Issue No.



Pu t ion, . Se ting s onfu A.D.D pi lf in C ct on, s of ti ure the ta ptom rien Sym Diso the and Finding Order in an A.D.D. World
How Davis Orientation Counseling & Symbol Mastery can help children and adults take control of their lives

Dys•lex´ ic Read´ er • •˜

Davis Dyslexia Association International

Fall 1997


• Davis Research Foundation Funds Public School Programs • First Graders Succeed with Symbol Mastery • Book Report: ‘Beating Dyslexia: A Natural Way’

Complete 1998 California Workshop Schedule
European Events, Fall 1997 • Spring 1998: England • Germany • Holland • Switzerland

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Issue No. 11

The Dyslexic Reader

am in New Zealand, and am completing my Masters of Sciences degree in Physics at Waikato University. My local library has the book The Gift of Dyslexia, and I have just finished reading it. I am working though the exercises with a tutor who helps me with my writing. I have found that this book has totally changed my view on my disability. I am severely to extremely dyslexic, with the major effect of lack of writing skills and difficulty spelling. I am encouraged and have set a goal to completely overcome any problems with my writing. Within the next five years, I hope to be able to help other dyslexics overcome their problems. David Whyte, New Zealand



In our Mail

ur web site continues to draw comments from all over the world. Many write us in frustration because of lack of local resources. However, many others are experiencing success, sometimes just from knowing that there are others who understand and care about their frustrations. -Abigail Marshall, Editor am a 44-year-old Swedish woman. Thank you for your very positive site about dyslexia— it gives hope. I found your website today. I have recenly found out that I have dyslexia. I have been through tests twice the last two months. I am sure I will return to your site several times. I need all information and support I can get. Hi from Maria in Sweden Wesley AlexanderWesley Alexander t was a pleasure to read through all your texts about dyslexia. I am a speech pathologist, and your approach is completely new for me. Best regards, Ines Galiæ-Juliæ,prof, Croatia i folks, I am a junior high school English teacher over here in Japan, where dyslexia is seemingly all but unknown. I once stumbled across an article which contended that Japanese readers have less trouble with dyslexia because of the nature of their alphabet. The characters are apparently less easily confused, than the Western alphabet. I don't know if that is true or not. I feel I've got at a couple of kids with some kind of learning disabilities. I myself have no training in this field, just some vague awareness. (which seems to be more than any of my Japanese counterparts, at least at the moment). I would appreciate any help or tips, or anything you could pass along my way. Thank you. Paul Evans, Japan



y brother Anibal is now 26 years old and he is dyslexic. When I read your book, I couldn´t help crying, for everything that he had suffered all his life, was written there. None of your revolutionary ideas are known by our experts here, but a friend and I, have studied the topic for some time, and we´re very interested in communicating and exchanging our ideas and doubts with you. Adriana Acosta, Uruguay


Published quarterly by Davis Dyslexia Association International (DDAI). Our goal is to increase worldwide awareness about positive 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 remedied. 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 (650) 692-7141 or fax (650) 692-7075.

The Dys•lex’•ic Read’•êr

Internet address:
Subscriptions: US$25 a year, US$30 Canada/Mexico, US$35 other countries. All materials ©DDAI 1997, unless otherwise noted. Managing Editor, Abigail Marshall.

Views expressed in letters and articles herein are not necessarily those of DDAI.

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Disorientation, Confusion, and the Symptoms Adapted and Excerpted from the Advanced Davis of A.D.D.
Procedures Workshop Manual

he same procedures used in Davis they can sense the passge of five minutes. But the Dyslexia Correction can also help the disorienting child doesn’t experience the passage of A.D.D. child (or adult) achieve selftime uniformly, and so does not develop an control and overcome problems with inherent sense of the passage of time at all, even as focusing attention and staying on task. a teenager or adult. To do this, Orientation Counseling is With an inherent sense of time, we will also supplemented with a technique called Dialdevelop an inherent sense of sequence. That is, Setting. Davis Symbol Mastery is then used not we understand the way things follow each other merely as an aid to reading comprehension, but as one after another. a means for students to master basic concepts If we have time and sequence, we will also needed to achieve self-awareness and self-control. develop an inherent sense of order as opposed to Disorientation and distorted perceptions do disorder. But without the sense of time, we can much more than merely create symptoms of never progress to understanding sequence or order. dyslexia. The dyslexic or A.D.D. child uses disorientation for entertainment; Why Disorientation Leads to he may be disoriented for hours Socially Unacceptable on end creating the imaginary Behavior world he plays in. A child who is disoriented What we accept as reality is experiences the following what we experience. The way problems: we realize an experience is that • distortions in visual and we perceive it. Reality, then, is auditory perceptions what we perceive it to be. When • a shift in time sense, and disorientation occurs, perception • a reversal of balance and becomes distorted. A person movement senses. who is disoriented experiences Time is the measurement of As we look at each experience a reality that is not being change in relation to a standard. in turn, we see how disorientation experienced by others—a false, leads to behaviors associated with or alternate, reality. The longer, A.D.D., inattention, impulsivity and hyperactivity. in duration, disorientation, the more alternate reality that is experienced.

How Disorientation Undermines Conceptual Understanding
Because of their frequent disorientation, many dyslexic or A.D.D. individuals do not learn the basic lessons of life. Cause and effect do not exist in the disorienting child’s imaginary, alternate reality world. Thus, the child never learns the concept of consequence. Additionally, the child is also experiencing a distorted sense of time. A minute can be a very long time or very short— but it is never the same. A person who experiences time uniformly can develop an inherent sense of how long it takes a minute to go by. Most children have an awareness of the passage of time by age five; by age seven,

Distorted Perceptions of Sound and Vision

A child who is experiencing distortions in sound either does not hear what people say to him, or hears hears their words inaccurately. So of course he responds inappropriately. He thinks he is doing what was asked, but others see him as exhibiting opposition, or acting without thinking. Since his vision is also distorted, the child does not see the task at hand correctly or consistently, so he makes mistakes. Often, the child can stop the perceptual distortions and regain a sense of control by shifting his attention to something else. He got disoriented, could no longer see or hear the task, shifted his attention to something else in order to reorient, and never got back to finishing the task.


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Issue No. 11 Time Sense Distortions

The Dyslexic Reader


When a person’s perception of time shifts or changes, his physical strength and stamina change. The child whose internal clock chronically moves faster lives two or three minutes while others are living only one. Not only does he have more time; he has greater strength and stamina. The world goes too slow for him and he goes too fast for everyone else.

and wait your turn.” Perplexed and angry at being chastised, he just pushes his way to the top of the steps to reach his goal. His behavior is socially unacceptable because without the concepts of time, sequence, and order, he cannot even be aware that the other children are waiting to go. With no sense of time, there can be no such thing as waiting.

Impulsivity is described as acting before thinking. A child who thinks using nonverbal conceptualization skills—picture thinking—is thinking many times faster than the child using verbal conceptualization. When the child seems to act on impulse, its not that he didn’t think things through. Rather, his mind raced so fast that it looked like he didn’t have time to think.

Balance and Motion
The disorienting child feels as if he is moving when he is not. If he just tries to sit still, he is likely to feel sick to her stomach. So he counters the false sensation by starting to move. He becomes jittery, tapping his foot or bobbing his head—this actually makes him feel like he is sitting still. He does not feel his restless motions; he is unaware that this is occurring until somebody points it out to him.

What Is The Solution?
Because a child cannot modify behavior he is unaware of, the child must be given the tools of orientation, and then taught to be aware of their internal clock and energy level. After providing Orientation Counseling, a Davis Facilitator uses a technique called Dial-Setting. This provides the child with an imagined regulator or thermostat, so that he gains personal control over the setting of his internal clock. By having the child observe and become aware of how other’s ‘dials’ are set, the Facilitator gives the child a tangible way to set his own ‘dial’ at the same level. The Facilitator then helps the child to master the concept of consequence. Through Symbol Mastery, the child learns that everything that happens is a result of something else. Because of the child’s past time sense distortions, he may have never before made the connection between his own actions, and the reactions of others. Once the child understands consequence, he needs to master the concepts of time, sequence, and order vs. disorder. He does this through continued clay modeling, guided by the Davis Facilitator. It may take time for a child—or adult—to overcome ingrained habits. However, with orientation, the person no longer has distorted perceptions, and begins to experience the passage of time consistently. Soon he will be living in the same world as others around him, and will start to act accordingly. © DDAI, 1996, 1997 All Rights Reserved

Through clay, the student models the concepts that are the key to regulating his actions.

Unfortunately, because of the child’s habitually distorted perceptions, he does not grasp notions of consequence or orderliness. So his thoughts do not include awareness of socially acceptable constraints, such as waiting one’s turn in line.

Difficulty Taking Turns
Because their time sense is distorted and has been distorted over long periods, disorienting children have no concept of order as opposed to disorder, sequence and time. Being in line to take a turn is being in a sequence, and there is an order of next in line goes next. Both of these concepts are alien to the disorienting child. He has no awareness that the others are waiting to go, because he has no awareness of time, sequence, or order. He sees the slide and wants to go down, so he runs over to it and tries to go up the steps. Somebody tells him, “Go to the end of the line

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n a conversation with a counseling trainee I was being told about how she was working with a problem ADD student. After she had the student do Symbol Mastery on the concept of consequence, the student could recite the definition back to her verbatim, but there was no change in his offensive behavior. So she had him redo the concept by having him model each of his offensive behaviors. This time she had him include both a model of himself and the offended party as well as the activity that caused the offense. In doing this he made the connection between what he was doing and the offense the other person took. That connection allowed him to realize he was causing the problem himself, and like magic, the offensive behavior stopped. After hearing this I reflected back to the time when I was a child. I grew up in a severely hostile environment. My father beat me almost every day. Around the same time I was learning the alphabet, I began to make models of my father from red dirt and water. I made these models just so I could smash them and grind them back to dirt. I made models of the beatings, too, so I could smash them and grind them back to dirt. I made models of what would happen after the beatings, and I would smash them. Eventually, I made models of what would happen before the beatings.


Putting Self in the Picture

by Ronald D. Davis

At that point, a curious thing happened. The beatings stopped! Without realizing what I was doing, I had stumbled onto the concept of consequence. Before, things had just happened—without warning, reason or cause. I had no idea of cause and effect until I created the concept for myself. Without trying or intending to, I simply stopped doing what I had been doing that brought about the beatings. I now realize that in every one of my models there was a figure of me. I had included the idea of self in every one of the basic concepts. There is an important lesson here for all of us to learn. Whenever a basic concept is being mastered, the clay model must include the concept of self in relation to that basic concept. This is what makes the difference between something that is learned and a concept that is now a part of the identity of the person. If the model doesn’t include self the person may or may not make that connection. There is the possibility that the person hasn’t truly mastered the concept. This doesn’t mean that all Symbol Mastery models must include self. What I am saying is that the basic concepts like consequence, responsibility, time, etc. must include self to be certain that the concept is truly mastered.
Copyright © 1997 by Ronald D. Davis. ALL RIGHTS RESERVED.


Dyslexic Design

he famous Danish architect Jørn Utzon, whose designed the Sydney Opera House, is dyslexic. In the magazine Living Architecture no 14, 1996, he is quoted: I didn´t become an engineer because I am both dyslexic and lack mathematical insight. One must have a mathematician´s clear brain, which I admire, if one is to be a good engineer. Remember, geometry is something else. In compensation for these great deficiencies, my subnormalities, I have a strange, innate sense for space. I dream a house and then I have it in my head. This was something I could use as an architect. Posted by Bo Jørgensen of Sweden on Dyslexia, the Gift web site user forum.



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Finding Order in an A.D.D. World
by Monti S. Bullock

n 1989, I discovered that I was an adult with A.D.D. This conclusion was not a diagnosis given by an M.D. or even a Ph.D. but by a M.O.M. trying to uncover why my 3-year-old was more active, inquisitive, and adventuresome than any other child in our neighborhood. While reading a book on A.D.D., I came to the realisation that what I was reading was more about me than my child!! As an adult, I am still very impulsive, impatient, fluctuating between hyperactivity and hypoactivity, rarely finish projects, and have absolutely no organisational skills whatsoever!!! To compensate, (unbeknownst to myself 17 years ago) I married an obsessively detailed, compulsively organised, perfectionist engineer. We complement each other perfectly! I start tasks and he finishes them. I put things in the place where I want them to be and he straightens and neatens them. I have learned organisational skills and he has learned how to let loose and have fun! In my never-ending quest for the solution to my child’s learning If I could disabilities, I stumbled across The my mind, Gift of Dyslexia. Because, you see, my 3-year-old A.D.D. was now a 9year-old dyslexic. The book thrilled me and scared me. It was everything I had ever seen in my child but no professional could address or explain. I was scared, though, because I too could move my mind’s eye about and visualise a slice of homemade cake with fresh coconut layered over the white icing. In fact, I found myself drooling (as I am now) as I imagined myself standing in my Granny’s

kitchen savouring each and every bite. My olfactory nerves were tingling as I became aware of the aroma of the freshly baked cake and of my granddaddy breaking open the coconut and pouring the chalky coconut milk into a glass and shaving the dark brown skin from the white nut for my granny to grate… h! No! Does that mean…no, I can’t be dyslexic!! No, no, not me! I was reading before I even started school! I have a degree in Math, for heaven’s sake! I was the spelling-bee champion of my class. Not me!! So I grabbed the nearest left-brained, analretentive, obsessive-compulsive organizer I could find —my engineer husband—and tried this out on him. While he was washing the cars, vacuuming the inside, and polishing the hubcaps, I read to him the section about visualising the cake. He, too, could see the cake from all angles. Whew!! I know that he’s not dyslexic —so then, I must not be either!! I was still coming to grips with the fact that I was an adult with A.D.D.; I rotate the cake in wasn’t about to accept be was I dyslexic too? that I might well. dyslexic, as On the other hand, there was no doubt about my son. We took Joshua to the Reading Research Council in April 1996. After a wonderful week, we returned home with video tapes and a Symbol Mastery Kit. I was ready to spread the word. I was also ready for the changes I saw in Josh, some gradual and some momentous. What I was not ready for were the changes in myself. I stopped anyone who would listen and told them about this wonderful program and even began to spend time ‘working’ with a few dyslexics. I didn’t recognise how this could help me, though. Then I began to train to become a Davis Facilitator. In March of this year, while working as the “giver” of a Davis Dyslexia Program during my


Monti Bullock lives in South Australia with her husband and son. In addition to training to become a Davis Facilitator, Monti is now enrolled at the University of Adelaide, where she is pursuing a Master’s Degree in Cognitive Science.



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ï Finding Order in an A.D.D. World…
certification training pod, my adult ‘client’ (also a person working towards certification) asked to approach the subject of math. We began with time, then moved on to sequence with no major pitfalls. You see, these are all ‘math’ based concepts. Concepts I have no qualms or worries with. I thus approached order vs. disorder with the same super-confident, arrogant, know-it-all attitude that I do most anything. (A great facade.) Except that I was totally baffled. How can I help a client through something I have questions about myself? Oh, sure, I had done this with young children. They didn’t catch my uncertainty, did they? Also, having just completed the advanced workshop, I realised how much I didn’t really If work is disorder understand. But that’s learning too, ...and work is good isn’t it? So the questions ...then disorder is good! began to flow! Do we model disorder at the same time as order? Do we do order first and then do disorder later? Do we make disorder the complete opposite of order? Do we make a model of order for the first part of the definition and then immediately following that make a model for disorder from the same/but different part of the definition? Can we do disorder first and then go back and do order? Help! I think I’m drowning. I can’t even make order of what to do first and what steps to take. Sharon Pfeiffer, the Davis Specialist supervising my training, came in to assist. She prompted me with questions for myself, not for the ‘client’. “What is disorder to you?” “Chaos!” I respond, almost flippantly. “Is it?” she asks. “Is it always chaos?” “Well, some times are more chaotic than others, but in general, I think that yes, disorder is chaos.” Then she begins to break down the barrier for me and to open a window into my soul. “But can you work if there is order?” “What do you mean?” (there it goes again…the understanding without the application) “If you’re studying and all the pens, paper and books are all nicely put away (things in their proper places, proper positions and proper conditions) can you work?” I’m sure that I sat there for only 15 seconds, but it felt like 15 minutes. “No! You can’t work if everything is in order! You mean to say to me that work is disorder?! That disorder isn’t chaos, it’s work! But work is good! And if work is good and disorder is work, then disorder is good!!” All those times that people have said to me, “What a mess!”—I was really doing something good! One can’t cook, sew, study, or even clean and organise closets if everything is in order! I had lived 36 years thinking disorder was chaos and that chaos was bad. Now I know that it is work! What a life changing experience! I’m not going to pretend that now I’m a totally organised, orderly person. That would be unrealistic for the passing of only a couple of months. But I have come to realise that work isn’t orderly. And that when I want order I put things in their proper position, proper condition and proper place. Now, in my continued attempt at selfimprovement and conquering A.D.D.…

…I think that I will master the words organise and unorganised.

Are you dyslexic?

Passing the Davis Perceptual Ability Assessment does not mean that you are dyslexic. Many people are “potentially” dyslexic, but do not develop learning problems. Others have problems so mild or infrequent that they are not aware of them, or do not consider them to be significant enough to seek help. Davis Facilitators use the Perceptual Ability Assessment to find out whether a person who has experienced perceptual or learning difficulties is a candidate for Orientation Counseling. Anyone who has this mental talent can learn and benefit from Davis methods.

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The Book Report: Beating Dyslexia: A natural way
by Alan R. Heath and John M. Ellis
published by Celebration of Life Ltd. ISBN 0-9529957-0-0


his 70 page booklet provides simple and easy-to-understand descriptions of basic neuro-linguistic and educational kinesiology approaches for improving learning states. Its focus is on the importance of relaxation, examining and revising self-defeating beliefs, and developing visual memory. The authors, however, do not address several key factors for many dyslexics: difficulty reading or reading with comprehension; inability to focus attention, poor handwriting, and the need for meaning or definition of words. In my opinion, based on fifteen years of meeting and working with thousands of dyslexics, dyslexia is much more than frustration, low self-esteem, poor spelling, and “a portion of the visual area of [the] brain which is not being activated effectively in relation to words.” Beating Dyslexia provides some very positive suggestions, examples of real cases, and specific exercises for opening new neural pathways, relieving stress, and improving spelling ability. Some of the exercises could be especially helpful for people who have trouble “seeing” their imagination or feel they have no visual memory. I recommend this book for people wishng to: • hear a positive message about dyslexia • improve visual memory for themselves or others • understand more about how observation and use of eye movements during thinking can enhance learning and improve memory • prepare for and get through spelling tests with good grades. However, the promise of the book to beat dyslexia in a natural way falls short of the mark. Reviewed by Alice Davis Davis Dyslexia Specialist and Trainer Internet Users can find out more about this book at the author’s web site at

ince January 1996, the Davis Research Foundation (DRF) has quietly provided almost $35,000 of grant money to California public schools. Established as a nonprofit 501(c)(3) corporation in 1988, DRF has raised funds for school programs, largely through its private vehicle donation program. The grants provided by DRF have been used for parent education, teacher training, consultations, and purchase of educational materials to pilot, test and implement dyslexia prevention and correction programs. Grant recipients, in turn, provide reports of their data and experience, supporting the development of future school programs to effectively assist students of all ages and grade levels who have reading difficulties. More than $13,000 has been provided to the Grimmer Elementary School, in Fremont, California, to pilot a dyslexia remediation program in selected Grade 3-5 classes. Now entering its second year, this program is staffed by a core group of four teachers working with the strong support of their principal. Brisbane Unified School District (near San Francisco) has also received more than $13,000 in grants which has been used to train special education teachers. Grants ranging from $400 to $2,500 have gone to six other elementary schools. All DRF grants go to public school programs. At present, DRF will consider new grant applications from California school teachers, schools, and school districts that are willing to pilot study and/ or implement Davis Dyslexia Correction and provide statistical research data for 1998-99. DRF does not fund scholarships or individual grants. Donations to DRF can be tax-deductible. DRF accepts donations of appraised artwork and collectibles, as well as cash. Vehicles may be donated within California. For information about how to help expand the reach of school programs by donating to DRF, call:


Davis Research Foundation Funds Public School Programs

1-888-504-READ [1-888-504-7323]

or visit the DRF web site at

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First Graders Succeed with Symbol Mastery

ince 1993, DDAI Curriculum Director Sharon Pfeiffer has spearheaded and supervised a pilot K-3 Symbol Mastery program, conducted at Mission San Jose Elementary School in Fremont, California. This program is aimed at preventing school problems by providing age-appropriate Davis Symbol Mastery methods to all children in selected classrooms. Kindergartners have made their alphabet and numerals in clay. First graders have worked on a selected word list, and on learning punctuation symbols. A formal report of the findings of this study will be available at the end of the 1998 school year. Preliminary data is very promising, showing that children in the pilot program classrooms mastered the skills they were being taught. For example, first graders in the program were tested on word recognition skills in September, at the beginning of the year, and again in June, after completing their words in clay during the year. In 1995-1996, students were tested on a list of 35 words. At the beginning of the school year, the class average for the 28 students on the pre-test was 58.4%. Individual scores ranged from 0 to 100%. At the end of the 95-96 year, the class average word recognition score was 98.5%, with most of the children (21 out of 28) scoring 100%. The next year, 1996-1997, due to the California class size reduction initiative, there were only 19 first graders. These children averaged 28.8% recognition of a list of 46 words at the beginning of the year. At the end of the year, they were

tested on recognition of an expanded list of 56 words. All but one child scored 100%, resulting in a class average of 98.9%! These test results show that Davis Symbol Mastery has been a positive addition to these classrooms. Of course, the children also received other classroom instruction, and had teachers committed to helping them learn. The forthcoming report will address the need for comparison studies and data, so as to better assess the degree to which Davis methods have prevented problems typically associated with dyslexia. However, year-end tests in these two classrooms showed that even the lowest scoring students were able to recognize 80% or more of their words. In short, no students “fell through the cracks” in the Symbol Mastery classrooms. The National Institute of Child Health and Human Development has reported that one in five elementary school children suffer from reading disabilities. Thus, the success of these first graders clearly exceeds statistical expectations.


A At least 10 million children in the United States are poor readers. A Reading problems occur with equal frequency in boys and girls, but boys are identified by schools four times as often. On June 22, 1997, Ron A Three-fourths of Davis was inducted into the children who are poor African-American Multi-Cultural readers in the third grade Hall of Fame, along with fourteen other prominent educators, in a remain poor readers in ceremony in Sacramento, the ninth grade. California. Ron is shown here Source: National Institute of Child with Youth-on-the-Move founder Health and Human Development Dr. Patricia Adelekan.

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Directory of Davis Dyslexia Correction Providers

Ronald Dell Davis, Trainer Alice Davis, Trainer Dr. Fatima Ali, Ph.D., Specialist Brian Grimes, Specialist Sharon Pfeiffer, Specialist Reading Research Council Dyslexia Correction Center 1601 Old Bayshore Hwy, Ste. 260 Burlingame, CA 94010 Telephone: 1-800-729-8990/ (650)692-8990 Fax: (650) 692-8997 E-mail: Richard A. Harmel, Specialist Languages: English & French Solutions for Dyslexia Solutions Pour La Dyslexie

Mira S. Halpert, Facilitator Pathways to Success 3121 N.W. 108th Drive Coral Springs, FL 33065 Telephone/Fax: (954) 341-2578 E-mail: Charlotte Foster, Specialist Multivariant Learning Systems P.O. Box 224 Basking Ridge, NJ 07920 Telephone: (908) 766-5399 Fax: (908) 766-6010 E-mail:


New Jersey

Patricia Zambrano, Facilitator La Puerta de las Letras S.C. Languages: English & Spanish Rio Missouri #118 ote Col. del Valle Garza Garcia, Monterrey Nuevo León 66220, Mexico Telephone: +52 (8) 378 09 87 E-Mail:


Dwight E. Underhill, Facilitator
Dwight Underhill recently established his own practice as a Davis Facilitator in El Cerrito, California, after working at Ron Davis' Reading Research Council as a Program Counselor for more than two years. Dwight has extensive experience using the Davis techniques with reading, math, handwriting studying, and attention problems. Dwight has also recently married, and is continuing his studies in Psychology and Cultural Anthropology.

4720 Lincoln Blvd., Suite 250 Marina Del Rey, CA 90292 Telephone/Fax: (310) 823-8900 E-mail:
Kimberley A. Bennett, Facilitator Lake County Learning Center 12966 Lakeshore Drive Clearlake, CA 95422 Telephone: (707) 995-2117 Vickie J. Bockenkamp, Facilitator Power Tools for Learning P.O. Box 398 Alameda, CA 94501 Telephone/Fax: (510) 330-6470 E-mail: Dwight E. Underhill, Facilitator P.O. Box 1424 El Cerrito, CA Telephone: (510)561-1256

Lin Seward, Facilitator
Lin Seward, of Winchester, England, heads DDA-UK, and recently completed her training as a Davis Facilitator. Lin is an experienced teacher, tutor, and mother of four girls. She decided to train in Davis methods after seeing the dramatic and positive changes achieved when her daughter completed the Davis Dyslexia Correction program in Holland.

Fax: (510)559-7869


DDAI-Certified Providers Can be Reached via the Internet through the DDAI World Wide Web site at

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Ioannis Tzivanakis, Specialist Sonja Heinrich, Facilitator

Fall 1997 • Spring 1998 European Workshop Schedule
Introductory Lectures & Workshops
Winchester, England Utrecht, Holland Munchen, Germany Hamburg, Germany Basel, Switzerland Winchester, England Utrecht, Holland Munchen, Germany Hamburg, Germany Basel, Switzerland Winchester, England Hamburg, Germany Basel, Switzerland October 3 & 4, 1997 October 15, 1997 • April 8, 1998 October 23, 1997 • April 15, 1998 October 30, 1997 • April 27, 1998 November 2, 1997 October 5-8, 1997• March 26-29,1998 October 16-19, 1997 • April 2-5, 1998 October 24-27, 1997 October 31-November 3, 1997 April 16-19 & April 2-May 8, 1998 November 20-23 & November 27-30, 1997 March 23-24, 1998 November 7-8, 1997• April 25-26, 1998 November 17-18 & December 3-4, 1997

Languages: English, German & Greek Davis Legasthenie Institut Coventstr. 14 22089 Hamburg, Germany Telephone: 040/ 25 17 86 22 Fax: 040/ 25 17 86 24 E-mail: Dr. Albrecht Giese, Specialist Languages: English & German bei Dong, Birnauerstr. 11 D-80809 München, Germany Telephone/Fax: +49 (089) 308 61 48

Fundamentals of Dyslexia Correction

Advanced Workshop: Math, Handwriting, & ADD

Robin Temple, Specialist Drs. Siegerdina Mandema, Specialist Languages: English & Dutch ZieZei Counselling Institute for Dyslexia Kerkweg 38a NL-6105 CG Maria Hoop, Holland Telephone: +31 475 302 203 Fax: +31 (0475) 301 381 Email:

For more information or to enroll in training programs, contact the DDA branch in the country where the workshop is scheduled.
Switzerland, Continued: Veronika Beeler, Facilitator Lern- und Wahrenehmungsförderung Davis Dyslexie Institut Waisenhausstrausse 15 9000 St. Gallen, Switzerland Telephone: +41 (071) 222 07 79 Fax: +41 (071) 277 64 88

DDA-CH Basel, Switzerland Phone +41 (061) 272-24 00 Fax +41 (061) 272-4241 DDA-DEUTSCHLAND Hamburg, Germany Tel +49 (040) 25-17-86-22 Fax +49 (040) 25-17-86-24 DDA-MEXICO Monterrey, Mexico Tel/Fax: +52 (08) 378 0987 DDA-NEDERLAND Maria Hoop, Holland Tel +31 (0475) 302-203 Fax +31 (0475) 301-381 DDA-UK Winchester, England Tel +44 (01962) 881-987 Fax +44 (01962) 886-997

Hilary Farmer, Facilitator 2a Bridge View Centre Bridge Street, Abingdon Oxon OX14 3HN, England Telephone/Fax: +44 (01235) 536 111 E-mail: Lin Seward, Facilitator P.O. Box 40 Winchester SO22 6ZH, UK Telephone: +44 (01962) 881 987 Fax: +44 (01962) 886 997 E-mail:

Bonny Beuret, Specialist Languages: English, French & German Syntonics Educationals Freie Strasse 81 4001 Basel, Switzerland Telephone: +41 (061) 272 24 00 Fax: +41 (061) 272 42 41 E-mail:

The Dyslexic Reader

1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 FORWARD & ADDRESS CORRECTION


Training Opportunities with Ron Davis
• Start with the Fundamentals of Dyslexia Correction Workshop
The 4-Day Fundamentals of Dyslexia Correction Workshop, taught by Ron Davis, provides a working overview of the methods described in The Gift of Dyslexia. The course is an ideal supplement for parents and teachers who have read the book and wish help in applying its concepts. The course also provides the foundation of core knowledge needed by prospective Davis Facilitators and other professionals using Davis Dyslexia Correction techniques in their practices.

1998 Course Dates:
January 13-16 • March 3-6 • June 16-19
Hours: 8:30 a.m. to 5:00 p.m. Fees: $875, includes DDAI

membership & Symbol Mastery Kit. $150 discount for prepaid 60-day advance enrollment; Group Discounts Available.

• Continue with Our Advanced Practice Courses:
Basic & Advanced Practicums:
These assignment-based courses provide structured independent practice using Davis procedures, with consultation and feedback from a Davis Specialist.

Continuous Enrollment.
$400 / Basic Practicum $200/ Advanced Practicum

Students work in small groups under the guidance of a Davis Specialist to practice and critique basic dyslexia correction procedures, including Orientation Counseling and Symbol Mastery.

Supervised Practice Meeting:

1998 Course Dates:

March 10-13 • June 9-12 • August 24-27 Hours: 9:00 a.m. to 4:00 p.m. Prerequisite: Basic Practicum Fees: $800

A 2-day, hands-on workshop taught by Ron Davis, which explores specific techniques and approaches developed for students with problems with math, handwriting, and attention deficits.

Advanced Techniques for Math, Handwriting, and Attention Focus Problems:

1998 Course Dates:

March 14-15 • June 13-14 • August 28-29 Hours: 8:30 a.m. to 5:00 p.m. Prerequisite: Basic Practicum Fees: $475

For Information or to Enroll, Call 1-888-999-3324 (Toll Free) or Call 650-692-7141 or Fax 650-692-7075
Enrollment Limited • Classes fill Early • 20% Deposit Required