˜ Dys • lex´ ic Read´• er •


ISSUE 4 • 2009

Allie: Happy, Included and Confident
By Gale Long, Davis Autism Facilitator/Coach in Elkview, West Virginia, USA

Facilitator Observations – February 2008 As I listened to Ronald Davis discuss the characteristics of autism in his very first Autism Workshop in Burlingame, California, my mind instantly went to a bright young lady whose Dyslexia Correction Program was scheduled in a couple of weeks. At our first meeting, she guardedly entered my office for an assessment. The purpose of the meeting was to determine if she would be a good candidate for a Davis Dyslexia Correction Program. However, I began on that day to notice things about Allie that made me wonder if her struggles were beyond the scope of the Program. As she entered the office, she hid behind her mother slightly and clung to her hand as though, if she let go, something terrible might happen. But her curiosity was evident by the way she watched me through beautiful blue eyes and long lashes. As she began to become more relaxed in my presence, a giddiness took over her and she began to squeal

and jump up and down. With obvious excitement, she shared some experiences with me, but I had so much difficulty understanding her speech that I had to pretend I knew what she had said. I knew from our meeting that Allie would be able to overcome her difficulties with dyslexia, but the images of her unusual conduct and communication remained vivid in my mind. Now, as I listened and watched Ron Davis share his ideas
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Allie, happy with her Davis Program

Davis Autism Approach Program Now Available!

For the last year and a half, DDAI

News & Feature Articles Awesome Work ...................................... 4 Another Great Workshop......................... 5 Bugs!...................................................... 6 Picture Thinkers ....................................... 7 Grassroots Lecture Tour ........................... 8 Dreams and Speed Bumps................. 9, 10 Lazy Readers’ Book Club ..................14-16 Book and Software Reviews ............17-20 New on the Dyslexia, the Gift web site ...21 Regular Features In the Mail .............................................. 2 Famous Dyslexics .................................. 10 Q&A ............................................... 11, 12 New Davis Licensees ....................... 22, 23 Davis Workshops ............................. 26, 27

has been quietly training current Davis Dyslexia Correction Facilitators to provide the Davis Autism Approach Program. Ron Davis, himself, was born a “Kanner’s baby” in 1942. Around the age of nine he began to develop out of his severe autism and did not learn to speak in sentences until the age of 17. Over the last 28 years, he has been researching and developing a standardized counseling program to help autistic individuals to participate more fully in life. By February of 2008, he and a small group of Davis Facilitators had enough evidence of the efficacy

of the program he developed, to begin offering training to Facilitators interested in expanding their services. The training is demanding, but as of today there are two certified Davis Autism Approach Trainers, and nine fully trained and certified Facilitator/ Coaches available to provide this service in several countries and languages. The Davis Autism Approach is designed for individuals with high functioning autism who speak and are able to interact with others. As with Davis Dyslexia Correction, the first step is to meet with the family and client, to establish rapport, and determine
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© 2000 Randy Glasbergen


In The Mail
Dear Ronald D. Davis: Earlier this year my son spent a week doing the Davis Dyslexia Correction Program. It was truly inspiring. My son never felt very smart in school, and once wrote a heart-breaking story about a boy called “Fish-brains.” But now he realizes that he can read just as well as his peers, has a photographic memory, and that he is indeed very, very smart. Before he did the Program, he hated reading. Since completing his Program, he’s read six books at his grade-level, with full comprehension and enjoyment. Before his Davis Program, he would defer to his peers or older brother on matters big or small. But since completing it, he has noticeably more confidence in himself, and in his feelings and opinions. I’m sure Ron Davis hears words of thanks all the time, so here’s another. Thank you for sharing your experiences, wisdom and methods. You’ve made so many people’s lives better by doing so. I’m profoundly grateful.
Ann Birch Vancouver, BC, Canada














The roundest knight at King Arthur’s round table was Sir Cumference. He acquired his size from too much pi. I thought I saw an eye doctor on an Alaskan island, but it turned out to be an optical Aleutian. A dog gave birth to puppies near the road and was cited for littering. Two hats were hanging on a hat rack in the hallway. One hat said to the other, “You stay here; I’ll go on a head.” I wondered why the baseball kept getting bigger – then it hit me. Two silk worms had a race. They ended up in a tie.

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: INTERNET: The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2009 by DDAI, unless otherwise noted. All rights reserved.

of conversation. It was a tendency of Allie’s to be overly friendly. She had unusual sensitivities to light, foods and touch. Her sensory integration disorders caused a need for therapy for several years. As with most autistic individuals, Mother’s Observations – 2008 she had difficulty with transitioning when I recall thinking, as we completed changing activities, as well as difficulty the Davis Dyslexia Correction Program, making and keeping friends. that Allie now had the tools she needed Could it be possible that a program to deal with her educational difficulties. built around clay concepts could be the I was just thrilled with the results of solution for Allie’s struggles? We had Allie’s week-long Davis Program and spent 14 years looking for an answer our follow-up activities. Even though I and we weren’t going to turn down this had hoped Allie would become a better opportunity. Of course we would allow reader, I was pleased that some of the Allie to do this program. It was destined speech issues were improving. I knew that she would become Gale’s first Davis that Gale was receiving some training in Autism Approach client. dealing with Asperger Syndrome. I had Let’s introduce you to Allie. She was thought about it and after researching it not speaking at two-years-old. She was on-line I’d come to the conclusion that almost 20 months old before she began to Allie probably had Asperger Syndrome. walk. When she did, she would run into None of the walls and tables. other professionals It was like she had I’d consulted had no perception that Could it be possible that ever mentioned they were there. At a program built around this possibility. times, she would clay concepts could be When Gale told fall over backwards the solution for Allie’s me she was and hit her head. struggles? We had spent learning about She had no fear of 14 years looking for an these issues, I walking off a porch answer and we weren’t hoped Allie could or into a swimming work with her. going to turn down this pool, so she had Gale approached to be constantly opportunity. me one afternoon watched. and said, “Sabrina, At age 4, she has anyone every was still not talking, used the word ‘Asperger’ in connection was incontinent with bowels and bladder with your daughter’s challenges?” and had no concept of soiling herself. The My heart leaped. I was so excited. awareness was absent. I recall an incident My mother and I had been thinking in Kinderdance where Allie was in a about it for years. We originally had performance. She stood perfectly still in no hope that someone would be able to the dance line while watching the others help Allie overcome the major issues perform. She did not like to interact with in her life. We had been dealing with others, in spite of the desire to be liked some of them for many years through and be a part of the group. therapy and medication. Allie had many We were in a state of constant stress of the symptoms of Asperger Syndrome. during her elementary years. The Besides the speech issues, she struggled school had no plan to help her. They did with rage and anger, was easily over not know how to deal with her in the stimulated by sounds, crowds, lights classroom. The students didn’t know and smells. Her motor skills were how to interact with her. They would underdeveloped making normal activities make fun of her and because she had no such as bike riding and walking difficult. verbal skills, she would become physical Her obsessions and compulsions were with objects. Allie later described these issues that made daily activities difficult. experiences as “having a meltdown.” At Social cues were missing, making it one point, she said to the teacher “I have hard for her to read or observe facial a pencil and I’m not afraid to use it.” expressions, body language and the rules When explaining to her mother why she in our Autism Approach training session, I was confident that I would love for Allie to be my first Davis Autism Approach student.
Allie (continued from page 1)

said that, she said that she had heard it on TV. She was expelled for the incident. She went to a behavioral school in 4th grade for part of the school year. That school helped her learn how to interact with other children, to a degree. When entering middle school, Allie was faced with chaos, anxiety, wanting to fit in, feeling rejected, having no friends and being bullied. The professionals informed me that I needed to accept the fact that Allie would never be better. We were told that at this age, her reading would not improve any more. I was told to begin making accommodations for her. The future looked bleak both educationally and socially. But there were those who insisted that Allie was intelligent. At this point we became aware of Davis Dyslexia Correction. Fortunately, as Allie completed her Program, Davis was launching a program for autism. We were thrilled that Allie would be one of the first to take advantage of the Davis Autism Approach. Facilitator Observations – 2009: One Year After Completing Davis Autism Approach I recently met with Allie for an after-school meal. As the students were dismissed from class, I noticed Allie calmly walking down the sidewalk chatting and laughing with a friend. What a difference! A little over a year ago, as I picked her up for our autism sessions, it was common to see the others bullying her or ignoring her in the playground. Many times, she had been crying. My heart ached for her as she struggled to fit into her world. Today, Allie has many friends who treat her as an equal. Allie just recently took part in an overnight trip and a day of rafting. In previous years, attending her summer care at the local YMCA, this opportunity was available, but Allie had never had a friend and didn’t have

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the skills to take part in an overnight experience. So this was huge – being able to overcome fears and inadequate social skills to actually enjoy a wonderful day with friends! Allie still struggles at times, but she has the tools and the ability to assess situations and respond appropriately. I have learned lessons from Allie as she has taught me to understand how difficult things are from the autistic perspective.


Working with clients using the Davis comfortable being in an oriented state, Autism Approach is the most awesome and knows how to get there voluntarily. work I have ever done. It is like watching The next segment of the program, miracles unfold before my very eyes. identity development, allows the client During the first part of the program, to progress quickly (relatively speaking) As we ended our dinner together, I individuation, I begin to see glimpses of through the stages of normal development asked Allie’s mother if she could tell me the real person behind the autism mask, that he has missed, in part or in whole, as three words to describe Allie before her or noise, during brief periods of what we a result of not being totally present in the Autism Program. She replied: isolation, frustration and sadness. The three phrases call orientation - what most people would real world. As we explore these concepts that she uses to describe Allie now: hope, likely refer to as being totally present. In together, the real world becomes more the beginning, such moments are brief and more known to the client. lightness in attitude and joy. I anxiously and fleeting. One must be very alert to I once worked with a young woman awaited Allie’s response to the same catch them and respond. of 26 years on the concept of time. questions. She carefully thought about I had one little seven-year-old in my When I talked about the earth rotating it and told me her three words: sadness, office who was not much interested in and us being on it, she looked up with loneliness and misery. Today she says she what I had in mind a beautiful feels happy, included and confident. for our agenda. For expression on As they begin the Davis Autism over an hour, he her face, and said Approach, children have many and varied As individuation becomes wandered around, that she suddenly symptoms. This program addresses the more stable, the fleeting chatted incessantly, felt OK, more needs of each student where she (or he) touched things, balanced and moments of orientation is and provides the appropriate skills and was generally connected on gradually expand, and the and tools. These tools allow them to deal in his own world. this earth. She amount of time spent gone with difficult areas of life, but they also Even though he did then told me that is gradually reduced. help them become fully involved with address me from she gets goose life and the world around them. With the time to time, or bumps when she Davis Autism Approach tools in hand, it ask me questions gets oriented, that becomes possible for the student to no occasionally, he was not much interested things look so much clearer, not all fuzzy longer be simply an observer of life – in my responses, often not even waiting and shimmery. Her mother told me that but a participant. v for my reply. Finally, he stopped in mid- a short time later she had arranged to stream, came to my little table where I meet my client for dinner at a restaurant. You can read more was waiting for him, looked me in the “Usually she is at least a half hour late about Davis Autism eye and said clearly, “OK. What are we and is often annoyed when I call her. Approach at: www. meant to be doing?” I told him what I This time she called slightly before she wanted him to do, and he sat right down was due and told me she’d be there in 10 You can visit Gale’s and did it. He was totally with me for minutes. And she was!” This represented website at: www. about five minutes, and then got up and a huge change for this client, one that or was gone again. may enable her eventually to become contact her at New As individuation becomes more stable, employed. She has always lost any job Horizons Dyslexia the fleeting moments of orientation she could find because she could never and Autism center gradually expand, and the amount of time get to work on time. by e-mail at spent gone gradually is reduced. This I had a similar experience with a is not something I am doing; it simply young man as he completed work on the happens as the client becomes more concept of sequence. He had never been

Allie still struggles at times, but she has the tools and the ability to assess situations and respond appropriately.

Awesome Work
by Cathy Dodge Smith, Ed. D., Davis Autism Approach Facilitator/Coach in Oakville, Ontario, Canada.

able to follow even a simple sequence of steps, such as a written recipe, or a written note telling him how to go to the grocery store, buy one item, and get back home. The look on his face as he repeated the final mastery step for sequence was one of pure joy, delight, surprise, and peace.


Another Great Davis Symbol Mastery Workshop
By Sue Hall, Davis Facilitator in Vancouver, BC, Canada

“…she suddenly felt OK, more balanced and connected on this earth. She then told me that she gets goose bumps when she gets oriented, that things look so much clearer, not all fuzzy and shimmery.

For some parents discovering that others have such incredible imaginative Once identity development has been talents comes as a complete revelation. completed the last segment of the Davis Even those who may have taught English program is social integration. Once more, or drama their whole lives, can find it it is awesome to witness the awakening amazing to learn that a word like “the” of awareness of how relationships work. actually has a specific meaning that can One young lad told me he “really needed be conveyed in clay! this,” because he had always been totally This workshop always teaches me frustrated by things he was expected that there’s something I can do better. It’s to know, but had never been told. He become one of my favorite professional discovered what are usually referred to development opportunities, and I just Gerry Grant leads a discussion as unwritten rules of social interaction. love it! We tossed each other Koosh We spent a delightful time together trying balls and practiced the Davis Reading There are exceptions, and one such to think of and write down a number of gifted person became my first Davis Post- Exercises, and of course, we delved deep unwritten rules! into trigger words. Program Tutor. Carolyn Van Meenan Davis Autism Approach is a natural, Thank you to Sue Jutson (fellow Davis helped her son Curtis so successfully, drug-free, and respectful way to help an Facilitator), Donna Doerksen and Bruce that I asked her if she would help another autistic individual develop the capacity Shore (currently tutors) who helped little guy. This she did willingly, and to participate fully in life. I feel honoured again successfully, and so a tutor network make the two-day workshop run so very to have been able to participate in its smoothly, and created such a lightwas launched. development, and experience the joys hearted atmosphere. A huge thank you Gerry Grant, a Facilitator in Ontario, its implementation brings to autistic to Gerry Grant who, as ever, provided Canada had also trained one of his individuals and their families. v “moms” to help support trigger word mastery. (She is now a Davis Facilitator). Cathy Dodge Smith Gerry later became our Canadian has been a Davis Specialist/Presenter, and I asked him Facilitator since 2001 if he would put a workshop together to and became a Davis enhance post-program support. DDAI Autism Approach agreed and our June 2009 Davis Symbol Facilitator/Coach Mastery Workshop is the third such event in 2009. You can we’ve held. This one turned out to be one visit her website at: of my favourite Davis experiences. I was particularly proud to have or contact her via email at: 14-year-old Coel Ediger with us. Coel completed her Davis Program four years Surveying each others’ solutions to the ago and has decided she’d like to help puzzles of Symbol Mastery other children do Symbol Mastery during (continued on the next page) the holidays.

Such a treat: two days in June 2009 with wonderful like-minded people, in a lovely old house, on beautiful grounds, amazing weather, a superb presenter, great refreshments, willing helpers… what more could you ask for? I have been a Davis Facilitator for over 10 years now, and I wasn’t far into my new life when I realised that not only was I not the right person to help my son through his trigger word list after completing his Davis Program, but that many parents are in the same situation.

Practicing proper Koosh Ball tossing



Pull Those Covers Up Over Your Head!
Editor’s Note: I like to think of budding poet, Ian Tassin, as “Stephen King the Younger”! He is eight years old and and clearly has a talent for creating a really creepy feeling, both with words and illustrations! He recently completed a Davis Dyslexia Correction Program with Gale Long, Davis Facilitator and Autism Facilitator/Coach in Elkview, West Virginia. Great poem, Ian!

In addition to learning much, a great time was had by all!

a very safe, fun-filled workshop, full of valuable information and insights. Thank you to The Whole Dyslexic Society for assisting financially, and here’s to all the students who will benefit from a stronger support network! v

There are roaches in the kitchen And bed bugs in your bed There are maggots in the garbage And white lice on your head! They’re creeping in your house And crawling in your socks You’ll find them in the bathtub And underneath rocks! There seems to be no escape From these creepy crawly things Because they’re everywhere And most of them have wings! They’ll chase you through the darkness They’ll chase you in the light They’ll chase you in the daytime And all through the night!

Models of three words mastered during the Symbol Mastery Workshop in Vancouver, B.C., Canada

By Ian Tassin


The pictures that are drawn are usually of you doing the right thing or the wrong thing, depending on how you’re feeling at the time - and whenever you think that it’s the person in your head drawing them, it always seems to be you on the outside. some people wouldn’t even dare to try. You can imagine things that nobody could have thought except for you and man, the dreams you have at night are pretty full-on! Some famous people with dyslexia are: Albert Einstein Alexander Graham Bell John Lennon Leonardo Da Vinci Tom Cruise Muhammad Ali Walt Disney Thomas Edison Eddie Izzard Oh, gee, it’s endless…

Picture Thinkers
By Ed Richards in Westmere, Auckland, New Zealand Editor’s Note: Ed is 10 years old and in Year 6 at Westmere Primary School. In February of this year Ed did a Davis Dyslexia Correction Program with Facilitator, Vivienne Carson of Auckland, New Zealand. Vivienne tells us he was a delight to work with. One of Ed’s goals was to learn to spell “triskaidekaphobia” – fear of the number 13. He mastered the spelling really easily – and Vivienne did too! Some time after his Davis Program, Ed wrote and presented in class the following great speech. Congratulations, Ed!

Some people think dyslexia is just about getting letters muddled up. But it’s like your brain has hands and it’s doodling away.

Pictures are the way that most dyslexics think. Some of us think of dyslexia as a gift. Some of us, a disability. Some of us, a disease. Oh, and the ones who think it’s a disease have very low self-esteem. And then there’s people like me, who think it’s just another way of thinking.

I’m glad I have dyslexia!

Some people think dyslexia is just about getting letters muddled up. But it’s like your brain has hands and it’s doodling away. You’ve got your body on the outside and then you’ve got another person on the inside that has your true personality – which is a very unfocused personality – and it just makes you doodle all the time.

Early this year I went for a Davis Dyslexia Correction Programme which was developed to help dyslexics learn more easily in a classroom environment. It gave me tools for focusing at class time and how to refocus myself when I get distracted. When you have dyslexia, even the smallest bump can send you hurtling off topic. The Davis Programme gave me a good insight into how my mind works. Stuff like, I see myself or my thoughts through my mind’s eye, which is your third eye which nobody can see except you, because it’s inside. Like, for instance, if I had a thought, it wouldn’t just pop up. The postman would open the picket-fence gate, walk down the cobble-stone path, and drop it off at the doorstep. And that’s just the thought. But imagine what the thought could be… Some people who aren’t dyslexic can think of dyslexia as a bad thing. But if you think about it, it has some major advantages. It’s simply a personality difference. Or the fact that with your vivid imagination you can draw things

Fear of the number 13 – a word Ed mastered during his Davis Programme

A lot of people don’t understand dyslexia and a lot of people are in fact dyslexic and don’t know it. A lot of the time dyslexia can be an advantage. Some people believe that kids who go to school and just learn to read and write spend all their time reading and writing but not actually thinking, and that’s when the advantage comes along. Dyslexics are learning about different things in their own time at school and in this case we’re actually learning to think – which is by far the most useful product of learning. To be completely honest, I’m glad I have dyslexia, except for the fact that my Dad keeps nagging me about it, and I have to do extra homework. And I have to go to endless classes to try and learn what other people are learning. But you know what? It’s all worth it. v

Quotable Quotes
“Man’s mind, once stretched by a new idea, never regains its original dimensions.” –Oliver Wendell Holmes, Jr. (1841-1935) American jurist who served on the Supreme Court from 1902 to 1932 “Opportunity is missed by most people because it is dressed in overalls and looks like work.” –Thomas Alva Edison (1847-1931) American inventor, scientist and businessman, whose many inventions changed the world

PAGE 8 International Davis Dyslexia Correction® Providers
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 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 Caringbah NSW +61 (02) 9524 3837 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Mosman/Sydney +61 (02) 9968 1093 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 Mordialloc/Melbourne +61 (342) 030 54 05 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 Heidi Rose Pennington/Adelaide +61 (08) 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


Ron Davis North America Grassroots Lecture Tour – Final Month
Ronald D. Davis, DDAI founder and internationally bestselling author, has been touring North America presenting a series of town-hall-style lectures titled Discover the Answer to Dyslexia. His lectures have been enormously wellreceived. He has provided parents, dyslexics, educators, and professionals in communities across the United States and Canada an informative, in-depth look at the GIFT that is dyslexia. Davis began his US/Canadian tour in May, 2009 in the Southeastern and Mid-Atlantic United States and throughout the summer he has been making additional trips to different regions of the continent. Below are the remaining dates of this inspiring lecture tour and a few photos from the tour. Dates Oct 3, 2009 Oct 8, 2009 Oct 12, 2009 Oct 14, 2009 Oct 16, 2009 Oct 17, 2009 Oct 19, 2009 Oct 20, 2009 Location Gardnerville, NV Wausau, WI Mt. Pleasant, MI Chicago, IL Springfield, IL Columbia, MO Boonville, MO Kansas City, MO Sponsor/Contact Barbara L. Clark Anne Mataczynski Michelle Wellman Kim Ainis Susan Smarjesse Cathy Cook Cathy Cook Gretchen FitzGerald Phone (775) 265-1188 (715) 551-7144 (989) 773-3242 (312) 360-0805 (217) 789-7323 (573) 819-6010 (573) 819-6010 (816) 806-8611

A full house to hear Ron Davis speak in Huntsville, Alabama Ron chats with Tom at Monticello’s Thomas Jefferson Visitor Center and Smith Education Center in Charlottesville, Virginia

Ron and Alice visit “Big Mike” at the Museum of the Rockies in Montana

Ron being interviewed on the TV news program, “Good Day Atlanta” during the Georgia leg of the grassroots tour


v Belgium Marian de Bruin Tervuren/Brussels +32 (2) 768 13 23 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Hilde Duchesne Brasschaat +32 (0)3 653 1371 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Viki Vandevenne Bonheiden +32 (0473) 30 41 51 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Brazil 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 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (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 Gerry Grant Workshop Presenter Waterloo/Toronto +1 (519) 498-2424 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535 (Toll Free) Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-1716

Dreams and Speed Bumps

was an educator or the parent of a dyslexic. I was tempted to raise my hand and announce, “Hi I’m Sherry and I’m a recovering dyslexic.” Instead I replied, “I’m 52 years of age and only found out today, that I’m dyslexic.” By Sherry A. Baerg After the seminar, I called Joanne with the news. She has known me for twenty-one years. “Go confidently in the Her response was, “I know you’re dyslexic. I’ve been friends. direction of your dreams!” known it the whole time we’ve my friends are My mom, brother and many of – Henry David Thoreau dyslexic. You have just adjusted to the difficulties well, and it wasn’t until I started training you last week that I saw your struggles were still so As one moves confidently in the direction of apparent. Surely you knew. Sherry, weren’t you one’s dreams it doesn’t mean one doesn’t hit a ever tested?” speed bump every now and again. Such is life! The closest I came to a test was an eye However it is the trials that teach us the most examination in the ninth grade. The test was about self, our faith, strength, and perseverance. warranted, because although I had done well in I’m a 52-year-old woman, who only days elementary school, in high school I began doing ago discovered I have dyslexia. This discovery became apparent in a friend’s car, as we drove to poorly. The examiner said my eyes were good, a Ronald Davis seminar. My story begins with the but he believed a pair of reading glasses would chain of events that deposited me in the back seat boost my lack of confidence and get me back on track. My Grandma’s money would have been of that car. So let me back up for a moment. better invested on a pair of those x-ray glasses the A job opportunity working for a friend had comic books sell! arisen. My duties would have included office Joanne had taught non-reading adults with work, taking phone and walk-in orders, banking dyslexia how to read, and was more than willing and miscellaneous similar tasks for a topsoil to work with me towards learning to handle the company. As I began training it was obvious job. We both knew I could do it, but we also my biggest struggle would be spelling. That, knew it would be a constant struggle for me. Did combined with interruptions, rushing, and I really want to struggle that hard against myself? multitasking, made me a bit apprehensive. In the end I decided I didn’t want the constant During my training, I hit a brick wall while taking an order. I needed to write the word ocean, stress, and turned down the job. But the good news is that the seminar taught but couldn’t get past the first three letters - and me a lot about the easy Davis method that helps even they weren’t correct. Joanne, my friend, dyslexics learn - and it worked for me! could see I was stuck and encouraged me to One of my challenges was learning the move past ocean and finish taking the order. difference between compost, mulch, planters I did. But usually once stuck, I’m driven to mix, and other vocabulary relating to the topsoil fix the problem before moving on. Knowing business. Joanne and I sat down with a box of my struggles were now obvious to Joanne compost. As I smelled and touched the compost, made them more obvious to me too. she read the definition. I had to do something, Joanne filled my head but what? It was all a with the wonders of it. mystery to me. Within At the seminar, Then I made sentences 48 hours another friend, Mr. Davis’ talk and question containing that word Cynthia, invited me to go and answer period amazed and began writing to a seminar on dyslexia. compost in compost me on many levels. I accepted. Cynthia had instead of clay. I read been telling me for years the definition again that she thought I was and slowly began cleaning up our mess. Slowly, dyslexic, but I’d never looked into it. because I so wanted Mr. Davis’ instructions to It was on the drive to the seminar that Cynthia work for me. How I desired the taste of victory, and the other passenger began listing some even if at the moment my senses were filled with common characteristics shared by dyslexics. the aroma of compost. And, oh my goodness, it became clear that I am Later in the office Joanne stated she thought indeed dyslexic! it had gone well, and asked what I thought. I At the seminar, Mr. Davis’ talk and question and answer period amazed me on many levels. At opened my mouth and all the details she’d filled my mind with just tumbled out. I could hardly the end, before signing my book he inquired if I

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v Canada (continued) Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec +1 (514) 481-6402 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Ingrid Poupart Cote St Luc, Quebec +1 (514) 543-1580 Rocky Point Academy Stacey Borger-Smith Autism Facilitator/Coach Lawrence Smith, Jr. Autism Facilitator/Coach Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Kendra Rodych Saskatoon/Saskatchewan +1 (306) 227-7484 Cathy Dodge Smith Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Edwina Stone Kitchener Ontario +1 (519) 584-0873 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763 v China Yvonne Wong Ho Hing 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 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Inés Gimena Paredes Ríos Ambato +593 (2) 854 281

believe it. The process only took 10 minutes. It was gentle, easy and fun! In the past, trying to memorize spelling and definitions of words was agonizing. Actually, learning I am dyslexic was great news. And far be it from me to keep good news to myself. Knowing this ribbon of dyslexia can often wind its way through a family, I was eager to share the news with my family members and stimulate them also. Big mistake, thinking my siblings or my grown children would ever bestow the label normal on me! For that matter, neither would my husband or friends tag me as such. Unique is more my category. However, to be considered normal in a successful group of overcomers, accelerators and achievers is quite an accomplishment. Chatting with my daughter, I told her dyslexia seems to run in our family. I kept the conversation short and light – I didn’t want it to sound like a problem! “Fortunately, you girls didn’t get it, but the grandkids or granddog might, so I just wanted you to be aware,” I said. My daughter fired back, “Well your grand-dog certainly has learning disabilities!” My grand-dog is a 200-pound, 2-year-old English Mastiff. But I don’t think Mr. Davis can help her overcome her struggles! In my opinion, another way of spelling dyslexia is s-u-c-c-e-s-s. However our accomplishments are oftentimes hard won. This is why our normal is filled with a unique and successful group of overcomers, accelerators and achievers. So that’s my story about hitting the recurring speed bump called dyslexia. I’m relieved to finally understand that both my struggles and finer gifts stem from the gift of dyslexia. This knowledge is like a road map, complete with easy to follow directions, but listing no right or left turns (because I struggle with right and left). Instead it has easy-to-read arrows pointing the way to success. v

Famous Dyslexics
Goldie Hawn Goldie Hawn is an American actress, film director and producer, perhaps best known for her roles in Private Benjamin, Cactus Flower (for which she won an Oscar), Overboard, Death Becomes Her, and The First Wives Club. In May, Goldie Hawn received an award from the Substance Abuse and Mental Health Service Administration in Washington DC, in recognition of her work to help children with learning challenges, and to raise awareness of mental health issues in schools. She feels that schools today are very different from those she attended as a child. “I think we had much more dream time. I think we didn’t have as much pressure...I was not a great student... I had minor dyslexia, but I never felt the pressures of those kinds of problems; I felt like I was going to be ok,” she said. “…kids now are so pressured that their stress factors are really great.” Ms. Hawn has created her own organization, the “Hawn Foundation” which has developed a program for troubled children that builds on their social and emotional learning skills. Ann Bancroft Ann Bancroft is an American author, teacher, and adventurer. She was the first woman to successfully finish a number of arduous expeditions to the Arctic and Antarctic. Ann Bancroft grew up in rural Minnesota and in school, struggled with a learning disability. Nevertheless, she graduated from St. Paul Academy and Summit School and ultimately became a wilderness instructor and gymnastics teacher in Minneapolis and St. Paul. In 1986 she participated in the Will Steger International North Pole Expedition and became the first woman to reach the North Pole on foot and by sled. She was also the first woman to ski across Greenland. In 1992 and 1993 Bancroft led a four-woman expedition to the South Pole on skis. As a result of these achievements she was inducted into the National Women’s Hall of Fame for the United States. Bancroft currently co-owns an exploration company, Bancroft Arnesen Explore.

Sherry Baerg

modeling. Sometimes, once the brain starts to make connections between pictures and words it can make the connections for the words sooner and faster than we can get around to making all the models. Certainly this is possible with words that are closely related in meaning or function. Let your son take control of deciding which trigger words to work on. If he seems to get bored with the process, encourage him to work on the words that are the most difficult for him to model, or try to come up with other ways to challenge him. Clearly he does not need to model words he has already mastered, but the fact that he now thinks partially with words does not mean that he has mastered all the words and concepts on the trigger word list.

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 Corinne Couelle Lyon +33 (628) 38 84 41 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (0) 1 49 09 12 33 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 Monika Graf Stuttgart + 49 (711) 538 0033 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Christine Heinrich Schwäb Gmünd +49 (0717) 118 29 74 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 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 47 91 000 Jutta Meissner Stuttgart +49 (711) 882 2106 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0

by Abigail Marshall

Thinking Nonverbally with Trigger Words
Q: My son was diagnosed with mild dyslexia three years ago. We have been working through the exercises in The Gift of Dyslexia. A few days ago I asked him if he saw in pictures the instructions his dad just gave him or if he simply heard his dad in words. He told me he is not seeing everything in pictures all the time anymore. He said sometimes now he just hears the words. Since that is changing, should I continue to use the exercises in the book? Or, will his thought processes continue to change? What would be the best thing for me to do with him?

Orthography and Dyslexia
Q: Do you find levels of dyslexia vary according to the type of orthography in the various world cultures? That is, have you observed that in cultures where the written texts are from left to right as in English, there is more or less dyslexia compared to cultures where the text is from right to left as in Hebrew? What about cultures where the text is vertical as in Chinese and Japanese? Among cultures with left to right texts, is dyslexia more prevalent in the US or in England or Europe? Where is dyslexia most widespread? A: You ask a very interesting question and one that is only beginning to be explored. We have not formally studied the prevalence of dyslexia worldwide, but there are some studies that indicate that symptoms of dyslexia are less pronounced in countries where the orthography of the language is very regular (such as Italian). See: Orthography I’d note, however, that there is a strong demand for our services in countries such as Italy, Spain and Latin America -- so while statistics may show that children in those countries have a somewhat easier time adapting, dyslexia is clearly an issue. Even though dyslexia exists in many different languages and cultures, recent studies show that the parts of the brain implicated may be different; this article sheds some light on that issue: “Study: Dyslexia Differs by Language” n/a/2008/04/07/national/w140625D50.DTL At one time we thought that dyslexia would not occur with languages using character-based alphabets, such as Chinese, but that turns out to be untrue. We have Facilitators working in China and the need for support there is as great as anywhere else. In fact, from observation, I
(continued on the next page)

A: Please do continue with the Davis exercises. The whole point of the program is to give your son what he needs to develop the ability to think with the sounds of words. (Go to page 62 of The Gift of Dyslexia, “What every dyslexic needs is the ability to think with the symbols and words that trigger disorientations.” Then, on page 64, under “Symbol Mastery”: “Dyslexics need to learn to think nonverbally with the trigger words. Once they do, there is no need to consciously control disorientations. It was the inability to think with the trigger words that caused the disorientations to occur in the first place.”) Your son’s statement is a good indication that the Davis program has “worked” the way it should. He now has gained the ability to think with some words. But there may still be triggers he cannot think with, so as long as your son is willing to do the clay modeling, then the best thing is to go through the entire list. If your son is doing very well with reading and writing, there may come a time when he will feel he does not need to continue with clay

v Germany (continued) Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Angela Przemus Shönebeck +49 (3928) 845 159 Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach 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 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18 v Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 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

would say that the most significant factor is not the alphabet but the educational system. The more rigid the educational system and the greater the emphasis on early literacy, the more likely we are to see a need for our services to address dyslexia. So part of the problem is simply a misfit of expectations: dyslexic children need a more flexible, individualized approach to learning, and they probably are not developmentally ready for formal language instruction until they are somewhat older. some individuals to become easily frustrated and disoriented, then we can expect that there will be dyslexia in every language and culture, but the individual sources of confusion might vary. The approach to resolving that confusion would need to be tailored to the individual’s needs and would tend to vary somewhat by culture or language. One reason that Davis is so widespread throughout the world is that our focus begins with resolving disorientation, and then moves on to the task of helping resolve the underlying sources of confusion. Our clay modeling approach can easily be adapted to different languages, so we have not tied our program to a specific system of writing.

Verbal Mix-ups
Q: My friend’s 21-year-old daughter was diagnosed with dyslexia many years ago and she also takes some kind of medication. Yesterday she The most interesting studies might be those of was visiting for many hours and she kept mixing Japanese children which compare their ability to up her spoken words. She did not seem to notice learn the Kana and Kanji systems, as they provide her verbal mistakes until my daughter – who an opportunity to study one population which is thought this was funny – pointed them out to her. expected to learn two different writing systems. My friend’s daughter stated that she’d forgotten to We have observed that the symptoms of take her medication. I didn’t think verbal mix-ups dyslexia are a manifestation of disorientation, were a symptom of dyslexia and it gave me great caused by confusion. The individual responds to concern. Does dyslexia affect verbal as well as feelings of confusion by becoming disoriented. written expression? When disoriented, the perceptions are inaccurate and the confusion increases. The repeated A: Yes, dyslexia can definitely affect verbal as experience of disorientation in connection with well as written expression. Dyslexia is widely reading leads to the development of a rapid understood to be a “language-based disability.” emotional response, or trigger - so that soon the This means that it stems from a problem disorientation recurs regularly whenever the processing written language. We believe that dyslexic person encounters whatever symbol this is because dyslexic people think in pictures, or stimulus caused them to become confused rather than words. In the book The Gift of in the first place. Dyslexia, Ron Davis explains in detail why that Looking at it that way, it is very possible that can cause word confusion, especially if the person we would see different manifestations of dyslexia does not have an automatic mental picture to go associated with different educational practices along with a given word. Other educators might and different language systems. The issue isn’t describe this as a “word retrieval” or “rapid the writing system so much as the individual’s automatic naming” problem, or talk about a response to it. And it is very possible that there “glitch” in the part of the brain that connects the may be English-speaking children who would sounds of words to their meanings. find reading easier if only we used hieroglyphics This problem can be addressed with the Davis instead of a phonetic alphabet, or if the letters Dyslexia Correction Program, but it is a drug-free were written right-to-left, or in a vertical column. program, so I cannot comment on the impact the But perhaps in Israel there are children struggling young woman’s medication might have on this. to learn to read who would do better if only their Since she is an adult, I think she will have to alphabet was written left-to-right -- and children decide for herself whether she feels she needs a in China who would have a much easier time if different approach. they could study an alphabet based on 26 simple Please encourage your daughter to be tactful. symbols rather than be expected to learn and Even if some of the mistakes seem funny, some recognize thousands of unique, complex characters. dyslexic people are very embarrassed by these In other words, if dyslexia is simply the word mistakes, especially if they happen often. v we give to a learning style or pattern that causes

Orientation allows the client to perceive his experiences and environment accurately and consistently. And individuation is the process that whether the Davis Autism Approach is right for the client. If it is, the duration of the program will allows the person, as Davis puts it, to “develop out of the state of oblivion—out of the void.” depend on the needs of the client, and may run Once the client has “individuated,” during for several weeks to several months. the next phase he or she develops a core During the Davis Autism Approach Program, identity, creating the foundations of individual the client works gradually through three stages personality. In the last stage of the program, the or phases: Individuation, Identity Development, client explores the social principles necessary to and Social Integration. During the first stage, function normally in human society. the client uses specific Davis tools to establish The Davis Autism Approach is a drug-free, step“orientation.” Davis has described the state in by-step program that gradually and humanely, leads which he lived prior to individuation: “Way before I started working with autism or autistic clients through these stages of development and ultimately allows them to participate fully in had any understanding of it, I referred to myself life. Davis Autism Approach Facilitator/Coaches as having come from a void. My sense of the work with both the client and the parents to help void was not as existing as an individual, but bring about this progression. If you or someone you as existing as both nothing and everything at know would like more information on the Davis the same time. There was no sense of being an Autism Approach, you can visit: www.davisautism. individual, so there was no “me”. There was no com, or contact a Davis Autism Approach Trainer sense of identity. Without a “me”, there was no or Facilitator/Coach. v basis for memory or knowledge.”
Davis Autism Approach (continued from page 1)

v Iceland (continued) Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 867 1928 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir 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/Dublin +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 DDA-Israel Director 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

CuRREnT DAvIs AuTIsm APPRoACh TRAInERs: nEw ZEAlAnD lorna Timms usA Ray Davis (Christchurch) (Burlingame, CA) +64 (03) 363 9358 +1 (800) 729-8990 (Toll Free)

CuRREnT DAvIs AuTIsm FACIlITAToR/CoAChEs: CAnADA lawrence smith, Jr. stacey Borger smith Cathy Dodge smith GERmAny Gabriela scholter nEThERlAnDs Christien vos nEw ZEAlAnD shelley mcmeeken unITED KInGDom Jane heywood usA Gale long marcia maust (Calgary, Alberta) (Calgary, Alberta) (oakville, ontario) (stuttgart) +1 (866) 685 -0067 (Toll Free) +1 (866) 685 -0067 (Toll Free) +1 (888) 569 -1113 (Toll Free) +49 (0711) 578 28 33

(Tolbert Groningen) +31 (0594) 511 607 (Dunedin) (Ascot, Berkshire) (Elkview, wv) (Berlin, PA) +64 0274 399 020 +44 (01344) 622 115 +1 (888) 517-7830 (Toll Free) +1 (814) 267-5765

Quotable Quotes
“What is a weed? A plant whose virtues have not yet been discovered.“ –Ralph Waldo Emerson (1803 – 1882) American essayist, philosopher, and poet “We must not allow the clock and the calendar to blind us to the fact that each moment of life is a miracle and mystery.” –H.G. Wells (1866 – 1946) British author of The Time Machine and The War of the Worlds.

v Italy (continued) Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Kenya Josephine Naikuni Nairobi +254 (20) 604 347 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 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Bertha Figueroa Yllana Juárez +52 (656) 325-0285 María Silvia Flores Salinas DDA Director Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutiérrez Mexico D.F. +52 (555) 593 18 22 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Lourdes Zepeda Solorzano Cancún +52 (998) 577 30 90 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


Great Reads from

The Lazy Readers’ Book Club
By Laura Zink de Díaz, Facilitator in Bogotá, Colombia

Here are some excellent recommendations from Danny Brassell of The Lazy Readers’ Book Club. These are great reads for reluctant readers or those who just plain don’t have time for reading. Danny’s just kidding when he says these books are for “lazy” readers. He knows we’re all busy, and some of us just need encouragement. At his website, www., you can find Danny’s picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at through links at the Lazy Readers’ website, Bookends ( will receive a donation. Bookends is a nonprofit organization devoted to increasing children’s access to books. Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; and CH, for children’s books. He always lists a page count and some brief comments, which we include below. He usually posts about 10 recommendations per month, three or four per category. At the website, you can sign up to receive his monthly recommendations by email, just as I do! This time we’ve included recommendations for children and young adults, but Danny recommends some of the teen literature for adults too!

Let’s Do Nothing! by Tony Fucile Children, 40 pages Publisher: Candlewick (2009) ISBN-10: 0763634409 ISBN-13: 978-0763634407 Parents – get hold of this book! It reminded me a lot of The Cat in the Hat, as it follows two boys who have done everything there is to be done, who now try to do ten seconds of nothing. Great illustrations, and a delightfully silly story. My kind of book.

Archibald’s Swiss Cheese Mountain by Sylvia Lieberman Children, 48 pages Publisher: Seven Locks Press (2007) ISBN-10: 0979585252 ISBN-13: 978-0979585258 What a wonderful story for encouraging children to follow their passions, yet be careful to “measure with their whiskers.” With enchanting illustrations by Jeremy Wendell, this book makes a wonderful parable to read aloud to children and adults alike.

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. Symbol Mastery Kit $139.95

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

Young Learner Kit for Home-Use $119.95

DVD/Audio CD/Software
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.)

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.

Video or DVD $39.95

ReadOn Interactive Software
A comprehensive learning tool, designed to assist people of all ages learn to read or overcome reading problems associated with dyslexia. Operating Systems: Windows 98, ME, NT4 (SP 6), Win2000, XP Languages: English only

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

Software $195.00

4-CD Set $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

Gabby's Wordspeller
$25.95 Softcover 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. by Diane Frank

Bumperly Bumper Bee
$15.95 Hardcover 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. by Michael D. Davis



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: Why some of the smartest people can’t read and how they can learn. by Ronald Davis, Eldon Braun Explains the theories behind Davis Dyslexia Correction methods, and details basic procedures in an easy-tofollow, scripted format. Large type, illustrations and photos make this book dyslexicfriendly.
Right-Brained Children in a Left-Brained World by Jeffrey Freed & Laurie Parsons Innovative ideas and visual-spatial approaches for helping A.D.D. kids to tune in and excel in educational endeavors. Softcover $14.00

Softcover $15.95
Attention Deficit Disorder: A Different Perception by Thom Hartmann Explores the benefits of an ‘A.D.D.’ mind, and provides good reasons for ‘distractable’ people to celebrate their creative thinking style. REVISED EDITION Softcover $12.00 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 $12.95 In the Mind’s Eye-UPDATED by Thomas West An in-depth look at the connections between creative ability, visual thinking, and academic learning difficulties. Explores the minds of famous dyslexics from Einstein to Churchill. Hardcover $29.00

Softcover $15.95
El Don de la Dislexia The Gift of Dyslexia in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex Softcover $28.95 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 $24.95 $19.95 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 $12.99 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 $36.95 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 $15.00 Everything Parent’s Guide To Children With Dyslexia: All You Need To Ensure Your Child’s Success by Abigail Marshall A “must read” for every parent who knows or suspects their child has dyslexia. Softcover $14.95

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 $12.00

You Don’t 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 $19.95 Getting The Horse To Drink: How To Motivate Unmotivated Students by Suzanne H. Stevens Practical teaching strategies for motivating students who have lost all interest in academic achievement. Softcover $9.95 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 Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence. Softcover $14.95 The Everything Sign Language Book by Irene Duke The Language that let’s 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 $14.95

Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution by Jonathan Mooney & David Cole Softcover $14.00 Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability by Joyanne Cobb Softcover $18.95



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: $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: $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 families'-needs are met. Ten Things Every Child With Autism Wishes You Knew
by Ellen Notbohm

Softcover: $14.95 An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matterof-fact advice.

All Cats have Asperger Syndrome
By Kathy Hoopman

Born on a Blue Day
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome

Insightful and humorous look at the Asperger Syndrome, especially endearing for cat lovers. $14.95 Hardcover

A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member Softcover $14.95

Softcover $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 $14.00

Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’t
by Jean Bullard & Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00

The Hate to Write But Have To Writer’s Guide
by Jim Evers Practical tips and guidelines help visual thinkers improve their writing skills. Softcover $9.95

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

Homework Without Tears: A Parent’s Guide for Motivating Children to do Homework and to Succeed in School?
by Lee Canter & Lee Hausner, Ph.D. Detailed, step-by-step approach to turning the responsibility of homework over to your children. Hardcover $13.95

Math-a-pedia: A visual mathematical reference for intermediate students
Math-a-pedia: Intermediate Hardcover $34.95 each Math-a-pedia: Primary Hardcover $24.95 each

Ultimate Visual Dictionary
by Dorling Kindersley Publishing (672 pages) Hardcover $39.95

Peterson’s Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders Softcover $32.95

Math on Call
by Andrew Kaplan, et al Softcover $23.00 Math at Hand

by Great Source Education Group Staff Softcover $23.00

Workbook and Guide for Students, Parents & Teachers by Kathryn Libby Over 70 reproducible pages for developing cursive writing skills Softcover $15.99 How to Read Music by Roger Evans Fundamentals of Musical Notation Made Easy Softcover $11.95 Visual SAT Vocabulary Cards by R. L. Lev, M.Ed. $24.95

Cursive Connections

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


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:

ITEM DESCRIPTION UNIT PRICE QTY 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 . . . . . . . . . . . . . . . . . . . . . . . $15.95 The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $15.95 Dyslexia-the Gift Video (Specify: VHS or DVD . ). . . . $39.95 Gift of Dyslexia Audio CD Set . . . . . . . . . . . . . . . . $39.95 Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING All Cats have Asperger Syndrome . . . . . . . . . . . . .$14.95 ADD: A Different Perception . . . . . . . . . . . . . . . . .$12.00 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95 Born on a Blue Day . . . . . . . . . . . . . . . . . . . . . . .$14.00 Bumperly Bumper Bee . . . . . . . . . . . . . . . . NEW!.$15.95 .... Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95 Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99 Colleges That Change Lives . . . . . . . . . . . . . . . . .$14.00 Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99 Everything Parent’s Guide To Autism . . . . . . . . . . .$14.95 Everything Parent’s Guide To Dyslexia . . . . . . . . . .$14.95 The Everything Sign Language Book . . . . . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . .NEW!.$25.95 .... Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95 Hate to Write But Have To Writer’s Guide .$9.95 .$14.95 ..... Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95 How to Read Music . . . . . . . . . . . . . . . . . . . . . . .$11.95 In the Mind’s Eye-Updated . . . . . . . . . . . . . . . . . .$29.00 Learning How to Learn-Revised . . . . . . . . . . . . . .$18.95 Learning Outside the Lines . . . . . . . . . . . . . . . . . .$14.00 Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95 Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95 Math On Call . . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Math On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00 Parents Guide to Asperger Autism . . . . . . . . . . . .$18.95 Peterson’s Guide to Colleges . . . . . . . . . . . . . . . .$32.95 Right Brained Children in a Left-Brained World . . .$14.00 Ten Things Every Child With Autism Wishes . . . . . .$14.95 The Right Mind . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.00 The Secret Life of The Dyslexic Child . . . . . . . . . . .$14.95 Smart But Stuck . . . . . . . . . . . . . . . . . . . $19.95 .$24.95 ...... Strong-Willed Child or Dreamer? . . . . . . . . . . . . .$12.99 Teaching Kids with Learning Difficulties . . . . . . . .$36.95 Ultimate Visual Dictionary . . . . . . . . . . . . . . . . . . .$39.95 Understanding Controversial Therapies . . . . . . . . .$19.95 Visual SAT Vocabulary Cards . . . . . . . . . . . . . . . . .$24.95 Webster’s New World Children’s Dictionary . . . . . .$17.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95 OTHER ITEMS ReadOn Interactive Software . . . . . . . . . . . . . . . .$195.00 Young Learner Kit for Home Use . . . . . . . . . . . . .$119.95



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v netherlands (continued) Lot Blom Utrecht +31 (030) 271 0005 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Dorothea de Gier Den Haag +31 (6) 22 33 98 40 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 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 34 928 983 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 Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449 Sjan Melsen Arnhem +31 (026) 442 69 98 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

A House is a House for Me by Mary Ann Hoberman Children, 48 pages Publisher: Puffin (2007) ISBN-10: 0142407739 ISBN-13: 978-0142407738 This classic with wonderful illustrations by Betty Fraser is a MUST for every early elementary school teacher’s library. A beautiful poem that teaches children where different people, animals and things call “home.” If I were designing a home or school library, this is one of the first books I’d select.

A Fish Out of Water by Helen Palmer Children, 64 pages Publisher: Random House Books for Young Readers (1961) ISBN-10: 0394800230 ISBN-13: 978-0394800233 This book, written in the 60s, holds a special place in my heart, as it is a favorite read aloud of my son and daughter. I think all kids can appreciate this story of a boy who feeds his fish too much and spends the rest of the book trying to find a place to store his ever-growing pet.

Diego: Bigger Than Life by Carmen T. Bernier-Grand Children, 64 pages Publisher: Marshall Cavendish Corp/Ccb (2009) ISBN-10: 0761453830 ISBN-13: 978-0761453833 This book is a MUST have. Beautiful illustrations by David Diaz and wonderful poems throughout chart the life of one of my favorite painters, Diego Rivera. The colorful illustrations and poems match this artist’s colorful life. Perfect for read-alouds.

Mindbenders: Stories to Warp Your Brain by Neal Shusterman Young Adult, 128 pages Publisher: Torkids (2000) ISBN-10: 0812538722 ISBN-13: 978-0812538724 The perfect book for those of you who have 12-year-old boys who don’t like to read. This collection of clever, funny, creepy and flat-out weird stories are sure to spark interesting book talks.
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v netherlands (continued) 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 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 Maria Hoop +31 (0475) 302 203 Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 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 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 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 3163Elisabeth WeteringsGaaikema Al Harkstede + 31 (623) 045 369 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) 815 8626


Athletic Shorts by Chris Crutcher Young Adult, 208 pages Publisher: Greenwillow Books (2002) ISBN-10: 0060507837 ISBN-13: 978-0060507831 Here’s one for the fellas. Crutcher avoids athletic stereotypes in six compelling short stories that shed a whole new light on jocks in school. Makes for good readalouds with middle-schoolers.

Odd Lot by Steve Burt Young Adult, 144 pages Publisher: Burt Creations (2001) ISBN-10: 0964928329 ISBN-13: 978-0964928329 I’ll let adults in on a little secret: some of the best literature available is reserved for teens. Such is the case with anything by Steve Burt, an incredibly gifted storyteller who manages to write chilling stories like this one (part of a series that includes the Bram Stoker awardwinning Oddest Yet) or heartwarming stories like A Christmas Dozen. Especially popular with reluctant boy readers, Burt is a treat for all ages (and genders).

Weetzie Bat by Francesca Lia Block Young Adult, 128 pages Publisher: HarperTeen; 10th Anniv. edition (2004) ISBN-10: 0060736259 ISBN-13: 978-0060736255 A great book for high school students. I like it because of its quirky characters (always a plus, in my opinion) and homage to the city I love, Los Angeles. Adults who ignore young adult literature really miss out on some of the best stories. Grab a copy of Weetzie Bat and relax for a couple of hours.

Lost by Jacqueline Davies Young Adult, 242 pages Publisher: Marshall Cavendish Corp/Ccb (2009) ISBN-10: 0761455353 ISBN-13: 978-0761455356 I am fascinated by one of the most tragic events in American history, the Triangle Shirtwaist Factory fire of 1911 that needlessly killed 146 immigrant seamstresses. This brilliantly-written novel chronicles one family’s resilience through devastating circumstances. Some of the best writing I have come across in a long time for young adults…I am anxious to read more by Jacqueline Davies. v


by Abigail Marshall
v netherlands (continued) Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Appleby +64 (03) 544 2362 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator/Coach Dunedin +64 0274 399 020 Colleen Morton Gore +64 (03) 208 6308 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627 v Panama Amy Homsany Panama City +507 (6) 671-1244 v Philippines Imelda Casuga Baguio City +63 (744) 42 29 01 Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (22) 658-2237 v Portugal Catarina do Passo Lisboa +35 (121) 781-6090 Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Vieira Lisboa +35 (191) 921 4808


was available concerning the effects of each approach. She made no attempt to discern which method, if any, was the “best” or most effective; rather her goal was to discern what the methods shared as a means of articulating an underlying theory of dyslexia. To do this, she used a methodology called “grounded theory”. Readers unfamiliar with this approach may find it an unusual departure from the standards typically associated with “scientific” research. For example, this approach does not involve the rigorous collection of data from one group for comparison to controls. However, grounded theory is an accepted and well-developed methodology in the realm of social sciences. It is an inductive approach, developed by sociologists Barney Glaser and Anselm Strauss, used to distill a theory from a systematic analysis of underlying data, rather than using theory to drive the structure of data collection and analysis.

Decoding Dyslexia: 14 programmes for helping dyslexia & the hidden ingredient they share
by Jennifer Poole, Ph.D. Troubador Publishing Ltd, 2008 ISBN 978-19065610-510 $24.95

Author Jennifer Poole earned her Ph.D. in psychology through studying dyslexia; this book is a report of the work that formed the basis of her research.

In other words, rather than developing a hypothesis and then devising a plan to collect facts to either support or disprove the Unlike most dyslexia researchers, Dr. Poole had hypothesis, grounded theory starts with the no previous experience with dyslexia and hence facts – and uses a systematic form of analysis no preconceived ideas. She chose to study to find commonalities to in turn develop a dyslexia in order to better understand how theory to explain the facts. the brain wires itself for different purposes. The data-first, theory later approach has an In the book’s introduction, she explains: “I advantage: it is less likely to be influenced was soon astonished at how diverse the many programmes for helping children with dyslexia by inherent biases of the researcher. This is especially true for a researcher such as Dr. are. There is no single programme offered in Poole, who had no previous experience with all schools and some have nothing to do with or preconceived notions about dyslexia. In literacy at all. Interestingly, according to the contrast, a researcher who hypothesizes that children and parents who used them, they all dyslexia is caused by a defect in the brain’s seemed to work – at least for some children.” cerebellum will formulate studies designed Dr. Poole’s research was an effort to determine to isolate cerebellar function, but in so doing why these various programs all “worked” – will fail to collect or analyze data related to that is, what common ingredients they shared any other hypothesized cause. Similarly, the despite their apparent differences. To do proponents of a “phonological” (auditorythis she cast a wide net, looking at methods linguistic) theory design studies to look at how which followed different underlying theories dyslexic students connect letters to sounds, and focused on different forms of training or while the proponents of a “magnocellular” intervention. She selected 14 different methods (visual processing) deficit create studies to – including Davis – which she categorized as measure how their subjects respond to moving being primarily auditory, visual, movementdots on a computer screen. In the end we have based, multisensory, pharmacological, and competing theories and unrelated data, but no phonological. She explored the theoretical cohesive theory that can provide a unifying basis of each, interviewed students, parents, explanation. and teachers, and looked at whatever data

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v Republic of singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moskva + 972 (3) 635 0973 v serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v south Africa Sharon Gerken Durban +27 (82) 82 85 180 v spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 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 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Mieke Friederichs Reinach +41 (061) 712 42 06 Heidi Gander-Belz DLS Presenter-Mentor Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Bern +41(31) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667 Consuelo Lang Lumino +41 (091) 829 05 36 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

So, in a nutshell, rather than developing a hypothesis and setting out to prove it, Dr. Poole looked at what exists in the real world and tried to explain it. And in so doing, she came up with a theory of dyslexia that looks remarkably like the one developed by Ronald Davis, which she calls Orientation Theory. Like Davis, Dr. Poole concludes that the symptoms of dyslexia are caused by disorientation, which she describes as the inability of the brain to process incoming sensory data in an integrated fashion. She theorizes that the disorientation could arise from poor sensory integration stemming from early childhood. It could also arise from early, inappropriate educational experiences. The child who is taught by methods that are a poor match for his learning style may experience disorientation even without prior sensory or motor difficulties. Under either scenario, the child’s disorientation prevents the acquisition of literacy skills – but the differing underlying causes might guide the choice of appropriate therapy or teaching method. Dr. Poole recognizes that Davis Dyslexia Correction is the only approach that explicitly rests on a parallel theory of orientation/ disorientation. However, she asserts that other programs may be effective in that they resolve the disorientation, even without expressly adopting the theory. That is, a child who benefits from the Tomatis Method – one of the methods she profiles – will, in the course of therapy, become better able to integrate and make sense of auditory stimuli. The child who benefits from the Irlen system of colored lenses has eliminated a cause of visual confusion or disorientation, by using lenses which enable the child to avoid visual distractions. The child who benefits from specific tutoring in language structure or phonics is being helped across the cognitive hurdle that gave rise to disorientation. Davis shares another element with Dr. Poole’s analysis: like the grounded theory used by Dr. Poole, Ron Davis followed a reverseengineering approach, developing his theory to explain his observations and data. It is probably no accident that both researchers came to essentially the same conclusions about the cause of dyslexia. Dr. Poole’s book, Decoding Dyslexia, is an important contribution to the field of dyslexia research and education, as an example of the type of inclusive inquiry that is needed. Dyslexic children are not well served by a system that imposes a set of discrete, differing labels or bounces them around from one therapy to another, depending on whether the latest diagnosis came from an audiologist, optometrist, psychologist, or a teacher’s hunch. Hopefully more researchers will take the holistic view exemplified by her work. v For more information about “Grounded Theory” visit

Gabby’s Wordspeller: Phonetic Dictionary
Second Revised 2-Color Edition Diane Frank DMFrank Publishing, 2009 ISBN: 978-0980102512 $25.95.

“For anyone who finds spelling a challenge, I think that once owning this book the person will wonder how they ever got along without it.”
The Davis Dyslexia Correction Program is built around dictionary skills, because the ability to use the dictionary effectively is the key that opens every other door to literacy, especially for a dyslexic reader. But the English language is frustrating with its phonetic inconsistency. When students encounter an unfamiliar word in

print, they have the information needed to look up the word. But when it comes to productive writing – if students are trying to figure out how to spell or write a word they have in mind – a dictionary may not be of much use. Typically, of course, a child will ask a teacher or parent, “how do you spell ‘accessory?’” All too often the adult responds, “Look it up in the dictionary.” And of course… the student does not know where to begin. Gabby’s Wordspeller is the answer to that problem. It is designed to enable the student to look up a word by a phonetic spelling – the student’s best guess – and find the corresponding, correct word. So, to answer the question posed above, the student might rely on phonetics to look up e-k-s-e-s… This leads to a small list of words: ekses, excess/access eksesif, excess(ive)/access(ive) eksesis, excess(es)/access(es) eksesori, accessory (I’d note that the spell-checker that comes with MS Word shows no results for the above spellings of the word). As you can see from the above example, the dictionary also provides choices where the spelling could indicate more than one word. The student who instead wanted a word that sounds like “ekses” – but was unsure which word she needed – could take the logical next step of looking up the words “excess” and “access.” Here, Gabby’s Wordspeller would provide basic tools for spelling in the form of a short definition as well as some direction for spelling with different affixes: access, sses, ssed, ssing, ssible, ssion, ENTER accessory, ries, rize, rizing, ADDITIONAL Obviously, these one-word definitions do not replace the value of a real dictionary – but when your goal is to figure out how to spell the word, Gabby’s Wordspeller provides a very short, direct, and efficient route to the desired end. One thing I particularly like about the book is the layout. The author, Diane Frank, is the parent of a dyslexic daughter – Gabby – and her goal was to include as many words as possible. Obviously, there are many more “wrong” spellings of each word than “right” ones, so a desktop dictionary that provides both needs the most compact format possible. Diane Frank solved this problem by turning the book on its side for printing, so that the words are spread in three columns length-wise across the page. This, coupled with typography – red ink for the many incorrect spellings, bold face for correct spellings, italics for definitions – makes it easy to quickly scan a number of possibilities for the correct word. For people who find spelling a challenge, I think that once they buy this book they’ll wonder how they ever got along without it. I do think it would be very intimidating for a young child or a severely dyslexic individual with limited reading skills. But it is the perfect tool for any student who reads at or above third grade level, and certainly an essential tool for middle school, high school or college students. Thus I think this book should be in every classroom and library.

v switzerland (continued) Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stäfa +41 (079) 704 03 07 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Therese Rice-Schumacher Uster/Zurich +41 (052) 267 5154 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Doris Rubli-Huber St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Marianne Schutz Zofinger +41 (62) 752 8281 Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 v united Arab Emirates Linda Rademan Dubai +9714 348 1687 v united Kingdom Joy Allan-Baker London +44 (0798) 413 1436 Kim Balaskas Westcliff on Sea, Essex +44 (0) 789 482 8084 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sarah Dixon East Horsley, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood 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

For anyone who finds spelling a challenge, I think that once owning this book the person will wonder how they ever got along without it.

While there are other spelling dictionaries on the market, none that I have seen even comes close to Gabby’s Wordpeller in comprehensiveness or ease of use. In fact, even though as a writer I rarely have difficulties with spelling, my copy of Gabby’s hasn’t left my desktop since I got it - it simply is a lot easier for me to grab the book and look up a word when I am in doubt than to guess. (Reviewer’s disclaimer: I wrote the Foreword to the 2nd Revised Edition of Gabby’s Wordspeller. I didn’t get paid for that and I have no financial stake in the book. It’s just that I liked the book so much that the author kindly asked if I would write a Foreword. You can read my Foreword online here: http://www. v

v united Kingdom (continued) Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695 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 Lisa Klooss London +44 (0208) 960 9406 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 Shilpa Patel Ealing, London +44 (0) 8000 272657 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 Blaisdon Longhope, Glos +44 (0145) 283 0056 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 Nigel Sharp Isle of Wight +44 (01227) 731 756 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 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


Book Review

Software Review

Screen shot of WordLogic pop up window.

Bumperly Bumper Bee
by Michael D. Davis Illustrated by Francisco Moreno Publisher: Luna Publishing ISBN-13: 9780979178504 Hardcover: $15.95

WordLogic Desktop Keyboard
Software: try or order from

Reviewed by Abigail Marshall

Reviewed by Gina Haysbert, DDAI Order Department Manager

This is a great book for kids of all ages! Beautifully illustrated with brilliant colors, comes Bumperly Bumper Bee, an uplifting story that tells a tale of a half-blind bee. Bumperly is unique and special in many different ways. He may not be the same as the average bee, but he still is a hardworker who goes from flower to flower getting nectar to make his honey. He is guilty of making occasional mistakes, because he cannot see perfectly. In the end, Bumperly finds a friend who is like him in many ways and off they fly bouncing into everything they can and cannot see. This book is a great tale of tolerance, understanding, friendship and achievement. v

WordLogic is a handy desktop utility for Windows to assist with typing. Its primary function is to predict text as you type. The program runs in a popup window, and presents a list of words or phrases based on what has been typed so far. This is a timesaver for slow or inaccurate typists, and a helpful tool for individuals who have difficulty spelling. The software comes preloaded with an extensive dictionary, but it is also customizable. This allows users to add their own words and phrases; there is even a feature that allows the user to create an abbreviation for a commonly used phrase, such as a frequently typed section of routine correspondence. The popup window can also be customized as to size and overall appearance. Because it responds directly to keyboard entries, it can be used with any software program that allows text entry. For example, it could be used with a word processor, spreadsheet, notepad application, or desktop publisher. It also is available with dictionaries in six different languages, or specialized dictionaries, such as legal or medical specializations. Versions are available for installation to a Windows PC, handheld device, or USB drive. A free trial version can be downloaded from the web site at The site also has a video demo that provides an excellent overview of the software features. v


The system has currently been implemented on about one-third of the pages on the web site; more pages are being added over time. No special software is required, and the system will work on any computer (Windows or Mac). The system uses Shockwave Flash, which is the same system used for YouTube videos – so any users who can watch YouTube on their system will also be able to activate the reader on the pages at www. Users have the option to activate a preselected text excerpt from each page as well, or to choose the text they want read by highlighting a section of the page with their mouse or other pointing device. Activating the system is simple: the user simply clicks on the listen icon that appears on the upper left-side corner of each page that has been enabled.
v united Kingdom (continued) Frank Walker Greasby Wirral/Liverpool +44 (0151) 678 14 99 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 The Blueberry Center Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 738 972 Rachel Williamson Hassocks, West Sussex +44 (0) 8000 272657 v united states Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Phoenix +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Ray Davis Davis Autism Trainer Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) Anette Fuller Walnut Creek +1 (925) 639-7846 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 Diamond Bar +1 (909) 229-5251 Cheryl Rodrigues San Jose +1 (408) 440-2280 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397

New on the Dyslexia, the Gift web site:
By Abigail Marshall, DDAI Director of Internet Information Services

Talking web site The web site at has recently been enabled to operate with the ProReader system from VoiceCorp. This system enables site visitors to listen to text on the page read aloud by a digitalized voice – obviously a big help on a web site which attracts many dyslexic readers! The system implemented at Dyslexia, the Gift will open a popup window that will read a selection of text aloud; the text being read will also be displayed in the ProReader window. As the text is read, the words and sentences will be highlighted to allow the reader to follow along. The system allows the user to control settings, including the reading speed, volume, font face, color, and size. The user can also change colors of text highlighting or opt to turn the highlight feature off. There is a “hide text” option as well, for users who want to listen without reading along. The user can also save the text in MP3 format, to listen to on their home computers or handheld device.

New Web Pages & Articles Several new pages and articles have been added to the Dyslexia, the Gift web site to make specific information about events and research easier to access. These include: • Davis In The News Easy links to reports about Ron Davis’ media tour, Davis Facilitators and their clients from newspapers, websites, television and radio throughout the world. • Dyslexia Research A section of the site devoted to information, references and articles about Ron Davis’ work, developing research support for Davis methods, and new insights and developments from brain research as applied to dyslexia.
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v us – Colorado (continued) 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 Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577 michigan 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) Michele Wellman Mt. Pleasant/Lansing +1 (989) 772-3084 minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 New on the Dyslexia, the Gift web site (continued from page 21)


• Davis Bibliography Research Journal Articles Citing Davis: Books referencing or describing Davis methods: • Davis Dyslexia Correction Research Overview A page providing summaries and links to academic research, reports prepared by government or public agencies, and statistical data related to Davis methods.

Newly Licensed Davis Facilitators
A Special Welcome to our first Davis Facilitators in Luxembourg and Russia!

Jacqui Stewart “I have a passion for human beings and have always believed that each of us has a gift. Therefore it made no sense • Davis Program Average Reading Gains to me that my daughter’s primary years were judged A report of the latest data from Rocky Point by her low reading age and Academy’s tracking of post-program reading inability to communicate with gains among their clients, based on testing results the written word rather than by her gift - an IQ of more than 360 children and adults. of 125! No matter how I tried to convince her that she had many talents, that she was not • Davis Client Reports ‘stupid,’ I watched each day take with it a little piece of her self-esteem and confidence. Reading Links to pages from more than 75 Facilitator web sites with reports and feedback from children about the Davis Method gave us hope, and above all the chance for my daughters’ talents and adults who have completed the Davis to be recognised and used to rectify the negative program, as well as from parents and teachers. symptoms by which she was being measured. Two years on, she is preparing for three GCSE • Dyslexia Legislative Information exams a year ahead of her peers. During my short time facilitating programmes, I have We recently launched a new web site dedicated to reporting information about new and witnessed some incredible changes in clients and the direction in which they wish to take their pending laws related to education and dyslexia. lives and hope that I will be privileged to witness Some examples are new laws related to early many more.” 65 Willowfield Road, Eastbourne, identification and provision of services to young children with reading difficulties, laws impacting East Sussex UK BN22 8AP, +44 (01323) 748 933, promotion and graduation requirements for older children, and laws funding or encouraging research into dyslexia. Viviane Resende da Our new site is called Costa Melo “After my (note the letter “g” in the middle rather than an final field assignments, I’ve “x”) – and is designed to be interactive as well realized how wonderful as informative. Users can post comments about and interesting the Davis specific concerns or laws, and we hope that Program is. I have seen how the information on the site will help citizens to fast people can get over their become more engaged in advocating for issues deep suffering and how their that concern them. perception of themselves This web site is nonpartisan in nature and can change. I am so glad I have become a Davis is also intended as a place for open dialogue Facilitator, for this is a great opportunity to and discussion of legal or legislative issues that offer humanity a blessing.” SCLN 211 Bloco A may arise. Our focus is on issues of concern to Sala 206 Asa Norte, Brasilia DF, Brasil 70853dyslexic people of all ages. v 060. +55 (61) 3349 9998. +55 (61) 8168 8154,

Susan Stark Owen “After studying and researching dyslexia in college, I came across the Davis Program. I appreciated the approach that dyslexia is not a condition, but a gift. I now join many other Davis Facilitators with the knowledge that dyslexia is a unique gift that should be treasured instead of hidden! I am very excited and honored to be a new licensed Facilitator!” Accelerated Comprehension Center, 1225 E. Union Bower Rd., Irving, Texas 75061, +1 (888) 392-1134,, Nadine Roeder “I’m a primary school teacher working with children who have problems in reading, writing, math and/or behavior. I’m also a member of the Luxembourg Girl Guides and Boy Scouts Association and am an adherent of Baden-Powell’s ‘Learning by Doing.’” 3 rue de l’Egalité, Kehlen L- 8319 OLM Luxembourg, + 352 691 30 02 96, Annette Johnston “I am a primary school teacher with over 25 years experience working with all primary grade levels. In recent years I have been involved in running workshops for teachers in the area of literacy. I co-authored new editions of the First Steps Reading and Writing resource. Throughout my teaching career there have always been a few students I knew were bright but just couldn’t “get it”. While I was teaching yet another one of these students I discovered the difference the Davis Dyslexia Correction Program could make. Seeing this difference sparked my interest in becoming a Davis Facilitator and I undertook training in San Francisco in 2007 and 2008. I am now one of only two Davis Facilitators in Western Australia and the only one in the Perth metropolitan area.” Dyslexia Correction Service. Unit 21 33 Crompton St., Rockingham, WA, Australia 6168. +61 (8) 9591 3482, Maria Copson “I live in Dunedin, New Zealand, am married and have four children. My interest in dyslexia started when our two youngest children began having problems at school. We put our son through a Davis Program and the outcome was very positive. Consequently, I began my journey towards becoming a Davis Facilitator. I look forward to working with clients, assisting them on their Davis journey and giving them opportunities that they might never otherwise have discovered.” Hidden Talents, 184 High St., P.O. Box 901 Dunedin, New Zealand 9056. + 64 (03) 477 1133, Freddie Tan “I am currently engaged in a commercial trading business. I got involved with the Davis Method when I was looking for answers for my son. I have a degree in psychology and am now looking forward to starting a practice in the Philippines to help other people with dyslexia, eventually pursuing an advocacy to advance the use of the Davis Method in early education in the Philippines.” 2nd Floor Madison Square, Ortigas Avenue, San Juan, Metro Manila, Philippines, +63 (2) 725-7137 Allison Boggess “I have a background in teaching, but became interested in the Davis Program after seeing countless successful programs that my mother (also a Davis Facilitator) has done. I am excited to be joining the New Horizon’s Dyslexia and Autism Center in West Virginia.” New Horizons Dyslexia and Autism Center, 223 N. Pinch Rd., Elkview, West Virginia 25071, +1 (888) 517-7830, Marian de Bruin “As a speech therapist I was frustrated with not being able to really help dyslexic children. I looked for different approaches and found the Davis Method. It works!!!” Arthur Van Dijcklaan 19, 3080 Tervuren, Belgium, + 32 (2) 768 1323,

v us – missouri (continued) Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611 montana Kimberly Bezanson Missoula +1 (406) 541-3076 or 677-4014 Elsie Johnson Manhatten +1 (406) 282-7416 nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Elaine Thoendel Chambers +1 (402) 482-5709 nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 new hampshire Glenna Giveans Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 new Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 new york Lisa Anderson Seneca Falls +1 (315) 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 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Linda Wright Marlow +1 (580) 641-1056 oregon Nicole Cates Milwaukie +1 (586) 801-0772

v us – oregon (continued) Rhonda Erstrom Vale +1 (541) 881-7817 Kathy Pozzi Ontario +1 (541) 881 6497 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Autism Facilitator/Coach Berlin/Pittsburgh +1 (814) 267-5765 Puerto Rico Ines Grajales Pagan Caguas +1 (787) 743-0605 Rhode Island Linda M. Daniels Providence +1 (401) 301-7604 south Carolina Angela Keifer Greenville +1 (864) 420-1627 south Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Lillian “Lee” Miles Sioux Falls +1 (605) 274-2294 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Clemons DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park/Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Accelerated Comprehension Center Dorothy Owen Supervisor Specialist Edward E. Owen Susan Stark Owen Dallas/Ft. Worth +1 (888) 329-1134 (Toll Free) +1 (817) 919-6200 Paula Roberts Tyler +1 (903) 570-3427 Laura Warren DLS Mentor-Presenter Lubbock +1 (806) 790-7292


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


virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Rebecca Luera, M.Ed. Fall City +1 (800) 818-9056 (Toll free) +1 (425) 222-4163 Nancy Sitton Marysville +1 (360) 651-1241 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 west virginia Allison Boggess Elkview +1 (888) 517-7830 Gale Long Autism Facilitator-Coach Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144

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 lbs.) • 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 $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure online ordering at: 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 September 20, 2009. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at is always up to date.



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, blackline 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 paperpencil 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

2009-2010 DATEs & loCATIons
Date International Nov. 14-15 2009 Zurich, Switzerland +41 (44) 948 1410 Nov. 20-21 2009 Ascot, Berkshire, UK +64 (0) 1227 732288 May 22-23 2010 Zurich, Switzerland +41 (44) 948 1410 location Telephone

united states

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.

Oct. 14-15 2009 Oct. 22-23 2009 Jan. 5-6 2010 Jan. 7-8 2010

Richmond, VA Shallotte, NC Shallotte, NC Tyler, TX

+1 (804) 833-8858 +1 (910) 754-9559 +1 (910) 754-9559 +1 (866) 531-2446

For more details, visit


Materials included with workshop

The Gift of Dyslexia Workshop
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis

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

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

April 2010 Melbourne Presenter: Lorna Timms Language; English Email: Telephone: +64 (3) 477 0056


21 –24 October 2009 Guadalajara, Jalisco Presenter: Cathy Calderón Language: Spanish Email: Telephone: +52 (81) 8335 9435

United States

5 - 8 Oct 2009 San Francisco, CA Presenter: Lorna Timms Language: English Email: Telephone: 1 (888) 392-1134 24 - 27 Oct 2009 Boston, MA Presenter: Gerry Grant Language: English Email: Telephone: 1 (888) 392-1134 23 - 26 Jan 2010 Dallas/Ft.Worth, TX Presenter: Gerry Grant Language: English Email: Telephone: 1 (888) 392-1134


29 Oct -1 Nov 2009 Hamburg Presenter: Ioannis Tzivanakis Language: German / English translation Email: Telephone: +49 (040) 25 17 86 22

United Kingdom

14 – 17 december 2009 Great Malvern, Worcestershire Presenter: Richard Whitehead Language: English Email: Telephone: +44 (0)1227 732288

For updated workshop schedules visit:

Dys•lex´ Read´ er •ic • PAGE 28 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010






U.S.A. Workshop Information: Questions?
Call Dorothy Owen Davis Training Consultant: Toll Free: 1 (888) 392-1134 Email:

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.

2009-2010 International Schedule
2009 5 – 8 Oct 21 – 24 Oct 24 – 27 Oct 29 Oct – 1 Nov 14 – 7 Dec 2010 23 – 26 January Dallas/Ft. Worth, TX April Melbourne USA Australia San Francisco, CA Guadalajara Boston, MA Hamburg Worcestershire USA Mexico USA Germany UK

U.S. Course Schedule • 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30) U.S. Fees and discounts – Special Rates for 2009 • $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: DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: 972 (0523) 693 384 or (0)9 774 7979 Fax: 972 (09) 772-9889 E-mail: 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: SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: 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: DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: 31 (475) 520 433 Fax: 31 (0475) 301 381 E-mail: DDA-UK Davis Learning Foundation PO Box 972 Canterbury Kent CT1 9DN Tel: 44 (0)1227 732 288 Fax: 44 (0)1227 731 756 E-mail: DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email:

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