Dys•lex´ ic Read´ er • •
Vol. 20


Davis Dyslexia Association International

Issue 1 • 2000

A Dyslexic Child Within the Class
– a guide for teachers and parents
by Patricia Hodge roficient reading is an essential tool for learning a large part of the subject matter taught at school. With an ever increasing emphasis on education and literacy, more and more children and adults are needing help in learning to read, spell, express their thoughts on paper and acquire adequate use of grammar. A dyslexic child who finds the acquisition of these literacy skills difficult can also suffer anguish and trauma, particularly when they may be mentally abused within the school environment because they have a learning difficulty. Much can be done

Anthony Balinton with Dorothy Owen at the Reading Research Council, on his graduation day.
(see story page 10)

Davis Learning Strategies Teacher Workshops - Year 2000 Schedule
1-4 9-12 19 - 22 26 - 29 26 - 29

to alleviate this by integrating the child into the class environment (which is predominantly a learning environment) where he/she can feel comfortable and develop confidence and self esteem. Class teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort. These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. It is a class teacher’s responsibility to provide an atmosphere conducive to learning for ALL pupils within their class.
Continued on page 3

Basel, Switzerland Hamburg, Germany Richmond, Virginia Des Moines, Iowa Burlingame, California Bedford, Texas Bellingham, Washington Basel, Switerzland

Sharon Pfeiffer and Bonny Beuret Sharon Pfeiffer and Sonja Heinrich Elizabeth Davis Mary Kay Frasier Sharon Pfeiffer Sharon Pfeiffer Marlene Easley Bonnie Beuret

In This Issue
News & Feature Articles:
A Dyslexic Child Within the Class . . . . . . .1 Year 2000 Teacher Workshop Schedule . .1 Can You Hear Your Child’s Cry? . . . . . . . .2 My Reading Buddy . . . . . . . . . . . . . . . . . . .4 Success Story . . . . . . . . . . . . . . . . . . . . . . .5 News from Dyslexia, the Gift Website . . . .7 My Boss is About to Guess . . . . . . . . . . .10 Grate? Graet? Great News . . . . . . . . . . . .10

11 - 14 July


18 - 21 Call 1-888-805-7216 toll-free or email for a brochure, costs and further details. u

Regular Features:
Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Review . . . . . . . . . . . . . . . . . . . . .4 & 5 Newly Licensed Facilitators . . . . . . . . . . . .8 Davis Providers . . . . . . . . . . . . . . . . . . . . .11




Can You Hear Your Child's Cry?
The house is so quiet the time draws near Soon he'll be home to shed some more tears He comes home from school with tears in his eyes You ask him what's wrong He continues to cry He gets out his book and opens the page The look on his face turns to sorrow and rage He says, "This is too hard". "I'm stupid, I know." "the other kids can do it" "But, I'm just too slow" The teacher tells me that I just don't care She says "if you’re not going to try, then why are you here"? Then the call comes The school’s on the line Your son has a problem He's falling behind You go to the school They say "He can't stay on task" This class is too hard You must send him back Back he goes one more grade This isn't helping a mistake has been made When he's finally tested the fact becomes known The child is Dyslexic He's not just slow So if your child has a problem and you don't know why I'm asking you now Can you hear your child's cry? - Bonnie Seiser West Fork, AR

Don’t miss Alex’s latest adventures each week at:

Created by: Adrienne Kleid, 10 yrs. old. Adrienne attended a Davis Dyslexia Correction Program in the Spring of 1999. Since then, she has mastered 112 words and has completed 2 years progress in reading in 1 year. Adrienne’s collage is now framed in the Reading Research Council for display.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Michele Plevin. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: INTERNET: The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery® , Davis Orientation Counseling® are registered trademarks of Ronald D. Davis. Copyright © 2000 by DDAI, unless otherwise noted. All rights reserved.



In The Class
continued from page 1

Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a child’s behavior can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value.

Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher. Examples of poor auditory short term memory can be a difficulty in remembering the sounds in spoken words long enough to match these, in sequence, with letters for spelling. Often children with poor auditory short term memory cannot remember even a short list of instructions. u

Patricia Lynn Hodge lives in Oman, and is a teacher and parent of a dyslexic child, who holds a Diploma in teaching ‘Specific Learning Difficulties/Dyslexia' using traditional methods. She is currently studying to become a Davis Facilitator through DDA-France. Pat has brought Davis methods to her local school system, where she has worked with several students, and continues to work with other teachers to assess her students and document the rates of progress with Davis methods.

The following items should provide useful guidelines for teachers and parents to follow and support: In the class:
· Of value to all children in the class is an outline of what is going to be taught in the lesson, ending the lesson with a resume of what has been taught. In this way information is more likely to go from short term memory to long term memory. · When homework is set, it is important to check that the child correctly writes down exactly what is required. Try to ensure that the appropriate worksheets and books are with the child to take home. · In the front of the pupils’ homework book get them to write down the telephone numbers of a couple of friends. Then, if there is any doubt over homework, they can ring up and check, rather than worry or spend time doing the wrong work. · Make sure that messages and day to day classroom activities are written down, and never sent verbally. i.e. music, P. E. swimming etc. · Make a daily check list for the pupil to refer to each evening. Encourage a daily routine to help develop the child’s own self-reliance and responsibilities. · Encourage good organizational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion. · Break tasks down into small easily remembered pieces of information. · If visual memory is poor, copying must be kept to a minimum. Notes or handouts are far more useful. · Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate.

Copying from the blackboard:
· Use different color chalks for each line if there is a lot of written information on the board, or underline every second line with a different colored chalk. · Ensure that the writing is well spaced. · Leave the writing on the blackboard long enough to ensure the child doesn’t rush, or that the work is not erased from the board before the child has finished copying.

· A structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading. · Don’t ask pupils to read a book at a level beyond their current skills, this will instantly demotivate them. Motivation is far better when demands are not too high, and the child can actually enjoy the book. If he has to labor over every word he will forget the meaning of what he is reading. · Save the dyslexic child the ordeal of having to ‘read aloud in class’. Reserve this for a quiet time with the class teacher. Alternatively, perhaps give the child advanced time to read pre-selected reading material, to be practiced at home the day before. This will help ensure that the child is seen to be able to read out loud, along with other children · Real books should also be available for paired reading with an adult, which will often generate enthusiasm for books. Story tapes can be of great benefit for the enjoyment and enhancement of vocabulary. No child should be denied the pleasure of gaining access to the meaning of print even if he cannot decode it fully. · Remember reading should be fun.
Continued on page 6



BOOK REVIEW by Mary R. Johnson
“Thinking in Pictures and Other Reports from My life with Autism”
By Temple Grandin, Doubleday, 1995. After attending the Fundamentals of Davis Dyslexia Correction Workshop in April 1999 in New Jersey, I have been very interested in how our mind works in order to learn language and how we learn to read. I came across the book Thinking in Pictures in our public library and found it helpful in better understanding the important concept of children with dyslexia thinking in pictures rather than words. It also helped me to see again, the real importance of Ron’s idea of making the clay models representing words by using Symbol Mastery Procedures. Grandin states that she thinks in pictures and that words are like a second language to her. She translates both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in her head. In her section on “Processing Nonvisual Information”, Grandin explains that “autistics have problems learning things that cannot be thought about in pictures. The easiest words for an autistic child to learn are nouns, because they directly relate to pictures.” (p.29) “Spatial words such as ‘over’ and ‘under’ had no meaning for me until I had a visual image to fix them in my memory.” This goes along with understanding the difficulty in mastering some of the key trigger words for disorientation and the importance of Symbol Mastery. Grandin refers to others with autism and includes many references and excellent resources for learning more about autism. I would highly recommend this book for all that are interested in helping others learn how to read. u Mary R. Johnson has a Master of Arts in Special Education and is a teacher of children with visual impairments in Fairfax County Public Schools, Virginia.

My Reading Buddy
By Elise Bergerson

very day after recess it’s time for reading buddies. This is when my class goes and reads for 40 minutes with younger kids. I walk to a different classroom with about 8 other classmates. We have different reading buddies. They are autistic. Now it’s hard to label them simply ‘autistic’ because they are all different. I slowly walk down the hall with my buddy. I am holding her hand, guiding her to the right class as she looks up at the ceiling, down at the floor, and side to side. As I’m doing this I look at the other kids. Some of them are just like my buddy. Some of the kids walk faster, slower, louder, softer. Some are more affectionate and alert, some less. We come to the classroom. We start by her reading the title of the book. Then we read. She has her good days when she is attentive and


reads well, and her bad days when you have to keep repeating the same commands: “Hands down, look at the book.” But then I smile to show her not to be afraid or shy away. She has body movements: shaking her hands, scratching her back, etc. Sometimes it’s hard, but it’s a learning experience. I have the teachers of this class to help me but I don’t know if they notice the small things I do, like Chris’ high-functioning autism, or Anthony’s hyperlexic autism. Sadly not many know much about this mental oddity. Many label it simple retardation but I see it as a gift. Like so many are. u

We worry about what a child will be tomorrow, yet we forget that he or she is someone today. - Stacia Tausher It’s not that I’m so smart, it’s just that I stay with problems longer. - Albert Einstein Things should be made as simple as possible, but not any simpler. - Albert Einstein

Elise Bergerson is a 6th grade student in Pacifica, California. She hopes to become a clinical psychologist and children’s author when she grows up.



BOOK REVIEW by Abigail Marshal
“No More Ritalin: Treating ADHD Without Drugs”
By Dr. Mary Ann Block, 1996.

This book is simple, nononsense guide to a variety of treatments for Attention Deficit problems that do not involve prescription drugs. Because of its compact size and meticulous footnotes, it is useful as a quick reference as well as providing a strong argument against quick ‘diagnosis’ and drug therapy for children exhibiting behavior and attention focus problems. Author Mary Ann Block is a parent of a child who suffered greatly due to an ever-changing regimen of drug therapy for urinary tract problems. Her personal experiences led her to become skeptical of the medical profession, and to pursue a degree as a doctor of Osteopathy. An interesting subtext to this book is the author’s personal account of how circumstances forced her to

overcome her own bias against osteopathic medicine. The book provides a detailed overview of the kinds of medications commonly prescribed for ADD/ADHD, including side-effects and the reasons these drugs may be prescribed. It also explores several other common conditions that give rise to ADD- like symptoms, including low blood sugar (hypoglycemia), food sensitivities, vitamin deficiencies, and learning differences. The book is particularly helpful because it explains why physicians may fail to consider or diagnose easily-rectified problems like food reactions, and lists corresponding symptoms in a way that will allow parents to take their own initiative in work with him at home. He used to tell me he wished the teachers treated he and his friends that way. One week a teacher called me in and said that David had his heart set on being in special forces in the military and that he set his goals too high. He said I needed to get him more realistic. After I peeled him off the wall, I informed the teacher that I better never hear of him telling these very special human beings to lower their standards. We moved to New Jersey shortly after and I found

exploring these difficulties. The author explains the difference between a food allergy and sensitivity, and how to properly evaluate food sensitivities through elimination diets. I would highly recommend this book to anyone looking to help a child with possible ADD/ADHD, and I consider it to be a ‘must-read’ for any parent considering Ritalin or other medications. The author presents some very alarming facts about these drugs, all backed up by published research in reputable journals. Fortunately, the book also presents several practical and often highly effective alternatives to explore before resorting to psycho-active medication. u

Success Story
By J.B. Suhr

y son had terrible problems in school. As a single mom I spent a lot of money getting him tested and for special tutoring. I knew he was brilliant, but the teachers called him lazy and stupid. I was told by one principal that I was overprotective.


Charlotte Foster who spent a week with David using the Davis program. He improved significantly. The rest is history as they say. Long story short, my son is now a team leader in the special forces for the Marines and is studying to be a medic. He just informed me he plans to finish college and perhaps become an orthopedic surgeon. He still wants me to start a foundation to help kids like him and some day I plan to do just that. u

He hated to go to school and became physically ill when test time came around. I took many classes myself and did research into brain studies so I could



Newly Licensed Davis Facilitators
Congratulations and Welcome to our growing international family of Davis Program providers!
Lydia Rogowski is a trained nurse and mid-wife who also practices as a Touch and Reiki therapist. She decided to become a Facilitator in 1997 after finding her own dyslexic problems were greatly helped by going through a Davis program. Reeboklaan 32, 5704 DT Helmond, Holland. +31 (0492) 51 31 69. Käthi Kamm has a dyslexic son who has made great progress after doing a Davis program. After 20 years of being a Veterinarian, Kathi has decided to change professions and become a Davis program provider. She plans on opening her own practice in Urdorf near Zürich located in the valley where she grew up. Niederweg 8, 8907 Wettswil a/A, Switzerland. +41 (01) 700 16 33. Consuelo Lang is a Primary school teacher and mother of two children, with vast experience as a voluntary worker in education and social services. She and her partner have opened a center in the Swiss-Italian region, Ticino, where no similar service is available. Centro per la Dislessia, via Bellinzona, CH6533 Lumino, Switzerland. +41 (091) 829 0536. Vicky Brignoli is of Dutch origin but is now living in the Italian part of Switzerland. She and Consuelo Lang have opened a center in the SwissItalian region. She is an Analyst and mother of two and is currently active in regional social work. Centro per la Dislessia, via Bellinzona, CH-6533 Lumino, Switzerland. +41 (091) 829 0536. Nic Carter has a degree in Special Needs and Naturopathy. He has worked with disabled and autistic children for the past four years. Nic is the clinical head of Syntonics Institute in Basel and his enthusiasm towards the Davis Methods grows continually. He is the father of two boys and has his own practice where he treats children and adults with the principles of anthroposophic medicine. Syntonics Institute, Freie Strasse 81, CH-4001 Basel, Switzerland. +41 (061) 272 24 00. Yvette Wyer is a special needs teacher affiliated with several schools in the canton of Valais. Blattenstrasse 9, CH-3904 Naters, Switzerland. +41 (027) 923 70 77. Erika Kühni is a Secondary school teacher. After further studies in psychology and therapeutic pedagogy she has been working with children and juveniles, suffering from language problems for many years. Bienenstr. 43, CH-4104 Oberwil, Switzerland +41 (061) 401 28 75. Monique Ubachs has 18 years of experience teaching French and English. She is currently on sabbatical from teaching to establish her private practice offering the Davis Progam and the Ojemann Picture-Thinking assessment methods. Marspoortstraat 4, NL7201 JB Zutphen, Nederland. +31 (0575) 54 16 25. Hector Linares Flores is originally from El Salvador where he graduated from the Universidad Francisco Gavidia and earned his degree in Psychology in 1998. For the past four years he has worked as a teacher at the Colegio Maya de El Salvador. La Puerta de las Letras, Privada Fuentes #110, Colonia Santa Engracia, Garza Garcia, Nuevo Leon, Mexico. +52 (08) 335 94 35. Karla Tapia has been working at La Puerta de las Letras in Monterrey, Mexico since 1997. She graduated from the University of Monterrey where she earned a degree in Psychology. Karla plans to continue working at “La Puerta” as a Facilitator. Privada Fuentes #110, Colonia Santa Engracia, Garza Garcia, Nuevo Leon, Mexico. +52 (08) 335 94 35. Maya Merkli has 20 years experience as a kindergarten teacher. In her years of teaching she has come across many children with severe difficulties in school. A year ago she noticed the progress a child of a friend made after attending a Davis Program and became very interested in the Davis Methods. Maya plans to work as a Facilitator in the Canton of Zurich either on her own or in a small team with other Facilitators. Gottlieb Binderstr. 17, CH-8802 Kilchberg, Switzerland. +41 (01) 715 25 39. Vreny Schällibaum is a teacher and also a dyslexia therapist. She works in association with schools in the canton of St. Gallen. Bleikenstr. 20, CH-9630 Wattwil, Switzerland. +41 (071) 988 3025. Brigitte Zimmermann is a kindergarten teacher, a member of the local school inspectorate, and mother of a dyslexic child. She plans to work intensively with dyslexics and also introduce the Davis methods to the schools in her community. Auf der Hürnen 69, 8706 CH-Meilen (ZH), Switzerland. +41 (01) 923 70 17. Rebecca Luera has a Masters in Education with an emphasis in Language Arts. Her post-graduate work has centered on the gifted learner. She has been a classroom teacher in both public and private schools for 17 years. Both her son and daughter are dyslexic and were the inspiration for becoming a Davis Facilitator. Dyslexia Mastery, 4503 281st Place S.E., Fall City, WA 98024. (800) 8189056. Carol F. Stromberg decided to become a Davis Facilitator after two of her six children read The Gift of Dyslexia and said it described how their minds worked. As a Registered Nurse she finds it very gratifying to see the positive results the Davis Methods have on people of all ages. Carol works out of her home in a high mountain valley in Western Colorado and would consider traveling to other areas. 6 R’s Correction, 58308 PE Road, Collbran, CO 81624. (970) 487-0228. Anna Zawidowski was born and educated in Israel, learning pedagogics for children with special needs. She has lived and worked in Germany since 1978, and has been a practitioner of natural medicine since 1996 specializing in childhood problems. Anna speaks German, Hebrew and English. Krautgartenstr. 26 85232 Feldgeding bei Munchen. +49 (08131) 85 303. Louise Huijgens is a learning disability specialist with her own private practice. Isabellaland 1868, NL-2591 ES Den Haag, Nederland. +31 (070) 38 348 53.

Aleta L. Clark enrolled in the Davis Facilitator Training after reading The Gift of Dyslexia. She has been excited ever since and longs to bring the program to others. Aleta intends to practice in Auburn, Washington with fellow new Facilitator, Marilyn Anderson. Dyslexia Correction Center of Washington, 1609 S. Central, Suite R, Kent, WA 98032. (253) 854-9377 or (888) 894-3354. Gerry Grant majored in Psychology and has experience as a volunteer in literacy programs. It was this experience that led him to search for a more efficient method to help people with reading problems. In his spare time he likes to coach baseball and basketball. Gerry provides Davis programs to people throughout Ontario. Dyslexia Solutions Canada, Ltd., 114 Dundas Street East, Princeton, Ontario, Canada, N0J 1V0. (800) 981-6433. Helena Strohbach is a highly experienced teacher working in the canton of Zurich. Tiefenbrunnenstr. 5, CH-8630 Rüti, Switzerland. +41 (055) 240 21 67. Marilyn Anderson is a mother of 7 children and has 9 grandchildren. She has a background in teaching and counseling. She has worked as an Administrative Assistant, a nutritional counselor and is certified in Rapid Eye Technology. She was instrumental in organizing the Benjamin Franklin Academy, a cooperative home-school organization in Washington State and has home-schooled one of her own children. Dyslexia Correction Center of Washington. P.O. Box 1091, Auburn, WA 98071. (253) 854-9377 or (888) 894-3354. Nancy Cimprich decided to become a Davis Facilitator after helping her 7 year old daughter, Amy, achieve dramatic results with the Davis Methods. Previously, Nancy designed and taught Technology curriculum and certification programs to adults in corporations. “Helping dyslexics children and adults to reach their full potential has enriched my life and brought me great joy.” Creative Learning Systems, 378 Route 40, P.O. Box 613, Elmer, NJ 08318. (856) 358-3102. Andrea Fleckenstein was trained as Architectural Engineer. She also has experience in social work with children and adult counseling. She is one of the mothers featured on the Dyslexia–The Gift video. Wartebergstr. 10, D-37213 Witzenhausen, Germany. +49 (05542) 91 16 07. Denise Gabriel has been on staff at the Syntonics Institute in Switzerland for over two years. She is a licensed Primary School teacher, with several years experience in the classroom. She is currently studying Social Psychology. Syntonics Institute, Munsterberg 1, CH-4001 Basel, Switzerland. +41 (061) 272 77 88. Ruth Ann Youngberg is a certified teacher with a Masters in Family Relations. She has taught all ages from 3 years to adult. She enjoys helping dyslexics realize their gifts and minimize the problems connected to it. She is the mother of six and has enjoyed working with them, as well as others to help them reach their maximum potential. Dyslexia Mastered, 1129 Sudden Valley, Bellingham, WA 98226. (360) 671-9858. Katharina Grenacher works with children in a Rudolf Steiner school in the canton of Graubünden. Plaz 42, CH-7554 Sent, Switzerland. +41 (081) 864 01 88.

Susanna Tarolli is a part-time teacher at a public school and plans to offer the Davis Methods in the area of dyslexia and dyscalculia in her own practice. “As a teacher and dyslexia therapist with many years of experience I have been looking for such an extensive method for a long time. These positive experiences and the creative aspect have convinced me to use and help spread the Davis Method with joy and enthusiasm” Brunnenstr. 7, CH-9450 Altstätten, Switzerland. +41 (071) 755 11 54. D’vorah Hoffman has been teaching sculpture for over 25 years to adults and children with an emphasis on self-esteem and personal creativity. She studied Art Therapy while completing a degree at the Ontario College of Art and Design. “I decided to become a Davis Facilitator after my son’s life was changed by a Davis Program. I now see similar results with my clients and am thrilled to be a part of such important work.” Living Hands Learning Centre, 98 Laurelcrest Avenue, Toronto, Ontario, M3H 2B3 Canada . (416) 398-6779. Gesa Heidsieck is a trained Social Paedagogic and has counseling experience in different institutions, working with families and children as well as teenagers. One of her special interests is the Systems approach to family therapy. Convenstr. 14, 22089 Hamburg, Germany. +49 (040) 251 786 22 Judith Holzapfel is fluent in Dutch and German. She plans to provide individual Davis programs and also help get Davis methods known and used in schools. Steenstraat 25, NL3572 SW Utrecht, Nederlands. +31 (030) 271 28 14. Maria McLoughlin was educated in Ireland. She worked for a television company designing live on-screen graphics before joining Hilary Farmer & Associates in 1999. “I trained to be a Facilitator after I undertook the Davis Program with Hilary. That week changed my life. At last the search for understanding and help was over. Here was someone at last speaking my language. I want to continue to provide dyslexics with the tools to improve the quality of their lives. I also want to bring the Davis Methods into Ireland.” Hilary Farmer & Associates, 20/21 Market Place, Abingdon, Oxfordshire OX14 3HA, United Kingdom. +44 (01235) 53 61 11

The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. For information about training or a full directory of Davis providers, see, or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

Most people are more than willing to help if asked; yet none are willing to help if told. - Daniel Willemin



In The Class
continued from page 6

· Many of the normal classroom techniques used to teach spellings do not help the dyslexic child. All pupils in the class can benefit from structured and systematic exposure to rules and patterns that underpin a language. · Spelling rules can be given to the whole class. Words for class spelling tests are often topic based rather than grouped for structure. If there are one or two dyslexics in the class, a short list of structurebased words for their weekly spelling test, will be far more helpful than random words. Three or four irregular words can be included each week. Eventually this should be seen to improve their free-writing skills. · All children should be encouraged to proof read, which can be useful for initial correction of spellings. Dyslexics seem to be unable to correct their spellings spontaneously as they write, but they can be trained to look out for errors that are particular to them. · Remember, poor spelling is not an indication of low intelligence.

have special difficulties with aspects of maths that require many steps or place a heavy load on the short-term memory, e.g. long division or algebra. · The value of learning the skills of estimation cannot be too strongly stressed for the dyslexic child. Use and encourage the use of estimation. The child should be taught to form the habit of checking his answers against the question when he has finished the calculation, i.e. is the answer possible, sensible or ludicrous? · When using mental arithmetic, allow the dyslexic child to jot down the key number and the appropriate mathematical sign from the question. · Encourage pupils to verbalize and to talk their way through each step of the problem. Many children find this very helpful. · Teach the pupil how to use the times table square and encourage him to say his workings out as he uses it. · Encourage a dyslexic child to use a calculator. Make sure he fully understands how to use it. Ensure that he has been taught to estimate to check his calculations. This is a way of ‘proof reading’ what he does. · Put key words on a card index system or on the inside cover of the pupils maths book so it can be used for reference and revision. · Rehearse mathematical vocabulary constantly, using multi sensory/kinesthetic methods. · Put the decimal point in red ink. It helps visual perception with the dyslexic child.

is most helpful to children with dyslexic problems. Encourage the children to study their writing and be self-critical. Get them to decide for themselves where faults lie and what improvements can be made, so that no resentment is built up at yet another person complaining about their written work. · Discuss the advantages of good handwriting and the goals to be achieved with the class. Analyze common faults in writing, by writing a few well chosen words on the board for class comment. · Make sure a small reference chart is available to serve as a constant reminder for the cursive script in upper and lower case. · If handwriting practice is needed, it is essential to use words that present no problem to the dyslexic child in terms of meaning or spelling. · Improvement in handwriting skills can improve self confidence, which in turn reflects favorably throughout a pupil’s work.

Marking of work:
· Credit for effort as well as achievement are both essential. This gives the pupil a better chance of getting a balanced mark. Creative writing should be marked on content. · Spelling mistakes pinpointed should be those appropriate to the child’s level of spelling. Marking should be done in pencil and have positive comments. · Try not to use red pens to mark the dyslexic child’s work. There’s nothing more disheartening for the child than to have work returned covered in red ink, when they’ve inevitably tried harder than their peers to produce the work. · Only ask a pupil to rewrite a piece of work that is going to be displayed. Rewriting pages for no reason at all is soul destroying as

· Maths has its own language, and this can be the root of many problems. While some dyslexic students are good at maths, it has been estimated that around 90% of dyslexic children have problems in at least some areas of maths. General mathematical terminology words need to be clearly understood before they can be used in calculations, e.g. add, plus, sum of, increase and total, all describe a single mathematical process. Other related difficulties could be with visual/perceptual skills, directional confusion, sequencing, word skills and memory. Dyslexic students may

· Reasons for poor handwriting at any age can be poor motor control, tension, badly formed letters, speed, etc. A cursive joined style



In The Class
continued from page 8

· Audio tapes for recording lessons that can then be written up at a later stage. · Written record of the pupil’s verbal account, or voice activated software can be used. · More time should be allocated for completion of work because of the extra time a dyslexic child needs for reading, planning, rewriting and proofreading their work. · For a dyslexic child the feeling of being ‘different’ can be acute when faced with the obvious and very important need of ‘specialist’ help for his literacy and possibly mathematical skills. Some specialist methods can be incorporated into the classroom so all children can benefit from them, thus reducing the feeling of ‘difference’.

dreadful sense of failure which is so insidious. · Class teachers dealing with dyslexic children need to be flexible in their approach, so that they can, as far as possible, find a method that suits the pupil, rather than expecting that all pupils will learn in the same way. · Above all, there must be an understanding from all who teach them, that they may have many talents and skills. Their abilities must not be measured purely on the basis of their difficulties in acquiring literacy skills. · Dyslexic children, like all children, thrive on challenges and success.

usually much effort will have already been put into the original piece of work.

· By the end of a school day a dyslexic child is generally more tired than his peers because everything requires more thought, tasks take longer and nothing comes easily. More errors are likely to be made. Only set homework that will be of real benefit to the child. · In allocating homework and exercises that may be a little different or less demanding, it is important to use tact. Self-esteem is rapidly undermined if a teacher is underlining the differences between those with difficulties and their peers. However, it should also be remembered that far more effort may be needed for a dyslexic child to complete the assignment than for their peers. · Set a limit on time spent on homework, as often a dyslexic child will take a lot longer to produce the same work that another child with good literacy skills may produce easily.

· In order to be able to teach, as far as possible, according to each child’s educational needs, it is essential to see him or her as a whole person, complete with individual strengths and weaknesses. · An understanding of the pupil’s specific difficulties, and how they may affect the student’s classroom performance, can enable the teacher to adopt teaching methods and strategies to help the dyslexic child to be successfully integrated into the classroom environment. · Dyslexics have many strengths: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age. To do this we have to let go of outmoded viewpoints that a dyslexic child must first fail, in order to be identified. · These are the children of our future and they have a right to help and support before they develop the

News from Dyslexia, the Gift Website
New look for the Dyslexia Bulletin Board & On Line Chat The Dyslexia Bulletin Board at the Dyslexia, the Gift web site has recently been moved to its own server, and given a new name: Dyslexia Talk. It can be accessed directly at as well as through the regular website at Under the “Dyslexic’s Network” topic, due to popular demand, we have added live chat capabilities. Visitors are encouraged to schedule their own preferred times for chat, and to post those times on the chat schedule at our board. New at the Dyslexia Library: The Dyslexia Library now features a “Best of the Web” section containing featured artlicles and resources from other websites. The articles are presented in a framed gallery format that allows visitors to easily view the articles without leaving the web site. We thank, Dyslexia Parents Magazine, Wrightslaw, the Gifted Development Center, and the Reading and Language Arts Centers for helping us to build this new resource. The dyslexia library is at:

· A dyslexic child’s ability to write down thoughts and ideas will be quite different from the level of information the child can give verbally. For successful integration, the pupil must be able to demonstrate to the teacher that he knows the information and where he is in each subject. Be prepared to accept verbal descriptions as an alternative to written descriptions if appropriate. · Alternative ways of recording should be looked at, such as : · The use of computers for word processing.



Uh oh...I think my boss is about to ‘guess’
From the Davis Dyslexia Discussion Board: Dyslexic’s Network: Chat - Sharing - Support By duck’n’dive on Monday, February 7, 2000: I have ducked and dived for nearly three years, but I think my boss is about to guess I am dyslexic. I work hard and I am good at my job and I never let him down. I was only diagnosed a year ago. I have my computer set up so well that no one would guess. But I think he has, and I am just waiting for the confrontation. He is a nice guy, but I am just not sure how it will go and I am very scared. Anyone have any ideas of what I might say to make it ok? By Danwill on Wednesday, February 9, 2000: Duck’n dive, In a word Educate! You say your boss is a nice person. I hope that he is smart as well. There is no reason to fear disclosure as long as you educate you employer as to the strengths you (and other dyslexics) have. The biggest problem is ignorance about dyslexia. People only hear of the disability associated with dyslexia. They have no concept of the abnormal strengths most dyslexics have. You may need to educate yourself also. I have found that even trained doctors and psychologists rarely focus on strengths, only the areas of problems. Researchers are usually trying to find the source of a problem. Even symptom lists usually focus only on areas of deficiencies. Have faith in your self! You sound exactly like the kind of employee every boss wants. You are good at your job, you work hard, and you never let your boss down! What more could an employer want? In managing a successful work group, it is of the utmost importance to first have a diversified work group. Second is to make sure that these people are in position to use their strengths to complement each other. You may find that you will be able to do less of the work that you find difficult and more tasks you like if your boss knows more about your strengths as well as your weaknesses. There is a lot of positive information about dyslexia on this site. I will also add some links to other sites below. There is no reason to duck ‘n dive when you can run with the big dogs! Useful sights: dyslexia/The_Professional_Dyslexic. html person_archive.html By “run with big dogs” on Wednesday, February 9, 2000: Thanks for your encouraging words DW - I will have a look right now at those sites. I am feeling a bit better already. u

Anthony shows his clay representation of a word and a concept.

The best indicator of success for the Davis program is the level of a client's motivation -- and 11-year-old Anthony Balinton was willing to go on national television to get the program for himself. Anthony knew that his mother was not able to pay for the Davis program, so he wrote to talk show host Sally Jessy Raphael for help. Sally arranged for Anthony to meet Davis Specialist Dorothy Owen, on a television segment broadcast in January, 2000, where Dorothy read him a personal letter from Ron Davis. A few weeks later, Anthony became a proud graduate of the Davis program! u

- Did I get your attention?
At last - Davis Facilitator Training will be available in Canada. This summer - The Fundamentals of Davis Dyslexia Correction® will be taught by Ronald D. Davis and Charlotte Foster - in Vancouver August 28-31, 2000. This four day Workshop provides an introduction to the basic theories, principles and applications of all the procedures described in "The Gift of Dyslexia". This is the early stage of my intention to establish Davis Dyslexia Association CANADA - to promote awareness of what dyslexia really is, to increase knowledge for parents, tutors, teachers, the teachers of teachers - thereby creating respect, recognition and support of a different learning style. There is a need to reduce the anger, frustration and pain experienced by dyslexics in learning and life situations. One day I hope that Davis Learning Strategies™ will be available in all schools, public and private alike - and that the Correction Programs will be available to all. u

Sue Hall
+1 (604) 921-1084 (Phone & Fax) Email:



Davis Dyslexia Correction ® Providers
The Davis Dyslexia Correction program is now available from more than 100 Facilitators around the world. A full print directory is available on request from DDAI, by calling (888) 805-7216 [Toll Free] or (650) 692-7141 or at United States
John Mertz, Arizona Dyslexia Correction Center Telephone: (877)219-0613 (Tucson)

New Mexico:
Annie Johnson-Goodwin, Dyslexia Resource Telephone: (505)982-9843 (Santa Fe)

Ron Davis • Alice Davis • Dr. Fatima Ali, Ph.D. Brian Grimes • Sharon Pfeiffer Reading Research Council Dyslexia Correction Telephone: (800)729-8990/(650)692-8990 (Burlingame) Janalee E. Beals, M.S. Ed., The Dyslexia Mentor Telephone: (877)439-7539 (Palm Springs) Richard A. Harmel, Solutions for Dyslexia Telephone: (310)823-8900 (Marina Del Rey) Dwight E. Underhill Telephone: (510)559-7869 (El Cerrito)

New York:
Carla Niessen Telephone: (914)883-5766

Kellie Brown, B.S., & Maile Kampfhenkel Dyslexia Correction Partners of Texas Telephone: (877)230-2622 (Ft. Worth) Julia Garcia, Hidden Genius Learning Solutions Telephone: (877)678-8773 (The Colony) Dorothy Owen, DFW Dyslexia Correction Telephone: (888)331-4902/(817)498-8871 (Bedford)

Elizabeth Davis, Virginia Center for Dyslexia Telephone: (804)358-6153 (Richmond)

Terry Cimino Telephone: (303)850-7668 (Littleton) Carol Faye Stromberg, 6 R’s Correction Telephone: (800)290-7605/(970)487-0228 (Colbran)

Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of Washington Telephone: (253)854-9377 or (888)894-3354 (Auburn) Marlene Easley, Dyslexia Unlearned Telephone: (360)714-9619 (Bellingham) Rebecca Luera, Dyslexia Mastery Telephone: (800)818-9056 (Fall City) Renie Smith, Meadowbrook Education Services Telephone: (800)371-6028/(509)443-1732 (Spokane) Ruth Ann Youngberg, Dyslexia Mastered Telephone: (360)671-9858 (Bellingham)

Florida :
Alice J. Pratt, Dyslexia Plus Telephone: (904)389-9251 (Jacksonville)

Bill Allen,"THE" Dyslexia Coach Telephone: (770)594-1770 (Atlanta)

Myrna Burkholder, Michiana Dyslexia Correction Center Telephone: (219)533-7455 (Goshen)

Mary Kay Frasier, Innovative Learning Professionals Telephone: (515)270-0280 (Des Moines)

Cyndi Deneson, New Hope Learning Centers, Inc. Telephone: (888)890-5380 /(414)774-4586 (Milwaukee)

Ann Minkel, Michigan Dyslexia Resources Telephone: (877)347-9467 (Six Lakes) Dean Schalow & Sandy Schalow, Tri-Point Telephone: (800)794-3060/(231)929-4516 (Traverse City)

Sue Hall, Positive Dyslexia Telephone: (604)921-1084 (West Vancouver) D’vorah Hoffman, Living Hands Learning Centre Telephone: (416)398-6779 (Toronto, Ontario) Gerry Grant, Dyslexia Solutions Canada, Ltd. Telephone: (800)981-6433 (Princeton, Ontario) Wayman E. (Wes) Sole, Dyslexia Help Telephone: (519)472-1255 (London, Ontario)
Names of providers in Germany, Switzerland, the Netherlands, the U.K., and Mexico, can be obtained from the DDA offices in those countries. [See listings on back cover]

New Jersey:
Charlotte Foster, Multivariant Learning Systems Telephone: (908)766-5399 (Basking Ridge) Nancy Cimprich, Creative Learning Systems Telephone: (856)358-3102 (Elmer)


~ Dys•lex´ ic Read´ er • •


1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. This is the first step in Davis Facilitator training. Attendance is limited to ensure the highest quality of training. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia” and establish a symptoms profile. • How to help dyslexics eliminate perceptual disorientation and focus their attention. • Special techniques (not in the book) for working with ADD (attention deficit disorder) symptoms • How to incorporate and use proven methods for reducing confusion and mistakes in a classroom, home schooling, tutoring or therapeutic setting. • How to structure a Davis Dyslexia Correction Program
DDA-CH Munsterberg 1 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: DDA-France 33 Boulevard Bernadotte F-78230 Le Pecq/Seine FRANCE Tel/Fax: +33 (01) 39 76 69 09 E-mail: DDA- México Privada Fuentes #110, esq. con Ricardo Margaín Colonia Santa Engracia Garza García - Monterrey, 66220 Nuevo León MÉXICO Tel/Fax: +52 (08) 335 9435 or +52 (08) 356-8389 E-mail:

2000 International Schedule
Switzerland Texas California Minnesota British Columbia UK New Jersey Basel Dallas/Ft. Worth Burlingame Minneapolis Vancouver Winchester Morris/Somerset County Area May 18-21 June 14-17 July 11-14 July 19-22 Aug 28-31 Oct 19-22 Oct 23-26

U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:30 Daily (Lunch break 12:00-1:30)

U.S. Fees and Discounts
• $975 per person plus $75 materials fee • $925 for DDAI members or groups of two or more plus $75 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, Symbol Mastery Kit, and post-workshop consultation • Academic units available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: DDA-UK Lin Seward P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 E-mail: DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail:

For a full description of the Davis Facilitator Certification Program, ask for our booklet.

Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit