And How To Prevent It ......................... 1, 4-7 Lost In The Jungle ....................................... 4 From Student To Teacher To Facilitator ........... 7 A Tool To Improve Oral and Reading Skills ...8-9 My Daughter Has Dyslexia......................10-11 Dyslexia – A Cup Half Full ..................... 18 Dyscalculia And The Davis Maths Mastery Programme ..........................20-21 Regular Features In the Mail .................................................. 2 Q&A .....................................................12-14 Lazy Reader Book Club..........................15-17 New Davis Licensees ................................. 23 Davis Workshops ..................................26, 27
Dyscalculia: Why It Happens And How To Prevent It
By Fionna Pilgrim, Davis Facilitator in Keighley, West Yorkshire, UK
Maths is at the heart of who and what we are. Maria Montessori said: “That the mathematical mind is active from the first becomes apparent, not only from the attraction that exactitude exerts on every action the child performs, but we see it also in the fact that the little child’s need for order is one of the most powerful incentives to dominate his early life (The Absorbent Mind,1967, pp189,190). So why should it be that, almost as soon as we start our formal education, so many of us develop difficulties, in some cases almost amounting to phobia, about working with numerals? I would like to explain how that happens and some of the simple things we can do to prevent it.
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THE DYSLEXIC READER
In The Mail
No Longer A ‘Disoriented Little Blonde’
Davis Facilitator, Wendy Ritchie, received this heartwarming letter from the mom of her very first client, of ten years ago.
Dear Wendy, Do you remember that disoriented little blonde you worked with nearly 10 years ago? Erika is 16 years old now and in the eleventh grade. She's taking three Advanced Placement courses, including Chemistry, American History, and Language and Composition. She's also mastering Spanish II, which isn't easy for a dyslexic learner. She's also become her own advocate. She knows how she learns, doesn't apologize for it, and lets teachers know when they aren't meeting her needs. I'm so proud of her! She just got her first job last week and has grown into a beautiful young lady. We moved to southern Arkansas three years ago. It was initially a tough move for Erika, but she has thrived. That No Child Left Behind Act has worried me, but Erika has scored ‘proficient’ on every assessment. She gets A's and B's, and although she contemplated the idea of going the Special Ed. route in third grade, she decided not to and hasn't regretted the decision. She doesn't always finish her tests, but she was able to score a 20 on the ACT test this last time. She was given the gift of knowing how she learns and knowing she can conquer anything that comes her way. She participates on the golf, softball, and the chess teams. She just beat the leader
the other day! I think that's one of her gifts of dyslexia--she's a skilled chess player. The real reason I'm writing is to tell you what she did today. I've been a high school literacy facilitator at a school here in Arkansas. I was at a K-12 literacy meeting last week, and the elementary teachers were discussing kids who were not responding to interventions. I told them about the Davis Method, and they invited me to demonstrate. I brought Erika with me and the two of us worked with kids, using Symbol Mastery with their upper case letters. Watching Erika work with a first grade boy was magical. She’s a natural! After he finished his letters, he identified the letter ‘c’ as ‘k’ and the ‘k’ as ‘k’. Erika knew just how to help him resolve that confusion because she understood him. He also confused ‘g’ and ‘j’, calling both ‘j’. Again, she recognized his difficulty and knew how to work him through it with Symbol Mastery. The boy had so much
fun and felt so comfortable with her…. About 7 teachers watched the whole time and took notes. It really piqued their interest. They asked Erika questions, and she candidly told them about her experiences. Thank you for leading Erika down the right path. Her path changed after that week with you, and she has NEVER looked back. She now loves to read, too. Currently, she wants to be an elementary level educator, specifically a kindergarten teacher. Our little Erika will graduate next year! Can you believe it? Someday the two of us will write a book about our experiences, because the David Method changed our lives forever. By the way, her younger sister, Jess, also dyslexic, scores advanced on all state benchmarks and gets all A's and B's in school. She's currently in the 8th grade. The Davis Method became her reality too. Sarah Stratton
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI) 1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: email@example.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 Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2011 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Call it luck or Providence, my mother sent me a book in the mail titled, The I knew that I wasn’t going to be able to get Gift of Dyslexia by Ron Davis. Snidely, through all the reading material so I chose my wife said, “Some gift dyslexia is…” to go into teaching. I hadn’t read a book since college nor I don’t know how I made it through did I want to. Intrigued by the title, my college but I did….only to find that I wife picked it up and started reading. She couldn’t pass the “teaching boards” couldn’t put it down. She read sections known as the CBEST test. Everyone I of the book out loud to me and asked knew passed it and questions like, “Can said how easy it you turn the letters was. Of course, only this way, and can I can’t pass an easy ...my wife had a great idea. you see around the test! I was at a loss. She “strongly” insisted letters?” Totally What would I do? that I go through the shocked that I I was working in answered, “Yes,” Davis Dyslexia Correction a gym as a personal she continued to Program FIRST. trainer for minimum read in amazement. wage, newly married She was unable to and couldn’t get a put it down, and teaching job because I couldn’t pass the read the entire book in one sitting. CBEST. I took the test again and again and My wife was so excited about again. After the twelfth time, five years everything; the book, the program it and two kids later, I gave up. I did odd jobs offered, and the possibilities for me and here and there, feeling totally ashamed that my daughter. Then reality began to set in. I couldn’t support my wife and family. My She started getting discouraged because wife passed the CBEST and had a great of all the other programs that we had tried teaching job. The total humiliation of it all with no positive results. What if this was was sometimes just too much. just another one of those programs; one When my oldest daughter was in first that got our hopes up but just didn't work. grade my wife and I were concerned Everything we had tried had promised so because she just wasn’t picking up much and delivered so little. phonics like everyone else was. By We were desperate and I just couldn’t second grade, I knew that she, too, had stand by and do nothing. After careful the learning problems that I had grown consideration, we came up with. My heart grew heavy when I to the conclusion realized this and I didn’t want my baby that we had to try girl to have to suffer like I did. I vowed to the Davis Program. do anything within my power to see that The school system she had more success in school than I had. certainly didn’t have Thus began my quest to help her. the answers and My wife and I spent thousands of neither did we. Totally dollars on tutors, reading recovery, tormented with the idea games, programs, and books. You name of telling our daughter it, we bought it, did it, went through it. that she had to do yet another We would tell her, “Okay, honey, just program, my wife had a great idea. She do this and then you should be able to “strongly” insisted that I go through read better.” Nothing seemed to really the Davis Dyslexia Correction Program work. In fact, most of it did more damage FIRST. THEN, if it helped me, she would than good. The poor kid began to think allow our daughter to complete the something was really wrong with her. program. Even though I was 36, lacked All those old feelings came rushing back self-confidence, dreaded reading and to me. I just couldn't bear seeing my filling out paperwork (and let's not forget, daughter suffer like I had. As a matter of I had a $60,000 college education that fact, those terrible feelings about myself I’d never been able to use), what could I had never really gone away, and were now loose? I'd been there, done that. What's even more pronounced. I was now more one more program? If it was going to help determined than ever. I was going to find my daughter, I was going to do it. something, something that would really I wasted no time. I got on the phone, make a difference in her life. contacted the Davis Dyslexia Association
Not Just Another Program (continued from page 1)
and was put in touch with a facilitator. Before I knew it, I had completed the first day of the program and I was totally blown away. As the week went on, I was becoming more and more free of the confusion that had plagued me my entire life. Once the orientation was done and the triggers in my reading were dealt with, everything started coming together. My wife was astonished. She couldn't get over the changes she saw in me. Pleased with the results, she said she would have paid double the price just for the confidence I had gained. Simply blown away by the drastic change in me, my wife wholeheartedly agreed to send our daughter two weeks later. I went with her and I was again riveted. My daughter had amazing results with the program. My wife was skeptical, not believing that our daughter was having as much success with the program in so short a time. On the fourth day, my wife came with us. She began to understand the program better but wasn’t prepared for what she was about to witness on our car ride home. Curious, my wife asked our daughter, “What are you doing?” She casually responded, “Writing.” Stunned, my wife grabbed the paper out of her hand and began reading it. Crying, she said, “How is this possible? She has written a whole page and everything is spelled correctly!” My daughter, who HATED writing and would seriously cry if you asked her to write a simple paragraph, had written an entire one page, four paragraph princess story in the car on the way home. I had never seen anything like it. My wife had cried many bitter tears over her inability to help our daughter in the past. It was very healing to watch her now cry tears of joy. My daughter was so happy and was really proud of herself. Her selfconfidence was growing. It was the most dramatic turning point in her life. Within a few months she was at grade level and was able to skip a grade in order to rejoin her peers. Even my confidence level was growing everyday. I began reading books for enjoyment and experienced less fear so I could tackle simple daily writing tasks (like writing a check). I decided to look into becoming a Davis Dyslexia Correction Program Facilitator.
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Dyscalculia (continued from page 1)
THE DYSLEXIC READER
Dyscalculia: a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence" (Department for Education and Science, 2001).
Lost in the Jungle
By Hugo Rauch These symbols, 3, three and the sound “three,” all represent this quantity:
I'm lost in a jungle of letters and words, I try to be found but I'm never heard, The monkeys and lions just sail past, I get stuck in the mud and I can't go fast. I'm clever and funny but a seller - not As the hyenas laugh because I forgot, But one day I'll get out and I will be free, Then I'll know it's good to be me.
Hugo Rauch is 10 years old. He wrote and submitted Lost in the Jungle for a competition in 2010. It won first prize! He shared it with his Davis Facilitator, Annemette Hoegh Banks, of Berkhamsted Herts, England. Congratulations, Hugo! We all hope you continue to write poetry – and submit it for publication in The Dyslexic Reader!
These symbols represent this quantity in Arabic, Complex Chinese, Simple Chinese, Thai, the numeration system English speakers and most Europeans use, the English word we use when writing and the English word we say when speaking. Someone arbitrarily Generally, up until the chose these representations so long ago moment they start that we cannot remember when, and they school, most children became a convenient shorthand for all are happily developing those who were let into the secret. mathematical skills Generally, up until the moment they and awareness. start school, most children are happily developing mathematical skills and awareness. Most of them master oneuse to represent numbers, so they crop to-one correspondence fairly early as up frequently. However, numerals are they begin to identify self as a separate individual and recognise the separateness only the symbols that represent quantity, as demonstrated above. Children will happily, and often very proudly, recite numerals as far as they can go. This is not counting. Pre-school children are in an absorbent phase for language. Words hold a fascination for them. They recite nursery rhymes, repeat dialogue from DVDs and chant the alphabet and numerals – the last two, usually, with much encouragement from adults around them. This does no harm at all to
of those around them. Spatial awareness also begins to develop. A toddler knows where things belong, and is confused if things are not in their proper place, which she can pinpoint with great accuracy. Before they get to school most children will be able to draw a picture of a house with windows and doors in reasonable places and a face with two eyes, one nose and one mouth. They can clearly recognise the quantity ‘two’. Mathematical development is progressing just as it should, increasing as the child makes more sense of the surroundings and orders her life. Alongside this, a growing awareness of numerals develops. Numerals are all around us and, unlike letters, there are only ten individual symbols that we
THE DYSLEXIC READER
the child’s mathematical development, unless adults confuse chanting numerals in order with counting aloud, and assume Whenever we are doing that their child is at a more advanced math, whether it is developmental stage than he really is. simple arithmetic or The quantity is concrete, the numeral and astrophysics calculus, its sounds are abstract. Children become all we are doing is order ready for abstraction at different rates. vs. disorder, sequence Before introducing children to and time. arithmetic, it is essential to be sure they recognise the links between the numerals, the quantity they represent and the sound we make when we speak about Ø Before the new object was added them. Thus, for example: there was only 1. After it was added there were 2. There is an element of Time, the next key concept required for mathematical understanding. Time allows us to measure change against a particular constant standard. Ø If the child does not name the numerals in the correct sequence the numeral will not match the quantity. The next key concept is Sequence.
Children are born to establish order in their environment, but what can we as parents do to support them? Given freedom and opportunity, children’s mathematical ability develops with no need of assistance. Our primary role is to observe our children’s interests, follow where they lead and provide that opportunity. How can we do this? 1. First and foremost trust the child. Children have an innate, unconscious knowledge of what they need for their current stage of development. 2. Remember that our priorities may not be theirs – and relax. If your priority is maths then whatever the child’s interests are, maths will relate. 3. If there are certain games and activities that a child is particularly interested in, provide more of them and allow the child space and time to explore. a. When an interested child observes an adult counting, she may well wish to count too. Keep counting but make it very clear that you are separating those things you are counting from everything else, that you touch or move each object counted as you say the numeral. b. Making patterns is a fundamental maths skill. All sorts of things can be used to make patterns – buttons, rice, dried peas, lentils, small pieces of shiny or coloured paper, the child’s toys…. c. Matching and pairing games hone children’s observational skills and enhance their recognition of one-toone correspondence. You can start with real objects: pairing socks, sorting the washing into correct piles for each member of the household and putting the clothing in the right drawers, or matching tins from the cupboard.
It is also essential to be sure that: 1. the child recognises that one is one: a single object. This knowledge is linked to the child’s awareness of Self – himself or herself – as a single individual, distinct from all others.
Ø If the second object was not put in the proper place or position to be seen as changing the first quantity, the relationship of the first object to the second cannot be recognised, and the order of the counting would be disrupted. 2. the child can count, enumerating Order, the understanding that things have correctly and with no omissions, a a proper place and position and condition, sequence of quantity increasing in size by is the last key concept needed to a single one each time. This is part of the understand mathematics. And with it, the fundamental basis for doing arithmetic. understanding of Disorder – when things are not in the proper place, or position or Furthermore there are key concepts, the condition – the opposite of Order. understanding of which is essential if the mechanics of arithmetic are to make In the words of Ronald D. Davis, sense. These key concepts underpin “Whenever we are doing math, whether mathematical understanding, and we can it is simple arithmetic or astrophysics see them at work even in something as calculus, all we are doing is order vs. simple as counting: disorder, sequence and time. This is what math is composed of. If you don’t Ø If we have one object we can label have these inherent concepts you cannot the quantity 1. If another object is understand math.” (Advanced Davis added to the first, the quantity has been Procedures for Math, Handwriting and changed. Change is the first key concept Attention Difficulties. Ronald D. Davis. essential for mathematical understanding. Copyright DDAI, 1998.) Ø The original quantity was changed as a consequence of adding another single object. Consequence is the second key concept. The cause of the change was the addition of another object. The effect of the change is the creation of a greater quantity. Some children take longer than others to come to an understanding of these concepts. If they are taught arithmetic before they have grasped them through experience, this lack of understanding can interfere with their ability to do even the arithmetic we consider simple. Failure affects self-esteem and can lead to phobia.
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Dyscalculia (continued from page 5)
1. Share a picture of a child from another country and encourage your child to Two packs of playing cards – starting …games can help with only the picture cards – can be good imagine and discuss how life might be different for the child in the picture. Ask your child develop for pairing, and many matching card questions about the picture such as, “Is the skills to engage in games are produced for children. But the sun shining?” or “Does it look warm abstract thought. before laying them all out upside down or cold?” Share with your child what and turning two over, try this game. Take you both think and why. Talk about what a small number of cards, perhaps 3 to start with, and lay them out face up. Take is happening and imagine what might All of these games can help your child the 3 matching cards and show the child happen next for the child in the picture. develop the skills to engage in abstract You can use pictures of animals in the how to hold the cards one at a time and thought. Furthermore, it seems to me, that compare them with those laid out until a same way. Calendars can be a good these activities and others are probably source of pictures for this type of activity. match is found for each. what most parents do naturally. These games and activities can happily 2. Many of the games recommended continue as long as your children want to earlier can also involve the imagination, play them, even after they start school. memory and abstraction. You could d. Lining up cars or arranging and And, let’s face it, it is at school where the stacking blocks or Legos, sorting buttons find a picture of a tin of beans, give it to problems begin. There is evidence from the child and ask her to find a tin in the or threading beads can satisfy a child the research of Alan Thomas and Harriet cupboard that matches. Then make it for hours. Never believe they have Pattison in their book, How Children more interesting by showing the picture, short attention spans. If their attention Learn at Home, that home-educated but keeping it, and asking your child to is wandering it is because their interest children who do no formal learning, go find the matching object at the other end is not on the activity, which means that on to achieve most satisfactory results of the room, relying on her memory. particular activity is the wrong one in maths in the General Certificate of Or find a picture of your child wearing for them at that moment. All kinds of Secondary Education and in higher ordering, sequencing and numbering goes a particular outfit, or carrying a toy, education. This probably just goes and see if he can find it in his room. on in these activities, without anyone to show that the best way to prevent ever noticing. dyscalculia is to keep your children 3. Looking at photographs of your child away from formal maths instruction can lead to discussions about what he e. Playing board games or card games until they are truly ready for it. was doing in the picture and can get him involving adherence to rules and turnHowever, once your children are to remember. This brings his memories taking reinforces order and sequence, in school, and if formal numeracy into the present and uses them to project while those that involve throwing dice instruction has been begun, there are into the future with his imagination, as require the child to apply one-to-one things you can do to support them: you talk about what he would like to do correspondence and then to count the another time. right number of spaces to move. You 1. When you see a number such as 29 or will soon know if your child is not ready 134 describe it as 2 tens and 9 units, or 4. For some children it can be fun to stop for these kinds of games and can stop 1 hundred, 3 tens and 4 units. This helps in the middle of a story and imagine what or modify the rules to suit your child’s your child’s understanding of place value might happen next; others find that really needs. in base 10. frustrating. All these activities promote understanding of the key concepts, which will gradually and unconsciously be absorbed. The parallel task we have as parents, is to help our children move towards abstraction. The way we do this is by stimulating their imagination, but based in reality. Here are some examples: 5. Guessing games are useful, such as putting an object (a Q tip, a teaspoon, an orange, a small toy…) inside a sock so that the child feels it and has to use her imagination to work out what image fits with the information she has. Or have a photograph of someone your child knows and let her guess who it is. She can ask questions and you can give clues. You can play this game at first by showing the child the photo and saying, ‘I wonder who this is?’ Later, look at the photo and ask, ‘Can you guess who this is?’ 2. Always make sure you have concrete objects that your child can use to gain an understanding of the abstract, rote learning they may be experiencing. In the early days buttons, beads and bricks will be enough; later you will want something like Lego bricks out of which you can make tens and hundreds and even thousands. In this way you and your child
THE DYSLEXIC READER
THE DYSLEXIC READER
harder than everyone else, and that was just the way it was. I completed a Davis Dyslexia Correction Program in 2003 with Kim Wilson-Rymer, a Davis Facilitator in By Sharon Permack, Davis Facilitator in Oakville. Those five days were filled with Thornhill, Ontario, Canada personal discoveries that still serve me well today. I discovered that I’m smart. I Taking a Davis Dyslexia Correction discovered that not everyone pictures maps Program and being a Davis Facilitator can explore what is meant by symbols to get somewhere or to solve problems, such as +, –, x, ÷ and =. You can show that have been life-changing experiences in but that these strategies all worked for me. both my professional and personal life. I’d I learned to manage my energy so as to division is just sharing, and the answer like to share my story, speaking from my is what each gets. Get paper with at least be present with others, instead of thinking 100 large squares on it and build the times heart about being dyslexic. a million miles a minute and getting I always disliked school and felt that tables placing beads or balls of plasticine bored. I had been depending on many old if I became a teacher I could make school solutions to compensate for the symptoms on the squares so that the tables have better for children. I believed I could concrete meaning. Using the concrete, I experienced as a result of my dyslexia. even if you had difficulty with arithmetic make a difference. I didn’t like reading My reading improved tremendously and and couldn’t concentrate on the material yourself, you can help your children. learning became easier. It was a great to in textbooks. I also could not retain the And if the concrete is always there and experience a Davis Program as a client. information from the little I did read. I available, your children can check their Doubt is a big part of dyslexia. After always depended on listening in class and years of making mistakes, receiving abstract computations for themselves. even then, I seemed to miss information. negative feedback from others, and trying Nonetheless, I attended college, where I 3. If you realize that despite the games to cover up what the educational system and experiences he has already had, your experienced the same kinds of difficulty. perceives as limitations, one becomes very Fortunately, I had friends who child cannot count securely, then much sensitive and prone to self doubt. helped me study. And I of what he is taught in maths at school However, when we are able was determined. I found will be inappropriate. Discuss this with to open up to the possibility I could manage to write the teacher. Take the pressure off and he of something new, there is great papers, but only by will get there in his own time. Pushing opportunity, which leads spending endless hours him before he’s reading can create deep to growth. I believe that doing work it took others confusion – and he may never get there. the Davis Program is about only a couple of hours to eliminating doubt and opening accomplish. Many children starting school are opportunities for people. It means By the age of twenty-one I had not ready to learn to do arithmetic with taking the step to “DWELL IN finished my undergraduate degree in a pencil. This fact is at the root of the POSSIBILITIES.” Psychology. Despite this accomplishment, problems that then develop and are Sharing the Davis Program with other I always thought that something was labeled dyscalculia. Put simply, this is dyslexics and seeing my clients grow wrong with me. As I worked toward why dyscalculia happens, and it can beyond the limitations they perceive in earning a teaching degree, I was drawn be prevented with patience and careful themselves is exciting work. My skills to helping children with learning observation. Simple measures, such as help me guide them past their frustration to disabilities. I found I had a natural ability those mentioned above, can be put in a greater understanding of their true gifts. to quickly figure out my students’ needs place in school even during Key Stage I hope this story opens up children and and I enjoyed working with these bright, 1 (primary school). These activities will adults to the possibility of taking a Davis allow development of mathematical skills intuitive students. The greatest challenge Program. I hope parents struggling to was helping them deal with frustration. through play, exploration and use of the come to terms with their child’s dyslexia, imagination. When the child is ready for They wanted learning to come as naturally come a step closer to contacting a Davis as it seemed to come to their classmates. arithmetic she will let you know, and if Facilitator. And I hope adults struggling In my journey to help these children, I you wait for her readiness, she will not with their own dyslexia also take that step. discovered The Gift of Dyslexia by Ronald develop dyscalculia. Sharon Permack, B.A., B.Ed., Davis, and found it to be a direct and © 2011, Fionna Pilgrim. insightful book. I attended a Fundamentals is a Davis Facilitator and educator with over 20 years Workshop in October of 2002 to learn more about the Davis Dyslexia Correction of experience working with learning-disabled children. Program. There, I not only realized Visit her website at that many of the children I had been http://www.dyslexia-one.ca to learn more working with were dyslexic, but I began about her services at Gemstone Learning to recognize that I, too, fit the profile of Centre in Oakville, Ontario, Canada. a dyslexic. It was shocking to me. I had always assumed that I simply had to work
Dyslexia From The Heart: From Student To Teacher To Facilitator
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The Davis Dyslexia Correction program is now available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 [Toll free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm v Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 v Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Sydney NSW +61 (02) 9522 3691 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Autism Facilitator/Coach Mosman/Sydney +61 (02) 9968 1093 Annette Johnston Rockingham WA +61 (8) 9591 3482 Eileen McCarthy Manly/Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 Heidi Rose Pennington S.A. +61 (8) 8240 1834 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98
THE DYSLEXIC READER
A Tool To Improve Oral Communication Skills As Well As Reading Comprehension
By Nancy Kress, Davis Facilitator in Glendale, AZ, USA
picture-thinking reader to grasp the author's intention by limiting her picture to what is written, and properly interpreting the punctuation to perceive that intention as well as the author’s voice. When a reader or listener adds too much to the picture, the intention of the writer can be lost as the reader mentally “writes” her own story or instructions. Likewise, when a dyslexic reader or listener cannot picture what she reads in the text, it doesn't exist for her and is not included in the mental image she creates. Forming pictures helps with oral expression and the ability to listen and follow instructions. Making Picture-at-Punctuation a customary part of the thinking process provides the reader with more than mere comprehension and retention of the text. Picture thinkers tend to have difficulty expressing themselves to those who primarily process their thoughts verbally. It can be difficult for them to put their thoughts into words. The daily practice of orally doing Picture-at-Punctuation every day for ten minutes with a parent or other helper will necessarily require that the picture thinker become a “picture describer” and build the ability to express herself by describing what she sees in her mind. Some individuals have difficulty following a set of oral instructions. For them, Pictureat-Punctuation is a tool that can allow them to see where the breakdown exists in their ability to complete those instructions. They usually discover that they lack a mental picture for some part of the instructions. Or, once they hear the first task of the set, they “turn off” their orientation and totally miss the rest of the instructions, having failed to picture them. When I work with clients whose goals include developing the ability to complete a list of instructions, we practice this after every session once they’ve learned the Picture-at-Punctuation procedure. Here's how: Since my office is in my home and my clients have access to all public areas, I can give them multi-step instructions that require them to move from the office to the bathroom, to the kitchen, to the living and dining rooms, etc. My instructions always include four or more steps. The client’s
“Picture at Punctuation” is a multi-faceted tool that builds many dyslexic weaknesses into strengths if it becomes a habit through daily practice during the first 30 days after a Davis Program. It is the third and final tool introduced as part of the Davis Three Steps to Easier Reading – but it offers much more to students than mere improvement of their reading skills. The tool begins with a mental picture formed by the reader whenever punctuation is encountered in the text. The key is to take the words – stopping at the end of each thought, segment, or sentence – and translate them into the pictures that the dyslexic mind processes and retains. This tactic can be used effectively with spoken as well as written words. The picture can be very simple. It should depict every important part of the sentence or clause, and it should not include anything that doesn't belong. Just as with the clay models formed in Davis Symbol Mastery, it should be “as simple as possible, but as complex as necessary.” This process builds in the reader the ability to harness her imagination and limit it to what the writer intended. If the author didn't mention a dog, but a dog is a “necessary” component for the reader to picture the “comfy home” the author described, the reader may picture it, unless it becomes confusing and interferes with comprehension or retention. But the reader must recognize that the writer didn’t place a dog in the scene, she did. The purpose of writing is to communicate the thoughts of the author across time and space. It is the responsibility of the
The key is to take the words … and translate them into the pictures that the dyslexic mind processes and retains.
THE DYSLEXIC READER
v Belgium Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505 Viviane Resende da Costa Melo Brasilia, DF +55 (61) 3349 9998 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Wayne Aadelstone-Hassel Halfmoon Bay +1 (604) 741-0605 Rocky Point Academy Stacey Borger-Smith Autism Training Supervisor Lawrence Smith, Jr. Autism Training Supervisor Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Brantford, Ontario +1 (519) 304-0535 +1 (800) 981-6433 (Toll-Free) Janet Currie Richards Boutiliers Point Nova Scotia +1 (902) 826-1512 Elizabeth Currie Shier Oakville (Near Toronto) +1 (905) 829-4084 Cathy Dodge Smith Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Kimberly Doyle Dundalk, Ontario +1 (519) 923-5420 Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516
job is to listen, ask any questions before starting, and complete every step as instructed. After a couple of successes, I put an orange “squeeter” (a plastic kitchen gadget with which the client is probably not familiar) and another gadget (a plastic banana slicer) underneath a
They usually discover that they lack a mental picture for some part of the instructions.
kitchen table when the client isn’t looking. My next set of instructions will be: “Go into the living room and play three notes on the piano, go into the bathroom, wash your hands and dry them with a paper towel, bring the paper towel into this office and place it in this trash can, and then get the squeeter from the floor under the kitchen table, bring it back, put it on this table and sit down.” This is actually an eleven-step task, although it is perceived as four multistep tasks. If the client doesn't ask me what a “squeeter” is before starting on the list, I sit in anticipation as he performs the earlier tasks. I know there will be confusion when his eyes look under the kitchen table, because he will have no mental picture and therefore no certainty about which of those two unknown implements to choose. Some tips for learning how to create a mental picture. When an animal or person’s name is mentioned in a sentence, I suggest picturing a name tag or name jewelry. When a character remembers, thinks or repeats what another character has said, we should place that thought or memory in a dialog “balloon” (just as we do in Symbol Mastery work with clay). Merely repeating the text is not sufficient – a description of the picture is required. “Mom opened the bedroom door and she was angry” cannot be described as “mom is at the door and she's angry.” If I hear that, I say, “How does that look?” until my client says something like, “Suzie's mother is between the door and the
doorjamb of Susie's bedroom and she's frowning with flashing eyes and scrunched eyebrows,” or something along those lines, depicting the character, her location and emotional state. When I do support training, I suggest that parents ask the questions, “How does that look?” or “What would that look like?” The more accurate and complete the mental picture, the better the child’s comprehension and retention. Doing Symbol Mastery on every trigger word is vital and will remove the “boulders” from the road to reading, making progress smoother. But incorporating Picture-atPunctuation will give satisfaction in every area of the picture-thinker's life.
The more accurate and complete the mental picture, the better the child’s comprehension and retention.
The better and more imbedded Picture-atPunctuation is in a picture-thinker's life, the easier it will be for him to read and accurately answer questions, to follow a lecture and retain the content, to successfully follow instructions, and to express himself to others. While the other Davis Tools provide structure and control, I think Picture-at-Punctuation is the gloss on the program that will make it shiny and beautiful for the remainder of a picture-thinker’s life – in every endeavor – and if practiced faithfully, it will establish the other tools better. Thanks, Ron Davis, for sharing your inventions and discoveries so we can so enrich the lives of others!
Nancy Kress has offered her services as licensed Davis Facilitator for more than ten years in Glendale, Arizona. For more information about her practice, visit her web site at www.dyslexiacorrector. com. This article is also published at the Davis Dyslexia Association International, Dyslexia the Gift website at: http://www.dyslexia.com/library/ picture-at-punctuation.htm (Kress, Nancy . A Dyslexic Child in the Classroom
v Canada (continued) Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Colleen Malone Newmarket Ontario + 1 (905) 252-7426 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 558-7797 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec +1 (514) 690-9164 Joanna Pellegrino Thunder Bay Ontario +1 (807) 708-4754 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763 v Chile Ximena Hidalgo Pirotte Santiago +56 (02) 243 0860 v China Yvonne Wong Ho Hing Autism Facilitator-Coach Hong Kong +852-6302-5630 Livia Wong Hong Kong +852-2756-6603 v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven Bryrup +45 7575 7105 v Ecuador Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Santiago Fernandez Ambato +593 (3) 242 4723 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723 Inés Gimena Paredes Ríos Ambato +593 (08) 418 5779
THE DYSLEXIC READER
My Daughter Has Dyslexia
By Jennifer Gray
My daughter Martha has dyslexia and I spent last year home schooling her. During that time, we banged our heads against the walls when it came to reading. We got NOWHERE! It was at best frustrating. Most days I wondered where my little girl went. She was so happy and bubbly and wanted to learn – and she Working with clay to correct her dyslexia, was smart and quick at learning. But when you Martha’s confidence has returned. asked her to look at a page of text, it was just not possible for her to do it. Of course, I went through Martha and I worked on the same sight words for the “she just isn’t focusing” phase. And the “she 4 months with no progress. “Brick wall” would needs to try harder…” and the “she’s just trying aptly describe our experience. So I was given a me to see what she can get away with” phases. list of tutors to interview to see if one I liked had You name it, we went through it. I spoke with other moms, teachers, and friends an opening. I was told that to help with dyslexia you need but most just discounted my concerns saying, Orton-Gillingham tutoring. What I heard about “She will read when she is ready.” Well, that was fine, but there was something that continued that method sounded promising. Still, my gut said, “Keep looking” After a few weeks, I looked to nag at me. My mom and I talked, and talked at the list again and called one more tutor, Mrs. H. about Martha. She convinced me that Martha She was the beginning to our road to success. needed to go to a regular school. We considered Mrs. H and I had coffee the local public school, but and she looked at Martha’s that’s another story (one test results. She was very that doesn’t end well), so I went through the thorough and asked me we started to look at private “she just isn’t focusing” lots of questions about schools. phase. And the “she needs my daughter. In the end, We found what we to try harder…” and Mrs. H. felt that Ortonthought was the right fit for the “she’s just trying Gillingham might not be Martha and enrolled her me to see what she can the best method to help in first grade. But by the Martha. We talked for fifth day of school I was get away with” about two hours and in the in the teacher’s office in a phases. end, she suggested that I meeting about my girl. She contact Lisa Spratt. was having melt downs at Lisa Spratt runs the Northeast Alabama school! I still believe that part of it was Martha Dyslexia Center in Huntsville, Alabama. She using her drama skills (a fine talent the girl introduced me to the Davis Dyslexia Correction has). But some of it was actually real. After that meeting, I reluctantly agreed to put Martha back Program. Ronald Davis is the dyslexic founder of this method for dealing with dyslexia. He in Kindergarten. authored The Gift of Dyslexia. It is brilliant. The I was working with Martha at home and Mrs. M. was working with her at school. I can’t speak more I read, the more I realized he was describing for Mrs. M., but I wasn’t seeing any improvement Martha. After talking with Lisa and reading the book, we decided that this was the program for at all. This was pretty upsetting for me, so Mom Martha. and I put our heads together again. We decided Lisa and I decided that for Martha the Young that even though no one else felt that she had Learner’s Program would be best. Essentially, it dyslexia, I was going to pay to have her tested. So is the same program for older students, broken we set up a test date. down into small time segments so that younger Even though Martha is 6, and even though children can manage. We started out at 3 hours a she cannot read, the tester pronounced her night, taking breaks and playing to unwind. For “probably dyslexic.” That diagnosis changed to the first few nights that was fine. To be totally “dyslexic” once she began to read. I hate to say honest, after the first class I thought the program it, but I didn’t think she was ever going to read.
THE DYSLEXIC READER
v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Jayne Cooke Barr +33 (0) 3 88 74 06 01 Corinne Couelle Lyon +33 (628) 38 84 41 Patrick Courtois Juvignac +33 (6) 37 40 49 67 Jennifer Delrieu Auffargis +33 (01) 34 84 88 30 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (09) 52 63 02 05 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe Berlin +49 (030) 61 65 91 25 Christian Gleiß Ingelfingen +49 (07) 940 2276 Monika Graf Stuttgart + 49 (711) 538 0033 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Anne Guignard Trier +352 (691) 245 252 Christine Heinrich Remseck +49 (0)7146 284 65 60 Sonja Heinrich Supervisor-Specialist DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (030) 28 38 78 71 Mechtild Hylla Kassel +49 (0561) 602 78 20 Rita Jarrar München +49 (089) 821 20 30 Randolph Keitel Bühlertal +49 (0) 7556-928845 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 (711) 479 1000 Jutta Meissner Stuttgart +49 (711) 882 2106
was just mumbo jumbo. I couldn’t see how it was lower case took a bit over twenty hours. going to work. I remember calling my mom and But the crazy thing was that Martha began to crying because I felt I’d just wasted money we improve in other areas, without us telling her how didn’t have. Mom told me to give it a little more to. For example, after she mastered the lowercase time, that we could re-assess, if things didn’t go letters with Ms. Lisa, she started writing in her well. (I don’t know where I would be without journal in lowercase letters. And we had been my mom. She’s one of the working on a violin piece wisest women I know.) that just wasn’t happening. So I waited. But after Martha learned We started out at Martha, Ms. Lisa and I to control her symptoms 3 hours a night, started working with clay. through what’s called taking breaks and It was amazing to watch focusing, she began to playing to unwind. Martha and Lisa work. read her violin music. Martha’s whole posture And her gymnastics coach began to change when she noticed how much her was reading, and not in a bad way. I see it as her balance improved. Martha doesn’t have complete way of turning off the dyslexia. meltdowns any more when you open a book and They worked on the uppercase alphabet first. ask her to look at it. In fact, she always wants to Martha would make the letters out of plain read with me. And she’s starting to write notes to neutral-colored clay. After she formed all the people without any prompting from me. letters, she and Ms. Lisa compared them to a Martha’s self-confidence is back. Her letter chart to make sure they were in the right fearlessness as a baby had always amazed me. order and facing the right direction. Once Martha Nothing could stop her. Then a brick wall formed got “focused,” she was able to find problem out of nowhere and just started destroying her letters all by herself. I was in tears. Even that confidence. Nothing I did seemed to help her morning, Martha would have never been able escape that prison. I still remember the void that to do that. This process is what Davis calls overcame her whenever I asked her to sound out “Mastering the Alphabet.” They played games, a simple word. I recognized that void, because I trying to find triggers that caused letter confusion. had felt it myself growing up: I understood the They worked on those letters specifically. A task the person was asking me to complete, but couple of Martha’s triggers were K and X. Ms. had no inkling how to do it. Likewise, Martha Lisa asked Martha to look at her alphabet and could tell me the letter sound for each individual take a mental picture of it so that she could keep letter, but when asked to look at a word and sound it in her mind. Then she asked Martha to close out the letters, she simply couldn’t. That just isn’t her eyes, focus, and tell her the way dyslexics process the alphabet backwards. words. We covered up the alphabet A month ago, Martha Martha began to with a paper towel so came home absolutely improve in other areas, Martha couldn’t peek. ecstatic! Her teacher didn’t without us telling Martha was very methodical have to write the words her how to. and repeated each letter under her sentence because from Z to A, not missing she could understand what one the first time through. Martha wrote! I honestly But it turned out that what Martha had the believe that even though Martha has awesome most trouble with wasn’t the uppercase letters teachers, this is something Martha wouldn’t have – it was the lowercase. Boy, oh boy! The lower been able to achieve without Ms. Lisa’s help and case alphabet took a great deal longer to work the Davis Method. The fog has cleared for Martha through. We had a few melt downs, but we and she is soaring again. And it just makes my worked through it. There were so many more heart sing! trigger letters for her in the lower case! Ms. Lisa and Martha worked and worked and worked. But For more information about Davis services in she finally mastered it. After she mastered the Huntsville Alabama, visit http://www.nealdc.com, lower case alphabet, we began to work on words. Lisa Spratt’s website. Lisa has been involved in For Martha, just to master the upper case and the the education of children for over twenty years and has been a Davis Facilitator since 2006.
v Germany (continued) Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Angela Przemus Shönebeck +49 (3928) 845 159 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Gabriele Wirtz Stuttgart +49 (711) 55 17 18 Elvira Woelki Mindelheim +33 (6) 37 40 49 67 v Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 (231) 054 0008 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452
THE DYSLEXIC READER
Good At Algebra, But The “Simple” Stuff is Rough
Q: Is it possible to have dyscalculia and yet be really good at math? I have some problems with the times tables and mental math with many steps. Yet I’m good at algebra. I’m 14 years old in grade 10. A: I think the answer to your question really depends on how you define “really good at math” and how you define “dyscalculia.” Dyslexia is generally considered to be related to the way the brain processes language. We believe that most dyslexic individuals are non-verbal thinkers, who think with pictures or sensory impressions rather than in words. This mode of thought can be much faster, and can even be associated with extreme talent in mathematics.
by Abigail Marshall
ADHD And Dyslexia
Q: Is there any connection among attention deficit, hyperactivity and dyslexia? Can all be seen in a child? A: There is considerable overlap in symptoms and diagnosis of ADHD and dyslexia. It is very common for individuals to have both, and it is also extremely common for individuals with dyslexia to either be misdiagnosed as having ADHD, or to have their dyslexic symptoms mistakenly attributed to ADHD. For example, a child's difficulty learning to read may be attributed to his inability to focus attention and to disruptive behavior at school, rather than recognizing that in fact, it is the other way around. The child's reading difficulties are the primary problem, and are the reason he cannot sustain attention and behaves inappropriately.
… as you progress to higher level mathematics, you will find that spatial reasoning becomes much more important.
We believe that all dyslexia is due in part to difficulties sustaining and focusing attention. In a sense this would mean that every child with dyslexia potentially could be diagnosed with ADHD, although it is also possible that a person could have ADHD without experiencing the difficulties with reading and writing typically associated with dyslexia. However, we begin every program we offer – whether for dyslexia, ADHD, or other learning problems – with specific training to help the individual control and focus attention. That is the Orientation Counseling component of our program.
If you seem to have a strong talent for conceptual math – for example, if you find it easy to understand geometry or trigonometric functions – but have a hard time memorizing your multiplication tables, or writing out the steps that you followed to arrive at a solution, you would fit a typical pattern for dyslexia. You are more comfortable relying on visual-spatial reasoning strategies for maths – the area where most dyslexics are quite strong – and have difficulty with the parts of math that rely on language-based thought. Fortunately, as you progress to higher level mathematics, you will find that spatial reasoning becomes much more important. You will need to work on the ability to write out the steps for solutions to equations, to demonstrate to your teachers that you understand what you are doing, but you will probably find that you have a better grasp of new and advanced math concepts than many of your classmates.
THE DYSLEXIC READER
v Iceland (continued) Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 862 0872 Jon Einar Haraldsson Lambi Akureyri +354 867 1875 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465 v India Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Anne Marie Beggs Old Portmarnock +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (052) 272 9532 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz Supervisor-Specialist 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 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080
Q: Have you any recommendations for types and brands of clay for doing “symbol mastery”?
No Funding For Workshops
Q: I’m a special education teacher. Our funding for professional development and conferences A: We use Klean Klay brand plasticine clay has been totally eliminated. I’m wondering if with our kits, and recommend either the natural or there is a way to be taught your program without cream color, and the “regular” consistency rather attending the workshop. This is not my preference than “firm” or “soft”. The clay should be firm but I do believe it could significantly help many enough that models will hold their shape, and that of my students. the legs of people, animals, tables or chairs can support them. (Play dough usually is too soft for A: Ronald Davis’ book, The Gift of Dyslexia, this type of three-dimensional modeling). contains enough information to get started with We chose the product we use primarily Davis methods. The book is geared to parents, because it is readily available in the U.S. and with the idea that parents can work at home with inexpensive as compared to some other brands. their child, but it certainly would be appropriate We also like the fact that it is non-toxic and does for a special education teacher working onenot contain sulphur or other ingredients which on-one with a student. If possible, get the latest give some clays an irritating odor. However, edition (blue cover, published in 2010), as it has many Facilitators outside the U.S. use different more information than previous editions. It is brands. For example, many European Facilitators worth getting, even if you decide to start with a prefer a modeling compound made with beeswax previous edition at the local library. In addition to the book, there are three types of materials that are important to have on hand: reusable plasticine modeling clay; a good …there are three children's dictionary, and a pair of Koosh balls. types of materials We sell these materials from our web site, but you that are important can get them from any source, and you probably to have on hand: already have dictionaries in the classroom. In reusable plasticine order to work well with the Davis approach, modeling clay; the dictionary should have definitions for small a good children's function words, like “a,” “the” and “of.” Ideally dictionary, and a pair the dictionary should also have a pronunciation key printed on every page spread, for easy of Koosh balls. reference. But if yours don't include that, perhaps you can photocopy the pronunciation guide and tape it to a sturdy card for easy reference. Other available from Stockmar, a company in Germany. materials, such as alphabet strips or letter cards, You will simply want a reusable, noncan also be easily created on a computer and hardening clay, because you will be reusing the printed. You can supplement your materials by same clay for different models, generally not purchasing a Davis Symbol Mastery Kit. Or you keeping a model that has already been made. can simply visit our on-line store at http://www. However, it can be convenient to keep letters, dyslexia.com/bookstore, look at the picture and arrows and a model of “self” for reuse in other description of a kit and use it as a good guide to models. We recommend a neutral color to avoid other materials you might be able to create on possible triggers or confusion that can be caused your own. by specific colors, and for ease of reuse.
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v Italy (continued) Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Eugenie Schares Liberta Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Kenya Alia Qamar Abbas Nairobi Manisha Shah Nairobi +254 (0) 721 492 217 v Luxembourg Nadine Roeder Luxembourg +352 691 30 0296 v Lebanon Samar Riad Saab Beirut +961 3 700 206 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas DDA Director Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Zapopan +52 (33) 13 71 29 75 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 Ana Elena Payro Ogarrio Corregidora, Queretaro +55 442 228 1264 Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin Autism Facilitator/Coach Veracruz +52 (229) 935 1302 Magarita Saucedo Alvarez Icaza México, DF +52 (55) 3538 5240 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892
THE DYSLEXIC READER
In some cases computer software might be helpful -- for example, part of the process is to look up the word in the dictionary, read the definition, practice using the word in sample sentences, and be sure you can pronounce the word correctly. This is the part of the process where it is really helpful to have some support, especially for a younger child or even an adult dyslexic who might be struggling to try to read dictionary definitions until their reading skills improve. But there are many devices and software programs these days that can help with that process. For example, most computers can read text aloud (for example, a definition), or you might be able to click on a link to hear the proper pronunciation of a word.
We also have two on-line support sites. One, www.dyslexiatalk.com, is a forum for questions and answers about the program. You can post questions of your own or browse the archives using the search facility to see whether your question has already been discussed. The other site, www.symbolmastery.com, has good examples of clay models of trigger words. Remember that it is important that your students use their own thinking and ideas to come up with models for the meanings of words, but the examples will help you to guide them if they are stuck for ideas at any point. At first it can be hard to figure out how you to model the meaning of a word like “do” or “are,” but the photos of other models should help you get started. Of course there is no way a book or kit can give you as much information and support as a 4-day workshop. Even with a single introductory workshop, you would not have the preparation needed to provide a standard Davis program like that given by professional Davis Facilitators. However, the goal of the book is to give parents – and in some cases teachers – the knowledge and tools needed to benefit from the ideas in the book, even if they cannot afford the cost of a workshop or formal training. I think you will find that the instructions in the book are easy to follow, and you should be able incorporate the Davis techniques into your work with your students as needed.
Experience Points the Way
Q: Why is the orientation point above the back of the head? A: When Ronald Davis first developed the program, he thought the Orientation Point would be different for each person, so clients were encouraged to explore and experiment with different points until they found the correct spot. This took a long time and was difficult, as
All clients ultimately find their optimum position via the fine tuning procedure.
Going It Alone
Q: Can symbol mastery be done by yourself? Would this be at all beneficial? A: Yes, adults and teenagers can do Symbol Mastery on their own, but we would recommend a helper or support person for the first several models. That person really just needs to be there to provide feedback. We do think a younger child would benefit from more guidance, but ideally for each model most of the process should be something the person can do without help.
the clients – generally adults – would often get further disoriented by that process. Eventually all would find their optimum orientation point – just as Ronald Davis had originally discovered his own – and invariably it would be at a point on the midline, above and behind the head. So, since we now know from experience where the orientation point will be positioned when we are done with the first phase of Orientation Counseling, we start by directing the client to the right general area. All clients ultimately find their optimum position via the fine tuning procedure. It has now been 30 years since Ron Davis first discovered the importance of orientation, and tens of thousands of clients have successfully followed this approach. v
Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit
Contains everything needed to do Davis Symbol Mastery: A manual in checklist format, 117-minute instructional DVD, laminated alphabet strip, letter recognition cards, dictionary, grammar book, punctuation booklet, pronunciation key cards, and clay— all in a sturdy nylon shoulder bag. Suitable for working with students of any age.
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.
Symbol Mastery Kit $139.95
Young Learner Kit for Home-Use $129.95
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.
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 min.)
Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration of The Gift of Dyslexia, read by author Ron Davis.
Video or DVD $39.95
4-CD Set $29.95 $39.95
Unlocking the Power of Dyslexia A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes) The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes) Davis Dyslexia Correction Orientation Procedures This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00 Davis Symbol Mastery and Reading Exercises Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00
The Gift of Dyslexia: Why Some of the Smartest People Can’t Read and How They Can Learn
(Revised and Updated 2010 edition) $15.95 Softcover Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia.
Davis Symbol Mastery Deluxe Kit
Provides additional materials for implementing the Davis methods that address disorientation, build attention focus, and improve balance and coordination. Includes everything in the regular Symbol Mastery Kit plus: • The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual • Davis Orientation Procedures DVD • Two Koosh Balls
Deluxe Kit $219.95
SUPPLEMENT PAGE A2
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.
The Gift of Dyslexia Classic Edition by Ronald Davis, Eldon Braun Explains the theories behind Davis Dyslexia Correction methods, and details basic procedures in an easy-to-follow, scripted format. Large type, illustrations and photos make this book dyslexic-friendly.
The Right Mind: Making Sense of the Hemispheres Explores how our brain hemispheres work together to make sense of language and accomplish other tasks. Softcover $4.99 $12.00
Softcover $13.95 $15.95
Softcover $9.50 $15.95
El Don de la Dislexia Attention Deficit Disorder: A Different Perception by Thom Hartmann Explores the benefits of an ʻA.D.D.ʼ mind, and provides good reasons for ʻdistractableʼ people to celebrate their creative thinking style. REVISED EDITION Softcover $4.99 $12.00 The Gift of Dyslexia in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex Softcover $28.95
You Donʼt Have to be Dyslexic by Dr. Joan Smith Case histories illustrate a useful and easy-to-use collection of assessment methods, skill-building exercises, and learning strategies geared to the dyslexic learning style. Softcover $15.95
Beyond ADD: Hunting for Reasons in the Past & Present by Thom Hartmann Explore a variety of theories as to why ADD has become so prevalent in modern society, and solutions related to many of the theories. Softcover $9.10 $12.95
Smart But Stuck: What Every Therapist Needs to Know About Learning Disabilities and Imprisoned Intelligence by Myrna Orenstein, Ph.D. Deals largely with ndiagnosed learning disabilities in adults. Softcover $4.99 $19.95
The Secret Life of the Dyslexic Child: How She Thinks, How He Feels, How They Can Succeed by Robert Frank, Ph.D. with Kathryn Livingston
Teaching Kids with Learning Difficulties in the Regular Classroom Find proven and powerful strategies and techniques to help any student become a successful learner. Softcover $29.50 $36.95
Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence. Softcover $10.50 $14.95
Strong-Willed Child or Dreamer? by Dana Spears & Ron Braund A must for parents of children who are imaginative,sensitive, moody, stubborn, and compassionate. Softcover $4.99 $12.99
The Myth of the ADD Child by Thomas Armstrong, Ph.D. Essential for any parent of an active child. Detailed profiles of behavior patterns are keyed to suggested strategies for getting each child on track, without drugs or coercion. Softcover $4.99 $15.00
The Everything Sign Language Book by Irene Duke The Language that letʼs you talk with your hands and listen with your eyes. More than 300 easy-to -follow illustrations, including expressions, songs, emotions, ASL alphabet, money, and time. Softcover $4.99 $14.95
Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability by Joyanne Cobb Softcover $13.25 $18.95
Everything Parentʼs Guide To Children With Dyslexia: All You Need To Ensure Your Childʼs Success by Abigail Marshall A “must read” for every parent who knows or suspects their child has dyslexia. Softcover $13.45 $14.95
THE DYSLEXIC READER
SUPPLEMENT PAGE A3
Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities
by Lisa Kurtz
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
A Parents Guide to Asperger Syndrome & High Functioning Autism
by Sally Ozonoff, Geraldine Dawson and James McPartland
Softcover: 17.95 $19.95 A comprehensive guide to just about every outside-the-box therapy you might run across, and then some. An absolutely essential reference for anyone who wants to know and explore available options
Softcover: $13.45 $14.95 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 familiesʼ – needs are met.
Softcover: $13.25 $14.95 An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matterof-fact advice.
Ten Things Every Child With Autism Wishes You Knew
by Ellen Notbohm
Born on a Blue Day
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Aspergerʼs syndrome
A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member Softcover $10.50 $14.95
Softcover $9.80 $14.00
Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student
by Loren Pope Softcover $4.99 $14.00
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Canʼt
by Jean Bullard & Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00
Homework Without Tears: A Parentʼs Guide for Motivating Children to do Homework and to Succeed in School?
by Lee Canter & Lee Hausner, Ph.D. Detailed, step-by-step approach to turning the responsibility of homework over to your children. Hardcover $9.95 $13.95
Barronʼs 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
Math at Hand by Great Source Education Group Staff Softcover $17.00 $23.00
by Diane Frank How do you find a word in the dictionary if you have no idea how to spell it? With this book! Lets you look up words by their phonetic spelling to find its correct spelling. $25.95 Softcover
Ultimate Visual Dictionary
by Dorling Kindersley Publishing
A visual mathematical reference for primary and intermediate students Math-a-pedia: Intermediate Hardcover $34.95
Math-a-pedia: Primary Hardcover $24.95 each
(672 pages) Hardcover $32.00 $39.95
Bumperly Bumper Bee
by Michael D. Davis A beautifully illustrated story of a bee with challenges, whose talents help him prevail. A great tale of tolerance, understanding, friendship and achievement for ages 4 - 8.
How to Read Music
by Roger Evans Fundamentals of Musical Notation Made Easy Softcover $7.95 $11.95
by Ann Root & Linda Gladden This richly illustrated story offers a positive view and encouraging news for youngsters struggling in school. Geared to ages 5-9. Softcover $13.45 $14.95
SUPPLEMENT PAGE A4
THE DYSLEXIC READER
How To Order
Mail: DDAI 1601 Old Bayshore Hwy. #260 Burlingame, CA 94010 Fax: 1-650-692-7075 Phone: Toll free 1-888-999-3324 Local 1-650-692-7141 Online: www.dyslexia.com/bookstore
ITEM DESCRIPTION UNIT PRICE QTY TOTAL DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00 Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00 Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00 Symbol Mastery & Reading Exercises DVD . . . . . . $85.00 I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00 The Gift of Dyslexia 2010 Edition . . .. . . . . . NEW! $15.95 ..... The Gift of Dyslexia Classic Edition .LOWER .PRICE!. $9.50 . .. . . . . . . . The Gift of Learning . . . . . . . . . . . .LOWER. PRICE! $13.95 ..... ..... ) Dyslexia-the Gift Video (Specify: VHS or DVD . . . . . $39.95 Gift of Dyslexia Audio CD Set . . . . . LOWER. PRICE! $29.95 ..... ..... Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Symbol Mastery Deluxe Kit . . . . . . . . . . . . NEW!.$219.95 .... Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING $4.99 ADD: A Different Perception . . . . . . . . . . . . . . . . . .$9.95 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 $9.10 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95 Born on a Blue Day . . . . . . . . . . . . . . . . . $9.80.$14.00 ..... Bumperly Bumper Bee . . . . . . . . . . . . . . $12.75.$15.95 ...... Charlie’s Challenge . . . . . . . . . . . . . . . . . $13.45.$14.95 ...... Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99 Colleges That Change Lives . . . . . . . . . . . $4.99.$14.00 ..... Everything Parent’s Guide To Autism . . . . $13.45.$14.95 ...... Everything Parent’s Guide To Dyslexia . . . $13.45.$14.95 ...... The Everything Sign Language Book . . . . . . . $4.99.$14.95 ..... Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95 $9.95 Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95 $7.95 How to Read Music . . . . . . . . . . . . . . . . . . . . . . .$11.95 Learning How to Learn-Revised . . . . . . . $13.25.$18.95 ...... Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95 Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95 Math On Hand . . . . . . . . . . . . . . . . . . . . $17.00.$23.00 ...... $4.99 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00 Parents Guide to Asperger Autism . . . . . $13.25.$18.95 ...... Ten Things Every Child With Autism Wishes .$10.50.$14.95 ..... The Right Mind . . . . . . . . . . . . . . . . . . . . . $4.99.$12.00 ..... The Secret Life of The Dyslexic Child . . . . . . $10.50 .$14.95 ...... Smart But Stuck . . . . . . . . . . . . . . . . . . . . $4.99 .$19.95 ..... Strong-Willed Child or Dreamer? . . . . . . . $4.99 .$12.99 ..... Teaching Kids with Learning Difficulties . . . . . $29.50 .$36.95 ...... Ultimate Visual Dictionary . . . . . . . . . . . . $32.00 $39.95 Understanding Controversial Therapies . . . .$17.95 .$19.95 ...... Webster’s New World Children’s Dictionary . . . . . .$19.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Don’t Have to Be Dyslexic . . . . . . . . $15.95 .$19.95 ...... OTHER ITEMS Young Learner Kit for Home Use . . . . . . . . . . . . .$129.95
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THE DYSLEXIC READER
v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit DLS Mentor Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98
Recent Recommendations from The Lazy Reader Book Club
By Danny Brassell and Laura Zink de Diaz, Davis Facilitator in Bogotá Colombia Each month I receive an email from Danny Brassell, founder of The Lazy Readers’ Book Club. It contains a list of books he recommends for reluctant readers or for those who just don’t have time for much reading. (He knows we’re not lazy, just busy or in need of encouragement!) Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, for children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. Here’s a sampling of Danny’s most recent recommendations in all three categories. You can read more recommendations at the Lazy Readers’ website, www.lazyreaders.com. There you’ll find Danny’s picks, updated monthly, and 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 (www. bookends.org) will receive a donation. (Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness.)
The Monster Princess by D.J. MacHale Children 40 pages Publisher: Aladdin (August 10, 2010) ISBN-10: 9781416948094 ISBN-13: 978-1416948094 A great picture book that appeals to both girls (princesses) and boys (monsters). This is a hit in any home, kindergarten or first-grade classroom, with fun illustrations by Alexandra Boiger.
(continued on the next page)
v Netherlands (continued) Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959 Petra Pouw-Legêne DLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter DDA Director Maria Hoop +31 (0475) 302 203 Romina Toroz Utrecht +31 (61) 280-1821 Marieke Uiterwijk Leiden +31 (06) 45 911 913 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 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369
THE DYSLEXIC READER
Your 21st Century Brain By Rob Desalle, Michael A. DiSpezio, and the American Museum of Natural History Children 96 pages Publisher: Sterling Innovation (October 5, 2010) ISBN-10: 1402776586 ISBN-13: 978-1402776588 Whether you are a teacher or parent, if you breathe air or eat, YOU MUST PURCHASE THIS BOOK! I love it! It is loaded with great activities for kids (and adults) to better understand how their brains work. I’d like to send a copy to every federal official in charge of education policy in this country, as DiSpezio never once mentions any relationship between standardized testing and optimal brain function. Very kid-friendly, and – for that matter – parentfriendly, as well. DiSpezio has loads of other great science books, too.
Melvin Might? (Trucktown) By Jon Scieszka Children 44 pages Publisher: Simon & Schuster Children's Publishing ISBN-10: 9781416941347 ISBN-13: 978-1416941347 Jon Scieszka is one of my favorite children’s authors, and this is yet another great example of his work. Melvin is a cement truck and a constant worrier who makes even the trucks around him worry. The illustration dream team of David Shannon, Loren Long and David Gordon makes this an easy purchase for any parent or teacher.
Dinosaur vs. The Potty by Bob Shea Children 40 pages Publisher: Hyperion Book CH (September 28, 2010) ISBN-10: 9781423133391 ISBN-13: 978-1423133391 How is it that I never thought to write a book about preschoolers’ two favorite things, dinosaurs and toilets? Brilliant! Your little ones will request this one be read aloud every night.
Pop By Gordon Korman Young Adult 272 pages (big print) Publisher: Balzer + Bray; Reprint edition ISBN-10: 9780061742613 ISBN-13: 978-0061742613 Big print – don’t worry! Your boys will love this book about a teenager trying out for the high school football team and the eccentric old man who teaches him all he knows. Plenty of football for the boys, plus a great (and refreshingly deep) story of an unlikely cross-age friendship.
THE DYSLEXIC READER
Not Just Another Program (continued from page 3)
The requirements were doable and there was no final written test. It took two years to complete the courses and then I was officially a Davis Dyslexia Correction Facilitator. It was one of the proudest moments of my life. After all I had been through, I decided that I wanted to try just one more time to take the CBEST that I had tried so hard to pass so many times before. My wife was perplexed since I had no intention of teaching school, but I just wanted to see if I could get this thing nailed. It was the last thing standing in my way to get my teaching credential. I signed up for the test and, for the thirteenth time, paid the money. I have to admit I experienced some real fear that I was going to fail again. But I used my Davis “tools” and, took the test.
v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 360 7377 Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Angi Edwards Whakatane +64 (7) 308 6682 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Autism Facilitator/Coach Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator-Coach Autism Training Supervisor Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +66 (6) 376-1575 Colleen Morton Gore +64 (03) 208 6308 Wendy Person Hastings +64 (06) 870 4243 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Supervisor-Specialist Christchurch +64 (03) 363 9358 Alicia Trent Upper Moutere Margot Young Auckland +64 (0) 9 638 3627 v Norway Heida Karen Vidarsdottir Stavanger +47 958 03 822 Ragnhild Slettevold Skjaerhalden
Of Beetles and Angels by Mawi Asgedom Young Adult 192 pages Publisher: Little, Brown, Books for Young Readers ISBN-10: 9780316826204 ISBN-13: 978-0316826204 Why are so many young adult books depressing? No wonder teenagers have so many problems! They need to read more stories of inspiration. Start here, as this memoir chronicles Asgedom’s journey from an Ethiopian refugee camp to Harvard.
“I am truly blessed to have found the Davis Program, not only for my daughter but for myself.”
The Book of Strange and Curious Legal Oddities By Nathan Belofsky Adult 256 pages Publisher: Perigee Trade; 1 edition (August 3, 2010) ISBN-10: 0399535950 ISBN-13: 978-0399535956 I love quirky facts that nobody knows about, so this book fulfilled my inner Cliff Clavin. Loaded with all sorts of gems like, in West Virginia it is a crime to display or possess a red or black flag, and spherical fishbowls have been banned in Rome since 2004. Now you know!
Two months passed before the dreaded test scores arrived. Was this time going to be as disappointing as the last 12 times I’d opened the envelope? I took a deep breath, opened the envelope and screamed my wife’s name out. She came running asking what was wrong. In disbelief I exclaimed, “I passed!!! I passed!!!” I showed her my score and she exclaimed, “No way.” My score was actually higher than hers….way higher! She was so proud of me. And I am proud to say, so was I. This passing grade on the CBEST had been the only thing standing between me and my California Teaching Credential. THAT was a proud moment. My daughter is now a Junior in high school and has a 4.0 GPA. She loves to read and she writes amazing stories. She is shy by nature, but I shudder to think where she would be emotionally if we hadn’t found real help for her. I am truly blessed to have found the Davis Program, not only for my daughter but for myself. The tools I’ve learned to use have changed my life. After all the years of humiliation, confusion and fear, I’m finally doing something that not only energizes me but allows me to help others. I am so thankful that my wife “strongly insisted” that I give the Davis Program a try. Not only has my life changed, but now I am capable of helping you change your life too.
David Hirst is a Davis facilitator in Riverside, California. This article was first published at his website, http://dyslexiacorrectionspecialties.com,
v Philippines Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (46) 855 77 02 v Portugal Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Rubianes Vieira Lisboa +35 (191) 921 48 07 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moscow 972-3-6350973 Angela Frenkel Moscow Luba Niazov Moscow +972 (54) 476 6203 (Israel) v Scotland Paul Francis Wright Forres, Scotland +44 (077) 9684 0762 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Hortensia Florin Zurich +41 (079) 914 4124 Antoinette Fluckiger Mohlin + 41 (61) 854 4760
THE DYSLEXIC READER
Dyslexia – A Cup Half Full
By Elsie Johnson, Davis Facilitator in Manhattan, Montana, USA
Jacob came to me after his mom learned, as part of her graduate degree studies, how Ronald Davis’ contributions help dyslexic students. After a comprehensive search, she called Learning Options and spoke with me about her son.
What a gift to hear his news about grades, sports, and graduating from the supports provided by his Individualized Educational Jacob has had great success on Plan! Jacob has evolved into a successful and the football field and off! independent student, ready to complete his high school senior year a happy confident learner – Jacob had struggled since early elementary just as he had been so many years earlier, when school and would be entering high school he began school as a happy and eager-to-learn the following year. He was very discouraged, first-grader. and instead of experiencing the excitement One more gift remained. He remembered that that normally would go along with this rite of I had broken the handle of my favorite cup the passage, Jacob feared he’d once again suffer week we worked together. I love that cup and DREAD and discouragement. still use it. Empathy, one of the gifts of dyslexia, An anxious, defeated, and concerned is strong in this young man. Telling me it was Jacob arrived with his family for his Initial time for me to have a new cup, he handed me Consultation at Learning Options. He couldn’t a lovely new one. I like even stomach the idea to think that Jacob’s cup of eating lunch before represents how his life our meeting…imagine Jacob has evolved changed from a cup halfa teenager who’s not into a successful empty to a cup half-full. hungry! Three years after and independent Thank you, Jacob he finished his program, student and congratulations a new man, I found on coming full circle myself in his home town to become again the and arranged a lunch visit with his mom. To my surprise Jacob came student you were when you first entered school, confident and ready to learn! with her; apparently, he was doing so well that To add a bit more to Jacob’s cup, I learned missing a class to visit with me was something later that Jacob was crowned Prom King! But he could handle. Jacob’s not just king for a day or a year. With his We reminisced about fun times during his tools and the confidence he’s built over his high program, recalling how he taught me to make school years, he’ll be a king for life! people out of blossoms from the hollyhock plant by my office door, just as his mom had Since 1989 Elsie Johnson has worked with adults done when she was a child on the plains of and children with learning differences. She's been Montana. a Certified Davis Facilitator since 2001. You can Jacob cleared his throat to tell me about his learn more about the services she offers through current situation at school: her office, Learning Options, at her website, http:// thelearningoptions.com. .
Congratulations, Jacob – Prom King for a day, but a winner for life! “I continue to be on the honor roll, was starter on both football and basketball teams. I talk to my teachers easily, suggesting how they can help me with my learning, and I’m no longer an IEP student.”
THE DYSLEXIC READER
v Switzerland (continued) Heidi Gander-Belz Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Bern +41(31) 382 00 29 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 643 2326 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Yvonne Meili Reinach +41 (61) 422 16 06 Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 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 Andreas Villain Zürich +41 (076) 371 84 32 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Judith Zapata Prange Basel +51 964 382 889 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Lisa Cartwright London +44 (0773) 840-6500 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652
American actor, Patrick Galen Dempsey is best known for his role as Dr. Derek Shepherd on the television show, Grey's Anatomy. He has also appeared in a number of movies, such as Sweet Home Alabama, The Made of Honor, and Valentine's Day. Dempsey is a native of Maine. In his youth he was an excellent juggler; at 15 he tied for second place in 1981 at the Juniors Championship of the International Jugglers’ Association. He was also an excellent skier, and won the Maine state slalom championship while in high school. At age 12 he was diagnosed with dyslexia. In an interview with Barbara Walters in 2008, he discussed his dyslexia and its influence on who he has become. “It’s given me a perspective of – you have to keep working, I have never given up.” In 2006 Dempsey was nominated for a Golden Globe in the category Best Performance by an Actor in a Television Drama. He enjoys auto racing when he has time. He’s driven the pace car in the Indianapolis 500 and raced at Daytona and Baja. He is co-owner of IndyCar Series team Vision Racing and Dempsey Racing and participates as often as his acting career allows. In the late 1990s, when his mother was diagnosed and treated for ovarian cancer, Dempsey got involved with fundraising for cancer research and treatment. He helped start up the Dempsey Center for cancer at Central Main Medical Center in Lewiston, Maine and in 2009 he introduced the first “Dempsey Challenge,” an event through which cyclists, runners and walkers raise money for the cancer center. Over 3,500 people participated, raising over one million dollars. The Dempsey Challenge has now become an annual event in the Lewiston-Auburn area. Edward John “Eddie” Izzard is an internationally popular English stand-up comedian, actor and voice-over artist. In addition to doing highly popular stand-up routines, he’s starred in the television series The Riches as Wayne Malloy and has appeared in a number of movies, such as Ocean's Twelve, Ocean's Thirteen, Across the Universe, and Valkyrie. Izzard is dyslexic, so he generally doesn’t work from a script when doing comedy. Instead his style is rambling and whimsical, and he considers that Monty Python has been his main comedy role model. (John Cleese has referred to Izzard as the Lost Python.) He interrupts himself, and jumps from one topic to another, and one of his trademarks is to pause in his routine, filling the gaps with “so, yeah” and other verbal tics. He “thinks aloud” in order to make the writing process part of the show. In a 2004 interview with The Guardian, he stated, “It's the oral tradition. Human beings have been doing it for thousands of years.”
Dorrit Moussaieff is the First Lady of Iceland, a jewelery designer, editor, businesswoman, and socialite. She was born in Jerusalem in 1950. Her family is part of a long dynasty of jewelers. It is said that ancestors of hers weaved the robe of Genghis Kahn! Moussaieff is dyslexic and as a child she was home schooled in Israel and later, when the family moved to Great Britain. She speaks English, Hebrew, German, French and some Icelandic (although she has been teased in the Icelandic press about her accent). As a child Moussaieff showed a strong interest in jewelry and developed a talent for design. Her success as a jewelry designer built her fortune. “At the age of 14 I started to work in my parents' jewelry shop at the Hilton Park Lane in London,” she tells. “It was a hard time for me – all I did was sell jewelry. It's in my blood, you know; some people are artists or writers, but I am a jewelry salesperson in the blood, that's what I was born for.” In 2003 Moussaieff married Ólafur Ragnar Grímsson, president of Iceland, and thus became the First Lady of that country. In that capacity she helps publicize Icelandic culture and artists abroad and has helped her husband identify markets for Icelandic products. She is also dedicated to helping disabled children. Dr. Piëch is an Austrian business magnate, engineer and executive. His grandfather was Ferdinand Porsche, known for creating the first hybrid vehicle (Volkswagen Beetle, gasoline/ electric) and the first of many Porsche automobiles. Ferdinand Piëch began his career at Porsche, then worked for Audi where he eventually became its chairman. He is credited with turning Audi into a credible competitor against Mercedes-Benz and BMW. In 1993 he took on the chairmanship of Volkswagen Group and became its CEO. He retired at age 65 but still serves on the supervisory board of Volkswagen. Piëch is dyslexic and an engineer who has created numerous iconic cars, like the Audi Quattro, the Volkswagen New Beetle, the Lamborghini Gallardo and the Bugatti Veyron. As of 2011, this last one is considered the fastest, most powerful and most expensive automobile ever built for legal driving on public roads. As a consequence of his influence on the automobile industry, Piëch was named Car Executive of the Century in 1999. v
Ferdinand Karl Piëch
v United Kingdom (continued) Dyslexia Correction Centre Georgina Dunlop Autism Facilitator/Coach Jane E.M. Heywood Autism Facilitator/Coach DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Sara Kramer Wimbledon/London +44 (0208) 946 4308 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough, East Sussex +44 (01892) 667 323 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 London +44 (07846) 734-320 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077
THE DYSLEXIC READER
Dyscalculia And The Davis Maths Mastery Programme
By Sara Kramer, Davis Facilitator in Wimbledon London, United Kingdom
explanation, rather than by rote or repetition, and uses multi-sensory teaching strategies before moving to the traditional paper and pencil medium. The Maths Mastery Programme is an individualised one-to-one programme, typically completed over 30 - 45 hours. The programme provides a uniquely different approach to addressing the main problem areas: 1. Anxiety and stress • Fluctuations in concentration and ability • Increased stress or fatigue • Anxiety and exasperation Studies have shown that students with dyscalculia become confused and experience an inability to concentrate as they become overwhelmed by their difficulties. Reducing and managing anxiety is a key component of the Davis programme. The student is shown how to manage stress and energy levels using kinaesthetic tools. They are also given strategies to help monitor and maintain a relaxed state of concentration. 2. Reading problems • Reading and understanding maths books • Feeling that nothing makes sense • Relating printed questions to mathematical techniques
Mathematical understanding runs throughout all areas of our lives. It measures change according to a standard, and enables us to establish order through sequential steps, and assess the result. It is estimated that between 3 and 6% of the population struggle with dyscalculia, an inability to conceptualise numbers and the number facts. The DfES (Department for Education and Skills) defines dyscalculia as: …a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence. There are five main problem areas commonly experienced by people with dyscalculia: 1. Anxiety and stress 2. Reading problems 3. Memory difficulties 4. Reasoning problems 5. Arithmetical issues Dyscalculia typically occurs in thinkers who need to learn through meaning but have failed to grasp the meaning behind some or all of the mathematical symbols they have encountered. For these problems to be resolved, a medium must be found through which these meanings can be mastered. In the Davis Programme, a multi-sensory medium in the form of plasticine clay is used. The Davis approach looks at how confusion can arise in the learning process as a result of symbols, terms, concepts and processes that are not understood. Abstract concepts are made reality and confusions are “clayed out”, often with dramatic results. Mathematics begins to make sense as its relationship to real-life concepts becomes clear. The Davis approach acknowledges the dyscalculic person’s preferred learning style, namely to learn through meaning and hands-on
The reading correction strategies from the Davis Dyslexia Correction Programme are used. The methods make use of the three-dimensional learning style of the dyslexic student. The Davis methods are based on the idea that there is something different in this thinking style, something of great value, that can be worked with towards a greater understand of language and maths. Since dyslexic students think non-verbally, in pictures, they have difficulty thinking with the sounds of words. The Davis methods correct the learning disability, using the natural strengths and talents of the individual's personal thinking and learning style. The student is shown how to extract meaning from the written text.
THE DYSLEXIC READER
learning tool. Students are also given tools to rediscover their visual and kinaesthetic learning, which will help them remember formulae and telephone numbers. 4. Reasoning problems • Moving from concrete to abstract • Following steps in a mathematical process The multisensory nature of the programme, the use of plasticine clay, provides a basis for the student to experience the steps within a mathematical process. Once the meaning is established, the student can move intuitively from the concrete to the abstract.
v United Kingdom (continued) Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Jacqui Stewart Eastbourne, East Sussex +44 (01323) 748 933 Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker West Kirby Wirral +44 (0151) 625 6705 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 The Blueberry Center Margarita Viktorovna Whitehead DDA Director +44 (0)1684 574072 Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Janet Confer Irvine +1 (949) 589-6394 Reading Research Council Dyslexia Correction Center Ray Davis Davis Autism Trainer 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 Riverside +1 (951) 710-9616 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Newport Beach +1 (949) 873-2008 Karen Pongs Newport Beach +1 (949) 873-2008 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700
The British Dyslexia Association (BDA) estimates that about 40-50% of dyslexics show no signs of dyscalculia and that for some dyslexic pupils, difficulty with maths may stem from problems with the language surrounding mathematical questions, rather than with number concepts – that is, their dyslexia may cause them 5. Arithmetical issues • Understanding place value to misunderstand the wording of a maths problem. • Carrying out sums without a calculator It is important to clarify whether a student • Difficulty in learning and remembering is struggling because of reading difficulties or arithmetical facts whether they truly have a fundamental difficulty with maths concepts. These factors are explored Dyscalculic pupils often show a kind of during the assessment and each programme is rigidity that accompanies rote application of a individually structured to meet the student’s needs. procedure that is not properly understood. Once the underlying mathematical concepts have been 3. Memory difficulties mastered, the student works through a series • Remembering what different signs of exercises and is encouraged to explore how or symbols mean the concepts are applied to mathematics. The • Remembering formulae or theorems exercises are structured to ensure that students • Recalling dates, times, phone numbers etc. demonstrate, through the plasticine clay, that each step is understood with complete certainty A good memory for facts often depends on before they progress further. being able to organise them into meaningful The maths programme ensures that the student patterns. If arithmetical procedures are just develops numerosity (numeracy) and understands sequences of meaningless steps, then they will be that one is one and that this relates to a standard. hard to remember and frequently misapplied. Once this is understood the student can progress Mathematical symbols and processes all rest to look at amount and develop an understanding on a series of foundation concepts or universal that a numeral represents a quantity. laws which have to be fully understood before The Davis approach acknowledges the maths can be mastered. The Davis Facilitator, dyscalculic person’s preferred learning style, or student’s helper, takes the student on an namely to learn through meaning and hands-on exploratory journey through the seven main exploration, rather than by rote or repetition, and concepts which underpin maths. uses multi-sensory teaching strategies before For example, one such concept is Sequence, moving to the traditional paper and pencil medium. the principle that one thing, such as a number or quantity, follows another. Another important concept is Time. All programmes include a detailed look at how time relates to the student’s own life. Once the student has mastery of these concepts, the programme then follows a series of exercises to introduce arithmetical concepts and symbols. These small, careful steps ensure that the student has a clear understanding of the meaning behind the symbols and procedures. Rote learning depends largely on auditory memory and is unlikely to be a natural learning strategy for a dyscalculic child. The exploratory nature of the programme is a more powerful
Copyright 2011 DDFA The Davis Maths Mastery Programme is clearly explained in the book The Gift of Learning (ISBN 0-399-52809-1) by Ronald D. Davis. Chapter 18 details what must be done, when to do it and the reason why. Please contact the DDFA www. unlocking-learning.co.uk if you would like more information on dyscalculia and the Davis methods or to find a Davis Facilitator.
California (continued) Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Lesa Hall Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323 Indiana Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Massachussetts Karen LoGiudice Fundamentals Workshop Presenter Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 997-4642 Michigan Molly Scoby Greenville +1 (231) 250-7260 Kathleen McNally Jackson +1 (304) 382-5612 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Charlotte +1 (517) 652-5156 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) +1 (231) 250-7260
THE DYSLEXIC READER
Gardening Just another day at the plant. Satellite A low-fat version of Saturday. Adverse Like an adverb, but only used in poetry. Pole Vault Where Santa Claus keeps all the presents. Window What you hope to do when you visit a casino. Thesaurus Ancient reptile with an excellent vocabulary.
“Teaching at its core is a moral profession. Scratch a good teacher and you will find a moral purpose.” – Michael Fullan, international leader in the field of educational change in Educational Leadership, March 1993 “One can resist the invasion of armies; one cannot resist the invasion of ideas.” – Victor Hugo (1802-1885), French writer, artist and statesman, author of Les Miserables and The Hunchback of Notre Dame “The heart has its reasons, which reason does not know.” – Blaise Pascal (1623-1662, French mathematician, physicist, inventor, writer and philosopher In answer to the question, “Are people born good writers?”: “No. You have to read, read, read, read, read, read, read, read, read, and read. As you read, you unconsciously assimilate the rudiments of style and technique.” – James Ellroy, American novelist (author of L.A. Confidential)
THE DYSLEXIC READER
Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Clark Brown Roach +1 (573) 552-5772 Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611 Montana Elsie Johnson Manhatten +1 (406) 282-7416 Nebraska Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Reno +1 (775) 265-1188 New Hampshire Glenna Giveans Davis Facilitator Autism Facilitator/Coach Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Ritchie Holly/Rochester +1 (585) 233-4364 North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Linda Wright Duncan +1 (580) 641-1056 Oregon Nicki Cates Portland +1 (586) 801-0772
Newly Licensed Davis Facilitators
A Special Welcome to our first Davis Facilitator from Chile.
Luba Niazov “Our DCC (Dyslexia Correction Center) specializes in offering the Davis Dyslexia Correction Program in Russian, Hebrew and English to children and adults struggling with dyslexia and different learning disabilities across Russia, Israel and abroad. More than seventy learning disability categories appear to be varieties of, or related to dyslexia. The Davis Dyslexia Correction Program has been used successfully to provide varying degrees of improvement for all such conditions.” Clinic “Medis.” Academica Anohina str. 2 corp. 6, Moscow, Russia +972 (544) 766 203 in Israel. Luba.firstname.lastname@example.org Ximena Hidalgo Pirotte “I work privately, one-on-one. I am willing to travel.” Barbastro 11345, Vitawra Santiago, Chile. +56 (02) 243 0860 email@example.com Anne Guignard “As a teacher I attended several training courses to better help my students. The Davis Method is the only one that offers a sustainable solution for students who still have difficulties.” Apprendre et réussir. Am Bounert 12, L-6975 Rameldange, Luxembourg +352 (691) 245 252 Apprendreetreussir@yahoo.com Patrick Courtois 20 Rue Des Bergeronnettes, Juvignac 34990, France +33 (6) 37 40 49 67 firstname.lastname@example.org Eugénie Schares “As a mother of a dyslexic child I would like to share with those I can reach, the good experience we experienced with the Davis Method.” Via Volontari Della Liberta 68, Osoppo, Italy I 33010 E.email@example.com Christian Gleiß “Years ago I completed a Davis Program. Now I want to be a Davis Facilitator myself.” Am Breter 14, 74653 Ingelfingen, Germany +49 (07) 940 2276 Christian.firstname.lastname@example.org Hortensia Florin Wyssgesse 9, CH 8004 Zurich, Switzerland +41 (43) 243 9428 or 079 914 4124 email@example.com Elvira Woelki “I am 49 years old and I am a remedial teacher and systemic therapist for families. In my practice I work with children and teens with emotional and social issues, problems in school, etc. I also work with their parents on issues relating to education. I am very happy to offer the Davis Program through my practice to children and young people with dyslexia, dyscalculia and ADHD. I’m also very glad to be part of an international and national group of colleagues.” Heilpoïdagogisch-therapeutische Pratis. Dreerstr. 10, 87719 Mindelheim Germany. +49 (8261) 763 638 firstname.lastname@example.org Angela Frenkel B.M. Defectology; Clinic “Medis”. Academica Anohina str.2, corp.6, Moscow, Russia email@example.com
C O N G R AT U L AT I O N S !
Davis Facilitator, Karen LoGiudice, has completed the coursework and training to become a full-fledged Gift of Dyslexia Fundamentals Workshop Presenter. Karen's practice, New England Dyslexia Solutions, is located in Amesbury, Massachusetts (http://www.ne-dyslexia.com/). Now, in addition to her work as a Facilitator, she'll be traveling around the country presenting the fundamentals of the Davis Method to many others! Congratulations, Karen!
Oregon (continued) Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Autism Facilitator/Coach Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Leslie Ledoux Amarillo Autism Facilitator/Coach +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427 Donna Northcutt Irving +1 (214) 315-3698 Dorothy Owen Supervisor-Specialist Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Susan Stark Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Laura Warren
DLS Workshop Presenter-Mentor
THE DYSLEXIC READER
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.
Lubbock +1 (806) 790-7292 Virginia Donna Kouri Rockville +1 (804) 240-0470
THE DYSLEXIC READER
Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Blackburg +1 (504) 552-0603 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 West Virginia Allison Boggess Culloden +1 (888) 517-7830 Gale Long Autism Facilitator-Coach Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Autism Facilitator/Coach Wausau +1 (715) 551-7144 Marla Verdone Janesville Toll Free 1-800-753-8247 v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326
Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• • • • • • focus attention control energy levels improve eye-hand coordination learn the alphabet learn basic punctuation develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 pounds) • Clay cutter The Davis Methods • Webster’s Children’s Dictionary for Young Learners (hardcover) Davis Focusing Strategies provide • Punctuation Marks & Styles Booklet children with the self-directed ability to be physically and mentally focused • Two Koosh Balls • Letter Recognition Cards on the learning task at hand. • Laminated Alphabet Strip Davis Symbol Mastery enables • Stop Signs for Reading Chart children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.
The Kit is priced at $129.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1 (888) 999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.
This Directory is current as of May 1st, 2011. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.
THE DYSLEXIC READER
Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California
2011 DATES & LOCATIONS
Date Nederland May 13 – 14 Beek +(31) (0) 46-4374907 Location Telephone
United Kingdom June 13 – 14 United States June 20 – 21 June 21 – 22 Richmond, VA, USA Denver, CO, USA Lubbock, TX Frisco, TX Brookings, SD Shallotte, NC Springfield, MA +1 (888) 805-7216 +1 (719) 324-5825 +1 (806) 790-7292 +1 (806) 790-7292 +1 (605) 692-2842 +1 (910) 754-9559 +1 (903) 533-9107 Ascot Berkshire +44 (0)1684 566300
Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $65 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.
Jul 7 – 8 Aug 1 – 2 Aug 2 – 3 Aug 4 – 5 Sept 22 – 23
For more details, visit www.davislearn.com
THE DYSLEXIC READER
Materials included with workshop
The Gift of Dyslexia Workshop
Fundamentals of Davis Dyslexia Correction® based on the best-selling book The Gift of Dyslexia by Ronald D. Davis WORKSHOP OUTLINE DAY ONE
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session
Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)
Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures
To register for US workshops call toll free 1 (888) 805-7216
2011 WORKSHOP ScHEdUlE
Australia July 18 – 21, 2011, Perth, WA Presenter: Lorna Timms Language: English Telephone: +64 (3) 477 0056 Email: firstname.lastname@example.org Colombia May 30 – June 2, 2011, Bogotá Presenter: Cathy Calderón Language: Spanish Telephone: +52 (81) 8335 9435 Email: email@example.com Denmark October 27 – 30, 2011, Silkeborg Presenter: Robin Temple Language: English / Danish Translation Telephone: +49 (040) 2517 8622 Email: firstname.lastname@example.org France August 25 – 28, 2011, Paris Presenter: Gabriela Scholter Language: French Telephone: +49 (040) 2517 8622 Email: email@example.com Germany July 7 - 10, 2011, Hamburg Presenter: Ioannis Tzivanakis Language: German/English translation Telephone: +49 (040) 2517 8622 Email: firstname.lastname@example.org September 30 - October 3, 2011, Freiburg Presenter: Ioannis Tzivanakis Language: German/English translation Telephone: +49 (040) 2517 8622 Email: email@example.com Mexico June 6 - 9, 2011, Mexico dF Presenter: Cathy Calderón Language: Spanish Telephone: +52 (81) 8335 9435 Email: firstname.lastname@example.org New Zealand July 26 – 29, 2011, dunedin, Otago Presenter: Lorna Timms Language: English Telephone: +64 (3) 477 0056 Email: email@example.com United KIngdom May 30 - June 2, 2011, Malvern, WOR Presenter: Richard Whitehead Language: English, Russian Telephone: +44 (0)1684 566300 Email: firstname.lastname@example.org United States June 20 – 23, 2011 Burlingame, CA Presenter: Lorna Timms Language: English Telephone: +1 (888) 805-7216 Email: email@example.com October 10 – 13, 2011 Burlingame/San Francisco Presenter: TBA Language: English Telephone: +1 (888) 805-7216 Email: firstname.lastname@example.org december 5 – 8, 2011 Dallas/Ft. Worth, Texas Presenter: TBA Language: English Telephone: +1 (888) 805-7216 Email: email@example.com
For updated workshop schedules visit: www.dyslexia.com/train.htm
Dys•lex´ •ic Read´ er • PAGE 28 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010
THE DYSLEXIC READER STANDARD
BURLINGAME, CA PERMIT NO.14
CHANGE SERVICE REQUESTED
U.S.A. Workshop Information: Questions?
Call Dorothy Owen Davis Training Consultant: Toll Free: 1 (888) 392-1134 Email: firstname.lastname@example.org
The Gift of Dyslexia Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who should attend: • 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.
2011 InTERnATIOnAl ScHEdUlE
May 30 – June 2 May 30 – June 2 June 6 – 9 June 20 – 23 July 7 – 10 July 18 – 21 July 26 – 29 August 25 – 28 Sept 30 – Oct 2 October 10 – 13 October 27 – 30 December 5 – 8 Bogotá Malvern, WOR Mexico, DF Burlingame, CA Hamburg Perth, WA Dunedin, Otago Paris Freiburg Burlingame, CA Silkeborg Dallas/Ft. Worth, TX Colombia United Kingdom Mexico USA Germany Australia New Zealand France Germany USA Denmark USA
U.S. Course Schedule • 8:30 – 9:00 Registration (first day) • 9:00 – 5:00 Daily (lunch break 12:00 – 1:30) U.S. Fees & discounts – Special Rates for 2011 • $925 per person, normally $1175 ($200 deposit required) • $875 early bird discount with full payment, normally $1075 • Advance registration required • Includes manual, one-year DDAI membership, verification of attendance, and Workshop Kit • Academic units and CEUs available
See page 27 for more workshop details.
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E-mail: email@example.com DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: firstname.lastname@example.org SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: email@example.com DDA-Latin America Calzada del Valle #400 Local 8 Colonia del Valle Garza García, Monterrey Nuevo León México, CP 66220 Tel: 52 (81) 8335-9435 Email: firstname.lastname@example.org DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: 31 (475) 520 433 Fax: 31 (0475) 301 381 E-mail: email@example.com DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0)1684 566300 E-mail: firstname.lastname@example.org DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: email@example.com
Enrollment limited v Classes fill Early v call 1 (888) 805-7216 or 1 (650) 692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask for our booklet.
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