Issue No.

10 Summer 1997
ic Read
California • Massachussetts • Mexico
England • Germany • Holland • Switzerland
Davis Dyslexia Association International
Another Look at Clay: Another Look at Clay: Another Look at Clay: Another Look at Clay: Another Look at Clay:
Red Dirt and Water
An excerpt from Ron Davis’ next book
The Joy of Clay
A brief look at different kinds of clay
New Davis providers establish
centers in England, Mexico,
Switzerland & in California
and Florida
Cherishing the talent Cherishing the talent Cherishing the talent Cherishing the talent Cherishing the talent
that marks dyslexia: that marks dyslexia: that marks dyslexia: that marks dyslexia: that marks dyslexia:
A policeman comes to the
A Ph.D. candidate soars
with new insight
Book Review:
Charlie’s Challenge
A picture book about
a talented 8-year-old
Pr Pr Pr Pr Profiles of six new F ofiles of six new F ofiles of six new F ofiles of six new F ofiles of six new Facilitator acilitator acilitator acilitator acilitators: s: s: s: s:
The Dyslexic Reader Page 2 Issue No. 10
PnII::I¢u ana:ì¢:I. I. Da::: D.:I¢.:a A::·c:aì:·u 1uì¢:uaì:·uaI (DDA1· ·n: g·aI :: ì· :uc:¢a:¢ u·:Iuu:u¢ aua:¢u¢::
aI·nì j·::ì::¢ a:j¢cì: ·J u.:I¢.:a auu :¢Iaì¢u I¢a:u:ug :ì.I¢:. auu ì· j:¢:¢uì n¢ìI·u: J·: :nj:·::ug I:ì¢:ac. '¢ I¢I:¢:¢ aII
j¢·jI¢ Ia:¢ aI:I:ì:¢: auu ìaI¢uì: ìIaì :I·nIu I¢ cI¢:::I¢u auu :aIn¢u auu ìIaì I¢a:u:ug j:·II¢n: cau I¢ :¢n¢u:¢u
Letters to the editor, address changes, and article submissions should be sent to 1601 Old Bayshore Hwy. #245,
Burlingame, CA 94010 or via e-mail to
For reprints or permission to republish an article, call (415) 692-8995 or fax (415) 692-7075.
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 1997, unless otherwise noted. Managing Editor, Abigail Marshall.
The Dys•lex’•ic Read’•êr
In our Mail
Most of our mail comes to us via the internet, but we welcome faxes and written
letters, too. The mail is full of wonderful ideas and observations; we wish we could
print all of it! -AI:ga:I Ma::IaII 1u:ì·:
I read up on the Davis facilities and books and
I feel that it is a very good ideal to help people
who are truly in need of learning to read. Many
people with the learning disability Dyslexia do not
know that they have it and feel discouraged about
school and the work area. Thanks to you and your
wonderful staff you can help them learn without
feeling discouraged. I find the work that you are
doing extraordinary.
{¢auu:u¢ ':u:I·u
Your web site is terrific! Well organized and
helpful. My 10-year-old dyslexic son has been
receiving multisensory phonetic decoding training
for two years by a tutor and has made reasonable
albeit slow progress. However, the technique
described in TI¢ ·:Jì ·J D.:I¢.:a could be far
more helpful to him. We did the Perceptual
Ability Assessment described in the book. Wow!
He not only could imagine the “pizza” (not a
cake), but also began to describe in vivid detail
all the wonderful things his mind could do with
the pizza. He became so excited, and delighted
in sharing with us his imagination. It was a
wonderful, positive experience for him.
Thank you for opening up this door for us.
Ka:¢u M·::::
I have read the book TI¢ ·:Jì ·J D.:I¢.:a and
just can´t express my feelings. I have never been
so overwhelmed and grateful.
1.uu Kn:z
I am a 20-year-old college student at Lehigh
University. TI¢ ·:Jì ·J D.:I¢.:a really made a lot of
connections to my life and my struggle. I am a
good student but work really hard. I have the skill
to memorize fifty vocabulary words in half an hour
and not even be able to spell them – I just picture
myself writing the list and then find the words on
the list I wrote in my head. I know that I am in
better shape than most, but my academic potential
is not even half reached.
{·:I ·I:u¢
I was very moved by the personal testimonies
dyslexic people have placed on your bulletin
board. I found I could relate to many of the
experiences. This has sparked me into action into
finding out whether or not I am dyslexic, and if
so, what I can do about it.
{:n ·:¢¢u
I am Dyslexic and I am in college now. I have
been for 6 years, and I am still an undergraduate
student, but I am able to cope with my GIFT!!! I
would not trade my gift for anything in the world!
Dyslexia made me, in part, who I am today.
Sì¢:¢u ·uu:¢cL
Thanks a lot – your web site has a wonderful
range of information and gives a new perspective
of life. I found your home page when I started
doing research on Dyslexia for a project and it is
my best resource.
The Dyslexic Reader Issue No. 10 Page 3
Red Dirt and Water
by Ronald D. Davis
An excerpt from Ron Davis’
forthcoming book,
The Seeds of Genius
hen I was an infant, my mother was told
I was a Kauu¢:: IaI.. Dr. Leo Kanner
coined the word anì::n in the US. For
the first nine years of my life, I was oblivious to
everything. I wasn’t even aware that I
was alive.
During part of my first eleven years, I
had to go to school. I spent most of my
time in the back of the
classroom sitting in a corner,
facing the wall.
At the age of twelve I still
hadn’t learned a thing in school—
not even the alphabet. My mother
worked on me every day trying
to teach me the Alphabet Song.
She even tried to teach it to me
in German. I couldn’t learn the
song past the first few letters.
My brothers were normal, so they were allowed
to have things and do things that were forbidden
to me. They had pocket knives and wrist watches.
One night I got hold of my older brother’s
pocket knife and nearly cut off one of my fingers.
But I still wanted a pocket knife.
Somewhere in the void of autism, I discovered
that by mixing dirt in the back yard and water
together in a puddle, I could make a thick goo.
This substance could be formed into anything I
wanted. The dirt in our back yard was a gummy
red clay. If you let it dry completely, it would hold
its shape for a long time.
I have no idea how many pocket knives I made
from red dirt and water. In my pocket, within
about a week, each one would crumble back into
pieces of plain red dirt. But I had a pocket knife.
My brothers’ wrist watches were made from
metal and leather. Mine was made from red dirt
and string. But at least I had one.
The year I turned twelve, I was labeled
nu¢uncaìaII. n¢uìaII. :¢ìa:u¢u. For me it meant I
didn’t have to sit in the corner anymore. I got to
turn around and see what everyone else saw.
Along one wall, just below the ceiling, a banner
displayed the letters of the alphabet. I don’t know
why I began copying the letters in red dirt and
water. It took awhile, but eventually I got each
one of them made. Then I managed to put them
all in correct order, with each in its correct attitude.
Then I asked my brothers what they were.
I would point at a letter and ask “Whats, whats,
whats?” My brother would say 2 I would point
at another letter and ask “Whats, whats,
whats?” My brother would say “N.” I would
play for hours twisting the 2 and putting it
over the N and say “N.” Then I would twist
it back and say “2.” “N 2 N 2 N 2.” I
played for hours on end with the clay letters
and their names. That is how I finally
learned the names of the letters.
After that, if anyone asked me
to say the alphabet, I would just
rattle off the names of the letters at
random. Nobody noticed that I said
all of them. That still wasn’t good
enough. People wanted me to say
them in order, so I learned the
order, beginning with the Z. It was more than
twenty years before I learned to say the alphabet
in the forward direction.
When I was age twelve, my mother was told I
had the intelligence of a chimpanzee. When I was
seventeen, my intelligence was tested. I scored 137
points on the IQ test.
They said, “Oh my God! He has an IQ! Let’s
teach him how to talk, and let’s teach him how to
read.” The speech therapy worked, I learned to
speak. The reading training didn’t work.
When I was 18, I was told that I would never
learn how to read, write and spell like a normal
human being. They said that when I was being
born, the doctor had used instruments that
pinched my head and ruined my brain.
When I learned to speak, words became part of
my universe, so when I made a model of an idea,
I also began to make the name of the idea.
Between the ages of 17 and 27, I created more than
a thousand ideas and words in modeling clay. By
the time I was 27, my IQ score had risen to 169.
When I began to develop procedures for
working with dyslexics, working with clay
seemed natural. Most dyslexics really enjoyed it
and learned by using it, just like I had.
I believe the potential for genius in some form
exists in all of us, if only we have a foundation on
which to build our thinking, and a goal we desire
to achieve.
Copyright ©1997 by Ronald D. Davis. All rights reserved.
The Dyslexic Reader Page 4 Issue No. 10
The Joy of Clay The Joy of Clay The Joy of Clay The Joy of Clay The Joy of Clay: :: ::
by Abigail Marshall
A quick tour of the world of
modeling compounds
drooping. When I made a little clay cat with !au
AL¢u plastelina, it lay down and went to sleep.
However, small children might prefer working
with a softer clay, and Symbol Mastery artists who
favor figures with wide bases and big clay feet
probably can do fine with softer clay. Alice Davis
notes that you can firm up clay by putting it in the
refrigerator (or soften stiff clay in the microwave).
orothy Owen, who has sponsored Davis
workshops in Texas, gave us some ·I·u
D·ngI made in Spain, which glows in the dark.
This clay is soft and pliable, and does in fact glow
eerily when you turn out the lights, but it comes in
very small packages. It’s probably too expensive to
use for Symbol Mastery on a regular basis, but it
seems like it would be fun every once in a while.
While I was shopping for Symbol Mastery clay,
my son asked me to pick up some ScnIj¢. 111 a
polymer clay made by Polyform Products
Company. Unlike plasticene, it can harden. In
fact, it will harden when baked in home ovens at
275 degrees for 15 minutes.
ScnIj¢. comes in a variety of colors, is soft and
holds its shape well, and is reusable if not baked.
My son, in fact, used it to make his own
“claymation” (animation with clay figures) video.
ScnIj¢. is firm enough to hold its shape, so that
little clay ScnIj¢. animals and people do stand up
on their little clay feet, even when you move their
arms and legs around. My son made a very short
film called TI¢ MaugI¢u Mag:c:au, featuring a little
clay sorcerer who suffered little clay mishaps.
olyform Products also makes a clay called
Snj¢: 1Ia:ì:cIa. a cream-colored polymer
that becomes rubbery and flexible after baking.
If you are very fond of the little clay animals and
people you make, you can bake them for 15
minutes and have little clay poseable dolls.
Sometimes people ask us if they can use play
dough for Symbol Mastery. This is not a good
idea, because play dough (either store-bought or
home made) does not have the consistency
needed to hold its shape well. However, it is a
good way for very small children to get used to
rolling and shaping with their hands. Soft dough is
also good for other educational projects – my son
once was assigned to model cell structure using all
edible materials, and chose to use pizza dough.
All in all, once you get started working (and
playing) with clay, it’s hard to stop.
I¢ ·:Jì ·J D.:I¢.:a
recommends using
jIa:ì¢I:ua clay, one
to two pounds per person,
for Symbol Mastery.
PIa:ì¢I:ua, also known as
jIa:ì:c¢u¢, is oil-based,
non-hardening clay. A
good grade of clay will last
forever. You can leave it out
for months on end, then pick
it up, knead it, roll it — and it
is as soft and malleable as ever.
This makes it perfect for Symbol Mastery; you can
do the full Davis program with one block of clay.
The Symbol Mastery Kit contains K·na
PIa:ì¢I:ua 2, made by Standard Clay Mines in
New Jersey. We usually ordered ivory colored clay.
Recently, the manufacturer ran out of ivory clay,
and said we would have to wait until they mixed
up another batch. They offered gray clay instead.
I asked Dwight Underhill, a Facilitator at the
Reading Research Council, why we needed ivory
clay. He explained, “Different colors can trigger
disorientations for clients. You never know what
color it might be. With some people it’s red,
others trigger on black or brown. I’ve seen just
about every color cause problems for somebody.
That’s why we work with a light, neutral shade.”
Ron Davis gave me another, more pragmatic
reason. “The oil from the clay will stain,” he said.
“Colored dyes mixed with the oil can ruin people’s
I tried to find plasticene on the internet, and
found a recipe for mixing our own instead. “Melt
10 pounds of microcrystalline wax, mix with a half
gallon of motor oil and 4 pounds of automotive
grease, then stir in 25 pounds of dry clay powder.”
I decided that this was not a good project for me.
I went to the local art supply store. They had
K·na PIa:ì¢I:ua in gun metal green, and !au AL¢u
plastelina in every color imaginable. I bought a one
pound package of !au AL¢u plastelina to try out.
!au AL¢u plastelina was softer than the K·na
PIa:ì¢I:ua #2. It may be too soft for Symbol
Mastery, where it is important to mold little clay
animals and people that will stand up on their
little clay legs and little clay feet, without
The Dyslexic Reader Issue No. 10 Page 5
Charlie’s Challenge*
·Ia:I:¢: ·IaII¢ug¢ is an excellent book for
understanding dyslexia. It is also a fun plot for
children. Children and adults read the fun plot and
learn at the same time.
The book is about a boy named Charlie who has a
learning disability and yet learns how to read and
write with another technique. In the book it explains
how both teachers, Mrs. Smith and Dr. Fisher are very
sweet and helped Charlie. I really liked them. Also,
Charlie’s father seemed caring.
When I read this book it touched me. I felt like I
was the little boy in the story. Kids and parents will
love this book.
Reviewed by Elise Bergerson, Age 9
Charlie’s Challenge :: a I·::ugI.-:IIn:ì:aì¢u
j:cìn:¢ I··L aI·nì a .·nug I·. u:ìI
I¢a:u:ug u:JJ:cnIì:¢: TI¢ I··L j:¢:¢uì:
·Ia:I:¢: j:·II¢n: :u a j·::ì::¢ I:gIì caII:ug
ìI¢n I¢a:u:ug u:JJ¢:¢uc¢: uI:cI :¢an::¢
u:JJ¢:¢uì ua.: ·J I¢a:u:ug TI¢ anìI·::
¢njIa::z¢ ìI¢ c·uu¢cì:·u I¢ìu¢¢u ·Ia:I:¢:
a:ì::ì:c g:Jì: auu I:: acau¢n:c j:·II¢n:
·Ia:I:¢ u:u: a ca:ìI¢-In:Iu:ug c·uì¢:ì auu
Iaì¢: n¢¢ì: a u.:I¢.:c a:cI:ì¢cì
1 ìI·ngIì ìI¢ I··L ua: j·:guauì auu
cIa:n:ug Inì ::uc¢ :ì :: cI¢a:I. a:n¢u aì
.·nug¢: :¢au¢:: 1 ìn:u¢u ìI¢ ìa:L ·J
:¢::¢u:ug ìI:: I··L ·:¢: ì· a anaI:J:¢u ¢.j¢:ì
:u cI:Iu:¢u: :ì·::¢: -uI· I:L¢ ·Ia:I:¢ :: :u
ìI¢ ìI::u g:au¢ -AI:ga:I Ma::IaII 1u:ì·:
Written by Ann Root & Linda Gladden
Illustrated by Ann Nelson Sweat
Dr. Fisher tells Charlie about Einstein’s learning
difference. Illustration from Charlie’s Challenge.
was asked to talk to Andy, a little boy with
dyslexia, by his mother, a single parent.
Andy’s father had told him he was stupid, and it
really tore his confidence. Andy’s mom thought
that since I was a police officer and since I play
ice hockey, the two things that Andy just loves,
that I might be able to help dispell those notions.
Before I talked to Andy, I wanted to make sure
that I had all of my facts straight. I searched the
internet and came across your website, which
helped a bunch. I was hoping that I could come
across a professional hockey player that has
dyslexia so that Alex could see that he is just like
everyone else.
I couldn’t find a hockey player, but I did find
Bruce Jenner. In a local store, I bought an action
figure of Bruce Jenner for about $4.00, and gave it
to Andy.
I asked Andy if he knew what the Olympics
were. He most certainly did! I explained to Andy
that he had the same talent that Bruce Jenner had,
and that Bruce Jenner was the greatest athlete in
the whole world for four years as he won the
gold medal in the decathlon. I also explained to
him that the men who invented the telephone
and the lightbulb, and Walt Disney also, had the
talent that he has. I think that he related to all
those things and put aside the cruel things that his
father had told him in the past.
I just wanted to thank you for putting up the
website and helping me in my search for the
answers that I was expected to give. And with
your help, I think that we helped a little guy out.
K¢:j¢cìJnII. Paì:·Inau Dua.u¢ 'I:ì¢
1aL¢::u¢ Pa:L´·:¢:ì::¢u H:II: K¢uìncL. P·I:c¢
A Policeman Comes to the Rescue
Available Soon from DDAI!
The Book Report:
“I “I “I “I “I
The Dyslexic Reader Page 6 Issue No. 10
A Student Succeeds with the Gift
can’t tell you what reading TI¢ ·:Jì ·J D.:I¢.:a
has done for me. I am a Materials Scientist
and Engineer working on my Ph.D. at the
University of Florida. In the past, I was able to
rote memorize problems for exams, but had to
actually ‘master’ the information the following
semester, in order to use it in the subsequent class.
This spring, I completed my last Numerical
Methods class, which involves high level
Differential Equations and Transforming
Functions. The sequence of steps to solve
is too long for rote memorization, so I
was forced to master as I go along.
For me, this took a great deal of
time, focus and energy.
I did poorly on my first
exam, but then I bought the
book, TI¢ ·:Jì ·J D.:I¢.:a.
When I read the first
chapter of the book it hit
me like a brick. I broke
down and cried for the
whole two hours it took
me to read it. It was like
having a year of psycho-
therapy in two hours.
I sent copies of the book to many of my
friends and family. My father is a brilliant
mechanical engineer, but my mom will probably
read the book to him. He can read, it just causes
him excruciating headaches from focusing.
A week after I bought the book, I had my next
exam. I was able to work less and study, and I
got a 90%!
I did not have time to go through the
orientation exercise before the end of the
semester, but just reading the book gave me a
deeper understanding of the way my brain works.
Time seems to be critical to me. As soon as I feel
rushed, my brain disorients. I have amazing spacial
relations capabilities, but I think I live in a
disoriented state most of my life.
The knowledge I gained from the book helped
me immensely in coping with my dyslexia, and
also increased my self esteem dramatically. I
finished the semester with a 100% on my final
exam in my Numerical Methods course.
In addition to passing math, I presented my
research on ceramic bearings for aerospace
applications at the American Ceramic Society’s
national conference. While at the conference, I
was unofficially informed that I have been selected
to receive a research fellowship from the U.S.
Department of Energy!
I would have driven to this point
regardless of Ronald Davis’ book, but
reading TI¢ ·:Jì ·J D.:I¢.:a gave me
valuable insights. Once a system is
thoroughly understood, potential
difficulties can be predicted and
My life has been
affected in a very positive
manner by this book. I
will sleep better, and
learn better for having
read this book. I think
this type of learning should
be incorporated into all public
schools. Not only would illiteracy
virtually vanish, but ‘word thinking’
children would develop control of the
mind’s eye, which can be a wonderful and
enlightening experience. Every parent and
teacher should read it. Children need to be taught
more individually, in the manner in which each
learns best.
This Country’s strength lies in its people. The
more educated our population is, the more
productive our businesses are. The more literate
the work force, the less mistakes made in
businesses, and the more productive we are as a
society. If this information is disseminated to
elementary educators and parents, illiteracy, and
the resultant lack of desire to stay in school might
be virtually eliminated.
I want to thank Mr. Davis and everyone
involved with the Davis Dyslexia Association for
the work you do to help others. The more work
you do, the more people will hear about you.
Every person you help will probably go on to help
others. I know I will.
Excerpted from letters written by David
Mitchell in April & May of 1997. --Editor.
By David Mitchell
The Dyslexic Reader Issue No. 10 Page 7
Great Britain
by Hilary Farmer
DDA-Mexico was recently
established in Monterrey by Olga
Zambrano de Carrillo. Olga’s sister,
Patricia Zambrano de
Arechavaleta, has recently qualified
for certification as a Davis Facilitator.
Olga and Patricia recently opened a
learning disabilities correction center,
1a Pn¢:ìa u¢ Ia: 1¢ì:a: ·¢uì:· ja:a
Ia ··::¢cc:·u u¢ P:·II¢na: u¢
Aj:¢uu:za¡¢ with the help and
inspiration of their mother, Olga
Elizondo Zambrano.
Olga first encountered the Davis
methods in the US edition ·J TI¢ ·:Jì
·J D.:I¢.:a. She brought her two
children, Andrés (7) and Roberta (9)
to the Reading Research Council in
August, 1996 for a counseling
program. Her sister, Patricia also
came and did the Fundamentals of
Dyslexia Correction workshop.
Afterwards, witnessing the
improvements in Roberta, Andrés,
and Patricia’s students, they became
passionate about bringing these
methods to teachers, parents and
dyslexics throughout Mexico and
offered to publicize the release of El
Don de la Dislexia in Mexico and
sponsor a several workshops.
DDAI is very grateful to them and
welcomes them to the team of
dedicated educators who are finding
success with the Davis methods and
sharing that success with others.
Olga Carrillo and Patricia Arechavaleta.
t all began in February
1996 when I was scanning
the bookshelves in a
bookshop in Oxford on
the subject of Dyslexia: a
strange habit acquired through
studying for my masters degree
and writing a dissertation on
the dyslexic adults. I bought
and read TI¢ ·:Jì ·J D.:I¢.:a. I
couldn't believe how this
simply presented book could
answer so many of the baffling questions I had formed
since starting to teach dyslexic students ten years ago. It
so closely resembled observations I had made that I had
to find out more. I discovered Ron was speaking in
London and that there was an introductory course
offered in Paris. The London conference convinced me
that Ron was not some slick Californian selling dreams
(These English prejudices run deep!!)
I drew on savings and went to Paris with a colleague.
I felt privileged to be on this course and I knew then
that I was lucky that Ron was there in person. It was so
exciting that neither of us could wait to start using it. I
worked in a Further Education College and my job was
to offer study support to those requiring it: many of
them dyslexic.
The results were impressive and I learnt so much
from the students I worked with that I feel I could write
a book about that, alone. At this time I also started using
the methods with children. The success was so amazing
that I felt that I had been looking for this for some time.
(My daughter is dyslexic and so, I discovered later, am I.)
In February 1997 I took the momentous decision to
start a practice of my own. I wanted to be free to
develop the work and not just spend part of my time on
it. I decimated my savings and travelled to San Francisco
to do the Advanced course and as much of the
certification process as possible. It was an amazing
experience to be with others who felt as passionately as
I did about this.
Over the Easter period I went through the Dyslexia
Correction programme myself. Here, my words run out...
I am still marvelling at it. Added to this, I know my
work with clients has improved tenfold as a result.
The wisdom and learning to be gained from using the
Davis methods stretches forever. The possibilities are
endless and that is the excitement.
The Birth of a Davis Facilitator
Two Sisters Bring New View
of Dyslexia to Monterrey
The Dyslexic Reader Page 8 Issue No. 10
DDAI-Certified Providers Can be Reached via the Internet through the DDAI
World Wide Web site at
DDAI Certified Counseling and
Learning Centers
Pathways to Success
Mira S. Halpert, Facilitator
3121 N.W. 108th Drive
Coral Springs, FL 33065
Telephone/Fax: (954) 341-2578
New Jersey
Multivariant Learning Systems
Charlotte Foster, Specialist
P.O. Box 224
Basking Ridge, NJ 07920
Telephone: +1 (908) 766-5399
Fax: +1 (908)766-6010
1-na:I. nI:caI6a·Ic·n
La Puerta de las Letras S.C.
Patricia Zambrano, Facilitator
Rio Missouri #118 ote Col. del Valle
Garza Garcia, Monterrey
Nuevo León 66220
Telephone: +52 (8) 378 09 87
1-Ma:I. ·zanI:au6g:gac·n
•A Davis Facilitator has completed 240 hours
of intensive practical training and is qualified to
provide a complete Davis Dyslexia Correction
Program to children and adults.
•A Davis Specialist has substantial experience
providing the Davis Dyslexia Correction Program
to clients, and is qualified to supervise and guide
students training to become Facilitators.
North America
Reading Research Council
Dyslexia Correction Center
F·nuu¢u :u I032 I. K·u Da::: auu
D: Faì:na AI: PID MF··
Brian Grimes, Specialist
Sharon Pfeiffer, Specialist
Dwight Underhill, Facilitator
1601 Old Bayshore Highway, Suite 260
Burlingame, CA 94010
Telephone: (415) 692-8990
or 1-800-729-8990
Fax: (415) 692-8997
1-na:I. KK·D··6a·Ic·n
Solutions for Dyslexia
Solutions Pour La Dyslexie
Richard A. Harmel, Specialist
P:·g:an: P:·::u¢u :u 1ugI::I · F:¢ucI
4720 Lincoln Blvd., Suite 250
Marina Del Rey, CA 90292
Telephone/Fax: (310) 823-8900
1-na:I. KAHa:n¢I6a·Ic·n
The Lake County Learning Center
Kimberley A. Bennett, Facilitator
12966 Lakeshore Drive
Clearlake, CA 95422
Telephone: (707) 995-2117
Power Tools for Learning
Vickie J. Bockenkamp, Facilitator
P.O. Box 398
Alameda, CA 94501
Telephone/Fax: (510) 330-6470
1na:I. IaI·6:.u¢ìc·nc·n
The Dyslexic Reader Issue No. 10 Page 9
DDAI Certified Counseling and
Learning Centers
Syntonics Educationals
Bonny Beuret, Specialist
P:·g:an: P:·::u¢u :u 1ugI::I F:¢ucI · ·¢:nau
Freie Strasse 81
4001 Basel, Switzerland
Phone: +41 (061) 272 24 00
Fax: +41 (061) 272 42 41
Lern- und Wahrenehmungsförderung
Davis Dyslexie Institut
Veronika Beeler Scheffmacher, Facilitator
Waisenhausstrausse 15
9000 St. Gallen, Switzerland
Phone: +41 (071) 222 07 79
Fax: +41 (071) 277 64 88
ZieZei Counselling Institute for Dyslexia
Robin Temple, Specialist
Drs. Siegerdina Mandema, Specialist
P:·g:an: P:·::u¢u :u 1ugI::I · DnìcI
Kerkweg 38a
NL-6105 CG Maria Hoop, Holland
Telephone: +31 475 302 203
Fax: +31 (0475) 301 381
Lin Seward Ia: :¢c¢uìI. ::gu¢u
·u ì· I¢au DDA-UK uI:cI
j:·::u¢: u·:L:I·j: auu c·-
·:u:uaì¢: ¢:¢uì: :u ·:¢aì 1::ìa:u
:ucInu:ug 1ugIauu Sc·ìIauu
'aI¢: auu N·:ìI¢:u 1:¢Iauu SI¢
Ia: :cI¢unI¢u ìu· :j¢c:aI
j:¢:¢uìaì:·u: J¢aìn::ug K·u Da:::
ìI:: c·n:ug ·cì·I¢: 1·ìI ¢:¢uì:
u:II ìaL¢ jIac¢ :u ':ucI¢:ì¢:
Friday, October 3, 1997:
Lecture for Professionals, 10.00am-3.00 p.m.
F·: ì¢acI¢:: ¢uncaì:·uaI j:.cI·I·g::ì:
:·c:aI u·:L¢:: auu ·ìI¢: j:·J¢:::·uaI:
:uì¢:¢:ì¢u :u I¢a:u:ug n·:¢ aI·nì Da:::
Saturday, October 4, 1997:
Lecture for the General Public, 1.30pm - 4.30 p.m.
Au :uì:·uncì:·u a:n¢u aì aunIì u.:I¢.:c:
ja:¢uì: ·J u.:I¢.:c cI:Iu:¢u auu au.·u¢ ¢I:¢
:uì¢:¢:ì¢u :u I¢a:u:ug n·:¢ aI·nì K·u
Da::: :uu·:aì::¢ ajj:·acI ì· u.:I¢.:a
Davis Legesthanie Institute
Sonja Heinrich, Facilitator
Ioannis Tzivanakis, Specialist
P:·g:an: P:·::u¢u :u 1ugI::I ·¢:nau · ·:¢¢L
St. Georgs-Kirchhof 6
20099 Hamburg, Germany
Telephone/Fax: +49 (040) 280 45 76
Dr. Albrecht Giese, Specialist
P:·g:an: P:·::u¢u :u 1ugI::I · ·¢:nau
Dr. Albrecht Giese, bei Dong
Birnauerstr. 11
D-80809 München, Germany
Telephone/Fax: +49 (089) 308 61 48
Great Britain
Hilary Farmer, Facilitator
2a Bridge View Centre
Bridge Street
Oxon OX14 3HN
Telephone/Fax : +44 (01235) 536 111
The Dyslexic Reader Page 10 Issue No. 10
New Facilitators Open Centers
Kimberley A. Bennett has opened The
Lake County Learning Center in
Northern California. She is also the
principal ofTI¢ ¨K: Acau¢n. a private
school for dyslexic children. Kim is
certified in Early Childhood Education
with the State of California and is the
mother of two dyslexic children. Kim is
dedicated to making a significant impact
on the education of our children.
Vickie J. Bockenkamp has opened
Power Tools for Learning, in
Alameda, California. Vickie has over
40 years’ experience in being
dyslexic and overcoming it. As
a mother of a dyslexic child, she is
committed to helping children and
adults to overcome their learning
Since our last issue, six
new Facilitators have
qualified for certification.
Our new U.S. and Swiss
providers are featured on
this page. (See page 7 for
news of other centers).
Several of these
individuals have traveled
great distances in order to
complete their training.
All have demonstrated
their ability to successfully
provide the Davis
Dyslexia Correction
program to adults and
We congratulate each of
them all on their hard
work and achievement!
Mira S. Halpert, B.A., M.Ed., has created
Pathways to Success in Coral Springs, Florida.
Mira got her undergraduate and graduate
degrees from the University of Michigan. Her
life degrees have come from her 4 children
who all have different learning styles! Over the
past 20 years of educational experience, Mira
has learned to identify learning issues, and
work with schools, teachers, and parents to
help students achieve success.
Veronika Beeler, a native of
Switzerland, established the Lern-
und Vahrnehmung-förderung
Davis Dyslexie Institut in St.
Gallen, Switzerland. Veronika has a
background as a social worker. Her
interest in people’s perception and
awareness as well as her personal
experience with dyslexia in the
family led her to Ron Davis’ work.
Here are some new features on
our web site:
• A new registration service,
provided by N¢ìn:uu¢:,

users to sign up for automatic
e-mail notification of updates to
our workshop calendar and
directory of certified Davis
• A new interactive forum, located
in the ·aJ¢ area of our site,
provides space for users to share
ideas about Davis methods. We
have set aside a special area,
called P¢·jI¢ n¢¢ì:ug P¢·jI¢ for
site visitors who want to make
contacts with others in their region
interested in Davis methods.
The Dyslexic Reader Issue No. 10 Page 11
Consultations: Workshops fees include a 15-
minute post-workshop consultation. Additional
consultation with a Davis Dyslexia Program
Specialist in person, or via phone, e-mail or
fax is available for $25/quarter hour, $90/hour.
Davis Certification Program
The Davis Certification Program is an
intensive, practical training program
leading to licensing as a qualfied Davis
Program provider. It is open to
graduates of the Fundamentals of
Dyslexia Correction course who wish to
pursue a career in dyslexia correction.
Candidates complete at least 240 hours
of course and practice work, including
workshops and practicums.
Courses & Workshops Offered by DDAI
& Presented by Ron Davis
F·: ìI·:¢ uI· Ia:¢ c·njI¢ì¢u ìI¢ Fnuuan¢uìaI:
·J D.:I¢.:a ··::¢cì:·u '·:L:I·j DDA1 ·JJ¢::
au:auc¢u c·n::¢u·:L auu :uì¢u:::¢ j:acì:c¢
·jj·:ìnu:ì:¢: Au:auc¢u c·n::¢u·:L :ucInu¢:.
• Basic Davis Practicum: Provides a structure
for 30 hours of field practice, with 3 hours of
consultation & feedback. Ideal for teachers and
parents who wish support and feedback while
starting to use Davis methods. Course Fee: $400
• Supervised 4-Day Practice Meeting:
(4 Days, 9:00 a.m. to 4:00 p.m.) Students work in
small groups under the guidance of a Davis
Program Specialist to refine counselor skills, and
develop increased experiential understanding of
dyslexic perception, thinking, and learning style.
Course Fee: $800
• Advanced Davis Methods Workshop:
(2 Days, 9:00 a.m. - 4:00 p.m. ) Provides
specialized training on using Davis techniques to
resolving problems with numbers and basic math,
handwriting, and attention deficits. Completion of
the Basic Practicum and Practice Meeting is
recommended. Course Fee: $475.
• Secondary Davis Practicum: Provides a
structure for 15 hours of field practice, with 2
hours of consultation & feedback, for those who
have completed the Practice Meeting and
Advanced Davis Methods Workshop.
Course Fee: $200.
Enrollment is Limited
20% Advance Deposit Required
The Fundamentals of Dyslexia and Advanced
Davis Methods workshops may be scheduled
outside of California through the sponsorship of
individuals or organizations. Because of varying
costs to sponsors in different locales, prices of
such workshops vary. *The Symbol Mastery Kit is
not included in prices for sponsored workshops.
Fundamentals of Dyslexia Correction:
(4 Da.:. 3.¨0 an-5.00 jn· A professional level
introduction to the methods and theories
described in TI¢ ·:Jì ·J D.:I¢.:a, with hands-on
practice, demonstrations, and coaching on
implementation. Graduates of this course may
apply for admission to the Davis Certification
Program. Academic units are available through
California State University Hayward (additional
fee and practicum required).
Course Fee: $875 / $825 for DDAI members or groups.
1ucInu¢: c·n::¢ naunaI I5-n:unì¢ j·:ì-u·:L:I·j
c·u:nIìaì:·u · S.nI·I Ma:ì¢:. K:ì¯
DDA1 :¢gnIa:I. ·JJ¢:: u·:L:I·j: auu ì:a:u:ug :u Da::: ·::¢uìaì:·u ··nu:¢I:ug auu S.nI·I Ma:ì¢:. TI¢:¢
u·:L:I·j: auu ì:a:u:ug: a:¢ c·uuncì¢u :u 1n:I:ugan¢ ·aI:J·:u:a (u¢a: ìI¢ Sau F:auc::c· a::j·:ì·
For Information or to
Enroll in a DDAI Course
or Workshop, Call
(Toll Free)
DDAI Training Workshops
San Francisco, California
Fundamentals of Dyslexia Correction
Call for Future Dates.
Supervised Practice Meeting
July 21-24 • September 22-25
Advanced Workshop:
Math, Handwriting, & ADD
July 25-26 • September 26-27
Call: 1-888-999-3324
(See Page 11 for Course Descriptions & Fees)
The Dyslexic Reader
1601 Old Bayshore Highway, Suite 245
Burlingame, CA 94010
European Workshops
Introductory Lectures & Workshops
October 3 & 4 • Winchester, England
November 25 • Basel, Switzerland
Fundamentals of Dyslexia Correction
October 5-8 • Winchester, England
October 16-19 • Utrecht, Holland
October 24-27 • Munchen, Germany
October 31-November 3 • Hamburg, Germany
November 20-23 • Basel, Switzerland
November 27-30 • Basel, Switzerland
Advanced Workshop:
Math, Handwriting, & ADD
October 7-8 • Hamburg, Germany
November 17-18 • Basel, Switzerland
December 3-4 • Basel, Switzerland
Other Workshops:
Workshop dates are subject to change. For
updated information, contact the sponsoring
organization, or check our web site at
European Workshop Sponsors:
Germany ´ DDA-Deutschland
Phone: +49 (040) 25 17 86 22
Great Britain ´ DDA-UK
Phone: +44 (01962) 881 987
Holland ´ DDA-Nederland
Phone: +31 (0475) 302 203
Switzerland ´ DDA-CH
Phone: +41 (061) 272 24 00
Fundamentals of Dyslexia Correction
August 22-25 • Boston, Massachussetts
Randy Cushing or Dorothy Pflaumer
(617) 335-7943 or (617) 331-0542
Fax: (617) 335-7167
Newly Added:
Fundamentals of Dyslexia Correction
September 17-20• Monterrey
Advanced Workshop:
Math, Handwriting, & ADD
September 22-23• Monterrey
Contact: DDA-Mexico
Phone: +52 (8) 378 09 87
1a:ì 1a:ì ··a:ì '·:L:I·j TI:: ï¢a:

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