THE DYSLEXIC READER

DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

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ISSUE 1 2014 VOL 65
Ray and Tyler explore the concepts of “consequence, cause and effect” in the environment. Tyler especially enjoys being lifted up to touch the ceiling as well as knocking on the ceiling to make the dog bark! Although time spent doing these activities is certainly enjoyed by both Facilitator and client, it is important that Tyler understands that the concepts exist in all aspects of human existence.

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Tyler O The World’s First NOIT User
By Beth Shier, Director, NOIT Research

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he door opened and I spotted Tyler as he scampered into the family room, closed the glass door, and peered from behind it with an impish grin. As quickly as he went in, he came out and greeted me with, “Come downstairs.” The freshly bathed blond boy grabbed my hand and steered me toward the staircase. “Now please.” I followed him down the basement steps and was taken to the family’s new dehumidifier where I was shown the buttons and lights of the new toy. In spite of the intense heat on one of the hottest days of summer in Southern Ontario, Canada, Tyler was dressed in long flannel button up pyjamas – a comical sight as the rest of the family was dressed in summer wear. His insistence on wearing such inappropriate clothing is just one of many characteristics that give it away that Tyler is severely autistic. As Tyler explained

An explosion of language... changes in focus and attention...

the new device to me, (“Fan! Lights! On!”) I marveled at how far he has come in the two and a half years I have known him. Although he doesn’t understand it, Tyler is a living landmark in the field of autism therapy. Two and a half years ago, when he was just six and a half years old, he made history as the first person in the world to use a device called the NOIT. NOIT Research is a private, leadingedge Autism research organization. The purpose of NOIT Research is the development of strategies and technologies that will make it possible for even the most severely Autistic individuals to participate fully in life.

A small percentage of the autistic population, possibly 10 to 15%, are so severely handicapped with Autism that the development of language skills does not occur. The failure to develop language is an indication of just how severely they are affected. Along with the failure to develop language, many of these individuals are also severely limited in the areas of selfcare, social and emotional function, and focus and attention. Almost all exhibit ritualistic or repetitive behaviors or engage in self injury. This limited population of autistic individuals is the focus of NOIT Research.
(continued on page 3)

The Power of Modeling for Mastery
By Jennifer Delrieu, Davis Facilitator in Auffargis, France recently received a telephone call from I a mother whose two sons had worked with me. The first had done a successful program and completed Symbol Mastery of the trigger words with clay. He is now in a high-level school at age 19. The younger brother, whose difficulties seemed less severe at the time, also decided to do a Davis Program. His program was proceeding appropriately, but he was ill on the last day and didn’t attend. Perhaps because his difficulties were lesser, his family did not have the motivation to bring him in later to complete that fifth day. Much to my regret, neither did they work as much on Symbol Mastery with him. Things went better for him at school for a while. Now, at fourteen years of age, this young boy is in difficulty at school. He’s struggling to keep up in spite of his obvious intelligence. His mother recalled that he had never truly completed his Davis Program and came to the realization that his present difficulties could probably be helped by our methods.
REGULAR FEATURES In the Mail...............................................................2 Q&A.................................................................. 10-11 Famous Dyslexics Remember..........................16 Lazy Reader Book Club.................................12-13

(continued on page 5)

NEWS & FEATURE ARTICLES Tyler O – The World’s First NOIT User ..... 1, 3-5 The Power of Modeling for Mastery..............1, 5 The Rabbit Who Could Not Hop..................... 6-7 Book Review - Reign of Error................. 8, 18-19

The Universe at Work...........................................9 Poor Speller? Relax!...........................................17 In The News................................................... 14-16

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THE DYSLEXIC READER

In The Mail
Marla Verdone, Davis Facilitator in Janesville, Wisconsin, shared a wonderful email thank you from the father of a boy she worked with in June of this year. Marla, in turn, is grateful to Ron Davis, for “sharing your insights so we can help others.” Dear Marla, Zach is doing great! I was excited to see how things would go once he started middle school. He has been doing his homework most nights with little or no assistance from us... which would not have been possible last school year. In addition to doing reading each day as part of our work with the Davis Dyslexia Correction Program, he is (for the first time) reading for pleasure each night before bed. He is in the middle of the first Harry Potter book. He tried to read that a year ago, and could not do it! Now, he’s doing it with little assistance from us. Most of all, I’m excited that he decided on his own to read it, without being asked to. He also joined a book club at the library! Wow! The book he’s reading for the club is 430 pages long. There is no way he would have the time to finish it on his own at the pace he reads, so he and I are taking turns reading it to each other. But he is really enjoying it. Over all, I’m very excited about his progress so far. The reading is definitely much improved, but the jury is still out on the writing and spelling. We just haven’t had as much time to work with that yet. Thanks again for all you’ve done for us. Curt

Riddler s ’ Corner!
1. You throw away the outside and cook the inside. Then you eat the outside and throw away the inside. What is it? 2. What gets wetter the more it dries? 3. I’m light as a feather, yet the strongest man can’t hold me for much more than a minute. What am I? 4. Pronounced as one letter, and written with three, Two letters there are, and two only in me. I’m double, I’m single, I’m black, blue, and gray, I’m read from both ends, and the same either way. What am I? 5. From the beginning of eternity to the end of time and space. To the beginning of every end and the end of every place. What am I? 6. When I am filled, I can point the way; When I am empty, nothing moves me. I have two skins, one without and one within. What am I?

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 Design SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2013 by DDAI, unless otherwise noted. All rights reserved.

6. a glove 5. the letter e 4. eye 3. breath 2. a towel 1. corn on the cob Answers

THE DYSLEXIC READER
The World’s First NOIT User – continued from page 1

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very successful individual began to speak Ray throws a Koosh ball while Tyler recognizable individual words within three remains focused and days, names of family members within a Research by Ronald D. Davis began attentive standing week, and three word phrases within three almost thirty years ago. Field trials are on one foot. weeks. Almost all users verbally indicated now being conducted on a device also This exercise called the NOIT. NOIT is an acronym for an emerging sense of self with the use of strengthens Tyler’s their own name, and the use of “I”, “me”, Neural Orientation Induction Telemeter. ability to focus Neural, meaning relating to the nervous and/or “mine”. Importantly, all caregivers his attention and reported less sensory sensitivity, obsessive system. In this case, our targets are the improves hand/eye and ritualistic behaviours , and self-injury. neural networks involved in perception. coordination and Tyler’s family agreed to be part of the Orientation, as used here, means balance. NOIT Research field trial when they met establishing the proper neural network with me and with Ray Davis, Ron Davis’s for accurate perception. Our concept of orientation is the person existing in a state youngest son. Ray, a gifted Davis Autism Approach Facilitator with a fierce interest Once Tyler’s parents gave the go-ahead, of awareness of self in relation to the true Ray experimented with ways to get Tyler in implementing his facts and conditions of to accept the NOIT being stuck to his father’s methods, the environment. back. Davis Autism Approach Facilitators explained the device Induction, meaning In essence, the NOIT do not force clients to do things, but bring and process to Tyler’s inducing or bringing brings about a stable with them a patience and intention to offer parents, Tara and about. Telemeter, state of orientation Randy. Tara remembers their client the opportunity to engage. meaning a device for which allows the user Ray recalls: “I presented the NOIT why they made the transmitting a stimulus to individuate. device and turned it on. The “ting” was choice to have their from a distant source. audible. I clearly told Tyler that the device son participate in the The NOIT is not field trial. “We felt that would help him to participate fully in life a cure for Autism. more traditional therapies weren’t helping and help him to find his words. I knew Its function is to coax an individual into him. The ABA (Applied Behavior Analysis) instinctively that this didn’t need to be a establishing a stable perception of their two-way conversation. I am certain he felt and IBI (Intensive Behavior Intervention) environment. Davis refers to this state my intention. I played with Tyler with the type of therapies didn’t give him the time as “orientation”. The NOIT cannot NOIT and let him be the leader. When he needed to process the information. We cause this directly, but by putting a felt his progress had plateaued. The NOIT he went to another location, I followed sonic stimulus in the exact same place at him. When he played with something or gave us another option. As parents of an frequent intervals (every eight seconds) engaged in some behavior, I found a way autistic child, we have always looked for for long periods of time, the person’s for myself and the NOIT to be a part of it. as many ways as we could to help Tyler attention is drawn to that place so often I believe following Tyler’s lead was the key and have always held the belief that he that it will eventually become the focal to the successful application of the NOIT. will continue to improve.” point for their attention. This is what He loves balloons, so we stuck the NOIT When we first met Tyler, he spoke less establishes a stable orientation. Once the to one and let it fall from a staircase. He than 10 words - most of which couldn’t person is in an oriented condition, very also loves toy helicopters so we had the be understood by others. He asked for quickly all of their perceptions will begin NOIT ride in one. The first day, we didn’t his favourite food, apples, beginning functioning in harmony. This in turn get any further than that. with the short a sound and ending with removes the chaos from the environment “The second day, I demonstrated how a sound that resembled white noise. and allows the person to function from the NOIT sticks to things by sticking it to Although he seemed to understand much a single perspective. This allows for the myself - my arm, leg, of the things said to development of a sense of being separate hand, forehead – and him, he appeared to and distinct from the objects and people then stuck it to Tyler’s spend the majority of We felt that more in the environment. In a Davis Autism sister the same ways. his time disoriented. Approach Program this is known as traditional therapies When all of the people Like most Autistic “Individuation.” In essence, the NOIT weren’t helping him. in the house had tried individuals, Tyler brings about a stable state of orientation We felt his progress it on, Tyler was still spent much of his time which allows the user to individuate. had plateaued. reluctant. We went engaging in ritualistic The first field trial of the NOIT The NOIT gave us back to playing. At repetitive behaviors included eight non-verbal Autistic another option. the end of the session, referred to as stims. individuals. They ranged in age from 6 to Tyler appeared to be Tyler’s stims included 41. They wore the NOIT between 6 and willing to try it on. throwing toy horses 12 hours per day for 4 to 6 months. All His Mom pulled up his shirt and stuck it against the wall, manipulating the blades of the participants’ caregivers reported to him. He turned himself into a human of helicopters, and lining things up. He significant changes which indicate that sensory integration and individuation took was rarely interested in his surroundings or pretzel, reached behind his own back two younger siblings, Ashley and Mitchell. and flung the NOIT across the room in place. These changes included significant less than a second! We ended the session He had been in numerous therapies, was gains in focus and attention, sense of self, playing with a balloon with the NOIT gross motor skills, social interaction skills, taking nutritional supplements, and was undergoing speech therapy, but the benefits stuck to me to end on a positive note. and language. Language improvement “The the next day’s session began as were small. Tyler’s family was ready to included better pronunciation and the others with playtime, but this time he take the leap of faith and allow Tyler to appropriate use of existing language as led me to his mother and pulled up his use the NOIT. well as emergence of new language. One
(continued on page 4)

4 International Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 Toll Free or (650) 692-7141 o r visit dyslexia.com/providers.htm The following is a current list of all Davis Facilitators, some Facilitators may also offer other Davis services.
The World’s First NOIT User – continued from page 3

THE DYSLEXIC READER
with the NOIT, he began to use words like “me” and “mine” reflecting his individuation. This signaled to the team that it was time to wean Tyler from the NOIT and wait to see if he continued to shirt. The NOIT was placed properly between his progress. He transitioned to listening to the “ting” shoulder blades and he melted into his mother’s sound with headphones and still likes to listen to it arms and stayed that way for a long time. After that, Tyler held up his shirt and pointed to his back when he is watching TV or just hanging out. when he got dressed in the morning waiting for his It’s been almost 2 years since Tyler finished with NOIT.” Not all NOIT Users take as long to decide the NOIT device. His progress has been steady. He maintained all of the gains he made while using the to try the NOIT: another was so anxious to try it, device and has continued to develop in all areas. he put it on himself! He also began the Davis Autism Tyler used the NOIT for up Approach Program with Ray to 10 hours a day from April 11, Davis in December of 2012. 2011 to October 10, 2011. He The Davis Autism Approach wore it at home, school, during Program is made up of 3 parts. activities and playtime. Almost First is “Individuation”, which immediately, he demonstrated Tyler began with the NOIT an increased ability to focus and and completed when he was attend which improved as time able to make a clay model of went on. His Mom described himself and understand that it one situation in her reports for represented him. The second the research team: “As usual, is “Identity Development”. I told Tyler to go upstairs and Now that Tyler has an get his socks on. Usually he awareness of self and accurate gets distracted by something or perception, he can develop a jumps on the beds until I go up greater understanding of the and have him to do what he was world around him. Tyler has sent to do. Today I was amazed begun this process by using when he came back dowstairs clay to create the first of thirty basic life concepts. with his socks on!” He especially enjoys exploring each concept in Tyler also began to engage in more socially the real world. He and Ray spend hours finding appropriate ways and to interact with Ashley and each concept, popping balloons, playing with toy Mitchell. Another report entry from his Mom reads: “We were having dinner and suddenly, Tyler helicopters and other everyday activities. This raised his glass to Ashley and said, ‘Cheers!’. I have builds on and strengthens Tyler’s existing identity and understanding of how he fits into the real no idea where he got the idea, but we all laughed world. One particularly hilarious exploration of and did it back to him.” the concepts of “cause” and “effect” included Tyler Most noticeably, without extra speech filling the kitchen sink with bubbles and putting therapy or any other changes, Tyler’s language them all over his head, in his ears and even his began to improve. His few words became more mouth. The entire time, he understandable; he learned new tried to talk Ray into doing words and began to use them in Almost immediately, it too! The final phase of the 2 word phrases. As with typical he demonstrated program is “Social Integration”. language development, he an increased ability When Tyler has completed began with nouns, then began to focus and attend his “Identity Development” to add adjectives and verbs, concepts and explorations, then adverbs, and finally little which improved as he will be ready to build on words like “the” and “it”. He time went on. that foundation to understand also learned to say “Mommy”, the key concepts involved in “Daddy” and his siblings’ establishing relationships with others. names. One day I visited the family to check in Tara and Randy agree that the biggest difference on Tyler’s progress. Tara and I were in the family room and Tyler interrupted our talk with demands they see in Tyler is an explosion of language. “I know there have been changes in focus and of, “Mommy, come!” She explained to him that attention and that the concepts he has learned with we were talking, that she’d come in a minute, and Ray are likely having an effect,” says Tara, “but I sent him on his way. Tyler continued to interrupt with increasingly louder demands until finally Tara don’t really know what to look for to be certain. exclaimed, “Tyler, will you be quiet!” We looked at But, I can say with certainty, he learns and uses words more and more each day. When people see each other and broke out in laughter at the irony. him who haven’t seen him for a few months, they “Be careful what you wish for!”, we both said. always remark about the change in his language.” Tyler’s language skills have continued to improve Today Tyler is a sweet natured, active boy with and he now speaks in short 4 to 5 word phrases. As with other NOIT users following in his path, a bright future. He is oriented to his environment, has a sense of self, and is developing an identity. Tyler’s use of the NOIT allowed him to begin to develop a sense of self. Toward the end of his time He continues with speech therapy and enjoys his

v Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 v Australia Linda Alexander Coomera, Queensland +61 (459) 171 270 Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Suzanne Buchauer Kew, Victoria +61 (03) 9817 4886 Anne Cupitt Hervey Bay, Queensland +61 (074) 128-2470 Mary Davie Sydney NSW +61 (02) 9521 3685 Amanda Du Toit Beaumont Hills NSW +61 (405) 565 338 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Bets Gregory also Autism Facilitator/Coach Gordon NSW +61 (4) 1401 3490 Gail Hallinan 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 Janette Padinis Aspendale Gardens Victoria +61 0412 021 604 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 John Reilly Berala/Sydney +61 (02) 9649 4299 Heidi Rose Pennington S.A. +61 (8) 8240 1834 Paul Francis Wright Byron Bay Area NSW +61 (0) 415 035 720

THE DYSLEXIC READER
On the table is a model of “consequence” which is defined as “something that happens as a result of something else”. They have built a model of Tyler poking a balloon and it becoming a bunch of pieces. This process allows Tyler to develop an understanding how the world works and how he fits into it.

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Tara and Randy believe that Tyler will be a fully functioning and productive member of society. When I first met Tara, I asked her what she wanted for Tyler’s future. She told me very simply, “To have to pay taxes.” I asked Tara and Randy that question again two weeks ago, and they agreed they still think it is a goal for him to become a productive member of society. Randy explained, “We have always believed that Tyler will continue to progress. The NOIT has provided a new foundation for that progression. Everything we do will be more successful because of the foundation the NOIT has provided.” When asked if they would recommend the NOIT to other families, Tara answered simply and with a smile, “I would and I have.”
Beth Shier is also a Davis Facilitator and Autism Facilitator/Coach in Oakville, Ontario, Canada, at her center, Dyslexia, ADD and ASD Alternatives. Contact her at www.dyslexiaaddalternatives.com For more information about NOIT Research and to see a video featuring Tyler, see the NOIT Research website at www.noitresearch.org. If you know of someone who could benefit from the NOIT, please contact a licensed Davis Autism Approach facilitator www.davisautism.com or contact NOIT directly at admin@noitresearch.org. v
v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Marika Kaufmann Lochau +43 (05574) 446 98 v Belgium Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Bethisabea Rossitto Bruxelles +32 (477) 68 56 06 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Bolivia Veronica Kaune La Paz +591 (2) 278 9031 v Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Carol Taljeh Ariss North Vancouver, BC +1 (788)706-8595 Angie Bricker-Jones Blackie, Alberta +1 (403) 635-0600 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

horseback riding therapy and Braingym which seem to help his gross motor skills. His social interaction, although still not what could be considered completely typical, is much more engaged and age appropriate. Tara reflected on how Tyler has developed into the role of big brother to his two siblings: “I remember being very happy the summer Tyler used the NOIT when I saw him begin to play with Ashley and Mitchell in the pool. Just last week I found the boys jumping off the side and having races to the other end. Tyler has also started to protect them. If Mitchell gets too close to something dangerous, Tyler will tell him to leave it alone.”

Modeling for Mastery – continued from page 1

When they came to see me recently for an interview, we reviewd his current problems. It was quite obvious that his difficulty lay with the ‘little words’ which disoriented him and for which he had no picture. He either misunderstood what he was reading or had no understanding at all of certain passages. His general vocabulary was mediocre. He made numerous spelling and grammar mistakes. To check my impressions, I decided to do a clear to him. It was powerful proof to him and dictation exercise with him – a favorite form his mother, that when a word is mastered, it stays of ‘torture’ in French schools. I read, and he mastered for years afterwards. wrote, and it was clear that the words he wrote We have scheduled two afternoons of Symbol incorrectly were the little ones. For example, Mastery on the small words to start this young he wrote ‘se’ (himself) instead of ‘ce’ (this). man and his mother off on their quest to model He made a very revealing comment, ‘It’s funny, ALL the trigger words. His dream is to stay in because I always confuse those two, but never mainstream classes at school and not be shunted ses (his/her) and ces (these).’ off at age fifteen to ‘special’ classes, where little Fortunately, I had consulted attention is paid to the written the photos I’d taken of his language. I’m confident that models three years earlier, and, It was powerful proof if he makes clay models of lo and behold, he had made all those trigger words, and to him and his mother, clay models of ‘ses’ and ‘ces’! continues to use his Davis that when a word is He looked over the photos in tools, he will stay in the main a very thoughtful way. The mastered, it stays stream, where he wants to be, importance of doing the clay mastered for years and indeed go far. v work was being made very afterwards.

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v Canada (continued) Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 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 also Autism Facilitator/Coach Newmarket, Ontario +1 (905) 853-3363 Joanna Pellegrino Thunder Bay Ontario +1 (807) 708-4754 Desmond Smith Oakville, Ontario +1 (905) 844-4144 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell London, Ontario +1 (519) 494-9884 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 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

THE DYSLEXIC READER

By George Johnson When Davis Facilitator Evelyn White first began to work with eight-year-old George Johnson, in August of this year, it was clear that he was a very bright eight-year-old brimming with ideas. Evelyn soon discovered that one of George’s major difficulties was writing. Although he could push himself through his difficulties to write exciting stories like this one for his younger brother and sister, because it was such fun and he really wanted to do it, he found it virtually impossible in any other circumstance to think about something and at the same time write his thoughts down. He seemed completely blocked when it came to writing anything at school. After his Davis Dyslexia Correction Program things are coming together for George, and he is able to start putting those wonderful thoughts and ideas of his down on paper for everyone to see. Now he’s considering a future as an author when he grows up. George has given us permission to reproduce The Rabbit Who Could Not Hop in this issue of The Dyslexic Reader. I know you’ll find it as charming as I do! Great job, George! (And great job, Evelyn!)

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Once there was a cute little rabbit and he lived in a grassy meadow, but there was one little problem, he could not hop. One day the rabbit was walking through the meadow when he found a butterfly and said “can you tell me how to hop?” The butterfly said, “I am sorry, but I do not know how to make you hop.”

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Then the rabbit was still walking through the meadow when he met a sheep. The rabbit said, “Do you know how to make me hop?” The sheep said, “No, I do not.” Last he found a small pond and he saw something coming to the top of the water. It was a… FROG!

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THE DYSLEXIC READER
v Ecuador (continued)

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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 also Autism Facilitator/Coach Borga +358 400 79 54 97 v France Johanna de Barmon Arras +33 (6) 1588 1995 Sophie Bellavoir-Misciasci Noiseau +33 (6) 04 02 99 21 Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48

The rabbit said to the frog, “Do you know how to make me hop?” The frog said “First you need to bend your knees”

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The rabbit said “How do I bend my legs?” “You are joking,” said the frog, “just look at your legs.”

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 Ginette Donnet Le Havre +33 (699) 3882 05 Claudine Garderes Fontenay-Le-Fleury (near Paris) +33 (642) 15 99 27 Marie Gaydon Limas frei de Lyon +33 (06) 66-58-14-26 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

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Then the rabbit bent his legs and said, “What do I do now?” The frog said, “Now you need to push.” So the rabbit pushed himself into the sky. The rabbit said, “I can hop!” The End

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 Annette Meunier Rivet Becheresse +33 (64) 374 4134 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Claudia Boeden Timmendorfer Stranel +49 (160) 710 6891 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

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Since 2003 Evelyn White has been a David Facilitator in Walton-on-Thames, Surrey, England. The name of her Center is Dyslexia Surrey, and you can visit her website at: www.dyslexia-surrey.co.uk. You can also view a larger color version of The Rabbit Who Could Not Hop at: http://www.unlocking-learning.co.uk/george/.

8
v Germany (continued) 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 Rita Jarrar also Autism Facilitator/Coach München +49 (089) 821 20 30 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 also Autism Facilitator/Coach Stuttgart +49 (711) 722 2637 Anne Moeller Gröbenzell BRD +49 (081) 4251955 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler also Autism Facilitator/Coach Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter also Supervisor-Specialist also Autism Facilitator/Coach also Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Bamberg +49 (09547) 431 921 Birgit Thun Hamburg +49 (040) 4135 5015 Beate Tiletzek 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 Pagona Gkogkou Athens +30 (697)748 6254 Theano Panagiotopoulou Athens +30 (21) 111 953 50 ­ Traute Lutz Marausi +30 (210) 804 3889 Konstatinos Polychronis Athens +30 (215) 550 8228 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292

THE DYSLEXIC READER
process accelerate from outside the system (I’ve lived and worked in Colombia since 2006) much of it has been so bizarre, I’ve often wondered if I was turning into some sort of wacked-out, anti-corporate, education conspiracy-theorist. But, reading Reign of Error, I realize that there’s by Laura Zink de Diaz nothing wacky about my impressions: the ultimate goals of the reform movement are to provide the Reign of Error: The Hoax of corporate sector access to billions of the public the Privatization Movement monies that support public schools, and dismantle and the Danger to America’s the public system in order to eventually privatize education. Public Schools I worked in public education as a teacher, and later at the district level as a program coordinator, By Diane Ravitch for nineteen years. Living in Colombia for the past seven years, I’ve had an oppportunity to Pages: 416 compare our system with the one my Davis clients Publisher: Knopf (September 17, 2013) must work their way through in this country. ISBN-10: 0385350880 I find Colombia an interesting case, because it ISBN-13: 978-0385350884 has always had a two-tier educational system, public and private. The private system is huge This book should be required reading for all and thriving, because many Colombians are politicians - and anyone else who, with no convinced that sending their children to public practical background in education or child school is a parental mortal sin. There’s a notion psychology, wants to remake our public schools. that if education (or any service) is free, it’s of Ravitch puts the lie to so much of the common poor quality. Middle and especially upper class wisdom about public education in our country, Colombians believe that to guarantee your it makes the head spin. children a bright future you simply must send Reading the first few chapters of Reign of them to private school, the more expensive the Error, in which Dr. Ravitch retells the history better. This is absolutely a fallacy, yet families of education reform starting as far back as the spend truly astounding sums to keep their children middle of the 19th Century, was as painful as out of the public education system. Even many it was informative. It was a good exercise for lower middle-class families attempt to find this ex-teacher, because it reaffirmed my own affordable private schools for their children, experiences of the reform movement during my hoping to improve their chances for economic last few years in public education, and confirmed stability when they grow up. This desperation just about everything I’ve read about it since I for private schooling has turned education into a left that career to become a Davis Facilitator. She highly lucrative business, making it attractive to might have titled her book “Comedy of Errors,” charlatans, who promise the moon, and deliver but there’s really nothing funny about what’s nothing but illusions. been going on. As Davis Facilitators, we’ve all heard horror Ravitch doesn’t claim that all is well in stories about how the children we work with are American public schools. She is, in fact, a critic. treated in school – but for the most part, American But her criticisms aren’t based on ideology, and parents don’t pay expensive school tuition for she doesn’t pretend that the failings of our public the privilege of seeing their children treated system are simple or easily abominably by school fixed. Ravitch recognizes employees. Colombian that we need big changes, parents do. While, of Ravitch recognizes that but rejects the idea that course, there are some we need big changes, public education is so far excellent teachers in the but rejects the idea that gone that it should be private school system, eliminated and replaced public education is so far there are also those who with a ‘market-based’ gone that it should be should not be allowed private system. Her book inside a school building, eliminated and replaced explains in great detail, much less a classroom. with a ‘market-based’ what’s right and what’s Some are simply ignorant private system. wrong with our schools, and unprofessional; others as well as what’s very are suffering from toxic wrong with the current stress. I imagine that the reform movement. percentage of unqualified or burnt-out teachers She details the involvement of the corporate in the public system is probably about the same. sector in a long-term, intentional, and wellBut Colombian parents who expect to avoid that managed effort to persuade the American public problem by enrolling their children in private that our public education system is a wreck, schools, are almost always disappointed. and manipulate our leaders into investing in At the same time, I know lots of people who educational experiments, most of which have attended the supposedly poor quality public been tried before and failed. Watching this

BOOK REVIEW

$

(continued on page 18)

THE DYSLEXIC READER

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v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537

The Universe at Work
By Beth Shier, Davis Facilitator and Autism Facilitator/Coach in Oakville, Ontario, Canada My family rescued an 8 year old chocolate lab named Baxter about a year ago. He has HUGE food issues.. worse than any lab I’ve ever met – and those of you with labs will know that’s something! Unfortunately, a client I worked with over the summer insisted on eating messy snacks while playing with clay and daily dropped bunches of it which Baxter gobbled up for the food residue. I thought it would end when that client left and I got out new clay. Nope – now he just eats clay any chance he gets. Not exactly a habit that works well with being the mascot of a Davis Facilitator! Fast forward to a couple of weeks ago. I was doing a Davis Program with a 12 year old who HATED anything to do with school: reading, writing, etc. He had created and mastered the upper case alphabet which required opening neural pathways, lots of release, tons of breaks, pep talks, etc. It was a difficult process. We had an hour left on the second day after he finished mastering it and we celebrated. Then he decided he wanted to create the lower case so he could get straight to de-triggering it the next morning. He struggled through in spite of my suggestions that we could do something else because it seemed he was “full”. He was completely determined. (Don’t worry, we tackled that old solution the next day.) When he left that day, his lower case alphabet was on the table. As is customary, because of Baxter’s taste for clay, we locked the office door and tied it shut. (He has learned how to open doors, drawers, and even the microwave to get at anything he considers edible). A few hours later, I was doing some emailing in my office upstairs while cooking dinner downstairs. The dog was asleep at the top of the stairs. I ran downstairs to turn down the beans and check the potatoes - I was gone less than 4 minutes. I walked past the sleeping dog to get back to the office and when I got there THE ALPHABET WAS GONE!!!!
By George Johnson When Davis Facilitator Evelyn White first began to work with eight-year-old George Johnson, in August of this year, it was clear that he was a very bright eight-year-old brimming with ideas. Evelyn soon discovered that one of George’s major difficulties was writing. Although he could push himself through his difficulties to write exciting stories like this one for his younger brother and sister, because it was such fun and he really wanted to do it, he found it virtually impossible in any other circumstance to think about Beth is far too nice to post about Baxter something and at the same time write his thoughts at dogshaming.com, so here’s a picture down. He seemed completely blocked when it came to of Baxter, on his best behavior! writing anything at school. After his Davis Dyslexia Correction Program things are coming together for I wasand beside Not usually one to cry George, he ismyself! able to start putting those wonderful over stuff like this, I his burst into tears, knowing thoughts and ideas of down on paper for everyone how hard my client had worked on the to see. Now he’s considering a future as an alphabet author and dreading create when he growshim up. having George to has given it usagain permission to reproduce The Rabbit WhoEATING Could Not Hop ATE in this because my CRAZY CLAY DOG issue of SECOND HE GOT A CHANCE!... and IT THE The Reader. I know it asback charming thenDyslexic he had the audacity toyou’ll plop find himself in as I same do! spot and feign sleep! the Great George! (And great job, Evelyn!) Alljob, evening I worried. I had to find a way to

Gigja Baldursdottir Reykjavik +354 562 2840 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 Jon Einar Haraldsson Lambi Akureyri +354-867-1875 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 Smrati Mehta Powai Mumbai +91 (989) 277 2795 Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 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

make this okay! I finally decided that Baxter Since 2003 White has been a David would pay Evelyn a “fine” for his behaviour. Facilitator in morning Walton-on-Thames, Surrey, England. The next when the client showed up, The name of her Center is Dyslexia Surrey, and I told him, “Do you want the good news or the you visit her website at: www.dyslexia-surrey. bad can news first?” He choose the good news, and co.uk. You can also view a larger color version of Baxter presented him with $50.00 in “fine” The Rabbit Who Could Not Hop at: http://www. money. The client looked baffled. unlocking-learning.co.uk/george/. Then I asked, “Do you want the bad news v now?” and my client said, “He ate my alphabet, didn’t he?” Thankfully he thought it was funny, and his Mom thought it was hilarious, so there were no hard feelings and the client went upstairs happily talking about what he was going to do with his $50.00! Now for the universe at work part: As he was making his alphabet over again, which looked like it was being made by a whole different person compared to what had been on the table when he left the day before, he said, “Hey, I think Baxter did me a favour - this is much easier today and my letters are perfect this time! And, I’m fifty bucks richer!” Gotta love what we do! Beth Shier is also NOIT Director. You can visit her center Dyslexia, ADD and ASD Alternatives at www.dyslexiaaddalternatives.com v

NOOOOOOOOO!

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v Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Elisa De Felice Roma +39 (06) 507 3570 Antonella Deriu Nuoro, Sardinia +32 059 32 96 Catherine Day Geraci Murano Province of Venice +39 (041) 739 527 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 v Jamaica Leslie Dahl St. Ann +876 459-4917 v Kenya Manisha Shah Nairobi +254 (721) 492-217 v Lebanon Samar Riad Saab, MA Beirut +961 (3) 700 206 v Luxembourg Anne Guignard also Autism Facilitator/Coach Fentange +352 (27) 767 872 Nadine Roeder also Autism Facilitator/Coach Luxembourg +352 691 30 0296 Eugenie Schares also Autism Facilitator/Coach Bascharage +352 (621) 625 626 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Magarita Saucedo Alvarez Icaza San José Insurgentes DF +52 (55) 35 38 52 40 Katharine Aranda Vollmer Ciudad de México 04 45532 007153 Silvia B. Arana García Mexico, D.F. +52 (55) 5135-5457 Cathy Calderón de la Barca also Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas also DDA Director also Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Elaine Lions Ramirez Veracruz +52 (229) 152 1763 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889

THE DYSLEXIC READER

by Abigail Marshall

¿Habla Dislexia?
Q: I am a Teacher of English as a Foreign
language. I have a number of students who have either shown symptoms of dyslexia or have been classified with the condition. Can dyslexia be limited only to a foreign language while the native language of the student remains free of any symptoms?

A: The answer is yes. Dyslexia is defined by its

symptoms; that is, if the student has characteristic difficulty with reading, writing or spelling, he will be said to be dyslexic. As these are all learned skills, the experience is dependent on the learning process. Individuals with dyslexic tendencies can be expected to have greater difficulty learning to read and write, but each person is different and has an individual experience and pattern of dyslexia. The cause of dyslexia is a mismatch between the student’s learning style and the process by which the student learns the language or learns to read in that language. If the student experiences significant confusion or frustration during the process, then that student will manifest symptoms of dyslexia. If the student does not become confused or frustrated, then the learning will take place and there will be few or no symptoms of dyslexia. You are asking whether a student who does not have dyslexia in their first language might have dyslexia in the second. That is probably quite common. In such cases the student is comfortable in his or her own language and is able to learn without apparent difficulty, but is overwhelmed by confusion when learning the second language, either because of difficulty understanding the language or confusion about a different system of writing. The transition could be more difficult if the two languages use a different alphabet, as the

new set of symbols could add to the confusion. It could also be particularly difficult for students to transition from a character-based writing system, such as Mandarin, to a phonetic based system. In such a case, the student may never have developed the mental ability to break down words into phonetic segments, which is a characteristic weakness of dyslexia and a skill which is particularly hard to acquire beyond early childhood. When working with students in a second language, it is important to be sure that they first understand the meaning of words. It may be best to defer instruction in reading and writing until they have acquired a good basic speaking vocabulary, and then begin reading instruction with words and phrases that are familiar to them. It is important that anyone with symptoms of dyslexia learn in a context that focuses simultaneously on the meaning of a word, the appearance of the word in print, and the sound of the whole word. That approach allows the student to develop the mental connections needed for word recognition in the new language. The methods described in the book The Gift of Dyslexia can be used successfully to help a student to learn in any language. You may also be interested in the article on our web site, TPR Foreign Language Instruction and Dyslexia by Laura Zink de Díaz, former teacher of Spanish, French and Russian, and currently, a Davis Facilitator in Bogotá, Colombia. You will find her article at http://www.dyslexia.com/library/ tprlanguage.htm

THE DYSLEXIC READER

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v Mexico (continued) Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin also Autism Facilitator/Coach Veracruz +52 (229) 935 1302 M. Sylvia Salinas Gonzalez Garza Garcia, NL Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892 v Netherlands Lloyd Christopher Blake Rotterdam +31 (10) 262 1664 Manja Bloemendal Den Haag +31 (70) 345 5252 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Gerda Bosma-Kooistra Ens +31 (6) 1334 6196 Jeannette Bruinsma Amersfoort +31 (63) 914 8188 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920

Orientation In A Noisy Place
Q: My daughter recently did a Davis Program
and is very happy with her tools. But she’s a little frustrated now, because she’s have difficulty using her dial and staying oriented in class. She says that when the room is noisy, her mind’s eye pops right off her point. Have you any advice for her?

I, myself, can get disoriented in noisy places, and will start feeling ill, although I do not consider myself to be dyslexic. It was only after A: Please let your daughter know that this is understanding Davis and disorientation that normal. It’s not her fault and this problem will I realized why I had such a hard time in those get better with practice. It’s like anything else – if environments. So I do think it is important she took swimming lessons and learned to swim well in a pool, she might still find it challenging to for your daughter to understand that some environments are very challenging, and that it swim in an ocean! would not be fair for anyone to expect her to be Do encourage her to use Release often, and able to manage well in every environment when suggest that she start by figuring out the three she is still learning to use her tools. most important times during her school day to Of course it will be helpful if the teacher is work on staying on point. Later she will be able supportive and looks for ways to accommodate to work up to using it more often. (Three is an arbitrary number. She can focus on this as many or her needs. You might want to print and share A Guide for Teachers and Parents by Patricia Lynn as few times as seems manageable and realistic to Hodge. Patricia lives in Oman, is the parent of her. How many really depends on what activities a dyslexic child, and a teacher with specialized are going on in the classroom, and a lot depends on how the class day is structured. Part of her task training in ‘Specific Learning Difficulties/Dyslexia’. will be to figure out at what times she needs to be You can find her article on our website at: http:// www.dyslexia.com/library/classroom.htm v on point, and when it is OK to be off point.)

Quotable Quotes
“We ask how we can raise academic standards, but do not question whether they deliver what we need to survive in the future. We ask where we can find talented people, but ignore the talents of people that surround us. We look but we do not see, because our traditional common-sense assessment of abilities distracts us from what is actually there. We ask how to promote creativity and innovation but stifle the processes and conditions that are most likely to bring it about. Like the medieval astronomer we continue to believe in the assumptions of mass education, despite all the evidence that the system is failing so many people within it. The rationalist tradition has driven a wedge between intellect and emotion in human psychology; and between the arts and sciences in society at large. It has distorted the idea of creativity in education and unbalanced the development of millions of people. The result is that other important abilities are overlooked or marginalized… Human intelligence includes the capacity for academic activity; this does not mean that academic activity is the whole of intelligence. To educate people for the future we must see through the academic illusion to their real abilities, and to how these different elements of human capacity enhance rather than detract from each other.” From Out of our Minds: Learning to be Creative by Sir Ken Robinson, published by Capstone, in 2011.

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 Nicole Dirksen-van de Bunt Hertogenbosch +31 62 133 8868 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Petra Franssen-Avramidis Venray +31 (0478) 511 837 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 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 Judith Holzapfel Deventer +31 (0570) 619 553 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014

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v Netherlands (continued) Geertruida Kornman Beverwÿk +31 (62) 000 6857 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers also DLS Mentor, Autism Facilitator Coach Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98 Els Neele Utrecht +31 6 253 5060 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Tjalliena Ponjée Arnemuiden +31 06 12 888 365 Petra Pouw-Legêne also DLS Mentor-Trainer also Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg also Autism Facilitator/Coach Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Silvia Jolanda Sikkema also DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger also Davis Supervisor-Specialist 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 Jeannet Uiterwijk-Booij Almere +31 (61) 148 0885 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

THE DYSLEXIC READER

Recent Recommendations from The Lazy Reader Book Club
By Danny Brassell and Laura Zink de Diaz
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 Amazon.com through links at the Lazy Readers’ website, Bookends (www. bookends.org) will receive a donation. (Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness.)

No Better Time

By Molly Knight Raskin Adult 246 pages Publisher: Da Capo Press (2013) ISBN-10: 0306821664 ISBN-13: 978-0306821660 Subtitled “The Brief, Remarkable Life of Danny Lewin, The Genius Who Transformed the Internet,” this book is a MUST READ. I could not put it down, and you won’t be able to either. Don’t believe me? Read the preface, one of the best prefaces I have ever read.

Shakespeare Makes the Playoffs
By Ron Koertge Young Adult (12 and up) 176 pages Publisher: Candlewick (2012) ISBN-10: 0763658529 ISBN-13: 978-0763658526

One of the simplest pieces of advice I can give all teachers and parents to helping children become better readers is to utilize poetry. This sequel to Koertge’s Shakespeare Bats Cleanup follows two teens who connect through their poetry. One of the best parts of this book is the number of different types of poetry students discover.

Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
The Gift of Dyslexia: Why Some of the Smartest People Can’t Read and How They Can Learn
(Revised and Updated 2010 edition)

Davis Young Learner Kit for Home-Use

Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia. $15.95 Softcover

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

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

NEW!
Davis Orientation and Symbol Mastery Home Kit
Each kit comes with a sturdy nylon shoulder bag and includes: Davis® Dyslexia Correction is a comprehensive • Ron Davis' book, The Gift of Dyslexia • Davis Dyslexia Correction Orientation Procedures DVD approach to dyslexia, which simultaneously • Davis Symbol Mastery Manual and Checklist provides tools for attention focus, resolving • Davis Symbol Mastery & Reading Exercises DVD perceptual confusion, and building reading • Reusable Modeling Clay (2 lbs.) skills. That Davis Orientation tools give • Webster's Children's Dictionary - (Hardcover) students the ability to sustain attention in • Checking Your Grammar (Softcover Book) a relaxed and natural way. Davis Symbol • Laminated Alphabet Strip Mastery is a visual-spatial learning process • Stop Signs for Reading Chart that improves anyone's basic literacy skills. • Punctuation Marks and Styles Booklet The Davis approach is fun and engaging, • Letter Recognition Cards even for young children. • Pronunciation Key Cards • Set of 2 Koosh Balls Deluxe Kit $249.95 NEW!

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

THE DYSLEXIC READER

BOOKS FOR CREATIVE LEARNING
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

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

Expands the Davis Methods with theories and correction procedures that address the three basic areas of learning disability other than reading, which children and adults experience. Softcover $13.95

Picture It!

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

REFERENCE BOOKS
Gabby's Wordspeller

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

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

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

Math Dictionary

by Carol Vorderman Ages 7 to 12. More than 300 entries on words, phrases, and concepts used by gradeschool students in math class and in their lives. $14.95

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

THE DYSLEXIC READER
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 $19.95

by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome. Softcover $9.80 $14.00

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

KID’S CORNER
Charlie's Challenge
by Ann Root & Linda Gladden This richly illustrated story offers a positive view and encouraging news for youngsters struggling in school. Geared to ages 5-9. Softcover $13.45 $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

ORDER FORM
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 Gift of Dyslexia - Spanish Edition................................. $28.95 Davis Orientation and Symbol Mastery Home Kit....... $249.95 NEW! OTHER BOOKS FOR REFERENCE & LEARNING NEW! $17.95 Autism and the Seeds of Change................................. Barron’s Math Dictionary............................................. $14.99 Born on a Blue Day.......................................... $9.80 $14.00 Charlie’s Challenge ....................................... $13.45 $14.95 Checking Your Grammar.................................................$8.99 Everything Parent’s Guide To Autism.............. $13.45 $14.95 Everything Parent’s Guide To Dyslexia......................... NEW! $15.95 Gabby's Wordspeller.................................................... $25.95 Math Dictionary............................................................$14.95 Parents Guide to Asperger Autism................. $13.25 $18.95 Picture It!......................................................................$19.95 Ten Things Every Child With Autism Wishes................. $19.95 Understanding Controversial Therapies......... $17.95 $19.95 Webster’s New World Children’s Dictionary................. $19.95

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

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THE DYSLEXIC READER
Lia Vermeulen Huizen +31 (062) 3671530

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v Netherlands (continued)

Christien Vos also Autism Facilitator/Coach Tolbert +31 (0594) 511 607 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

Can I See Your I.D.?
By Chris Barton Young Adult (12 and up) 144 pages Publisher: Dial (2011) ISBN-10: 0803733100 ISBN-13: 978-0803733107

The Day the Crayons Quit
By Drew Daywalt Children (3 to 7 years) 40 pages Publisher: Philomel (2013) ISBN-10: 0399255370 ISBN-13: 978-0399255373

Kirsteen Britten also Autism Facilitator/Coach Christchurch +64 (3) 348 1665 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 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Margot Hewitt Kaiapoi +64 (27) 455-7724 Alma Holden also Autism Facilitator/Coach Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson Westown New Plymouth +64 (06) 753 3957 Christine McCarthy Waikanae Beach Kapiti Coast +64 (2) 173 4795 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken also DDA Director also Autism Facilitator/Coach also Autism Training Supervisor also Supervisor-Specialist Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +64 (6) 374 1575 Colleen Morton Gore +64 (03) 208 6308 Jocasta Oliver Paraparaumu Beach +64 (4) 904 4162

True crime, desperation, fraud, and adventure: this book includes ten vignettes of real-life pretenders who masqueraded with false identities. Told in second person with cool graphic illustrations by Paul Hoppe, this quick read is always a hit with the boys.

Poor Duncan has to figure out a way to appease his crayons so they will let him color, as some colors are not even talking to one another in this very funny book with great illustrations by Oliver Jeffers.

Bear Snores On

By Karma Wilson Children (2 to 5 years) 34 pages Publisher: Little Simon (2005) ISBN-10: 1416902724 ISBN-13: 978-1416902720 “In a cave in the woods, in his deep, dark lair, through the long, cold winter sleeps a great brown bear.” Wilson’s debut is a hit, as your children will love this funny tale of animal’s sneaking into a cozy bear’s lair to get warm. Even after they’ve made tea and popcorn, he just snores on. This book reminds me a lot of Jan Brett’s The Mitten. Wonderful illustrations by Jane Chapman and a clever and humorous ending.

No Two Alike

By Keith Baker Children (3 to 7 years) 40 pages Publisher: Beach Lane Books (2007) ISBN-10: 1442417420 ISBN-13: 978-1442417427 I met Keith Baker years ago at the Oregon Reading Association’s annual conference, and I found him to be a wonderfully engaging presenter. As happens too often, I forgot to feature any of his wonderful books. He is a stupendous children’s author and illustrator, and I hope you include this title in your library. This is a beautiful story of finding one’s uniqueness that should be featured in every classroom in America.

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v New Zealand (continued) Wendy Person Hastings +64 (06) 870 4243 Janet Pirie Raumati Beach Wellington + 64 (04) 298 1626 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms also Davis Workshop Presenter also Supervisor-Specialist also Autism Facilitator/Coach, Training Supervisor & Workshop Presenter Christchurch +64 (03) 363 9358 Cherone Wilson Howick Auckland +64 (21) 184 5047 Margot Young also Autism Facilitator/Coach Johnsonville +64 (04) 478-2208 v Norway

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Is Learning Cursive Writing Good for Your Brain?

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

also Autism Facilitator/Coach

Skjaerhalden +47 413 12 509 Heida Karen Vidarsdottir also Autism Facilitator/Coach Lovund +47 9 138 4744
v Peru Judith Zapata Prange Lima +51 (1) 99 43 77 200 v Philippines Maria Catherine (Maricar) Rivera Dizon Pasig City +63 (2) 475 6284 v Poland Agnieszka £ubkowska Warsaw +48 (46) 855 77 02 v Portugal Sofia Vassalo Santos Lisboa +35 (191) 911-2565 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 Nina Gekhman Moscow +7 (495) 788 8386 Luba Niazov Moscow +972 54 476 6203 (Israel) Nadezhda Popova Moscow +7 (495) 683 3182 Kalina Potyak Moscow + 972 (52) 257 2783 Oxana Stein Moscow +972 (52) 223 5015 Maria Stulova Moscow +7 (916) 223 2727

symbols simultaneously. I’ve always felt this was developmentally unjustified. So I was rather glad to run across another article, this one by Dr. Scott G. Eberle, also in Psychology Today. In his article, Cursive for Your Brain?, Dr. Eberle tells us of an experiment Dr. William R. Klemm believes cursive makes conceived of and implemented by Professor you smarter. In the United States children have Arne Trageton of Norway’s Stord/Haugesund traditionally learned first how to print in capital University College. and small letters, and a couple of years later, often “Trageton guessed that penmanship skills linked in third grade, they learn to write in cursive. That’s closely to a developmental timeline and, therefore, how I learned, but I’m older than dirt! Today, the that it made little sense to train small children to Common Core State Standards don’t even require write before their fingers could comfortably hold that children learn to write in cursive. Keyboarding, a pencil. Trageton replaced penmanship drills with on the other hand, is taught in many elementary play on computer keyboards to familiarize the look schools, and even before the Common Core of letters, to give students a feel for different type removed cursive from it’s recommendations, lots of sizes, and to demonstrate how letters combined as schools abandoned the practice, considering it an words. For the last two months of the school year, antiquated skill. I’m not sure I entirely disagree – Trageton enlisted his Norwegian second graders in about the only things I write by hand these days a game called “Publishing House.” They played the are grocery lists! roles of reporters, short-story writers, illustrators, and layout artists. They assembled “books” and published “newspapers” that carried stories about a controversial soap opera, the eclipse of Even before the the moon, and naturally, (since this was Norway), Common Core ski-jumping. They drew pictures, wrote poems, removed cursive from and told jokes. The students discussed each it’s recommendations, other’s work in editorial conferences and shared lots of schools the results at school assemblies.” The results: it turns out that ‘playing at writing’ abandoned the works just fine. “A panel that examined the practice… third grade students’ handwriting declared their penmanship every bit as legible as the writing of peers who had learned the old-fashioned way. But Dr. Klemm, in his article in Psychology Literacy came to them on schedule and pleasurably, Today, titled What Learning Cursive Does for by way of structured play.” Your Brain, tells us that “scientists are discovering that learning cursive is an important tool for You can read Dr. Klemm’s article in its entirety at: cognitive development”. He also considers that http://www.psychologytoday.com/blog/memorythe “self generated mechanics of drawing letters” medic/201303/what-learning-cursive-does-youris beneficial. He tells us of a study at Indiana brain University, in which “researchers conducted brain scans on pre-literate 5-year-olds before and after Likewise, you can read Dr. Eberle’s article and receiving different letter-learning instruction. In his description of Dr. Trageton’s experiment in children who had practiced self-generated printing Scandinavia at: http://www.psychologytoday.com/ by hand, the neural activity was far more enhanced blog/play-in-mind/201306/cursive-your-brain and “adult-like” than in those who had simply looked at letters. The brain’s “reading circuit” of linked regions that are activated during reading was activated during handwriting, but not during typing.” He goes on to comment that the benefits children get from learning cursive writing, are similar to those obtained from learning to play a musical instrument. As he says, “Not everybody can afford music lessons, but everybody has access to pencil and paper.” I’ve noticed that some of my clients here in Colombia never learn to print at all. Instead, they learn to write in cursive starting in kindergarten. This means that as they’re learning to read, they’re dealing with both print and cursive

THE DYSLEXIC READER
v Russia (continued) Lora Zakon-Oran Moscow +7 495-7888386

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Thinking Better
Many people are uncomfortable with ambiguity; they crave cognitive closure. Cognitive closure is the psycological need for definitive information that allows you to eliminate uncertainty and ambiguity. Although certainty can be very comforting, dealing with uncertainty and ambiguity can lead to creative thinking. If you have a low tolerance for ambiguity, you may become prone to rigid, uncreative thinking. Tom Jacobs reports in Salon.com that it seems the solution is: read more fiction. Psychologist Maja Djikic and her colleagues have released the results of their study, Opening the Closed Mind: The Effect of Exposure to Literature on the Need for Closure. Their hypothesis was that reading fictional stories, as opposed to nonfictional essays, reduces the need for cognitive closure. They asked 100 participants to read either an essay or a short story, and then assessed the need of each for cognitive closure. Participants expressed this need by indicating their agreement or disagreement with a variety of statements, such as, “I dislike questions that can be answered in many different ways.” The results suggest that those who read the short story – especially those who were already frequent readers of fiction – experienced significantly less need for cognitive closure. Compared to those who read an essay, the fiction readers were bothered less by disorder and uncertainty. This suggests that reading fiction could lead to more sophisticated thinking and greater creativity. Why would this be so? Djikic and her colleagues, Keith Oatley and Mihnea Moldoveanu, note, “The thinking a person engages in while reading fiction does not necessarily lead him or her to a decision… Furthermore, while reading, the reader can simulate the thinking styles even of people he or she might personally dislike… no matter how offensive one finds this character. This double release – of thinking through events without concerns for urgency and permanence, and thinking in ways that are different than one’s own – may produce effects of opening the mind.” The Common Core State Standards being imposed in most of the United States, focus on nonfiction readings starting in the early grades, and increasing in later grades. Taking the results of this study into consideration, the Common Core may be leading us in precisely the wrong direction!

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 Monika Amrein also Autism Facilitator/Coach 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 Susi Fassler St. Gallen +41 (071) 244 5754 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 (043) 536 1038 Yvonne Meili Reinach +41 (77) 415 69 46 Christine Noiset Av. Floréal, 11 1006 Lausanne +41 (79) 332 27 75 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685

The Benefits of Reading for Fun

Dr. Alice Sullivan has reported the results of a study that followed the lives of 17,000 people born during one particular week in England, Scotland and Wales. “Every few years we interview the study participants to track different aspects of their lives, from education and employment to physical and mental health – an approach that lets us look at what influences an individual’s development over a long period of time. Of the 17,000 members, 6,000 took a range of cognitive tests at age 16. We compared children from the same social backgrounds who achieved similar tested abilities at ages five and 10, and discovered that those who frequently read books at age 10 and more than once a week when they were 16 had higher test results than those who read less. In other words, reading for pleasure was linked to greater intellectual progress, both in vocabulary, spelling and mathematics. In fact, the impact was around four times greater than that of having a parent with a post-secondary degree.” Dr. Sullivan recognizes that the link between reading for fun and progress in mathematics may be surprising. But the results of the study suggest to her that in general, through pleasure reading we increase our vocabulary, absorb new information, acquire new ideas, and it may also allow us to develop a more self-sufficient attitude towards learning. The study participants were interviewed again in 2012, which should allow Dr. Sullivan and her colleagues to see how these effects continue in adult life. The study will continue indefinitely, which You can read more about this study at: will also allow the researchers to examine to what http://tinyurl.com/kpltfzw extent reading may protect the participants from the cognitive decline associated with aging. You can read the entire article at: http://www. theguardian.com/books/booksblog/2013/sep/16/ reading-improves-childrens-brains

(continued on the next page)

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v Switzerland/CH (continued) 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 (71) 977 26 12 Margrit 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 Little 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 (0154) 853 1264 Dyslexia Correction Centre Georgina Dunlop also Autism Facilitator/Coach also Autism Training Supervisor Jane E.M. Heywood also Autism Facilitator/Coach – Training Supervisor also DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Ines Graefin Grote Great Yarmouth Norfolk + 44 (1493) 393 208 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Tessa Halliwell also Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Phyllida Howlett also Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806 In The News - continued from page 15

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Extra time? Choose wisely….
A great article at Headstrong Nation.org provides a cautionary note about the common classroom accommodation of extra time being extended to dyslexic students. Sometimes the accommodations aren’t well suited to the individual’s needs. They can become an excuse for the school to avoid providing more appropriate support. Some key points: 1. Dyslexic does not mean “slow”. Sometimes the problem is with the teaching methods being used. Rather than increase the allotted time to complete an inappropriate task, it may be better to improve the approach instead. “We dyslexics are able to draw the right conclusion quickly when we have the right path to the information.” 2. Institutions might opt for extra time because it is cheap and easy. But extra time puts the burden of the students to fix themselves, rather than require the schools to find approaches that fit their needs. 3. Extra time can be stigmatizing. The student who is given extra time for assignments and exams may

be segregated from other students. The added time may also come at the expense of other activities that may be more appropriate to the child’s interests or needs. Read more: http://headstrongnation.org/parents/ classroom-accomodations. Headstrong Nation is a non-profit dedicated to serving the dyslexic community. Founded by Ben Foss in 2003, Headstrong Nation aims to end the isolation of the world’s largest (it’s true!) disability group by providing information about dyslexia, selfadvocacy and new technologies. This article, by Abigail Marshall, was first published at Dyslexia the Gift Blog News and Views from Davis Dyslexia at: blog.dyslexia.com/ extra-time-choose-wisely/#more-915 v

Famous Dyslexics Remember
François-Auguste-René Rodin
Rodin, best known today for his statue, The Thinker, was born in 1840 in France, He was a shy child, nearsighted and had difficulty with reading and writing. But he took a serious interest in drawing and began to receive art lessons when he was 10 years old. He attended the École Impériale de Dessin, a government school for craft and design, where he began to work in clay and his teachers soon discovered he was a very promising sculptor. Although he won prizes at age 17 for his drawing and sculpting, he wasn’t accepted at the prestigious École des Beaux-Arts, in fact, he was rejected three times! Nonetheless, by the time of his death in 1917, he was a revered and internationally sought after sculptor. In 1900 an entire pavilion at the Paris World Exposition was devoted to his work. One hundred sixty-eight works were displayed in bronze, marble and plaster, as well as many photos and drawings. As a result of this exhibition Rodin’s work became even more popular, and he received many commissions from around the world to create busts of celebrated people. Rodin is buried in Meudon, Île-de-France, on the outskirts of Paris. A cast of The Thinker was placed next to his tomb; it was Rodin's wish that the figure serve as his headstone. The Musée Rodin (Rodin Museum) was founded in 1916 and opened in 1919 at the Hôtel Biron, where Rodin had lived for many years. It houses more than 6,000 of Rodin’s sculptures and 7,000 of his drawings. v

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I have no respect for a man who doesn't know more than one way to spell a word. I don’t see any use in spelling a word right, and never did. I mean I don’t see any use in having a uniform and arbitrary way of spelling words. We might as well make all our clothes alike and cook all dishes alike. “Anyone who can only think of one way to spell a word obviously lacks imagination.” -- Mark Twain (1835 – 1910), American author and humorist “‘Do you spell it with a ‘V’ or a ‘W’?’ inquired the judge. ‘That depends upon the taste and fancy of the speller, my Lord’.” -- Charles Dickens (1812 – 1870), British novelist and social critic.
v United Kingdom (continued) Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Sara Kramer London +44 (0208) 251 7920 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 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, MA MPhil (Oxon), Dip.RSA(SpLD), PGCE also DDA Director also Supervisor/Specialist also Advanced Workshop Presenter also DLS Mentor & Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama

Poor Speller? Relax!
By Laura Zink de Díaz – with a lot of help from Google! I know, I know… you have to spell right or your teacher will take points off your paper. So do the best you can, look words up if necessary, to minimize the number of points you lose. But after you’ve finished, remember that over the centuries there have been a lot of very accomplished people who couldn’t care less about spelling. Here’s a sampling:

Seventeenth Century

“A synonym is a word you use when you can't spell the other one.” -- Baltasar Gracián (1601 – 1658), Spanish Jesuit, Baroque prose writer and philosopher.

Eighteenth Century

A gentleman received a letter, in which were these words: Not finding Brown at hom, I delivered your meseg to his yf. The gentleman, finding it bad spelling, and therefore not very intelligible, called his lady to help him read it. Between them they picked out the meaning of all but the yf, which they could not understand. The lady proposed calling her chambermaid, ‘because Betty,’ says she, ‘has the best knack at reading bad spelling of any one I know.’ Betty came, and was surprised that neither sir nor madam could tell what yf was. ‘Why,’ says she, ‘yf spells wife; what else can it spell?’ – Benjamin Franklin (1706-1790), one of the Founding Fathers of the United States, in a letter to his sister, July 4, 1786.

“If the professors of English will complain to me that the students who come to the universities, after all those years of study, still cannot spell ‘friend,’ I say to them that something’s the matter with the way you spell friend.” -- Richard Feynman (1918 – 1988), American theorhetical physicist and Nobel Prize winner “My spelling is Wobbly. It's good spelling but it Wobbles, and the letters get in the wrong places.” -- A. A. Milne (1882 – 1956), British author best known for his character, Winnie-the-Pooh. “Correct spelling, indeed, is one of the arts that are far more esteemed by schoolma'ams than by practical men, neck-deep in the heat and agony of the world.” -- Henry Louis Mencken (1880 – 1956), American journalist, essayist, magazine editor, satirist, critic of American life and culture, and scholar of American English. There, you see – if H. L. Mencken, the ‘Sage of Baltimore, and one of the most influential American writers and prose stylists of the first half of the twentieth century, can poke fun at our obsession with spelling, you’re OK!

Twentieth Century

Nineteenth Century

“It’s a – poor mind that can only think of one way to spell a word.” – Andrew Jackson (1767 – 1845), 7th President of the United States. The spelling of words is subordinate. Morbidness for nice spelling and tenacity for or against one letter or so means dandyism and impotence in literature Walt Whitman (1819 – 1892), American poet, essayist and journalist.

Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Gold Canyon +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

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v California (continued) Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Norco +1 (951) 582-0262 Richard A. Harmel also Autism Facilitator/Coach Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst also Autism Facilitator Coach Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 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 Mika Seabrook Santa Monica +1 (310) 920-9517 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 Karen Johnson Wehrman Denver +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 Kelley Phipps Fruitland + 1 (208) 949-7569 Carma Sutherland Rexburg +1 (208) 356-3944 Reign of Error - continued from page 8

THE DYSLEXIC READER
propaganda, you’ll come to the conclusion that we have a huge dropout problem, and that graduation schools in their neighborhoods, and yet became college-educated professionals – doctors, lawyers, rates are plummeting. In fact, the high school drop out rate is at an all-time low. Likewise, graduation arquitects, academics – with stable careers and rates are at an all-time high. At schools that serve economic security, in a country with a 50% populations with the highest poverty rate. This, in spite of poverty, the dropout rate is the fact that many Colombian The high school drop higher, and graduation rates public schools are starved are lower. In schools serving out rate is at an allfor funding. In fact, there high-poverty populations, we time low. Likewise, aren’t enough public schools also have a ‘push-out’ problem: to accommodate the entire graduation rates are because of our emphasis on population of children. Every at an all-time high. high-stakes testing, at these year articles appear in the schools low-performing newspaper detailing how many students are often encouraged thousands of children are unable to leave before 10th grade, so their poor test to enroll in public school, simply because there isn’t enough space, even with class sizes sometimes scores won’t affect the school’s rating. rising to 40 and 50. 3. We also often hear that our economy will So, I ask, is this the educational direction we want to pursue in the United States, disparaging at suffer if we don’t have the highest international every turn our public schools and encouraging the test scores and the highest college graduation creation of an immense private system? With every rate. There’s absolutely no evidence that there’s article I read about education in the United States, any relationship between school performance and economic growth. College graduation rates I become more convinced that what I see here, world-wide do not correlate with any country’s could easily become my grandchildren’s future. economic growth. The common wisdom is that American public schools are failing, that the only way to save them 4. Because some children living in poverty do is to run them according to business principles. But schools should not be for-profit businesses, as well in school, the reform punditocracy insists that poverty is just an excuse used by bad teachers so many are here in Colombia. And children are and failing schools. No excuses, they declare! neither raw material nor products. Nor are their As a matter of fact, many studies over decades parents customers, ripe to be stripped of as much have demonstrated that poverty is, indeed, highly money as possible. Even if we were to accept correlated with low academic achievement. the notion that business has the best answers Children growing up with little or no access for the problems in our schools, much of what to proper medical and dental care, going to the reformers claim isn’t true, or is misleading. school hungry, exposed to In Reign of Error, Dr. Ravitch environmental toxins (like refutes their claims, providing Many studies have lead), living in neighborhoods not just arguments, but without a public library (or one evidence. shown that two-thirds struggling under funding cuts), It would take several entire of the variation in plagued by drug dealers and issues of the Dyslexic Reader to student performance street violence, have very little reproduce even the barest bones is attributable to outenergy or attention left over to of the evidence she provides, so of-school factors. focus on their education. But I won’t even try. However, here’s after all, it’s far easier to tear a short compilation of some of down a public good, than the claims she refutes. to find a solution to the ages old problem of poverty and inequity… 1. School reformers claim that test scores have been falling for years, and they particularly love 5. Reformers also insist that teachers are the main to chant that we’ve fallen behind other nations determiners of student performance and that on international test scores, and that this puts therefore student test scores should be used to our economy and national security at risk. While reward effective teachers and fire the ineffective. it’s true that we’ve never been outstanding at international tests, we do fine overall. Our schools serving middle and upper income families do quite well. And our students’ performance on our own tests are higher than they’ve ever been. What pulls down our average on international tests is the performance of students at our high-poverty schools.

2. If you listen to the corporate reform

THE DYSLEXIC READER
Illinois

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Kim Ainis also Autism Facilitator/Coach Chicago +1 (312) 360-0805

Reformers also tend to support merit pay for including the arts, science, history, literature, teachers. However, many studies have shown that civics, geography, foreign languages, mathematics two-thirds of the variation in student performance and physical education.” And she points out that is attributable to out-of-school factors like “since the advent of No Child Left Behind, many poverty, the educational level and interest of schools have cut back on every subject that [is] parents, and the availability of libraries and books not tested… All children need the chance to at home and in the communities develop their individual talents where children live. Merit pay … Whatever the careers of has been tried numerous times Whatever the the 21st century may be, they in different parts of the country, are likely to require creativity, careers of the 21st but it has never been shown thoughtfulness and the capacity century may be, to improve student academic for social interaction and they are likely to performance. personal initiative, not simply require creativity, routine skills.” thoughtfulness and 6. Many reformers are staunch Her list continues, and the capacity for supporters of charter and includes such things as reducing virtual schools, believing class size to improve student social interaction they’ll produce dramatically achievement and behavior; and personal better results, because they free banning for-profit charters initiative, not teachers to innovate. Would and charter chains to ensure simply routine skills. that this were true! In fact, collaboration with public charter schools run the gamut schools; providing medical from excellent to awful. On and social services in schools average they are no more innovative or successful for children that need them, and my favorite: than public schools (unless they keep out lowthe elimination of high-stakes standardized performing students). Virtual schools are highly testing, which has become a cash cow for profitable for their owners, but since so much of publishing companies, in spite of the fact learning is a social activity, for most children they that there is very little quality control, nor are a poor substitute for real schools. much evidence that the scores obtained tell us anything meaningful about a child’s learning. Dr. Ravitch also insists that we return to our 7. Vouchers – the solution for poor children, roots, in recognizing that public education is not because they allow kids access to private schools a consumer good, but a public responsibility. where their academic achievement will soar! The We used to believe that education was a truth is that where they’ve been tried, vouchers have not produced such stellar results. There is no fundamental requirement for a democracy to survive and thrive. Today, many of us appear conclusive evidence that vouchers have any effect to view education simply as a means to a bright at all on student achievement. economic future, and once I’ve ‘got mine,’ I have no responsibility to ensure that you or In Reign of Error Dr. Ravitch also includes a your children get yours. That attitude leads to number of potential solutions for the problems – real and imaginary – that school reformers aim to a system very much like the one that surrounds me in Colombia. It’s not pretty, people, not for fix. She starts with the basics: good prenatal care the kids we work with, not even for the kids for every pregnant woman, because according who have no particular challenges. to the Centers for Disease Control, “A delay in obtaining prenatal care or not getting any Do read Reign of Error. prenatal care is associated with increased risks If you don’t have time – of low birth weight babies, premature births, it’s a very meaty tome – neonatal mortality, infant mortality, and maternal visit Diane Ravitch’s blog mortality.” And “preterm births are associated at www.dianeravitch.net with a greater likelihood of learning disabilities.” for short, informative As Ravitch points out, the deleterious effects of doses of educational poverty begin well before the child arrives. reality! v Ravitch’s second suggestion is that we make high-quality early childhood education available to all children. She recognizes that it cannot close all the gaps caused by inequality of wealth and opportunity, but notes that “researchers have concluded that it is more successful in narrowing the gap than most other interventions.” Likewise, Ravitch would like every school to have a “full, balanced, and rich curriculum

Susan Smarjesse Springfield +1 (217) 789-7323 Indiana Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Tina Kramer Greensburg +1 (812) 614-7614 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Kansas Kristi Thompson also DLS Presenter-Mentor Manter +1 (719) 529-5276

Massachusetts Karen LoGiudice also Fundamentals Workshop Presenter also Autism Facilitator/Coach Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 997-4642 Michigan Molly Scoby Greenville +1 (231) 250-7260 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Grand Ledge/Lansing +1 (517) 652-5156 Caralyn Tignanelli Rochester +1 (248) 701-1485 Minnesota Cyndi Deneson also Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Montana Elsie Johnson also Autism Facilitator/Coach Manhatten +1 (406) 282-7416 Nebraska Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Robin Mangum Caliente +1 (775) 962-1104 New Hampshire Glenna Giveans also Autism Facilitator/Coach Lebanon + 1 (603) 863-7877 Michele Siegmann also Autism Facilitator/Coach Mason/Manchester/Boston +1 (603) 801-1247 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037

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New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Niedermeier Russell Byron +1 (585) 233-4364 North Carolina Gerri W. Cox also DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 North Dakkota Angie Bricker-Jones Williston +1 (701) 660-8860 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Oklahoma Ashley Grice also Autism Facilitator/Coach Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Nicki Cates Portland +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Janell Warkentin Keno +1 (541) 647-0841 Pennsylvania Kelly Caramanno New Hope +1 (307) 221-3081 Marcia Maust also Autism Facilitator/Coach also Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson also DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown also DLS Presenter-Mentor Colleen Millslagle also DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park +1 (512) 918-9247 Karen Hautz Houston +1 (281) 501-9871 Lori Johnson Boerne/San Antonio +1 (210) 843-8161

THE DYSLEXIC READER

Welcome Newly Licensed Davis Facilitators!
Claudia Boeden “Claudia has her master’s degree in Education with specializations in German studies and French. She’s been working as a teacher for 16 years. Claudia’s background is a perfect complement to her licensure as a Davis Dyslexia Correction Program Facilitator. She offers the Davis Programs for correcting reading, writing and math. She shows clients how learning can be made easier and enjoyable.” Talententwicklung. Erlenbruchstrasse 6, Timmendorfer Stranel, Germany +49 (160) 710 6891 info@talententwicklung-cb.de Annette Meunier Rivet “Le Petit Moulin” Becheresse, France 16250 +33 (64) 374 4134 aphimeunier.rivet@wanadoo.fr Petra Franssen-Avramidis “When I was a child I loved reading books. When I read stories I was in a whole different world. This is the feeling I wanted to pass on to children who have difficulties with reading, but I never knew how. Then I read an article about the Davis Dyslexia Correction Program and I knew this was the way to help those children get back the joy of reading.” Tatralaan 19, 5801 KJ Venray, Holland. +31 (0478) 511 837 petrafranssenavramidis@gmail.com Pagona Gkogkou “I have been working in education for over 13 years, especially in “Special Needs” and I have experience with all age groups, children and adults. Happy to discuss and tailor for individuals needs.” Athens, Greece TK 16672 pgongou@hotmail.com +30 (697) 748 6254

Johanna de Barmon Dys et Don, 21 rue Lamartine. Arras, France 62000

!

Congratulations to our newest Davis Autism Facilitator Coach, Rita Jarrar, in Munchen, Germany!

DAVIS TRAINING PROGRAMS
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.

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

THE DYSLEXIC READER
Texas (continued)

21

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 pencilpaper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427 Dorothy Owen Supervisor/Specialist also Autism Facilitator/Coach Irving +1 (817) 919-6200 Beverly Parrish League City +1 (281) 638-0297 Laura Warren Lubbock +1 (806) 790-7292 Utah Theresa Craig St. George +1 (435) 668-6937 Cynthia Gardner American Fork +1 (208) 409-9102 Virginia Donna Kouri Rockville +1 (804) 240-0470 Angela Odom also DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley also Autism Facilitator/Coach Blackburg +1 (540) 552-0603 Washington Elizabeth (Liz) Bertran Lake Stevens +1 (425) 231-9705 Aleta Clark Seattle/Tacoma +1 (253) 854-9377 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) v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326

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

This Directory is current as of December 1st, 2013. 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.

22

THE DYSLEXIC READER

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.”

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

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)

2014 DATES & LOCATIONS
Date
Jan 16-17

Location Telephone
Tyler Texas Tyler Texas Denver Colorado Richmond VA Shalotte NC Brookings SD Tyler Texas +1 (903) 531-2446 +1 (903) 531-2446 +1 (719) 529-5276 +1 (804) 833-8858 +1 (910) 754-9559 +1 (605) 692-1785 +1 (903) 531-2446

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

April 3- 4 June 17-18 June 18-19 June 19-20 July 29-30 Oct 3-4

Academic Units or CEUs (US and Canada only)

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

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

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

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

THE DYSLEXIC READER

23
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

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

DAY TWO
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)

DAY FOUR
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

2014 WORKSHOP SCHEDULE
Canada
September 22 – 25, 2014 Calgary, Alberta Presenter: Larry Smith, Jr. Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com February 26 – March 1, 2014 Burlingame, CA Presenter: Larry Smith, Jr. Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com March 19 – 22, 2014 Dallas/Irving, TX Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com June 24 – 27, 2014 Burlingame, CA Presenter: Larry Smith, Jr. Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com July 29 – Aug 2, 2014 Burlingame, CA Presenter: Larry Smith, Jr. Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com August 6 – 9, 2014 Amesbury, MA Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com October 22 – 25, 2014 Dallas/Irving, TX Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com

United States

February 10 – 13, 2014 Amesbury, MA Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com

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

THE

1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010

• ic 24Dys • lex´

˜ Read´ • er

PRESORTED THE DYSLEXIC READER STANDARD U.S. POSTAGE

CHANGE SERVICE REQUESTED

PAID
BURLINGAME, CA PERMIT NO.14

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

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

2014 INTERNATIONAL SCHEDULE
Feb 10 – 13 Amesbury, MA USA USA USA USA USA USA Canada USA Feb 26 – March 1 Burlingame, CA March 19 – 22 June 24 – 27 July 29 – Aug 1 August 6 – 9 Sept 22 – 25 October 22 – 25 Dallas, TX Burlingame, CA Burlingame, CA Amesbury, MA Calgary, Alberta Dallas, TX

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.

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

See page 23 for more workshop details and discounts.

CALL 1 (888) 805-7216 for special discounts and early bird rates!

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1 (888) 805-7216 Fax: 1 (650) 692-7075 E-mail: ddai@dyslexia.com DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: germany@dyslexia.com SWITZERLAND Tel: 41 (061) 273 81 85 E-mail: ch@dyslexia.com DDA-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: spanish@dyslexia.com DDA-Nederland Jacques Schreursstraat 25 6074 CR Melick NEDERLAND Tel: 31 (475) 520 433 E-mail: info@davisdyslexie.nl DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0) 330 011 0680 E-mail: uk@dyslexia.com DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: pacific@dyslexia.com

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