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˜ Dys • lex´ ic Read´• er •
DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
ISSUE 2 • 2012
By Ron Davis
This is an excerpt from a book Ron Davis
wrote in 1990. It tells the story of how Ron met Dr. Fatima Ali, who passed away recently. Dr. Ali was among to first to recognize the value of Ron’s discoveries and helped open the Reading Research Council in April, 1982. I can tell what kind of mood my wife Alice is in each morning even before I open my eyes. All I have to do is listen to the sounds from the kitchen as she makes a pot of coffee. If she’s feeling energetic and enthusiastic, she turns the water on full blast to fill the coffee pot. If she’s worried or tense, she slams the coffee pot down on the stove. If she’s up to something, she’s quiet. On Monday, April 24, 1989, I woke up to absolute silence. When I went to the kitchen to pour myself a cup of coffee, it was with some apprehension. Sure enough, Alice was sitting at the table, innocently sipping a cup of coffee,
IN THIS ISSUE
Alice had on her best cajoling manner because she knows the idea of a party – or any recreation that exists for its own sake – is a bit alien to me. I wouldn’t call myself a workaholic, but I’m close. I tend to get more satisfaction from work than from taking a vacation, which I rarely do. And I somehow felt that the official occasion of a seventh anniversary party for our counseling agency would dredge up memories more intense than I wanted to experience.
Dr. Fatima Ali
with the look she gets on her face when she’s about to spring a bright idea on me. “Honey,” she said. “You know Fatima’s and Dehlia’s birthdays were last week and I’ve been so busy at the office, I didn’t even have time to get them birthday cards, not to mention presents. Also the 7th anniversary of opening the Reading Research Council is this Friday. It’s short notice but I’d like to have a combination birthday and anniversary party this Saturday. I’ll start calling today and see how many people can come.”
All I knew was that my granddaughter just couldn't keep up with the rest of the kids in reading and writing. I sensed that it wasn't a case of her not trying hard enough, or getting enough help.
But Alice had made up her mind. The minute we got to the office, she got on the phone and started calling. That Saturday afternoon, thirty-odd people showed up. Some had helped establish the Reading Research Council. Others had been involved with our work in one way or another – some as clients, some as therapists, some as friends and some as business associates.
(continued on page 3)
News & Feature Articles Early Miracles........................................... 1-5 We Fixed It! ............................................ 1, 6 What a Wonderful gift! ...............................7 The Kitten Story...........................................7 Common Sense vs. Common Core ....... 11-14 How Do You Read To Your Child? ..............14 In The News ........................................ 18-20 Timed Tests and Math Anxiety ...................22 Regular Features In the Mail ..................................................2 Q&A ......................................................8-10 Lazy Reader Book Club.........................15-17 Famous Dyslexics Remember .....................21 New Davis Licensees .................................23 Davis Workshops .................................26, 27
We Fixed It!
By Tara M. Frickel
“I don’t want to read baby books! I hate school, and I am not going to college!” That was my Alex at the end of the third grade. I’m sure that kind of talk is nothing new - many mothers hear it. But I wasn’t only the mom: I was also the teacher. During third grade, Alex’s classroom teacher fell ill and sadly, in January she passed away. I substituted in the rural school Alex attended for the remainder
I didn’t know what to do to help him. I felt like a failure.
of the year. In those final months of Alex’s third grade year, I discovered some strange things about my son. For example, he could spell the word “chest”
(continued on page 6)
THE DYSLEXIC READER
In The Mail
Another Grateful Mom
(Ed. This lovely letter was sent by a mom to Davis Facilitator Barbara Hoi, of Mosman, Australia. Barbara’s center is called Sydney Dyslexia Correction. Barbara sponsored a Dyslexia Retreat in July, and will hold another one in September. Visit her website for more information at http://www.sydneydyslexia.com/)
Dear Barbara, I don’t know where to start. Thank you for being so passionate, about helping not only children but people of all ages. You are the most creative, electric, positive and beautiful person that I have had the pleasure to meet. The changes that I have seen in my daughter since she finished the Davis Dyslexia Correction Program have been amazing: from the way she is retraining herself in the basic sight words and now starting to read, to her own self confidence. I thank you so much! I am really sad that I won’t be seeing you so much, but you will always hold a special place in our hearts.
Love from L.
A Grateful Mom Dear DDAI, It’s been almost three years since I decided to try to correct my son’s dyslexia using the methods introduced in The Gift of Dyslexia and The Gift of Learning. The outcome has been fantastic. His school performance has improved dramatically, and his teachers have noticed a big change. During the last year I gave D. complete responsibility for his dyslexia. Initially, I found that hard to do, but it was the right decision. My son has just completed eighth grade, and yesterday we received his final exam results. D. earned an A in every subject but one: in dictation he earned a B. I know in my heart that such a wonderful change in his school performance would have been impossible without the Davis Dyslexia Correction Program.
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: firstname.lastname@example.org INTERNET: www.dyslexia.com The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2012 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Early Miracles (continued from page 1)
As the guests drifted in, we all milled around for half an hour or so. The few people who didn’t already know each other got introduced, and we all sipped champagne while we talked about our careers, our families, our travels and all the other things people chitchat about at parties. Once everyone had arrived, the Oriental half of Alice’s Eurasian heritage slipped smoothly into gear. She had something a little more structured in mind than the typical anniversary celebration. She called the whole group together and asked them to find a seat. Her knee-length black hair contrasted beautifully with the brightly colored dress she wore, complementing her bubbly, energetic personality. Her natural grace and the genuine liking she has for people make it as easy for her to address a crowd of people as to talk to me, her husband of fifteen years. “Hello. I want to welcome you all and thank you for joining us in this celebration of the seventh anniversary of the Reading Research Council. I’d like to take a moment to acknowledge all of you for your presence here and the contributions you’ve made to Ron’s work. I’m going to introduce everybody, one by one, and I’d like each of you to help me out by telling the whole group about how you got to know Ron. “First is one of our birthday girls, the Chief Executive Officer, co-founder and den mother of the Reading Research Council, one of my ‘adopted mothers,’ and my dearest friend, Fatima Ali.” Fatima stood up and flashed a big, beaming smile. A dignified middle-aged lady with skin the color of honey, the regal bearing of an Egyptian princess, a Ph.D. in educational psychology and an attitude that disintegrates nonsense, Fatima has been with me from the day we decided to open a dyslexia counseling center, scraped together $7,200 and rented an office. Fatima's Story “Most of you probably know me pretty well, seeing as how I’ve been the resident “doctor” as well as den mother at the Reading Research Council since its beginning. But not all of you may know how I first came to meet Ron, and the reason I helped Ron found this center in the first place. “It had to do with a school I had put together with a group of friends, for our kids. My grandchildren were in the school, and we had been teaching all the kids in
our homes. Then we found a place in Santa “Finally I cornered him and asked him Rosa that was a perfect location. All we about dyslexia. He described the symptoms. needed was to find a way to get the money It sounded just like my granddaughter’s to buy it. problem, so I asked him if he would see if he “My friend Sabreen here was could do something for her. one of the parents, and “The next Saturday, he she knew a man named came over to the house and Ron Davis who gave spent a couple of hours with talks about money. That her. What I saw was so was just what we needed, unbelievable, it seemed like so we asked him to talk a miracle. She made more to our group. Sabreen progress in two hours than also mentioned to me she had in the three years that Ron had dyslexia, other people and I had but had somehow solved been working with her. Of his problem. She said he course, she wasn’t speed had started doing something reading in two hours. She he called ‘orientation had fallen a long way counseling.’ Now I had behind and had to spend two reasons to meet him – time learning the basics of the written the school and language. But there she was, actually reading my granddaughter’s learning problem. words easily after only two hours. I knew I had heard of dyslexia of course, but I right then that he had an answer, a key that wasn’t sure if that was her problem. It was no one else had....” thought to be a fairly rare condition at the time, and the educational community hadn’t Reflections done anything about diagnosing it. As Fatima recounted the story of my first “All I knew was that my granddaughter visit with her granddaughter, her use of the just couldn’t keep up with the rest of the word “miracle” sent my mind back to that kids in reading and writing. I sensed that it afternoon in her living room eight years ago. wasn’t a case of her not trying hard enough, I am sitting on the sofa next to the or getting enough help. I had tried tutoring pretty, timid twelve-year-old girl, leading her at home, and I her through a have an extensive story in a fourth background in grade reader. We What I saw was education. I had tried have just finished so unbelievable, sending her to some her first session. of the best private She reads slowly it seemed like a miracle. schools in the area, and deliberately She made more progress but their methods for a little while. in two hours than frustrated her and she I stop her from she had in the three became more and time to time to years other people… more unresponsive have her correct to anyone’s efforts. her perceptual Nothing seemed to work. It was especially distortions or to show her how to sound frustrating for me, being an educator, to see out a couple of syllables and turn them into my own grandchild struggling and not to be words. It’s new to her but she seems to be able to help. I figured if I couldn’t do anything getting the idea. with my training, maybe nobody could. After half an hour of reading, I can tell “So we had a gathering at my home and she is starting to find it tedious, so I tell her, Ron spoke to the group. He was clear and “That’s enough for now. You did great.” She concise about money and success, with jumps up and runs from the room, glad to some insights that were new to a lot of the get her face out of the book. people in the group, but were the kind of This is the first twelve-year-old I have concepts you instantly recognize as the worked with, and I feel disappointment truth. The people just loved him. When he covering me like a shroud. I’m used to finished, there was a crowd gathered around seeing the symptoms of the problem simply him, so I had to wait awhile before I could vanish before my eyes and watching the get him alone. (continued on the next page)
Early Miracles (continued from page 3)
THE DYSLEXIC READER
person’s reading skills take off like a rocket. My disappointment is compounded because of the importance of this particular person. This girl is the granddaughter of an educator, a psychologist, a member of the County Psychologist’s Oral Qualifications Appraisal Board and a member of the Board of Education. I have already tried to interest a few psychologists in what I’ve been doing, but at every attempt I was snubbed or ridiculed. It seems as though they weren’t even interested in seeing what I could do. This was my big chance to show “them" and I feel I’ve blown it. I look up at Fatima, who is sitting across the room silently watching me. She is dabbing tears from her eyes with a Kleenex. At first I think, she’s disappointed too. I start to apologize to Fatima, but she holds up her hand to silence me. Tears begin to stream down her cheeks. After a minute, I try to speak again, only to be silenced again. Several minutes pass before she is able to choke out, “It’s a miracle. A miracle!" I am totally perplexed. What is the miracle? I wonder. Certainly not what I just did. It was an improvement, but nothing like what I have come to expect. Still sobbing, Fatima repeats the words “A miracle!” Now I have no doubt that she is talking about what just happened to her granddaughter. My thoughts go back further in time to Dave Salvas, an earlier experiment. He too used the word “miracle.” His improvement was so spectacular that it may have qualified as a miracle. But Fatima has no way of knowing what I have seen in the past, no way to gauge today’s efforts as a failure as I have. The images of working with Dave two months earlier fill my mind. He called me after I mentioned to a minister that I had fixed my dyslexia and was looking for other people with the problem so I could find out whether the same techniques would work for them. Dave is from Santa Rosa. He is 35 and owns an auto body shop there. He is Latino, with neatly cut, straight black hair and a dark, rugged face. He holds his head tipped a bit to the side and affects a macho, swaggering attitude in an attempt to mask the secret he considers so shameful. We sit down and we talk. When I talk openly about my former problem, he soon opens up. He tells me he has been functionally illiterate all his life. I tell him so was I – people originally assumed I was mentally retarded. He says he never got anywhere in
school, so he dropped out before starting the eighth grade. Like many intelligent people who can’t read or write, he has become successful in a business where mechanical skills put him at an advantage and there is little enough need for literacy that he can fake his way through. I ask him if he wants to try some of the things I had done. I have no set procedures developed, so I just have him do some of the things I did on myself a couple of months earlier. First I ask him to hold out his hand and mentally picture an apple resting in his palm. Then I ask, “Where are you looking at the apple from?” He looks surprised, thinks about the question for a few seconds and indicates a point about ten inches from the right side of his head. I spend a couple of hours having him practice moving his “mind’s eye” – the point in space from which he perceives his “mental pictures.” The mind’s eye, as I define it, is what sees the image. It takes a while. He goes through stages where he becomes dizzy, so we have to back off and let the feelings pass. Finally he finds the “comfort zone,” an observation point I’ve found to be located slightly above and behind a person’s head. The exact position of the comfort zone varies a bit from person to person. It is wherever the person can perceive and register sensory messages from the eyes, ears and other sensory organs most accurately. Once a person mentally locates the “mind’s eye” at this point, he or she no longer experiences distortions in sight, sound, balance and movement, or time. Now that Dave’s perceptions are oriented, I ask him to read to me from a kindergarten book. At first he really has to struggle. I stop him several times and have him regain his comfort zone. As he becomes more adept at controlling his disorientation, I say, “This is too easy. Let’s try something different.” I gradually increase the difficulty of the material. He reads from a second grade book, then third grade, then fourth. After 15 or 20 minutes, he’s reading the front page of the newspaper. Gradually it dawns on him what he is
actually doing. He looks up at me. The color drains from his face. His eyes grow larger and he mumbles something in Spanish. I smile in reassurance, knowing that even though he’s looking straight at me he cannot see me. I gently ask him what he said, and he just sits there. Fully 30 seconds go by in silence. Then, very quietly, he whispers, “A miracle!” That whisper from the pale lips of an expressionless face will live with me forever! The seconds tick by in silence. The vacant eyes stare. Eventually the lips move again; “It’s me. I’m doing it – I’m actually reading.” The blank, wide-eyed stare and silence continue, this time for more than a minute, then suddenly his eyes flash and his body tenses. He looks at me, seeing me and says, “I’m reading a newspaper – in English. I’m reading it!” He grabs the paper and reads a sentence flawlessly and fluently, giggles to himself, then another and another. He holds up the paper and starts pointing out words and telling me what they are. His excitement is contagious, and I have to restrain myself, I do not want to interfere with his moment of triumph. On and on he goes until he gets to the bottom of the page and his giggling turns into loud boisterous laughter. He slaps the paper down on the table, looks me straight in the eyes and says “This is a miracle! Thirty-five years I couldn’t read, and in 5 minutes you have me reading the newspaper. Thirty-five years I’m too dumb to read a street sign, and in five minutes I’m smart enough to read this.” He pounds the paper once, then again and again. His eyes go blank again and the color drains from his face. The tears begin, slowly at first, then they pour down his cheeks in torrents. For over an hour his years of frustration and failure turn to salty water and streak down his face. With each of his tears I feel the joy of my own success. As Dave leaves the house and I watch him going down the walkway, I can see that he is different. The swagger is gone. His head is higher and not tilted to one side. He seems somehow taller and lighter. It seems
THE DYSLEXIC READER
to me I can sense a glow, a radiant energy around his body. *** Looking back, it’s easy to see why I mistook this type of sudden improvement for a cure for dyslexia. When I experienced the transformation myself, I was sure my problem was gone for good. I was on such an emotional high that it was three months
M E M O R I A M
On June 13, 2012, Dr. Fatima Ali (Ann Louise Adams Redmon) left her earthly existence. Dr. Ali was co-founder of Reading Research Council, and Ron & Alice Davis’ invaluable and constant supporter and friend for thirty years. It is doubtful that Davis Dyslexia Association would exist today without her early support. We all follow in her footsteps and stand on her shoulders. Her mother wrote this loving tribute to her upon her graduation as the first African-American woman to earn a Ph.D. from Purdue University. It best describes her beautiful spirit.
This is a miracle! Thirty-five years I couldn't read, and in 5 minutes you have me reading the newspaper.
before the symptoms began to reappear and I realized what I had found wasn’t the cure. Certainly I had found something, and understanding it for what it was, was important. I hadn’t been graced with the ability to commit miracles, but I did find a clue, a piece of the puzzle called dyslexia. It took 38 years to find that first puzzle piece. It took only a year and a half to find the other three. The first several people I worked with all seemed to attain a miraculous level of improvement. In a way, that was very fortunate. Had I failed only once, or produced only a mediocre improvement, I might not have continued in my quest. Dave Salvas’ improvement was what I had come to consider a standard. What I was doing was working consistently and predictably. I had stumbled onto a very basic discovery about the mind. My life’s work seemed to be cut out for me. What I consider the real miracle is the fact that I happened to find the key to solving dyslexia in the first place. *** When my attention came back to the party, Fatima was finishing her story. “...as you know, the Reading Research Council opened its doors not long after that, and I’ve been working with Ron ever since. As for my granddaughter, I’m pleased to tell you that she is in her senior year of high school, and she’s just been inducted into the National Honor Society.” v
A Tribute “A Great Amen” to My Darling Daughter, Ann Louise Adams Redmon, Ph.D. (Fatima Ali) Ah! Ah! It is true; it is very true; Descriptive phrases are exceedingly few, To tell the story which she portrays With her multiple, lovable, attachable ways. Like some rare flower in radiant bloom; Floating the air with its fragrant perfume, And lending a cheerful and colorful air To the fields which envelope it, everywhere. Or is she a symphony; Awe-inspiring refrain; Resembling the sunshine after the rain, Or a vibrant cord in a Heavenly band Struck by a mystical, invisible hand, And lifting her spirit to the heights she ascends Matching the sound of a great Amen! Whoever she is, or whoever she may be; One cannot fail to affirm the decree, That the gifts and qualities which she does possess Are rare, and superior to most of the best. The potter in choosing the clay for the mold, Selected ingredients from the crest of his fold, Which he pressed and shaped into a beautiful form, And graced her inside with an indefinable charm. By Eugenia P. Adams
According to the STAR reading test, before his Davis Program Alex was perfectly out loud, but when I asked him reading at the second grade level. After to write it down, he wrote, “cheash”. His his Program, when Alex entered fourth frustration level was very high and quite grade in the fall, he tested at a level frankly, so was mine. I didn’t know what equivalent to the seventh month of the to do to help him. I fourth grade. By the felt like a failure. end of that year, he Then our world was reading at the changed. One sixth grade level. The “tools” he learned of my friends His entire life had to use during his Davis discovered and changed over the Program gave him read The Gift of summer! everything he needed Dyslexia. She Alex went on not only to succeed, was looking for through junior high but also to excel answers for her and high school, during high school. own daughter, but and although he
We Fixed It! (continued from page 1)
THE DYSLEXIC READER
the written test. Yes, the written test! I couldn’t have been more proud of him. Alex has truly come into his own and I know it is because the Davis Program gave him the tools he needed to be able to read well. As a teacher with over twenty years of experience, I have yet to find a single program that can do as much as the Davis Program much for struggling readers. I know that my son was tested and initially didn’t qualify for “Special Education”. I also know that without the 504 plan put in place later, Alex wouldn’t have had the opportunity to read tests out loud if he needed to. At this time, I hold a Title One position at the Junior High School level in our school system. I have students in my classroom who don’t qualify for special education assistance but struggle with their daily work. Most of their problems stem from their inability to read well. Knowing what I do, as a result of my own child’s experience, I would venture to say that the Davis Program would be beneficial for many students in any school system. In closing, I would once again like to express my gratitude to Kim Carson for her dedication to her clients and to the Davis Program. I thank God and Kim Carson every day. I would also like to say, if you have a child who seems to be struggling with reading, and you know intelligence isn’t the issue, please consider the Davis Dyslexia Correction Program. v
she recognized the symptoms my Alex was experiencing. She let me know about the book and I started my quest to find a solution for my son. The summer after Alex finished third grade, I found Davis Facilitator, Kim Carson, in Redfield, South Dakota. She agreed to take Alex on as one of her students. We drove to Redfield and Alex spent five days completing the Davis Dyslexia Correction Program. On the third day Alex asked me how much the program cost. When I asked him why he wanted to know, his reply was, “’cuz it’s helping.” On the last day, as we drove out of Redfield heading for home, he said from the back seat of the car, “Mom, if you look at me today and I look like I am crying, it’s because I am happy.” Of course, by that time I was crying too. And I realized as we drove down the highway that he was reading every road sign out loud! It was honestly like a miracle had happened. Speaking about the problems with school work many children face, I’ve heard people say “if your child had a broken leg, wouldn’t you’d fix it?” Of course. And so, with Kim’s help, we “fixed” Alex’s reading problem.
had a 504 plan in place because of his dyslexia diagnosis, he never made use of it. Many of his teachers didn’t even know Alex had ever had difficulty reading. The “tools” he learned to use during his Davis Program gave him everything he needed not only to succeed, but also to excel during high school. He was on the Honor Roll all four years and he graduated in the top 10% of his class! The gold cord he earned as an Honor Student hangs on his graduation picture. He said, “That’s for you, Mom.” Alex is now attending Northeast Community College and is in the Utility Line Program. He is the vice-president of the Lineman Club and recently competed in the Lineman Rodeo, a competition involving several different colleges. In this competition he earned 4th place in one event, a 5th place in another. However, he also took 1st place on
Ideas are like rabbits. You get a couple and learn how to handle them, and pretty soon you have a dozen. John Steinbeck American Pulitzer Prize-winning writer (1902 - 1968) Man cannot discover new oceans unless he has the courage to lose sight of the shore. André Gide French author and winner of the Nobel Prize in literature in 1947 (1869 - 1951)
THE DYSLEXIC READER
What a wonderful gift!
By Susan Hall, Davis Facilitator in West Vancouver, BC, Canada
“We are the people we’ve been waiting for,” states the title of Sir Ken Robinson’s short film on creativity and education. But in fact, we are also some of the nicest people you could ever wish to meet! Madelyn Eybergen is 10 years old. In 2011 she completed a Davis Dyslexia Correction Program with Davis Facilitator, Sharon Roberts, in Ontario. She recently wrote to me at The Whole Dyslexic Society.
“At Christmas, the time everybody was asking for things, I decided that what I wanted for Christmas was for somebody else to have the same experience I did. My Mom and I, with the help of Sharon Roberts, found The Whole Dyslexic Society. We learned that the Society takes charitable contributions for other people who would like to take the Davis Program but can’t afford it. So, for Christmas, I asked my friends and family for money
Madelyn with her clay models of words. instead of gifts, so that I could give the money to this charity. I raised $125.00. I would like this donation to go to another child in Canada so he or she can take the Davis Program.”
Madelyn is obviously not only an artist (just look at her clay models!), but she also has a huge heart! The Board of The Whole Dyslexic Society all agreed
that we will make sure her wishes are carried out, and she’ll also have the opportunity of hearing from the recipient. Our Society is ten years old this year, so if you would like to continue the giving and join our group we would be most grateful. A family membership is only $25.00. If you’d like to join with Madelyn to help someone in Canada access a Davis Dyslexia Correction Program, please do visit our website at: www.dyslexiacanada.com. Or you can mail a donation to The Whole Dyslexic Society, P O Box 33026, West Vancouver, V7V 1HO, BC, Canada. v
The Kitten Story
The Kitten Story Yesterday I walked up a stone driveway to a barn full of 3 week old kittens! There were some orange ones and some frisky calico kittens. But of the calico kittens one was brave and sweet! She seemed to like me. So after seeing them all, the chubbiest one I named Lily. But out of the shy orange kittens, I liked the one who was a little braver than the other orange ones. I named him Tuck. The other calico kitten was so cute, but what kitten isn’t? She had a patch almost like tiger on her head. So I named her Patches, and that’s the kitten’s story. And I hope I can see them real soon! v
A big thank you to Marcia Maust, Davis Facilitator, Autism Facilitator/ Coach and Training Supervisor in Berlin, Pennsylvania, for sharing Katie’s story with us. Katie is twelve years old and completed her Davis Dyslexia Correction Program in May of this year. She’s been using her Davis tools to express herself in writing – with illustrations! In case our reproduction doesn’t come through quite clear enough for all to read, here’s the transcription:
PAGE 8 International Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 Toll free or (650) 692-7141 or visit dyslexia.com/providers.htm The following is a current list of all Davis Facilitators, some Facilitators may also offer other Davis services.
THE DYSLEXIC READER
to better recognize common spelling patterns. The Davis tools that will help include use of the dictionary, Spell-Reading, and Davis Symbol Mastery. If the child has a list of words to learn for school each week, it will probably be too timeconsuming to clay all of the words, but he could select one or two to model each week. Then he could spell-read the others and follow the symbol by Abigail Marshall mastery steps of closing his eyes and saying the letters of each word forward and backward. I’d also suggest that words be studied in a way that brings attention to specific spelling patterns or word roots – for example, he could spend time focusing on the “-ight” pattern in light, right, sight, Q: My son had a big gain in reading after etc. It will help to use the dictionary to focus on completing his Davis program week, but he is still word meaning and derivation, as that information struggling with writing and spelling. I remember often provides clues to correct spelling as well. reading that “inventive spelling” is terrible for kids For homophones that have different spellings like him because the spelling that he invented is depending on meaning, the clay modeling may what gets imprinted in his brain and is very hard be the best solution. For example, the best way to rewrite. I am wondering if it would be best for to learn the difference between “site” and “sight” him to stop writing for a long while (a year). In the may be through modeling the meaning. mean time he would use a speech to text program I have written some other tips for working to put his ideas down on paper. on spelling and writing here: That way he will only be seeing correct spelling. That http://www.netplaces.com/ would begin to imprint on parenting-kids-with-dyslexia/ his brain without such a …it’s best to create a strategies-for-spellingstruggle. He would continue learning environment writing-and-math/ spelling through claying that will tend to words and other specific minimize mistakes… activities.
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 Hervey Bay, Queensland +61 (074) 128-2470 Mary Davie Sydney NSW +61 (02) 9521 3685 Amanda Du Toit Beaumont Hills NSW +61 (405) 565 338 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan also DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi also Autism Facilitator/Coach Mosman/Sydney +61 (02) 9968 1093 Annette Johnston Rockingham WA +61 (8) 9591 3482 Eileen McCarthy Manly/Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 Heidi Rose Pennington S.A. +61 (8) 8240 1834 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22
Speech-To-Text For Spelling?
Ina Barbara Hallermann
Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98
A: I think it is true that spelling errors often occur because child has retained a mental image of the wrong spelling, and that it can be hard to get rid of those images. But I don’t think that relying on speech-to-text will work because those systems also make errors, and will substitute unrelated words in the text whenever the software fails to recognize what the child is trying to say. That could be very difficult for a dyslexic child, as he would not have the ability to spot the errors, and could actually lead to greater frustration or make the problem worse. Additionally, even though the child may see words correctly spelled in print, he will not master the ability to write those words on his own unless he actually has experience writing the words correctly. It is true that when the child makes a mistake, he is reinforcing his memory of the wrong way to the spell the word, but the solution is not to give up trying. Rather, I think it’s best to create a learning environment that will tend to minimize mistakes and help practice and reinforce writing the words correctly. Because English spelling is inconsistent, a child will have to study individual words, at least until he has enough experience that he can begin
Q: I’m an adult, very interested in a Davis Dyslexia Correction Program for myself, as I’ve been struggling with dyslexia my whole life. My understanding is that the program is done over a five day period, six hours a day. My job situation is such that there’s no way I can take that much time off from work. Is there any alternative for me? A: The one-week, 30 hour program was developed over a period of years, including experimentation with different schedules, including some that were much longer. Our experience clearly shows that the optimum schedule for most clients is the one you describe, consisting of five consecutive days, six hours a day, with appropriate breaks during the course of the day. An intense, shortterm and sustained program seems to be the is most conducive to our clients internalizing the Davis tools of Orientation, Symbol Mastery, Dial,
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Release, and the Koosh Ball their Davis Program. If you and Reading Exercises. are determined to learn the However, you are Davis Tools and overcome An intense, short-term certainly not the only person your symptoms, it’s possible and sustained program whose work schedule that your facilitator will seems to be the is makes our usual schedule be willing to work out a most conducive to our difficult: our school age schedule adapted to your clients often have this same situation. Of course the clients internalizing difficulty when they ask for facilitator’s own scheduling the Davis tools permission to miss school. needs will impact her ability Sometimes we have to get to make adjustments for a creative. particular client. If you have weekends off, your Davis Keep in mind that an extended schedule creates Facilitator may be willing to start your program additional difficulties, and the experience may be on a Saturday. This would result in you missing somewhat different from a Program given within just three days of work. If you schedule your the standard intensive schedule. But it’s certainly program around a holiday falling on a Friday or worth a conversation! Monday, you could miss only two days of work. Many clients schedule their program during vacation leave. You don’t mention where you’re from or what type of work you do, but in the United States even this option can sometimes be Q: I’m an adult Spanish speaker and I’m dyslexic. difficult, since not all employees are guaranteed I have all the usual difficulties with reading and yearly vacation time. writing in Spanish but I have also been studying On the other hand, it might be a good idea English for a very long time and still have a lot of to discuss the possibilities with your employer. trouble with it. I feel like I can understand quite a Depending on the kind of work you do, your bit and respond orally, but I’m terrible at reading employer might consider it a benefit if you were to and writing. If I do a Davis Program, will it help miss work for the purpose of improving dyslexic with my English as well as my native tongue? symptoms that may be affecting the quality of your work. You never know, you might find that A: First, it’s important to know that dyslexia has your boss will say yes to the time off, and if he no real bearing on the acquisition of a second says no, you’re no worse off than you are now. language. Many dyslexics are bilingual – the It is possible for a Davis Program to be given problems that many dyslexics report in learning with another schedule. For example, some a second language generally stem from the way facilitators have worked with children for half the language is taught or study methods they are days over the course of two weeks, or as an using. So it is important to use an approach that after-school program over the course of three fits the dyslexic learning style. consecutive weeks. Facilitators have also worked The same issue that makes reading and writing with adults meeting once or twice weekly for difficult in your first language will affect you only a few hours at a time. when you’re learning a second language. This But when the program is extended, it is also is why you feel more confident in your ability likely to take longer. Rather than moving steadily to understand and speak English, than you do forward, the Facilitator and client may have to when you have to read or write it. I often run spend time during sessions revisiting concepts into Spanish-speaking dyslexics whose English that have been previously covered, and it may grammar is perfect, but when they take a written be particularly difficult for the client to develop grammar test, they utterly fail. Very frustrating, a habit of using the various tools for mental and not at all indicative of their real ability! focusing. It may also be harder for the client to Davis Dyslexia Correction wasn’t designed recognize signs of progress, which in turn may to solve this particular problem. However, lead to loss of motivation. That could lead to a Orientation Counseling and the other Davis tools decision not to continue the Program through can help you master reading and writing in a completion of the work with the Facilitator, second language just as they can in your native which would tend to undermine the value of language. Your Davis Facilitator will give you the entire Program. a list of English ‘trigger words’ to master with When you go for a Davis Assessment, speak clay, just as you will use Symbol Mastery on the with your facilitator about your scheduling needs. ‘palabras detonantes’ in Spanish. And Release and We know that our clients’ motivation to change Dial will help you control the stress you feel when their situation is key to the long term success of you’re studying and taking tests.
Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Bethisabea Rossitto Bruxelles +32 (474) 68 56 06 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Bolivia Veronica Kaune La Paz +591 (2) 278 9031 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Wayne Aadelstone-Hassel Halfmoon Bay +1 (604) 741-0605 Rocky Point Academy Stacey Borger-Smith also Autism Training Supervisor also Autism Facilitator/Coach also Supervisor Specialist Lawrence Smith, Jr. also Autism Training Supervisor also Autism Facilitator/Coach also Workshop Presenter Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Brantford, Ontario +1 (519) 304-0535 +1 (800) 981-6433 (Toll-Free) Janet Currie Richards Boutiliers Point Nova Scotia +1 (902) 826-1512 Elizabeth Currie Shier also Autism Facilitator/Coach Oakville (Near Toronto) +1 (905) 829-4084 Brenda Davies Rosedale Station Alberta +1 (403) 823-6680 Cathy Dodge Smith also Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Carole Ford Ladysmith, BC +1 (250) 245-8412 Sher Goerzen Maple Ridge BC +1 (604) 290-5063 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779
¡Inglés, Por Favor!
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v Canada (continued) Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Colleen Malone Newmarket Ontario + 1 (905) 252-7426 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 558-7797 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Joanna Pellegrino Thunder Bay Ontario +1 (807) 708-4754 Sharon Permack Thornhill Ontario +1 (416) 726-4441 Desmond Smith Oakville Ontario +1 (905) 844-4144 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell London, Ontario +1 (519) 494-9884 Rebecca Wight Chilliwack, BC +1 (604) 615-6452 Kim J. Willson-Rymer also Autism Facilitator/Coach Mississauga, Ontario +1 (905) 825-3153 v Chile Ximena Hidalgo Pirotte Santiago +56 (02) 243 0860 v China Twiggy Chan Hong Kong +852-6175-8439 Yvonne Wong Ho Hing also Autism Facilitator-Coach Hong Kong +852-6302-5630 Livia Wong also Autism Facilitator/Coach Hong Kong +852-2756-6603 v 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 Ana Gabriela Vargas Morales San Jose Escazu + 506 2288 0980 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven also DLS Mentor Bryrup +45 7575 7105 v Ecuador Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Santiago Fernandez Cumbaya Quito +593 (09) 308 9646 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Q&A (continued from page 9)
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the individual. The specific improvements you will see in your child if he decides to do a Davis But there is another issue you should keep in Program, will depend on what his challenges are mind, because it’s something that has probably when he begins, what his goals are, and whether he always hampered you, and it’s almost completely continues to use the tools after his program ends. out of your control. The teaching strategies Post-program follow-up is essential to preserve traditionally used in most parts of the world to gains and improvements made during the initial teach English (and any other language you might program week. be interested in) make it difficult for almost all However, there are a number of changes that we students to become comfortable speaking, reading see almost immediately in all our clients. or writing in another language. For dyslexics, Reading ability tends to those traditional strategies improve during the course of are even less effective. the one-week Davis Program There’s not much you can by at least one grade level, The same issue that do about it, other than to and often by much more. makes reading and try to find a teacher who is Improvements in spelling writing difficult in open to learning and using take more time. Symbol your first language more effective teaching Mastery – the mastery of will affect you when strategies. ‘trigger’ words with clay – you’re learning a One approach that has improves spelling with every second language. helped many people learn word mastered. But spelling, languages with less stress, syntax and grammar also is TPR, Total Physical improve the more we read. Response. TPR was developed by Dr. James Asher So as your child’s use of the Davis tools allows in the United States. You can find an article about him to read more and more easily, this, too, will TPR on the Davis website at: improve his spelling. Being Oriented also improves http://www.dyslexia.com/library/tprlanguage.htm. spelling and handwriting and allows our clients to You can also visit Dr. Asher’s website at: http:// find spelling errors more quickly, so most report www.tpr-world.com. Perhaps you can find a school improvements in writing during the course of or language academy near you that specializes their program as well. in this type of instruction. If not, for home use I An almost universal change felt by children and recommend The Rosetta Stone. You can read more observed by their parents during the program week about this computer-based language instruction is an improvement in self-esteem and confidence. program at: http://www.rosettastone.com. This is one of the most beneficial aspects of the Davis Program, since on the one hand, it’s difficult to improve if you don’t believe you can, and on the other, good self-esteem and confidence make for happier children and happier families! The ability to manage stress, frustration and anxiety improves during the program and after. Nearly all clients, children and adults, report feeling more ‘centered’, more relaxed, and more able to focus and sustain their attention when using the Davis tools. Since we can’t avoid all stressful situations, the ability to self regulate these Q: My son is dyslexic. We’ve tried several emotions is extremely valuable and contributes different approaches to resolve his dyslexia, but to better school performance and relationships in it’s clear there’s something else he needs. I’ve read school and out. some material on line about the Davis Program, After the program, most clients report that they but I’d like clarification about what concrete do better on written exams because their memory progress I could expect to see in my child, if we improves. The tool of Orientation and stress relief were to try your approach. with Release and the Dial defeat the memory blocks that prevent many dyslexics from showing A: I think it’s entirely natural to be somewhat what they know on tests and during oral interviews. skeptical about any kind intervention for dyslexia, A Davis Perceptual Ability Assessment and especially after trying other types of help without Symptoms Profile will clarify what your son’s getting the results your son needs. There are a challenges are and determine whether the Davis number of things to take into account when you Program is right for him. You can locate a Davis consider a Davis Program. Facilitator near you by visiting our website www. Precisely what changes parents see after their dyslexia.com. v child does a Davis Program, depends greatly on
I Need Specifics!
THE DYSLEXIC READER
Zhao reminds us that in the 1880s we discovered cocaine, a wonder drug purported to cure stomach ache, nervous agitation, lethargy, tuberculosis, asthma and many other ailments. Sigmund Freud wrote, “I take very small doses of it regularly against depression and against indigestion and with the most brilliant of success,” and such luminaries as Thomas Edison, Queen Victoria and Pope Leo XIII praised its efficacy. Today we know that cocaine is potent, but not only is it not a cure-all, it’s a huge problem. by Yong Zhao Zhao also reminds us that Diane Ravitch, another well known In case you haven’t heard of Yong researcher in education, has exposed Zhao, he is an internationally many supposed educational silver recognized scholar, author, bullets. But she states, “... in and speaker. He focuses on the education, there are no shortcuts, no implications of globalization utopias, and no silver bullets.” and technology on education. The thing about the Common Zhao has published over 100 Core is that it’s utterly untested. In articles and 20 books, including the United States, we have been Catching Up or Leading the Way: experimenting with standards and American Education in the Age of testing for quite some time, yet it’s Globalization, and World Class clear that they have not solved our Learners: Educating Creative and Entrepreneurial problems with inequality and inefficiency. Based Students. He currently serves as the Presidential on our past experiences with standards, many Chair and Associate Dean for Global Education in education researchers agree with Zhao that the the College of Education, University of Oregon, Common Core will have little or no effect on where he is also Weinman Professor of Technology student achievement. and Professor in the Department of Educational Continuing his medical metaphor, Zhao reminds Measurement, Policy, and Leadership. us that all medicines have side effects, and even Yong Zhao knows whereof he speaks, so while curing us, can harm our bodies: when he speaks out, I listen. In his June 17th blog posting he compares the Common Core State Everything comes at a cost. Education cannot Standards (CCSS) to a wonder drug, “invented, escape this simple common sense law of nature for manufactured, packaged and a number of reasons. First, shipped” to teachers in this time is a constant. When case, along with consultants one spends it on one thing, offering products and In education, there it cannot be spent on others. services to help with the are no shortcuts, Thus when all time is spent proper administering of the no utopias, and no on studying and preparing wonder drug. He states, silver bullets. for exams, it cannot be spent on visiting museums… Specifically, the Common Second, certain human Core claims to cure the ills that qualities may be antithetical to each other. When have long plagued America’s education: inequality one is taught to conform, it will be difficult for him and inefficiency. “Common standards will help to be creative. When one is punished for making ensure that students are receiving a high quality mistakes, it will be hard for her to take risks. When education consistently, from school to school and one is told to be wrong or inadequate all the time, state to state. Common standards will provide a it will be difficult for her to maintain confidence… greater opportunity to share experiences and best Finally, resources are finite as well. When a school practices within and across states that will improve or society devotes all resources to certain things, our ability to best serve the needs of students.” they don’t have them for others. For example, when all resources are devoted to teaching math So how wonderful is this wonder drug? There is and language, schools will have to cut out other no empirical evidence at the moment to make any judgment since no one has taken it yet. But common programs. When more money is spent on testing students, less will be available for actually helping sense can help. If it is too good to be true.… them grow.
A DYSLEXIC READER REVIEW BY LAURA ZINK DE DÍAZ
v Ecuador (continued) Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723 Inés Gimena Paredes Ríos Ambato +593 (08) 418 5779 v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Sophie Bellavoir Sucy-En-Brie +33 (6) 04 02 99 21 Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Claudine Clergeat Brunoy + 33 (06) 78 69 79 56 Jayne Cooke Barr +33 (0) 3 88 74 06 01 Corinne Couelle Lyon +33 (04) 78 88 65 52 Patrick Courtois Juvignac +33 (6) 37 40 49 67 Jennifer Delrieu Auffargis +33 (01) 34 84 88 30 Claudine Garderes Fontenay-Le-Fleury (near Paris) +33 (642) 15 99 27 Virginie Goleret Grenoble +33 (67) 898 6217 Lisa Henry Bordeaux 33 (15) 57 87 19 63 Sophie Flaux Lasnon Riec Sur Belon +33 (61) 457 0338 Emmanuelle Leibovitz-Schurdevin Tours +33 (613) 02 48 85 Tours Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Chantal Marot-Vannini Arfeuilles +33 (06) 14 24 26 33 Carol Nelson Boulogne-Billancourt/Paris +33 (09) 52 63 02 05 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe also Autism Facilitator/Coach Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Anne Guignard Trier +352 (691) 245 252 Ina Hallermann Thalheim/Fraunberg +49 (0)8762 7382069 Christine Heinrich Remseck +49 (0)7146 284 65 60 Sonja Heinrich also Supervisor-Specialist also DDA-DACH Director also Autism Facilitator/Coach Hamburg +49 (40) 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 (continued on the next page)
Common Sense vs. Common Core: How to Minimize the Damages of the Common Core
v Germany (continued) Rita Jarrar München +49 (089) 821 20 30 Randolph Keitel Bühlertal +49 (0) 7556-928845 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Marianne Kranzer Königsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 (711) 479 1000 Anne Moeller Gröbenzell BRD +49 (081) 4251955 Angela Przemus Shönebeck +49 (3928) 845 159 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter also Supervisor-Specialist also Autism Facilitator-Coach also Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Birgit Thun Hamburg +49 (040) 4135 5015 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis also Specialist Trainer also Workshop Presenter also DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Gabriele Wirtz also Autism Facilitator-Coach Stuttgart +49 (711) 55 17 18 Elvira Woelki Mindelheim +33 (082) 61 76 36 38 v Greece Evagelia Apostolopoulou-Armaos Patras +30 (261) 062 21 22 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Traute Lutz Marausi +30 (210) 804 3889 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 Common Sense (continued from page 11)
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The question, ultimately, since it now appears that over the objections of many the Common Core will be imposed in most states, what can be done 4. Again to schools, Zhao says don’t waste your to minimize the negative side effects that are bound funding on Common Core products and services to result from this educational experiment? Zhao that claim to help children prepare for college or a has a number of recommendations for schools career. Precious education dollars are better spent and school leaders. Communities should take on “teachers and school these recommendations leaders…excite them with to heart as well, and take opportunities and support every opportunity to lobby for their innovation, inspire The future needs for them. them with high quality passionate, creative, professional development collaborative innovators 1. We should not allow programs, minimize the ourselves to be fooled by and entrepreneurs, bureaucratic burden placed the exaggerated claims, not compliant, uniform on them, reduce their class flashy charts and interactive test takers. sizes, and give them time to displays of student data learn and collaborate with used by Common Core their colleagues.” advocates. Zhao says, “The Common Core will not make your children ready for college or a career. 5. Don’t use standardized test scores to judge The future needs passionate, creative, collaborative students. Zhao reminds us that, “No matter how innovators and entrepreneurs, not compliant, wonderful a standardized test in math or reading is, uniform test takers. The Common Core will not it cannot measure your children’s character, interest, help the disadvantaged children do better either passion, friendship, wisdom, creativity, or mental because the real problem is poverty, not standards health. It cannot predict your children’s future in the classrooms.” The poverty level of children in either. Instead, look for their strength, support their the United States is now 23%, the highest among interest, and help them explore and experiment. industrialized nations, and it has a devastating Behind what they cannot do may well be something effect on school performance. The Common Core they are great at!” will impose 20 times more testing on our children than the No Child Left Behind Act, which many 6. And don’t use student scores to judge teachers. educators believe already imposes too much testing “…students’ performance on tests is the result at too high a financial cost. of many factors, many of which are beyond the control the teacher. Thus it is not only unfair to 2. We should fight the judge a teacher based tendency to narrow the on test scores, but also curriculum. This will be ineffective—research has an inevitable side effect of Reading aloud “complex shown that test-based the Common Core. Zhao texts” that students can’t incentive programs do not recommends, “Don’t cut lead to improvement of read on their own mainly arts, music, sports, recess, student achievement.” because the subject matter field trips, debate teams, is far above their level or other programs in order Zhao’s blog posting is of development would to align with the Common an important read. I would be boring for the Core. Nothing is more core add a few other items to than a child’s interest and kids and a waste of his list of problems in passion. A well-balanced, teaching time the Common Core State broad curriculum that meets Standards. They focus on the needs of each child is a day by day, year by year a much better bet for your children’s future than regimentation of academic behavior. Only students one devoted to two subjects, standardized and who are academic conformists will be able to meet prescribed by people who have no knowledge of the demands of the CCSS and be deemed ready your community or your children.” for college or a career. Students must read mostly 3. Don’t force teachers to be simple transmitters of standardized knowledge. “The most powerful and effective teachers are those who inspire and motivate their students, who are personable and enthusiastic about their work, and who trust and non-fiction, analyze complex texts, listen while the teacher reads aloud what they cannot read on their own, identify Greek or Latin affixes or roots, and comply with these and other requirements without question or complaint. believe in their students.” The best teachers do not just pass information to students – for that we have Wikipedia, Google searches and YouTube videos!
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Having seen a listing of a few of the exemplary the “Allegory of the Cave” from Plato’s Republic, texts recommended by the CCSS, I question all of listed as an “exemplary informational text” in the the above standards. Reading to students in class is Common Core State Standards for Language Arts. If that’s judged as over the top for 12-year-olds, a gift teachers can give all students, not just those there’s always Ronald Reagan’s 1988 “Address who may struggle with reading. Reading aloud a to Students at Moscow State University.” story that’s of interest to the children, and written at a level appropriate to students’ age and maturity, The above two examples of informational text is a wonderful teaching strategy that can improve get right to the question of how we will define not only vocabulary, but also, gradually and complex text and how we apply that definition without any stress, can improve their ear for good at the different grade levels. I suggest that if a syntax and grammar. Reading aloud “complex texts” that students can’t read on their own mainly teacher read either of them to 12-year-olds, most of the kids would stop listening after the first few because the subject matter is far above their level of development, would be boring for the kids and a sentences. The Allegory of the Cave posits that a person held chained to a wall in a cave, unable waste of teaching time. to move his limbs or even his head, for his entire It’s important to decide how we will define life, able to see nothing around him but shadows, complex texts, which texts are appropriately would have a limited and distorted understanding complex without being over the heads of our of reality. If such a person were ever released, students. I encourage teachers at the high school he’d find the world outside level to have students incomprehensible, and if he discuss their assigned visited his fellow prisoners reading, but analysis of We ask students to in the cave to describe the text, complex or otherwise, write about their own world, those prisoners is a literary skill beyond would think him crazy. the abilities of nearly all experiences because it There are several ways we students until grade 11 makes sense to write can make the same point or 12. I’d much rather about what you know, and to 12-year-old children see high school students because it’s motivating without recourse to this analyzing advertisements for children and teens to ancient piece of writing. and political campaign ads. write about the events The folk tale about blind They are short, expressed in their own life men examining different in simple language, but are parts of an elephant, would manipulative of consumers be a good place to start. and voters. Learning to And on its face, the assertion that fiction doesn’t analyze how these work is a lifelong skill of teach us anything useful for life in the real world, considerably more value to just about everyone. is absurd. A simple example: in the last issue of Depending on what you consider to be complex The Dyslexic Reader I wrote about a revelation texts, the ability to analyze them will be useful to I experienced concerning the nature of human some, but not to all. An aspect of the Common Core State Standards perception of time. This came directly as a result of reading Edgar Rice Burroughs’ novel, At The that I find most offensive – and it gets virtually no exposure in the press – is the insistence that Earth’s Core. students only gain world knowledge through nonLikewise, it’s silly to suggest that elementary fiction, or ‘informational text’, as it is becoming school children not write about their experiences known by those who support this idea. In her and their reflections. We ask students to write about article, The Crocodile in the Common Core their own experiences because it makes sense Standards, Susan Ohanian (another of my favorite to write about what you know, and because it’s researchers on education reform) discusses this bias motivating for children to write about the events against fiction. She critiques a public talk given by in their own life. When we’re young our own lives David Coleman, principal architect of the CCSS, and experiences are what we know best, and it’s affirming to see someone else interested in reading Coleman insists that teachers must train students about what we think and do. Good teachers know to be workers in the Global Economy. In his words, that you will never get a child interested in – much “It is rare in a working environment that someone less passionate about –writing, if you start with says, “Johnson, I need a market analysis by Friday book reports and move on from there to analyses but before that I need a compelling account of your of works that bear no relationship to their lives childhood.” Translation to the classroom: No more and experience, or that are far above their level of primary grade essays about lost teeth or middle development. school essays about prepubescent angst. Instead, Like all readers of fiction, I know that I am who students must provide critical analysis of I am today in part because of the fiction I’ve read. Again, I refer you to Susan Ohanian:
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v Iceland (continued) Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir also DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 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 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 Veera Gupta New Delhi +91 (11) 986 828 0240 Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Anne Marie Beggs Old Portmarnock +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Luba Elibash Ramat Hasharon +972 (9) 772 9888 Angela Frenkel Beer Sheva +972 (52) 655 8485 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz Ra’anana/Tel Aviv +972 (09) 772 9888 v Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Elisa De Felice Roma +39 (06) 507 3570
v Italy (continued) Antonella Deriu Nuoro, Sardinia +32 059 32 96 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Eugenie Schares also Autism Facilitator/Coach Liberta Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Jamaica Leslie Dahl St. Ann +876 457-1350 v Kenya Manisha Shah Nairobi +254 (721) 492-217 v Lebanon Samar Riad Saab, MA Beirut +961 (3) 700 206 Carol Taljeh-Ariss Beirut +961 (3) 588 752 v Luxembourg Nadine Roeder also Autism Facilitator/Coach Luxembourg +352 691 30 0296 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Magarita Saucedo Alvarez Icaza San José Insurgentes DF +52 (55) 35 38 52 40 Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca also Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas also DDA Director also Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Mexico DF +52 (55) 17 18 01 34 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin also Autism Facilitator/Coach Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666
THE DYSLEXIC READER
Writing in The New Yorker, Louis Menand says, “When I read a poem I relate it to all the other poems I have read... past poems condition my response to any new poem. And the really new poem conditions my response to all the poems that precede it. After Prufrock, the Inferno is, ever so slightly, a different poem. Thus text informs text backwards and forwards.”
How do you read to your child?
By Abigail Marshall, DDAI
Ed. This article was first published at Dyslexia The Gift Blog – News and Views From Davis Dyslexia This gets to the heart of the importance of (http://blog.dyslexia.com). fiction, it allows you to approach something new This is a new blog, full of from your own private perspective, contributing interesting bits of news and your own experience of life – and to be changed by commentary. Please feel the encounter between you and the writer, carrying free to visit it on a regular basis!
that experience forwards and backwards in your mind, and in your development as a human being. It is as true of young readers’ experience of Amelia Bedelia as of older readers’ experience of all fiction, from Shakespeare to Harper Lee’s To Kill a Mockingbird, to Suzanne Collins’ The Hunger Games. Add to that, the very important and well researched fact that it is free, voluntary reading that most improves a child’s – or adult’s – ability to read. There is lunacy in suggesting that schools slash the amount of fiction students read, or the number of essays based on personal experience or opinion. But this is the Common Core. Susan Ohanian sums it up nicely:
Reading story books to small children is fun, but did you know that the way you read can make a big difference in preparing your child to become a reader? A recent research study showed that pre-school age children had significantly improved early literacy skills when their teachers made specific references to print in the books as they read. “Print-referencing” means using simple techniques to draw a child’s attention to the letters and words on a page, the concept that clusters of letters form words, that the letters are scanned from left-to-right, that the words have meaning. This activity is woven into the reading; the pictures on the page are also important to meaning and enjoyment “Why, if fiction is no more vital than leftover turnips, of the read-aloud experience. is there a Nobel Prize in Literature and not in Ron Davis wrote that each word has three parts: lawyers’ briefs, or material from the Federal Reserve what it means, what it looks like, and how it sounds. Bank of San Francisco’s Web site?” [Actually listed The parent who can convey that basic understanding in the Common Core as an exemplary text.] when reading to a child will have gone a long way toward laying a strong foundation for reading.
Resources for more information: Zucker, Tricia A., Ward, Alison E., Justice. Laura M. Print Referencing During Read Alouds. The Reading Teacher Vol. 63, No. 1 September 2009. Available in PDF format at: http://blog.dyslexia.com/how-do-youread-to-your-child/#more-80 Spiegel, Alix. Small Change In Reading To Preschoolers Can Help Disadvantaged Kids Catch Up. Available on line at: http://www.npr.org/blogs/ health/2012/05/29/153927743/small-change-inreading-to-preschoolers-can-help-disadvantaged-kidscatch-up Pfeiffer, Sharon. Getting Ready for School: Head Start Activities for the Home/ How to Read to your Child. The Dyslexic Reader, Issue 5. © Davis Dyslexia Association International & S. Pfeiffer, 1996. Available on line at: http://www.dyslexia.com/library/ ready.htm#read Research Citation: Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820. doi: 10.1111/j.1467-8624.2012.01754.x v
If you have children in school, and if you haven’t been aware of the push for the CCSS, it’s time to start doing some Google searches. The Department of Education has been enticing states to adopt the Common Core in exchange for federal funds. Most states have complied – in today’s economy, few can afford to pass up the chance for a few more bucks. As parents, we need to recognize snake oil when we see it, and refuse to drink it.
You can read all of Yong Zhao’s blog posting at: http://zhaolearning.com/2012/06/17/common-sensevs-common-core-how-to-minimize-the-damages-ofthe-common-core/ You can read Susan Ohanian’s critique of the push against fiction in the Common Core at: http://www.dailycensored.com/2011/10/18/thecrocodile-in-the-common-core-standards/ v
Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit
Contains everything needed to do Davis Symbol Mastery: A manual in checklist format, 117-minute instructional DVD, laminated alphabet strip, letter recognition cards, dictionary, grammar book, punctuation booklet, pronunciation key cards, and clay - all in a sturdy nylon shoulder bag. Suitable for working with students of any age. 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 $129.95
DVD/AUDIO CD SOFTWARE
Dyslexia – The Gift I Can Do It – The Confidence to Learn
I Can Do It – The Confidence to Learn Teachers, parents, school administrators, and students speak about the many benefits of using Davis Learning Strategies at Vale Elementary School in Oregon. DVD $9.00 (running time: 12 minutes) This documentary introduces the concepts and methods in The Gift of Dyslexia. Viewers of all ages will find the interviews and animated sequences highly informative and entertaining. DVD $39.95
Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration of The Gift of Dyslexia, read by author Ron Davis.
4-CD Set $29.95 $39.95 Unlocking the Power of Dyslexia A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes) The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes) Davis Dyslexia Correction Orientation Procedures This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00 Davis Symbol Mastery and Reading Exercises Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00
The Gift of Dyslexia: Why Some of the Smartest People Can’t Read and How They Can Learn
(Revised and Updated 2010 edition)
Davis Symbol Mastery Deluxe Kit
Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia. $15.95 Softcover
Provides additional materials for implementing the Davis methods that address disorientation, build attention focus, and improve balance and coordination. Includes everything in the regular Symbol Mastery Kit plus: • The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual • Davis Orientation Procedures DVD • Two Koosh Balls Deluxe Kit $219.95
THE DYSLEXIC READER
SUPPLEMENT PAGE A2
BOOKS FOR CREATIVE LEARNING
The Gift of Learning by Ronald D. Davis, Eldon M. Braun 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
Expands the Davis Methods with theories and correction procedures that address the three basic areas of learning disability other than reading, which children and adults experience. Softcover $13.95 $15.95
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 $4.99 $12.00
Beyond ADD: Hunting for Reasons in the Past & Present
The Myth of the ADD Child
by Thom Hartmann Explore a variety of theories as to why ADD has become so prevalent in modern society, and solutions related to many of the theories. Softcover $9.10 $12.95
by Thomas Armstrong, Ph.D. Essential for any parent of an active child. Detailed profiles of behavior patterns are keyed to suggested strategies for getting each child on track, without drugs or coercion. Softcover $4.99 $15.00
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 $13.45 $14.95
Strong-Willed Child or Dreamer?
by Dana Spears & Ron Braund A must for parents of children who are imaginative,sensitive, moody, stubborn, and compassionate. Softcover $4.99 $12.99
by Ann Root & Linda Gladden This richly illustrated story offers a positive view and encouraging news for youngsters struggling in school. Geared to ages 5-9. Softcover $13.45 $14.95
THE DYSLEXIC READER
SUPPLEMENT PAGE A3
Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities by Lisa Kurtz A comprehensive guide to just about every outsidethe-box therapy you might run across, and then some. An absolutely essential reference for anyone who wants to know and explore available options. Softcover: $17.95 $19.95
The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day by Adelle Jameson Tilton From finding support groups to planning for their child's future, this book provides parents with all the information they need to ensure that their child’s – and their families’ – needs are met. Softcover: $13.45 $14.95 A Parents Guide to Asperger Syndrome & High Functioning Autism by Sally Ozonoff, Geraldine Dawson and James McPartland An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matter-of-fact advice. Softcover: $13.25 $14.95
Ten Things Every Child With Autism Wishes You Knew
Born on a Blue Day
by Ellen Notbohm A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member. Softcover $10.50 $14.95
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome. Softcover $9.80 $14.00
Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student
by Loren Pope Softcover $4.99 $14.00
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’t
by Jean Bullard & Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00
by Diane Frank How do you find a word in the dictionary if you have no idea how to spell it? With this book! Lets you look up words by their phonetic spelling to find its correct spelling. $25.95 Softcover
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
by Carol Vorderman Ages 7 to 12. More than 300 entries on words, phrases, and concepts used by gradeschool students in math class and in their lives. $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 www.dyslexia.com/bookstore
ITEM DESCRIPTION UNIT PRICE QTY TOTAL
DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD ...........................$8.00 Davis Dyslexia Correction Program DVD ........................$8.00 Davis Orientation Procedures DVD ............................. $85.00 Symbol Mastery & Reading Exercises DVD ................. $85.00 I Can Do It—The Confidence to Learn DVD ...................$9.00 The Gift of Dyslexia 2010 Edition................................ $15.95 The Gift of Learning .................................................... $13.95 Dyslexia-the Gift DVD ................................................. $39.95 Gift of Dyslexia Audio CD Set...................................... $29.95 Symbol Mastery Kit ................................................... $139.95 Symbol Mastery Deluxe Kit ...................................... $219.95 Gift of Dyslexia - Spanish Edition................................ $28.95 OTHER BOOKS FOR REFERENCE & LEARNING Barron’s Math Dictionary ............................................ $14.99 Beyond ADD .................................................... $9.10 $12.95 Born on a Blue Day ......................................... $9.80 $14.00 Charlie’s Challenge ...................................... $13.45 $14.95 Checking Your Grammar ................................................$8.99 Colleges That Change Lives ............................ $4.99 $14.00 Everything Parent’s Guide To Autism.......................... $14.95 $13.45 Everything Parent’s Guide To Dyslexia ........................ $14.95 $13.45 Gabby's Wordspeller ................................................... $25.95 Math Dictionary .......................................................... $14.95 Myth of the ADD Child ................................................ $15.00 $4.99 Parents Guide to Asperger Autism .............................. $18.95 $13.25 Ten Things Every Child With Autism Wishes ................ $14.95 $10.50 The Right Mind ........................................................... $12.00 $4.99 Strong-Willed Child or Dreamer? ................................ $12.99 $4.99 Understanding Controversial Therapies ...................... $19.95 $17.95 Webster’s New World Children’s Dictionary ................ $19.95 Yes You Can! Help Your Kid Succeed in Math ............. $18.00 OTHER ITEMS Young Learner Kit for Home Use .............................. $129.95
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THE DYSLEXIC READER
v Mexico (continued) M. Sylvia Salinas Gonzalez Garza Garcia, NL +52 (81) 8378 6175 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892 Lourdes Zepeda Solorzano Cancun, Quintana Roo +988 (99) 8577 3090 v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Lloyd Christopher Blake Rotterdam +31 (10) 262 1664 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Gerda Bosma-Kooistra Ens +31 (6) 1334 6196 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Jeannette Bruinsma Amersfoort +31 (63) 914 8188 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Geertruida Kornman Beverwÿk +31 (62) 000 6857 (continued on the next page) Carry Kuling Heemstede +31 (0235) 287 782
Recent Recommendations from The Lazy Reader Book Club
By Danny Brassell and Laura Zink de Diaz, Davis Facilitator in Bogotá Colombia Every month at Danny Brassell’s website, The Lazy Readers’ Book Club, you’ll find a list of books he recommends for reluctant readers or for those who just don’t have time for much reading. (He knows we’re not lazy, just busy or in need of encouragement!) Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, for children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. Here’s a sampling of Danny’s most recent recommendations in all three categories. You can read more recommendations at the website, www.lazyreaders.com. There you’ll not only find Danny’s current picks, but the archives of past selections by month, reading level, and page count – enough recommendations for a lifetime of reading! You can also sign up for monthly book alerts, while you’re browsing. If you purchase books at Amazoncom through links at the Lazy Readers’ website, Bookends (www. bookends.org) will receive a donation. (Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness.)
Fantastic Flying Books of Mr. Morris Lessmore
by William Joyce
Children 56 pages Atheneum Books for Young Readers (2012) ISBN-10: 1442457023 ISBN-13: 978-1442457027 It may be ironic that I am including a book that was inspired by an Academy Award-winning short film, but that does not change the fact that this is a wonderful story that your children will cling to (and, by the way, the film is a gem, too).
The Day Jimmy’s Boa Ate the Wash
by Trinka Hakes Noble
Children 32 pages Puffin (1992) ISBN-10: 0140546235 ISBN-13: 978-0140546231
Many folks believe I read every book that is published annually, and that simply is not true. I miss a lot of gems, and this is one of those that has been around for a while but off of my radar. Hakes Noble has created my kind of hilarious story that kids cannot get enough of. The added treat: illustrations by Steven Kellogg, simply one of the best in the business.
v Netherlands (continued) Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330 78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959 Tjalliena Ponjée Arnemuiden +31 06 12 888 365 Petra Pouw-Legêne also DLS Nederlands Director also DLS Mentor-Trainer also Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple also Specialist Trainer also Workshop Presenter also DDA Director Maria Hoop +31 (0475) 302 203 Kirsten Theeuwen Eibergen +31 (545) 286 828 Romina Toroz Utrecht +31 (61) 280-1821 Mieke van Delden Leek +31 (059) 4514985 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Annemarie van Hof Utrecht +31 (030) 65 86 700 Hilde van Westrhenen Delft +31 (610) 681 605 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos also Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Marlies Wannet Lopikerkapel +31 (6) 4326 1291
THE DYSLEXIC READER
Passing the Music Down
by Sarah Sullivan
The Wednesday Wars
By Gary Schmidt
Children 32 pages Candlewick (2011) ISBN-10: 076363753X ISBN-13: 978-0763637538 With lovely illustrations by Barry Root, this touching story tells the tale of an old accomplished fiddle player teaching everything he knows to a young boy in Appalachia. The prose is lyrical – perfect for just before bedtime.
Young Adult 272 pages Sandpiper (2009) ISBN-10: 054723760X ISBN-13: 978-0547237602 I try not to include books too many pages over 250, but I assure you that this one is worth the extra 22 pages (your middle schoolers be turning pages so quickly that it won’t matter). A Newbery Honor, this book tracks the trials of a seventh grader stuck reading Shakespeare during the 1960s, and how his unpleasant relationship with a teacher turns into friendship. Funny and poignant.
by April Henry
Young Adult 240 pages Square Fish (2012) ISBN-10: 0312674759 ISBN-13: 978-0312674755 At the request of a bunch of teenage girls, I reluctantly picked up this book. It might have been really lame. Surprisingly, it was really well-written, fast-paced and filled with terrific plot twists. A car thief is surprised when he realizes a teenager is in the backseat. Then, it turns out she is blind. Oh, and then, it turns out her father is rich, so kidnapping becomes a profitable opportunity for the thief. But what happens when the blind girl proves to be less helpless than her captives realize? I’m not ashamed to say that I could not put this book down.
How They Croaked: The Awful Ends of the Awfully Famous
by Georgia Bragg
Young Adult 184 pages Walker Childrens (2012) ISBN-10: 0802798179 ISBN-13: 978-0802798176 With funny cartoons by Kevin O’Malley to lighten up the text, Bragg offers tidbits and trivia about 19 famous dead people (like Beethoven, Henry the Eighth and George Washington) that is sure to cause a reading frenzy among boys, in particular.
THE DYSLEXIC READER
v Netherlands (continued) Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369 v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten also Autism Facilitator/Coach Christchurch +64 (3) 348 1665
The Ox-Bow Incident
by Walter Van Tilburg Clark
Binky, The Space Cat
by Ashley Spires
Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton also Supervisor-Specialist Auckland +64 (09) 360 7377 Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Angi Edwards Whakatane +64 (07) 308 6882 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy also Autism Facilitator/Coach Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Alma Holden also Autism Facilitator/Coach Alexandra +64 (027) 485-6798
Adult 224 pages Modern Library (2004) ASIN: B0011W122G
I had not read a good, old-fashioned Western in a while, and a recent viewing of the wonderful Henry Fonda movie inspired me to pick up the book. It did not disappoint. As a matter of fact, readers could draw a lot of parallels between this story and current incidents involving mob justice.
Children 64 pages Publisher: Kids Can Press (2009) ISBN-10: 1554534194 ISBN-13: 978-1554534197 To me, the mark of a truly great children’s book is whether mom and dad laugh as much as the kids during the read aloud. This is a book parents will surely appreciate as they read to their little ones before bedtime.
Do You Think What You Think You Think?
by Julian Baggini & Jeremy Stangroom
by Anne Issacs
Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Westown New Plymouth +64 (06) 753 3957 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken also DDA Director also Autism Facilitator-Coach also Autism Training Supervisor Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +64 (6) 374 1575 Colleen Morton Gore +64 (03) 208 6308 Maria Olaisen Lovund +47 (9) 027 6251 Wendy Person Hastings +64 (06) 870 4243 Janet Pirie Raumati Beach Wellington + 64 (04) 298 1626
192 pages Adult Plume (2007) ISBN-10: 0452288657 ISBN-13: 978-0452288652
Children 48 pages Publisher: Schwartz & Wade (2010) ISBN-10: 0375867228 ISBN-13: 978-0375867224 Your children will delight at this companion to the Caldecott winner Swamp Angel (wow – it won that award nearly 20 years ago). Wonderful tall tale storytelling by Issacs accompanied by Paul Zelinsky’s extraordinary illustrations.
A wonderful collection of philosophical quizzes sure to get you to re-examine how you view the world (or, at least, how you currently think you view the world).
v New Zealand (continued) Alison Syme Darfield +64 (03) 318-8480 Lorna Timms also Davis Autism Trainer also Supervisor-Specialist also Autism Facilitator/Coach, also Autism Training Supervisor & Workshop Presenter Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (09) 416 1230 v Norway
THE DYSLEXIC READER
A New Davis Dyslexia Center in Loenen aan de Vecht, Netherlands
By Robin Temple, Davis Specialist Trainer and Advanced Workshop Presenter in María Hoop, Netherlands
Maria Olaisen Lovund +47 (9) 027 6251 Ragnhild Slettevold Skjaerhalden Heida Karen Vidarsdottir Telemark +47 958 03 822
v Peru Judith Zapata Prange Lima + 51 (1) 964 382 889 v Philippines Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (46) 855 77 02 v Portugal Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Rubianes Vieira Lisboa +35 (191) 921 48 07 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moscow +972 (3) 635 0973 Luba Niazov Moscow +972 54 476 6203 (Israel) Kalina Potyak Moscow + 972 (52) 257 2783 Maria Stulova Moscow +7 (916) 604 2140 v Scotland Paul Francis Wright Forres, Scotland +44 (077) 9684 0762 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v South Africa Sharon Gerken Salt Rock +27 (82) 828 5180 Axel Gudmundsson also Fundamentals Workshop Presenter Western Cape +27 (021) 783 2722 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79
Dutch and Belgian Davis Facilitators attended the grand opening of our new Dyslexia Center
A view of the new Dyslexia Center from the nearby canal
The office building where the new center is located
DDA Nederland is happy to announce that we have recently opened the Davis Dyslexia Center in a central location in the Netherlands, half-way between Amsterdam and Utrecht. The center is beautifully situated, close to a canal, looking out over fields in a quiet corner of the village of Loenen aan de Vecht, known to be one of the prettiest small towns in Holland! We were very lucky to find this nice space. It’s large enough for an office, and for rooms for practice and training pod meetings. It’s a convenient location, just five minutes away from one of the major highways, and quite close to the train station and bus routes. We will mainly be using the Dyslexia Center for all our Davis Facilitator training events but with such an attractive and easily-accessible space, we’re taking the opportunity to also offer a program of public lectures, informational evenings about the Davis Methods, and Davis Learning Strategies workshops.
A break-out area in the center
Davis Facilitators attending our grand opening
A view of our break-out area
THE DYSLEXIC READER
v Switzerland/CH (continued) Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renata Blum Niedergosgen +41 (079) 501 52 71 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754
Congratulations, Larry Emigh!
Seventy-year-old Larry Emigh, inspired by the hard work of the students at the Children’s Dyslexia Center in State College, Pennsylvania, decided to raise awareness of dyslexia and funds for the center by biking over 3,400 miles from Los Angeles, California to Boston, Massachusetts. Emigh is a retired Pennsylvania State Trooper. The funds he raises will provide tutoring services for the children attending the center. Emigh traveled with 30 others, a fact his wife was grateful for, and he trained for two years before starting his trip on May 20, 2012. Within the first two weeks of the journey he cycled across the Mojave Desert and climbed over 7,000 feet in the Black Hills of Arizona. Where Emigh lives in Pennsylvania, the highest altitude is somewhat over 2,000 feet. “I’ve driven in a car on some of the mountains I’ll be climbing,” Emigh said. “What they call a mountain out there is a real mountain.” Just as planned, Emigh completed his trip across country on June 29, and then traveled home to State College. His goal is to raise $250,000 for the Dyslexia Center, and although his journey is
Mr. Emigh, biking to raise funds for his local Dyslexia Center
Ursula Fischbacher Orpund +41 (032) 355 23 26 Antoinette Fluckiger Mohlin + 41 (61) 854 4760 Heidi Gander-Belz Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Liebefeld (near Bern) +41(31) 382 00 29 Doris Rubli Huber St. Gallen +41 (071) 245 5690 Christa Jaeger Riehen +41 (061) 643 2326 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Yvonne Meili Reinach +41 (61) 422 16 06 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Benita Ruckli Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Beatrix Vetterli Frauenfeld +41 (52) 720 1017 Andreas Villain Zürich +41 (076) 371 84 3
complete, his website and Facebook page are still accepting donations. If you’d like to read about his cycling adventures, or donate to his cause, you can visit his website, http://www.tourfordyslexia.org/ blog/ or you can visit his Facebook page, http:// www.facebook.com/tourfordyslexia.
Read more at: http://www.centredaily. com/2012/05/11/3192895/cyclist-to-travel-countryraising.html#storylink=cpy#storylink=cpy
I changed my iPod’s name to Titanic. It's syncing now. When chemists die, they barium. A soldier who survived mustard gas and pepper spray is now a seasoned veteran. I know a guy who's addicted to brake fluid. He says he can stop any time. I stayed up all night to see where the sun went. Then it dawned on me. This girl said she recognized me from the vegetarian club, but I'd never met herbivore. I'm reading a book about anti-gravity. I can't put it down. I did a theatrical performance about puns. It was a play on words. Class trip to the Coca-Cola factory. I hope there's no pop quiz. Energizer bunny arrested. Charged with battery.
v Switzerland/CH (continued) Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Amanda Bergstrom Manchester +44 (161) 256 3209 Lisa Cartwright London +44 (0773) 890-6500 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop also Autism Facilitator/Coach Jane E.M. Heywood also Autism Facilitator/Coach – Training Supervisor also 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 Ines Graefin Grote Great Yarmouth Norfolk + 44 (1493) 393 208 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Tessa Halliwell also Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett also Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 In The News (continued from page 19)
THE DYSLEXIC READER
Having money to invest in a business is important for the success of an entrepreneur, but the ideas, creativity and drive of the business owner is even more essential. Dr. Sally Shawitz, of Yale University has also studied dyslexic entrepreneurs. Her findings confirm that funding is no replacement for the ability to solve problems creatively, come up with new ideas for products, and communicate effectively to increase sales. The research of Drs. Logan and Shaywitz confirms for us all that dyslexia is not simply a burden, but a constellation of powerful abilities that allow dyslexics to make meaningful contributions to society. Read more at: http://www.thepowerofdyslexia.com/ dyslexics-entrepreneurs/
Research Confirms Dyslexics Make Excellent Entrepreneurs
In 2001 the research of Dr. Julie Logan of Cass Business School at City University of London revealed that in the United Kingdom a significant percentage of successful entrepreneurs are dyslexic. In 2007 she extended her research to the United States and discovered that over one third of successful entrepreneurs are dyslexic. Her studies confirm what Davis Facilitators have known for years: that dyslexia brings not only difficulties with reading and writing, but many positive characteristics as well. The entrepreneurs she studied, not only recognize their dyslexia, they consider it the key to their success. Dr. Logan’s studies also indicate that dyslexic entrepreneurs are more creative than those without symptoms of dyslexia. Compared to non-dyslexic entrepreneurs, those with dyslexia are more likely to become millionaires, and more likely to own more than one business. They appear to have more drive and determination, and their vision is global: they’re big-picture thinkers. Many consider that the difficulties they experienced as children in school forced them to become creative problem solvers, and taught them to work hard, persevere, recognize and find solutions for problems others might not even perceive. In addition, dyslexic children often develop a talent for finding people who can help them. As adult entrepreneurs this helps them select colleagues and employees with the best skills, and assign them to positions for which they’re best suited. In business, the ability to communicate clearly and effectively is essential, not only with potential clients, but internally, with employees and colleagues. Although some dyslexic children grow up shy and may have difficulty expressing themselves orally, many others develop excellent communication skills. They may not read very well, but part of their skill in communication is the ability to listen with understanding, synthesizing and focusing in on the most important ideas and concepts. And they have the ability to translate their ideas and vision into words that others can easily understand.
IV Amino Acids Improve Test Scores?
According to China Daily, high school students at Hubei Xiaogan No. 1 High School in central Hubei province use intravenous amino acids to prepare for university entrance exams, in the belief that they will give them energy and improve memory. Apparently parents asked the school to provide amino acids for their children, who were exhausted by their intense studies. A 17-year-old student is quoted in the same article as saying, “I don’t think it’s inappropriate... Students preparing for the college entrance examination at our school began to take infusions of amino acids years ago and some of them took them more than twice.” However, China Daily later reported that once this practice became public, the State Food and Drug Administration of China issued a warning about the misuse of nutritional supplements. The agency recommended students prepare for exams by getting “good rest, proper eating and relaxation.” Let’s not import this idea from China! v
THE DYSLEXIC READER
v United Kingdom (continued) Sara Kramer New Malden, Surrey +44 (208) 942 9994 Marilyn Lane Redhill +44 (0173) 776-9049 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson Longhope Gloucestershire +44 (01452) 830 056 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Caroline Smith Moggerhanger Bedfordshire +44 (01767) 640 430 Judith Shaw also Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Drs. Renée van der Vloodt also Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Evelyn White Walton-on-Thames, Surrey +44 (01932) 243 083 The Blueberry Center Margarita Viktorovna Whitehead also DDA Director Richard Whitehead also DDA Director also DLS Presenter-Mentor also Fundamentals Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Reading Research Council Dyslexia Correction Center Ray Davis also Autism Facilitator/Coach, Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990 Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Norco +1 (951) 582-0262
Famous Dyslexics Remember
Charley Boorman Charley Boorman is an English actor, travel writer and star of TV adventure shows and he’s dyslexic. In an interview with the online newspaper Mail, he commented on his days at the Sibford School near Banbury in Oxfordshire, where he studied in classes designed specifically for dyslexic students: “On top of the normal school timetable, we dyslexic kids would have extra lessons, which gave me tremendous confidence in reading and writing.” Boorman began his acting career early, appearing at the age of six in the movie Deliverance (1972), directed by his father, John Boorman. Nine years later he appeared as young Mordred in Excalibur (1981). Over the years he has appeared in a number of films and stage productions. In 2010, he underwent an operation for testicular cancer and has been a strong supporter of Movember, an event that focuses public attention on this disease. He has also worked with African Adventures, in commercial motorcycle trips across Africa. He has actively supported UNICEF since 2004, through his television adventure programs. In 2007 he and Ewan McGregor won the Galaxy British Book Award for their book Long Way Down. And in 2008 the readers of Now! magazine voted his the best goatee in show business! In 2009 he visited the troops in Kandahar, Afghanistan, since then participating in various fund raising projects, in particular, Help for Heroes. That same year Boorman became president of Dyslexia Action, a charity whose vision is to remove barriers for all those with dyslexia and other specific learning difficulties. Marc Murphy Marc Murphy is an executive chef and owner of the Landmarc restaurants in New York City. He has also made numerous appearances on the Food Network show Chopped. As the son of an American diplomat, he spent his childhood moving around Europe and his teenage years in boarding school. Says Murphy in an interview with NY1.com, “Every two or three years we used to move and you'd make these friends and then it was like... I could just see myself sort of crying, looking out the back window waving going, ‘Alright who are the next ones going to be?’” He is also dyslexic, and his life in boarding schools wasn’t always pleasant: “… I got on a plane at Christmas, the headmaster called my father while I was on the plane, saying, ‘Don't send him back. He's kicked out …’ I never did very well in school. I'm basically... school was a bit of a jail sentence for me.” Although his father wanted him to get a college education, Murphy opted instead for culinary school, and then worked in a number of restaurants. He never expected to be where he is today. “I think the one good thing about me as a cook, growing up, I never really had any expectations that anything was gonna happen,” says Murphy. “And maybe that was just by virtue of being a terrible student and being dyslexic, where people always tell you you'll never succeed to anything. So I was like, Eh, you know what? It kinda worked out...great!” Angie Le Mar Angie Le Mar is a British comedian, actor, writer, director, presenter and producer. School was a challenge, she didn’t find out she was dyslexic until after she had finished her education. She wanted to be an actor, but her dyslexia interfered with that dream. In an interview with The Guardian she recalls, “I trained as an actor, but because of my dyslexia I have great trouble sight-reading. So I kept going to auditions and not getting the roles. Then one day I went to a comedy club and asked if I could tell some jokes. It was 27 years ago, when there were no black British female stand-ups. I became the first.” Nonetheless, she appeared in a number of stage productions before she switched to stand-up comedy, and even set up her own theatre company with two fellow actresses called The Bemarrow Sisters, which ran for seven years. While working as a radio presenter, Le Mar was moved by a call she received on her phone in show from a distressed young lady who had been abused by her boyfriend. The call inspired her to write the play, Do You Know Where Your Daughter Is? in 2007. It has run on and off in different parts of the United Kingdom ever since. Le Mar has her own production company, Straight to Audience Productions, and appears regularly on British TV. In 2011 her one woman show In My Shoes, premiered at the Soho Theater in London, and will tour the USA in 2012-2013. v
v California (continued) 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 Nichols Yorba Linda +1 (714) 345-2601 Dorothy (Dottie) Pearson Vacaville + 1 (707) 334-7662 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Janet Confer Littleton +1 (720) 425-7585 Annie Garcia Wheat Ridge/Denver +1 (303) 423-3397 Crystal Punch also DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson also DLS Presenter-Mentor Walsh +1 (719) 324-9256 Karen Johnson Wehrman Elizabeth +1 (303) 243-3658 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 Dr. Yolanda Davis-Allen Ft. Gordon + 1 (706) 772-5567 Lesa Hall also Autism Facilitator/Coach Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You also Autism Facilitator/Coach Ewa Beach/Honolulu +1 (808) 685-1122 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323
THE DYSLEXIC READER
Timed tests have other negative consequences. Boaler believes that they also “convey strong and negative messages about math, suggesting that math ability is measured by working quickly, rather than thinking deeply and carefully…” It’s not that there aren’t better strategies for teaching math. There are many, but as Boaler points out, “the ones that are effective are those that By Jo Boaler simultaneously develop number sense – the flexible use and understanding of numbers and quantities – “Math has become a performance subject. Children without instilling fear and anxiety. Strategies that of all ages are more likely to tell you that the reason involve reasoning about numbers and operations… for learning math is to show whether they “get it” are ideal for developing fluency with understanding.” instead of whether they appreciate the beauty of I’m old enough that I don’t remember whether the subject or the way it piques their interest. The or not in the early grades my teachers gave us timed damage starts early in this country, with school math tests. But at some point during elementary districts requiring young children to take timed school I developed math anxiety and never really math tests from the age of 5. This is despite recovered from it, although getting away from research that has shown that timed tests required math courses – and later learning to are the direct cause of the early onset get oriented during my Davis training – has of math anxiety.” lessened my anxiety considerably. American education reformers have I do recall that my daughter (now been freaking out for years about 34 years old) took timed math fact tests student performance in mathematics in elementary school in the 1980s. All and the decrease in the number of it took was one moment of distraction college students majoring in STEM early in a test for her to begin placing her (Science, Technology, Engineering and answers in the wrong slot at the edge of the Mathematics). Even the author of this page, so that she’d end up with almost all her sensible article comments that one third of all answers marked wrong. She’s a strong person. Sara’s school children end up in remedial math and have awful math scores prompted her 4th grade teacher to virtually no interest in math. Jo Boaler places the announce to the class that she alone was responsible responsibility for this situation squarely on timed for the presence of an aide in their room. Before that math tests in the early grades, a favorite practice in day, Sara wanted to be a scientist. Suddenly, she the American schools for years. wanted to be a singer. Sara didn’t recover from the As someone who has always been math phobic, anxiety that experience brought on until high school, I thought I was a member of a small minority. where she had the good fortune to study algebra and Apparently I’m in very good company because geometry with two really outstanding female math about 50% of the US population suffers from math teachers. Their support and encouragement put her anxiety, and it afflicts more women than men. on track to become a successful chemist after college. Math anxiety can start as young as 5 years old. And But I wonder how many of her fellow 4th graders research has shown that it bears no relationship to were as lucky as she was to have such excellent math intelligence. Brain imaging research has helped explain where mentors? Boaler argues that the practice of giving young math anxiety comes from. Boaler tells us of Dr. Sian children timed math tests “is one of the clearest Beilock, an associate professor of psychology at the ways schools damage children, and we now have University of Chicago, who has found that stress is evidence of the extent of the damage.” This should a huge contributor to this problem. Stress impedes be a clear signal that we need to change policies. working memory, which is where our brains store Unfortunately, brain research is slow to reach math facts. The worries caused by stress, compete into the schools. And worse, those involved in the for attention from working memory, reducing the creation and promulgation of the Common Core amount available for calculations. are not the same researchers who understand how In addition, the more working memory a person pernicious this practice is. Since the word fluency has, the more he or she is affected by this stressappears often in the Common Core standards for induced competition. Of course, those individuals math, it’s more likely that these tests will continue to are precisely the ones with the greatest potential to form part of the Common Core assessments. study higher level mathematics. Beilock’s research You can read the full article at: http://www. with primary grade students has shown that “levels edweek.org/ew/articles/2012/07/03/36boaler.h31.htm of math anxiety did not correlate with grade level, reading level, or parental income.” Further research at l?tkn=YVCFetYg%2Fwj5W7P%2BuSUxfnvbUED%2 Fw0m6JBud&cmp=clp-sb-ascd v Stanford University has revealed that “math anxiety changes the structure and workings of the brain.”
A DYSLEXIC READER REVIEW BY LAURA ZINK DE DÍAZ
Timed Tests and the Development of Math Anxiety
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THE DYSLEXIC READER
Davis Training Programs
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.
The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.
For more information about training and a full directory of Davis providers, visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.
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Texas (continued) Donna Northcutt Irving +1 (214) 315-3698 Dorothy Owen also Supervisor-Specialist also Autism Facilitator/Coach Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Susan Stark Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Beverly Parrish League City +1 (281) 638-0297 Laura Warren also DLS Workshop Presenter-Mentor Lubbock +1 (806) 790-7292 Virginia Donna Kouri Rockville +1 (804) 240-0470 Angela Odom also DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Blackburg +1 (540) 552-0603 Washington Elizabeth (Liz) Bertran Lake Stevens +1 (425) 231-9705 Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane +1 (800) 371-6028 (Toll-Free) +1 (509) 443-1737 West Virginia Allison Boggess Culloden +1 (888) 517-7830 Gale Long also Autism Facilitator-Coach also Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin Anne Mataczynski also Autism Facilitator/Coach Wausau +1 (715) 551-7144 Marla Verdone Janesville +1 (800) 753-8147 (Toll Free) Wyoming Kelly Attebery Laramie +1 (307) 221-3081 v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326
This Directory is current as of September 1st, 2012. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.
Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• • • • • • focus attention control energy levels improve eye-hand coordination learn the alphabet learn basic punctuation develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 pounds) • Clay cutter The Davis Methods • Webster’s Children’s Dictionary for Young Learners (hardcover) Davis Focusing Strategies provide • Punctuation Marks & Styles Booklet children with the self-directed ability to be physically and mentally focused • Two Koosh Balls • Letter Recognition Cards on the learning task at hand. • Laminated Alphabet Strip Davis Symbol Mastery enables • Stop Signs for Reading Chart children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.
The Kit is priced at $129.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1 (888) 999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.
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Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California
2012 – 2013 DATES & LOCATIONS
Date 2012 Sept 20-21 Oct 19-20 Nov 15-16 2013 Jan 15-16 Jan 21-22 Jan 24-25 Mar 7-8 Apr 11-12 May 9-10 June 18-19 Jun 20-21 July 11-12 July 25-26 July 30-31 Aug 1-2 Aug 1-2 Oct 10-11 Oct 21-22 Lubbock, Texas Plano, Texas Tyler, Texas Tyler, Texas Richmond, Virginia Tyler, Texas Denver, Colorado Shallotte, North Carolina Amarillo, Texas Tyler, Texas Brookings, South Dakota Shallotte, North Carolina Tyler, Texas Tyler, Texas Richmond, Virginia +1 (806) 790-7291 +1 (806) 790-7291 +1 (903) 531-2446 +1 (903) 531-2446 +1 (804) 833-8858 +1 (903) 531-2446 +1 (719) 324-9256 +1 (910) 754-9559 +1 (806) 790-7291 +1 (903) 531-2446 +1 (605) 692-1785 +1 (910) 754-9559 +1 (903) 531-2446 +1 (903) 531-2446 +1 (804) 833-8858 Springfield, Massachusetts +1 (903) 531-2446 Tyler, Texas Richmond, Virginia +1 (903) 531-2446 +1 (804) 833-8858 Location Telephone
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 $78 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.
For more details, visit www.davislearn.com
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Materials included with workshop
The Gift of Dyslexia Workshop
Read the book? Take the next step in helping others correct dyslexia. Attend this workshop! WORKSHOP OUTLINE DAY ONE
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session
Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)
Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures
To register for US workshops call toll free 1 (888) 805-7216, or visit www.dyslexia.com/event.htm
2012 – 2013 WORKSHOP SCHEDULE
September 19 – 22, 2012 Oakville, Ontario Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: email@example.com November 12 – 15, 2012 Calgary, Alberta Presenter: Larry Smith, Jr. Language: English Telephone: +1 (888) 805-7216 Email: firstname.lastname@example.org
October 4 – 7, 2012 Berlin Presenter: Ioannis Tzivanakis Languages: German/English Telephone: +49 (040) 25 17 86 22 Email: email@example.com
October 8 – 11, 2012 Tyler, TX Presenter: Karen LoGiudice Telephone: 1 (888) 805-7216 Email: firstname.lastname@example.org March 11 – 14, 2013 Burlingame, CA Presenter: Karen LoGiudice Telephone: 1 (888) 805-7216 Email: email@example.com July 8 – 11, 2013 Burlingame, CA Presenter: TBA Telephone: 1 (888) 805-7216 Email: firstname.lastname@example.org October 7 – 10, 2013 Burlingame, CA Presenter: TBA Telephone: 1 (888) 805-7216 Email: email@example.com
October 27 – 30, 2012 Paris Presenter: Ioannis Tzivanakis Language: English/French Telephone: +33 1 82883235 Email: firstname.lastname@example.org
February 28 – March 3, 2013 Silkeborg Presenter: Robin Temple Language: English/Danish Telephone: +49 (040) 25 17 86 22 Email: email@example.com
November 24 – 27, 2012 Dunedin Otago Presenter: Lorna Timms Language: English Telephone: +03 477 0056 Email: firstname.lastname@example.org
For updated workshop schedules visit: www.dyslexia.com/train.htm
PAGE 28 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010
CHANGE SERVICE REQUESTED
Dys•lex´ Read´ er •ic •˜
PRESORTED THE DYSLEXIC READER STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
USA Workshop Information Questions?
Toll Free: 1 (888) 805-7216 Email: email@example.com
The Gift of Dyslexia Workshop
Come learn and experience the Davis Dyslexia Correction procedures first hand! 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.
2012 – 2013 INTERNATIONAL SCHEDULE
Sept 19 – 22 Sept 28 – Oct 1 Oct 4 – 7 Oct 8 – 11 Oct 27 – 30 Nov 12 – 15 Nov 24 – 27 Feb 28 – Mar 3, 2013 March 11 – 14, 2013 July 8 – 11, 2013 Oct 7 – 10, 2013 Oakville, Ontario Loenen aan de Vecht Berlin Burlingame, CA Paris Calgary, Alberta Dunedin Otago Silkeborg Burlingame, CA Burlingame, CA Burlingame, CA Canada Netherlands Germany USA France Canada New Zealand Denmark USA USA USA
USA Workshop Fees • $1175 per person • Academic units and CEUs available
CALL 1 (888) 805-7216 for special discounts and early bird rates!
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: firstname.lastname@example.org 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: email@example.com SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: firstname.lastname@example.org 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: email@example.com DDA-Nederland Jacques Schreursstraat 25 6074 CR Melick NEDERLAND Tel: 31 (475) 520 433 E-mail: firstname.lastname@example.org DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0) 330 011 0680 E-mail: email@example.com DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: firstname.lastname@example.org
Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask for our booklet.
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