ic Read
Davis Dyslexia Association International
Issue No. 7
Fall 1996
Your Child’s Growing Mind,
by Jane Healy, Ph.D.
An imagined conversation between
Ron Davis and Maria Montessori,
by Dr. Joan M. Smith
the Building
Blocks of Reading
The Montessori View The Montessori View The Montessori View The Montessori View The Montessori View: :: ::
“for the love of a parent”
An essay by Tom Conwell
FALL 1996
new workshops
a free e-mail
news bulletin
an internet
bulletin board
A New Career
Richard Harmel
describes his awakening to
the reality of his dyslexia
The Dyslexic Reader Page 2 Issue No. 7
Learning to Think with Words
Getting on Point
I¢u :cI··IcI:Iu:¢u ¢.j¢::¢uc¢
j:·II¢n: I¢a:u:ug ì· :¢au nau.
ja:¢uì: IIan¢ ìI¢ uI·I¢ Iaugnag¢
ajj:·acI auu cIan·: J·: jI·u:c:-Ia:¢u
:u:ì:ncì:·u K¢n¢u:aI :¢au:ug cIa::¢: ·Jì¢u
J·cn: Ia:g¢I. ·u jI·u:c: :L:II:-ìIaì :: ì¢acI:ug
ìI¢ cI:Iu:¢u ì· :¢Iaì¢ u·:u: ì· :·nuu:
1u The Gift of Dyslexia, K·u Da:::
¢.jIa:u¢u 'Iaì ¢:¢:. u.:I¢.:c u¢¢u: :: ìI¢
aI:I:ì. ì· ìI:uL u:ìI ìI¢ :.nI·I: auu u·:u: ìIaì
ì::gg¢: u::·::¢uìaì:·u TI¢ S.nI·I Ma:ì¢:.
j:·g:an :: g¢a:¢u ì· :njjI. n¢au:ug ì· u·:u:
u·ì n¢:¢ :·nuu: ·J c·n::¢ jI·u:c: :: au
:nj·:ìauì ì··I J·: I¢g:uu:ug :¢au¢:: 1nì nuI¢::
ìI¢ u·:u: ìIaì a:¢ ¢uc·nuì¢:¢u a:¢ nuu¢::ì··u
ìI¢ u.:I¢.:c :¢au¢: cauu·ì :ncc¢¢u TI¢ n¢au:ug
nn:ì I¢ u::c·:¢:¢u I. ìI¢ I¢a:u¢: ìI:·ngI I::
·uu ¢.jI·:aì:·u ì· :¢aII. ìaL¢ :··ì
1:·u:caII. Ma::a M·uì¢::·:: u¢n·u:ì:aì¢u
au ¢.ì:a·:u:ua::I. ¢JJ¢cì::¢ n¢ìI·u ·J ì¢acI:ug
:¢au:ug a: I·ug ag· a: I007 uI¢u I¢:
ì¢u¢n¢uì-uu¢II:ug 4-.¢a:-·Iu: ¡·.JnII. In::ì
:uì· u::ì:ug ìI¢u :¢au:ug Ia:¢u ·u ¢.j·:n:¢
ì· n¢ìI·u: :I¢ Iau J:::ì u¢:¢I·j¢u u:ìI ·Iu¢:
cI:Iu:¢u ìI·ngIì ì· I¢ n¢uìaII. :¢ìa:u¢u
(S:uc¢ :ìauua:u:z¢u 1· ì¢:ì:ug Iau u·ì .¢ì
I¢¢u u¢:¢I·j¢u u¢ cauu·ì Lu·u I·u ìI·:¢
·Iu¢: cI:Iu:¢u u·nIu Ia:¢ I¢¢u IaI¢I¢u I.
ì·ua.: :ìauua:u:· D: M·uì¢::·:: ua: I¢::¢IJ
a:ì·u::I¢u ìIaì I¢: j:¢-:cI··I¢:: j:·g:¢::¢u :·
:aj:uI. auu ¢uìIn::a:ì:caII.
1u ìI:: :::n¢ D: {·au Sn:ìI I··L: aì ìI¢
::n:Ia::ì:¢: ·J ìI¢ M·uì¢::·:: ajj:·acI u:ìI Da:::
S.nI·I Ma:ì¢:. D: Sn:ìI ¢.jI·:¢: ìI¢ M·uì¢::·::
j:acì:c¢ ·J :uì:·unc:ug cI:Iu:¢u ì· anaI:ìaì::¢
auu c·nja:aì::¢ c·uc¢jì: ìI:·ngI Iauu:-·u
¢.j¢::¢uc¢ u:ìI nau:jnIaì::¢ ·I¡¢cì: auu
ìI¢:¢aJì¢: aììacI:ug u·:u: ì· ìI·:¢ c·uc¢jì:
1u Your Child’s Growing Mind (:¢::¢u¢u :u
ìI:: :::n¢· D: {au¢ H¢aI. aI:· ¢njIa::z¢: ìI¢
:nj·:ìauc¢ ·J ìI¢ u¢:¢I·jn¢uì ·J a Ia::c
c·uc¢jìnaI nuu¢::ìauu:ug ·J Iaugnag¢ a: au
¢::¢uì:aI j:¢cn::·: ì· :¢au:ug H¢: u¢ìa:I¢u auu
Inc:u gn:u¢ ì· u::¢cì:ug .·nug n:uu: :I·nIu I¢
:¢an::¢u :¢au:ug J·: aII ja:¢uì: auu ì¢acI¢:: aI:L¢
Published quarterly by Davis Dyslexia Association
International (DDAI). DDAI’s purposes are to increase
worldwide awareness about the gifted aspects of dyslexia
and related learning styles; and to present methods for
improving literacy. We believe all people have abilities and
talents that should be cherished and valued, and that
learning problems can be corrected.
Letters to the editor, address changes, and article
submissions should be sent to 1601 Old Bayshore Hwy.
#260C, Burlingame, CA 94010
For reprints or permission to republish an article, call
(415) 692-8995, fax (415) 692-8997 or e-mail Internet address:
Subscriptions: US$25 a year, US$30 Canada/Mexico,
US$35 other countries.
Views expressed in letters and articles herein are not
necessarily those of DDAI. All materials ©DDAI 1996.
The Dys•lex’•ic Read’•êr
DDAI Offers New
his year, DDAI will offer an advanced
workshop in Davis techniques for math
and handwriting problems. This two-day
workshop will provide professionals and
parents who have already attended a basic
workshop with information about specific
techniques aimed at remedying dysgraphia and
DDAI is also expanding its basic US course
offerings to include a two-day ·:Jì ·J D.:I¢.:a
Companion Class for parents and tutors. This
workshop is designed to provide support to
individuals who have read the book and want
to use Davis methods at home with their own
children or with students they already tutor.
The class includes demonstrations of Davis
techniques, but is based largely on a question-
and-answer format. This gives participants an
opportunity to address individual concerns and
problems that they may have encountered.
The new classes are part of DDAI’s
continuing commitment to meet a wide
spectrum of individual needs. The advanced
workshop is also a necessary element of
professional training, but will be open to
anyone who has attended either the
Fundamentals of Dyslexia 4-day workshop, or
the new Companion Class.
•AI:ga:I Ma::IaII
Mauag:ug 1u:ì·:
The Dyslexic Reader Issue No. 7 Page 3
teacher, Ron Davis. While Dr.
Montessori focused largely on
the beginning conceptual
development, Mr. Davis has
experienced the necessity for
developing these concepts in
individuals who have most likely
passed their “sensitive period”
for learning. What a treat it
would have been to have
these two important
learning theorists engage
in a conversation in
regard to the develop-
ment of conceptualization
of words!
r. Davis would
have begun by
explaining that some
individuals with dyslexic
reading styles do not
seem to be able to gain
concepts from words. In
particular, dyslexic readers often
have difficulty in understanding
the concepts for words such as
ìIaì uIaì, I¢I:uu, ·:¢:, ìI¢, and
many others. It is important to
gain an understanding of these
before we can expect the reader
to read them automatically.
Dr. Montessori would
agree because she believed that
as a concept was experienced
the quality needed to be “fixed”
by a word. The uan:ug lessons
which Dr. Montessori used
directly taught the child concepts
such as ìI:cL or ìI:u. In Dr.
aria Montessori
believed that sensory
education was of
primary importance in the
development of the intellect,
because it is the material body,
and especially the senses, that
bring the intellect into contact
with the real world. She
identified “sensitive periods”
during development which
appeared to be an optimum
time for establishing certain
functions. She believed that
after this period passed, the
optimum development of a
skill was less likely.
Dr. Montessori found that
young children absorbed many
impressions from their
surroundings and that initially
these existed in a state of
confusion. She recognized that
once children experience the
differences between objects,
they need to establish the
qualitative concept with a word.
In reviewing Dr. Montessori’s
work recently I was struck with
the strong foundation in
conceptual beliefs which she
shared with our contemporary
The Building Blocks of Reading: The Building Blocks of Reading: The Building Blocks of Reading: The Building Blocks of Reading: The Building Blocks of Reading:
An Imagined Conversation between Ron Davis and Maria Montessori
1. D: {·au M Sn:ìI
Montessori utilized carefully developed materials
including cylinders, towers and stairs in
establishing the sequential concepts.
Maria Montessori
Montessori’s lessons with the
children, the concept was taught
with the familiar building
materials (cylinders, cubes, or
stairs) which the child had already
Mr. Davis would, of course,
be delighted to show how the
student can develop similar
concepts using clay as the
medium. He suggests that in
learning a concept the student
benefits by creating an image of
the word (a cIa. :cnIjìn:¢ ·J a
caì J·: ¢.anjI¢) and then
forming the word (c-a-ì) from
clay coils. Mr. Davis explains
that when the student creates a
concept in clay, the memory of
A child does not read
until he receives
ideas from the
written word.”
—Maria Montessori
D: {·au Sn:ìI :: a I:c¢u:¢u
1uncaì:·uaI P:.cI·I·g::ì
auu Sj¢¢cI PaìI·I·g::ì auu
ìI¢ u::¢cì·: ·J ìI¢ M¢I::u-
Sn:ìI 1¢a:u:ug ·¢uì¢: :u
Sac:an¢uì· ·aI:J·:u:a SI¢
:: ìI¢ anìI·: ·J ìI¢ I··L
You Don’t Have to Be
Dyslexic uI:cI ¢.jI·:¢:
:¢:¢:aI ajj:·acI¢: ì·
:¢n¢u:aì:·u D: Sn:ìI Ia:
aI:· u·:L¢u ì· u¢:¢I·j
:¢:¢:aI Iaugnag¢ auu
:¢au:ug j:·g:an: a: u¢II a:
a::¢::n¢uì ì··I: J·:
Continued on page 4
The Dyslexic Reader Page 4 Issue No. 7
The Building Blocks of Reading
Continued from page 3
My bac
Mr. Davis,
I have been using your book
with my son Christopher. It is
wonderful. I had him read
through the paragraph about the
horse. He is 11 years old. He
read it exactly how you said a
dyslexic would. It makes total
sense to me. We have gone
through the orientation and
minds’ eye chapters. I can't
believe how his reading has
improved. This has been a
I have tried many other
systems. They all seemed to help
a small amount, which was better
than nothing, but always seemed
to be lacking something. We are
now ready to start the Symbol
This is really great. THANK
Patti Ward,
American Fork, Utah
The aim of Montessori education is to foster competent, responsible, adaptive citizens who
are lifelong learners and problem solvers.
* Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their
own knowledge through self-and teacher-initiated experiences.
* Learning takes place through the senses. Students learn through manipulating materials and
interacting with others. These meaningful experiences are precursors to the abstract
understanding of ideas.
* The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and
cognitive needs and interests are inseparable and equally important.
* Respect for oneself, others, the environment, and life is necessary to develop a caring attitude
toward all people and the planet.
A Montessori classroom must have these basis characteristics at all levels:
♥ Teachers educated in the Montessori philosophy and methodology.
♥ A partnership established with the family.
♥ A multi-aged, multi-graded, heterogeneous group of students.
♥ A diverse set of Montessori materials, activities, and experiences .
♥ A schedule that allows large blocks of uninterrupted time to problem solve, to see the
interdisciplinary connections of knowledge, and to create new ideas.
♥ A classroom atmosphere that encourages social interaction for cooperative learning, peer
teaching, and emotional development.
From the position paper of the American Montessori Society (AMS),
a non-profit educational society founded in 1960.
the word will be mastered and readily associated with the
clay image of the letters to establish meaning.
Using a tactile, sensory system to anchor information is
very familiar to Dr. Montessori as she considers the
relationship between concepts of order and organization
which are developed through her graduated cylinder
blocks or stacking cube tower. The child experienced the
feel of the size relationship between the cubes - the
weight and volume of each cube. Then the child learned
to name the cubes - big:little, short:tall, thin:thick. M.
naì¢::aI: :u:·I:¢ ìI¢ cI:Iu:¢u :u ¢.jI·::ug a c·uc¢jì auu
L¢¢j:ug ìI¢:: aìì¢uì:·u nuì:I ìI¢. nuu¢::ìauu :ì Dr.
Montessori might say.
1 nuu¢::ìauu ìI¢ :nj·:ìauc¢ ·J aìì¢uì:·u :u I¢a:u:ug
auu J:uu ìIaì ìI¢ :¢u:·:. ¢.j¢::¢uc¢ ·J c:¢aì:ug ìI¢ aIjIaI¢ì :u cIa. ::
a :ì:·ug n·ì::aì·: ì·· Mr. Davis might agree. Mau. ·J ·n: :ìnu¢uì:
J:uu ìIaì ìI¢. ¢u¡·. u·:L:ug u:ìI ìI¢:: Iauu: auu I¢a:u:ug ìI:·ngI aII
ìI¢:: :¢u:¢: Sì:II aìì¢uì:·u auu n·ì::aì:·u a:¢ na¡·: :::n¢: :u I¢a:u:ug
S·n¢ ìI:ug: u¢:¢: :¢¢n ì· cIaug¢: Dr. Montessori might conclude.
Two teachers, two researchers, a whole lifetime apart sharing truths
to guide our learners. We listen to them and remember that we must
expose our children to concepts, provide them with examples to make
the concepts concrete, and provide a label for the concept. So simple
and so complex! Thank you Dr. Montessori for enlightening us. Thank
you Mr. Davis for reminding and reinforcing these concepts for us!
The Dyslexic Reader Issue No. 7 Page 5
The Book
Your Child’s Growing Mind:
A Practical Guide to Brain Development and
Learning from Birth to Adolescence
By Jane Healy, Ph.D.
r. Jane Healy has a
master’s degree in
reading and a Ph.D. in
educational psychology, and has
devoted much of her career to
exploring the way children’s
brains grow. This 331-page book
is so full of information that it’s
hard to know where to begin in
reviewing it. It fully meets the
promise of covering issues from
infancy to adolescence.
The book provides detailed
information about brain structure
and growth, in clear and easily
understandable terms. Dr. Healy
relates what we know about
brain development to the
progress of learning in children,
all the way through high school.
One of my favorite sections is
!uu¢::ìauu:ug ìI¢ Au·I¢:c¢uì
1:a:u — I find it reassuring to
know that some of my thirteen-
year-old’s most annoying
qualities are signs that his brain is
growing right on schedule!
The book also explores
learning styles, handedness, brain
hemispheres, and gender
differences. Dr. Healy contrasts
Innj¢:: who rely on holistic
intuitive processes, and :jI:ìì¢::,
who use sequential and analytical
reasoning. She explains different
learning strategies for both, as
well as methods for building
bridges between these two
modes of thought.
In one fascinating chapter, Dr.
Healy explores evolving notions
of intelligence. She explains the
roots and fallacies of IQ testing,
and then looks at the theories of
Reuven Feurentstein, Howard
Gardner, and Robert Sternberg.
Fuerentstein is an Israeli
psychologist who believes that
IQ can be dramatically
improved through mental
exercises that increase
awareness of the thinking
process. Howard Gardner is
known for his theory of seven
intelligences. Dr. Sternberg
classifies three equally important
aspects of intelligence: analytic,
creative, and practical.
In her chapter ·I:Iu:¢u K¢au
u:ìI ìI¢:: 1:a:u:, Dr. Healy looks
both at the general process of
learning to read, and different
patterns of learning. This book
does not focus on dyslexia or
other learning disabilities, but
provides insight into many
different learning patterns. Dr.
Healy emphasizes that there is
no single teaching method that
meets the needs of all school-
children, but that conceptual
readiness and comprehension
skills are important for all. To
prevent reading problems, Dr.
Healy advises that parents and
teachers eliminate early pressure
for formal reading instruction,
provide the child with frameworks
for attaching meaning, and make
reading an interesting and creative
mental activity.
The concluding chapters of the
book offer specific suggestions for
building writing, spelling, and
math skills. As a whole, this book
will offer parents new insight and
understanding into the learning
needs of all of their children. It
will remain a valuable reference
as the children grow older.
IanucI¢u aì ìI¢ DDA1 :uì¢:u¢ì ::ì¢
ìI:: ja:ì :nnn¢: ·u¢ :: a J:¢¢
n·uìII. ¢-na:I InII¢ì:u uI:cI
j:·::u¢: ¢u:·II¢u :uì¢:u¢ì n:¢::
u:ìI :¢gnIa: u·ì:c¢: auu njuaì¢:
a: ì· :cI¢unI¢u DDA1 ¢:¢uì: auu
·ìI¢: u¢u: :ì¢n:
'¢ Ia:¢ aI:· c:¢aì¢u au
:uì¢:acì::¢ InII¢ì:u I·a:u uI:cI
aII·u: n:¢:: ì· j·:ì n¢::ag¢:
c·nn¢uì: ·: an¢:ì:·u: ·u au.
ì·j:c :¢Iaì¢u ì· u.:I¢.:a ·: ·ìI¢:
I¢a:u:ug u::aI:I:ì:¢: '¢ I·j¢
ìIaì ìI:: u:II j:·::u¢ a ua. J·:
j¢·jI¢ n::ug Da::: n¢ìI·u: ì·
u¢ìu·:L a: u¢II a: ì· ì· :Ia:¢
·ìI¢: ¢.j¢::¢uc¢: !:¢:: cau
aI:· a::aug¢ ì· Ia:¢ :¢:j·u:¢:
ì· ìI¢:: j·:ì: :¢uì ì· ìI¢n
anì·naì:caII. ::a ¢-na:I
K¢::¢u¢u I. AI:ga:I Ma::IaII
From Dr. Healy’s diagram, “Building
Language: Connecting with Thought”
The Dyslexic Reader Page 6 Issue No. 7
The Dyslexic Reader Welcomes
Submissions of Essays, Poetry,
Artwork, and other Items from
our Readers
... for the love of a parent
TI¢ I··L ·u I:: Jac¢ ì·Iu n¢ ìIaì u¢:j¢:aì:·u
ua: ìI¢ ·j¢:aì::¢ u·:u T¢a:: aug¢: J:n:ì:aì:·u
auu ¢n·ì:·uaI ja:u a:¢ u·ì c·nn·u ì:a:ì: ·J a
ìI::u g:au¢: u·:ug I·n¢u·:L ScI··I :I·nIuuì
I¢ ìIaì ua. J·: au.·u¢ Inì ìI:: :¢¢n¢u ì· I¢
u·:naI J·: T:n
M. J¢¢I:ug: aì a ì:n¢ I:L¢ ìI:: u¢J. ¢:¢:.ìI:ug
I·g:caI 1 uauì ì· c:. :c:¢an auu :¢acI J·: ìI¢
:ìa:: aII :u ·u¢ n·ì:·u 1 uauì ì· ì¢II ìI¢ u·:Iu
I·u u·uu¢:JnI I:J¢ cau I¢ 1 uauì ì· ì¢II ìI¢
u·:Iu I·u g:¢aì :a:::ug a cI:Iu u:ìI :j¢c:aI
u¢¢u: cau I¢ I·u JnIJ:II:ug I·u ::cI I·u
¢.I:Ia:aì:ug I·u u¢j:¢:::ug:
TI:¢¢ I·n:: ·J I·n¢u·:L :uì· a J::¢ I·n:
u:gIì auu T:n u¢¢u¢u a I:¢aL -1 u¢¢u¢u a
I:¢aL TI¢ ì¢acI¢:: L¢jì j:I:ug :ì ·u N¢:¢: n:uu
aI·nì ìI¢ :¢au:ug u¢J:c:ì ìI¢ u::ì:ug j:·II¢n:
ìI¢ Iaugnag¢ j:·II¢n: ìI¢
1ì u·nIu ìaL¢ ì·· I·ug
1 uauì¢u ì· :¢c·:u ¢:¢:. n:unì¢ ·J ìI:: ua. 1
u¢:¢: uauì¢u ì· I¢ì g· ·J :ì 1 Lu¢u ìIaì 1 u·nIu
c:. uI¢u 1 :au I:n g¢ì ìIaì u:jI·na 1 u:u
1ì ua: ¡n:ì ì·· nncI ì· ìaL¢
A I:gI :cI··I ì¢acI¢: ì·Iu n¢ ìIaì ìI¢:¢ ua:
u· u¢¢u ì· g¢ì ¢.ì:a ì:n¢ ·u au. ·J I¢: ì¢:ì:
I¢can:¢ :I¢ nau¢ ìI¢n Ja:: J·: ¢:¢:.·u¢ ·u¢
ì¢acI¢: ì·Iu n¢ ìIaì :ì ua: u·ì Ja:: ì· ¢:¢:.·u¢
¢I:¢ :u cIa:: ì· naL¢ ¢.c¢jì:·u: ·u¢ ¢:¢u ì·Iu
n¢ ìIaì 1 :I·nIu ¡n:ì I¢ :aì::J:¢u ì· :¢ì n. ::gIì:
I·u¢: J·: n. cI:Iu - ìIaì ìI¢:¢ a:¢ jI¢uì. ·J
j:·J¢:::·u: a:a:IaII¢ ì· :·n¢·u¢ I:L¢ n. :·u
TI¢:¢ :ì ua: M. :·u auu 1 u¢:¢ j·::ug J·: a
j:cìn:¢ uI:I¢ I¢ ua: I·Iu:ug I:: u:jI·na H¢ ua:
c·uì¢njIaì:ug I¢c·n:ug a :j¢c:aI ¢uncaì:·u
ì¢acI¢: 1 ua: ì·· j:·nu ì· ìI:uL 1 ua: :¢I:::ug
ìI¢ Ia:ì ìu¢I:¢ .¢a:: aì ìI:: n·n¢uì auu 1 ¡n:ì
c·nIuuì :j¢aL
June 23, 1996
By Tom Conwell, Vice President,
New York Branch of the Orton Dyslexia Society
A New Career:
Richard Harmel Shares the
Gift in French and English
’ve recently come to realize that the
previous pursuits of my life (an MFA in
acting and career as a professional actor
in New York and later Ma:ì:¢ u1:c::n¢ in Paris
and second career as a fencing master in
France) were the result of my own personal
“gift” of dyslexia. Until my daughter was
diagnosed as dyslexic in 1994, I had never
known much about the subject—and I
certainly didn’t suspect that I was similarly
gifted! Driving though the California desert in
early 1995, I happened to hear Ron Davis
interviewed on the radio. What he said was so
compelling that I pulled my car off the road in
order to catch every word. When I returned to
civilization, I bought and read TI¢ ·:Jì ·J
D.:I¢.:a and recognized myself on every page.
Ron Davis’ book opened a new world of
understanding —and gave me a third career.
My daughter and I successfully completed
the Davis Orientation Counseling Program in
Burlingame, and I have since become certified
in the Davis method. As I am bilingual in
English and French, I work with clients in either
language. This work has given me far greater
reward than the applause of an audience and
more stimulating challenges than a tournament
sabre match! There is no greater reward than
watching a child’s face as he begins to make
sense of a confusing world. There is no more
stimulating challenge than empowering a fifty
year-old man to learn to read.
Through the Internet, I have been contacted
by people living all over the world who want
the help that Ron Davis created. Most of them
have tried the traditional remedial treatments for
dyslexia and are disappointed with the results.
Many of them live in areas with few alternative
resources for dyslexia and do not have the
financial resources to come to California. For
this reason, I plan to spend part of each year in
itinerant counseling, traveling to work with
clients across America, in Canada and in France.
K:cIa:u A Ha:n¢I :: ìI¢ J:::ì c¢:ì:J:¢u Da:::
·::¢uìaì:·u c·nu:¢I·: j:acì:c:ug :u ìI¢ 1·:
Aug¢I¢: a:¢a K:cIa:u Ha:n¢I na. I¢ :¢acI¢u I.
ì¢I¢jI·u¢ ·: Ja. aì (3I3· 00o-3¨03 ·: ::a ¢-na:I
aì KAHa:n¢I6a·Ic·n
The Dyslexic Reader Issue No. 7 Page 7
DDAI Certified
Counseling and
Learning Centers
FALL 1996
Gift of Dyslexia
Companion Class
October 7-8, 1996 • Holland
October 21-22, 1966 • England
October 26-27, 1996 • Germany
November 2-3, 1996 • Switzerland
Fundamentals of Dyslexia
Professional Training
October 9-12, 1996 • Holland
October 16-19, 1996 • England
October 28-31, 1996• Germany
November 7-10, 1996 • Switzerland
Advanced Workshop: Davis
Techniques for Math &
November 12-13, 1996 • Switzerland
Other Lectures & Seminars
with Ron Davis
October 1, 1996 • Holland
October 15 & 19, 1996 • England
November 14, 1996 • Switzerland
For Information or to Attend,
contact the following DDAI
England • {au¢ ·I:ìI¢:·¢
PI·u¢. -44 0I0o2 3oI 005
Germany • S·u¡a H¢:u::cI
PI·u¢. -40 40 230-457o
Switzerland • 1·uu. 1¢n:¢ì
PI·u¢. -4I oI 272 77 33
Holland ~ 2:¢2¢:
PI·u¢. -¨I 475 ¨02 20¨
All this leaning All this leaning All this leaning All this leaning All this leaning
is hear is hear is hear is hear is hearting my ting my ting my ting my ting my
back! back! back! back! back!
Alice & Ron Davis visiting Italy.
Caption submitted by Elise
Bergerson, who won a pizza.
6 66 66UNITED STATES6 66 66
Reading Research Council
Dyslexia Correction Center
Ron Davis, Founder
Brian Grimes, Director
Dr. Fatima Ali, Ph.D., MFCC
Sharon Pfeiffer, Curriculum Director
1601 Old Bayshore Highway, Suite 260
Burlingame, CA 94010
Telephone: +1 (415) 692-8990
Fax: +1 (415) 692-8997
Solutions Pour La Dyslexie
Richard A. Harmel
15207 Otsego Street
Sherman Oaks, CA 91403
Tel/Fax: +1 (818) 906-8308
New Jersey
Multivariant Learning
Systems Corporation
Charlotte Foster, President
P.O. Box 224
Basking Ridge, NJ 07920
Telephone: +1 (908) 766-5399
Fax: +1 (908)766-6010
Albrecht Giese, Ph.D.
St. Georgs-Kirchhof 6
20099 Hamburg, Germany
Telephone/Fax: +49 40 280-4576
ZieZei Counselling
Institute for Dyslexia
Robin Temple
Drs. Siegerdina Mandema
Kerkweg 38a
NL-6105 CG Maria Hoop, Holland
Telephone: +31 475 302 203
Fax: +31 475 301 381
All DDAI-Certified Centers
Can be Reached via the
Internet through the DDAI
World Wide Web site at
Charlotte Foster, of
Multivariant Learning
Systems, will be presenting
a 90-minute session on
Davis Symbol Mastery at the
annual conference of the
Learning Disabilities
Association of Virginia,
November 8 - 9, 1996. For
more information, contact
Dr. Barbara Given at George
Mason University. 703-993-
1000 ext. 2053.
Too far to travel? 1::ug K·u
Da::: ì· .·n ·:·nj: ·J I0 ·:
n·:¢ na. :j·u:·: Da:::
D.I¢.:a ··::¢cì:·u u·:L:I·j:
au.uI¢:¢ TI¢:¢ :: g:¢aì
u¢nauu J·: Da::: u·:L:I·j:
:u aII ja:ì: ·J ìI¢ !S auu
·auaua F·: :j·u:·::ug
:uJ·:naì:·u c·uìacì DDA1.
Ron Davis will present a
three-hour workshop
entitled “Why Dyslexia is a
Gift and How It Can Be
Corrected” in Sacramento,
California, on January 11,
1997. The course fee is $35.
For more information,
contact the Learning
Exchange at (916) 929-9200.
The Reading Research
Council, in Burlingame,
California, continues to offer
free afternoon seminars on
Dyslexia and ADD on the
first Friday of each month.
Upcoming dates are October
4, November 1, and
December 6, 1996. For
information call 1-800-729-
8990 or 415-692-8995.
The Dyslexic Reader
1601 Old Bayshore Highway, Suite 260
Burlingame, CA 94010
(415) 692-8995
DDAI regularly offers u·:L:I·j: auu ì:a:u:ug
:¢n:ua:: :u Da::: ·::¢uìaì:·u ··nu:¢I:ug auu S.nI·I
Ma:ì¢:. AII u·:L:I·j: a:¢ ìangIì I. K·u Da:::
j¢::·uaII. ì·g¢ìI¢: u:ìI a c¢:ì:J:¢u Da::: j:acì:ì:·u¢:
Gift of Dyslexia Companion Class: (2 Days)
Suitable for parents, tutors, classroom teachers, and
others who want assistance with using or applying the
Davis program at home or in a classroom setting. Class
includes demonstrations of Davis techniques, with
significant time devoted to question-and-answer sessions.
Open to any person who has read TI¢ ·:Jì ·J D.:I¢.:a
Cost: $365/ 10% Discount for DDAI
members or group enrollment .
Fundamentals of Dyslexia Professional
Workshop: (4 Days) Suitable for teachers, tutors,
therapists, counselors, and others who want a thorough
understanding of Davis techniques, in order to provide
dyslexia remediation in schools or through private
counseling. This course is a requirement for certification
as a Davis Dyslexia Program Facilitator. College credit
offered (additional fee and practicum required).
Cost: $700/ 10% Discount for DDAI
members or group enrollment.
Advanced Workshop: Davis Techniques for Math
and Handwriting: (2 Days) This class is open to
persons who have already completed a basic Davis
workshop, and who want more specialized training as to
how to apply Davis techniques to help students with
problems with math (dyscalculia) or handwriting
(dysgraphia). This course is a requirement for certification
as a Davis Dyslexia Program Facilitator.
Cost: $365/ 10% Discount for DDAI
members or group enrollment.
Gift of Dyslexia Companion Class
January 9-10, 1997 • March 4-5, 1997
Fundamentals of Dyslexia
Professional Workshop
January 14-17, 1997 • February 25-28, 1997
Advanced Workshop: Davis
Techniques for Math & Handwriting
March 7-8, 1997
Burlingame, California
D::c·nuì H·ì¢I Kaì¢: ·JJ¢:¢u
Advance Registration and 20%
Deposit Required.
For Information or
to Enroll, Call
or 1-415-692-8995