Dys•lex´ ic Read´ er • •
Vol. 21


Davis Dyslexia Association International

Issue 2 • 2000

A Quest to Understand Dyslexia as a Gifted Education Teacher
by Rebecca K.T. Anderson, MS This is the Part One of Mrs. Anderson's quest to understand dyslexia and was excerpted from her research paper for her Graduate Seminar. Part Two, her quest as a parent, will appear in Volume 22 of The Dyslexic Reader.

ccording to Webster (1976), "research" means an investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws. I truly have experienced the definition of research through this paper. I have discovered,


interpreted, revised, accepted, experimented, and applied many of the strategies and theories I have read. Each time I sat to read, write, and/or synthesize information, it was not just a paper or a requirement for my degree, but also my son's educational struggle and the conflict of my neighbor's children who are my students. Originally, this project seemed pretty straight forward to me. I wanted to know more about visualspatial learning styles and share what I learned with other interested teachers. A classroom teacher's position is very demanding. Teachers are expected to be experts. The content, knowledge, and versatility of learning strategies teachers are

expected to address by our society can be overwhelming. But we must find and implement solutions to meet our student's educational needs. We

"The path began to wind and turn in a different direction after reading Davis's book."
must not place the gifted or any other students at risk due to our lack. Our children need teachers who are trained in a variety of strategies, not just large group, teacher centered, verbal sequential strategies. Without a doubt, the most influential discovery I made through this project is reading the book, The
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Davis Presentations in Israel & Singapore
Davis Training for Professionals & Parents Begins in Asia
by Alice Davis

In This Issue
News & Feature Articles:
A Quest to Understand Dyslexia . . . . . . . .1 Davis in Israel & Singapore . . . . . . . . . . . .1 Different Not Deficient . . . . . . . . . . . . . . . .2 What Happened to Kyle . . . . . . . . . . . . . . .4 Interview with Ron Davis . . . . . . . . . . . . . .4 Musically Dyslexic . . . . . . . . . . . . . . . . . . .5

Ron Davis traveled to Singapore in March, 2000 to give a lecture at the Regional English Language Centre sponsored by Chin Phaik Sue and Ewe Phaik Ean of Gifted Minds Dyslexia Correction Services. Since 1999, Phaik Sue has helped several families in Singapore arrange for US Davis Facilitators to travel there and provide Davis programs to their children. As a result of Ron's lecture and the demand expressed for Davis

From left to right, Ewe Phaik Ean, Chin Phaik Sue, Koh Seng Loo, Boyle Chua, Ron Davis, and Mr.& Mrs. C.S. Goh

Regular Features:
Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2 In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Review . . . . . . . . . . . . . . . . . . . . .7 & 9 New Facilitators & Specialists . . . . . . . . . .8 Davis Providers (U.S. & Canada) . . . . . . .11

programs in Singapore, Gifted Minds has agreed to sponsor the Davis Facilitator Training Program for interested professionals and parents throughout Southeast Asia
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Writing Success
by Nancy Cimprich

by Amy Cimprich

Dear Dyslexic Reader, I am a recently licensed Facilitator. I pursued my new career largely because of my daughter Amy, an 8 year old and a 2nd grader. She is a dyslexic who had tremendous improvement in her reading skills because of the Davis program. Now reading above grade level. Recently the principal of Amy's school

contacted me because she was so impressed with Amy's writing skills. Of particular note was an assignment to the entire 2nd grade to write a poem. I read the poem for the first time that day. It brought tears to my eyes to know that her work stands out among the rest, in my estimation, not despite the dyslexia, but because of it. Furthermore, it is an amazing testimony to the Davis Program that when asked what she wants to be when she grows up, Amy will reply, "a writer."

Spring is a flower sprouting from a seed. Spring is a word that is locked in my heart. Spring is my love inside of me. My mom reminds me of spring because she is my love. Spring is my friend, lovely and quiet as can be. Well spring has to go. Spring is my sister, cool and neat. Spring is my life as nice as can be, wonderful and wild as a fox. Spring is going to leave... and that is that. So here is the end.


Different Not Deficient
by Sheila Leigh Youngquist We live in a world that is filled with straight lines, when we better understand curves. We love the sounds of disruptive children, loud music, and creativity that weighs on others nerves. We do not wish to label you, the way you’ve labeled us. We would never label someone who does not see exactly what we see. The way we learn is different than the way of most of you. We would not expect you to go through life learning the way we do. We are not slow, deficient, or below average like everyone’s been told. We are talented, unique individuals, with an extraordinary gift to think dimensionally more bold. If everyone’s mind is different, why are we taught the same? Enhancing one group of individuals learning process and not the others is a shame.

We are taught mostly with textbooks, through reading with our eyes. Equal stimulation through our ears and dimensional instruction is where the secret lies. We do not wish to be segregated or singled out in any way. We long to stay with our peers and learn together, as equals someday. We’ve continued to sit in the back seat of education, while others get to drive. Unable to steer off course, where the traditional learners might feel deprived. As adults we push for a wider margin of thinking, to evolve education towards its best. In a hope to expand the traditional curriculum, not just to serve the recognized majority, but to include all the rest.
Fall 1999 Dedicated to the unrecognized majority. Sheila Youngquist is the mother of Ian Youngquist, who participated in the Davis program at New Hope Learning Centers, Milwaukee, Wisconsin, in January, 2000.

Don’t miss Alex’s latest adventures at:

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 © 1999 by DDAI, unless otherwise noted. All rights reserved.

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and the South Pacific, beginning in November, 2000! For enrollment information, please visit or write to:

Launching the Davis Method in Israel with a Splash!
by Anna Zawidowski

While training to become a Davis Facilitator in Germany, the thought grew in the back of my mind of eventually working with clients in Israel where I had grown up. So I was delighted to discover and make contact with a Facilitator there, Judith Schwarcz. Judith turned out to be an enterprising, vivacious and energetic woman who manages to move heaven and earth to arouse interest in her work. It was her idea, as Chairperson of the English Speaker Resident's Association (ESRA) Support Group For Parents With Children With Learning Disabilities to organise a congress of professionals to inform parents about the various possibilities open to them. Judith's energy and determination motivated friends, relations and even complete strangers to help organise what turned out to be a remarkable event. The days before the event were packed full. At one stage, three of us were answering phones giving information. One important point was translating the necessary material from English into Hebrew with its completely different alphabet and grammatical structure, not an easy task. Judith's organisation was phenomenal. Not even the slightest detail was forgotten. Everything had been thought of and anyone who could contribute was motivated to do so. Remarkably, most of the work was done voluntarily, including providing the beautiful hall and an impressive buffet. At 6.30 pm, on February 22, 2000, when the event opened, we could already tell that the evening was going to be an unqualified success. Over 30 different professionals were

From Left to Right: Anna Zadowski, Dawn Balaga, Judith Schwarcz, Bonny Beuret, Adel Hunger (co-chairperson of ESRA), Patricia Relf (founder of the LD Support Group), Audrey Goodman (co-chairperson of ESRA)

present and naturally DDAI had its own stand at which people could receive general information, have their specific questions answered and purchase The Gift of Dyslexia book and video. The stand was busy from the start to the end. Bonny Beuret, Davis Dyslexia Association director from Switzerland, was our guest lecturer. Parents, many teachers and therapists were queuing up at our booth to receive information and details about the Davis Method. At some point I was informing 10 people at a time, many of whom expressed interest in a Fundamentals Workshop or in the Davis Learning Strategies Teacher's course. The evening was an invigorating and very promising start to the launching of the Davis Method in Israel. The guests of honour that evening were Israeli Deputy Education Minister and his wife, M.K. Shaul

and Nava Yahalom, who stayed for over an hour and expressed enormous interest in the Davis Method. In all, over 1000 people came and Bonny's lecture was delivered to a packed auditorium. There was certainly no room there for the proverbial pin! It is hard to believe that an event of this magnitude had been organised by a handful of dedicated volunteers in the hope to help children to be able to achieve there true potential with the correct intervention and understanding for educators and professionals alike. A big thanks goes to ESRA, Judith, and all the volunteers. Well done! Or as we say in Hebrew, Kol HaKavod! Judith Schwarcz and DDAI plan to publish "The Gift of Dyslexia" in Hebrew sometime in late 2000, and shortly thereafter, offer Davis training programs to professionals and parents in Israel.

Left: Bonny lectures to a packed auditorium. Right: From Left to Right: Raymond and Judith Schwarcz, Knesset Member Nava Yahalom, Israeli Deputy Education Minister M.K. Shaul and his wife, Bonny Beuret, and Etya Chesler.



What Happened to Kyle!
by Cyndi Deneson, Davis Specialist and Director, New Hope Learning Centers, Milwaukee, Wisconsin.

I first met Kyle on May 14, 1997. He was 10 years old and in the 4th grade. I assessed his reading level at a 1.9 grade equivalent. Kyle was on Ritalin for hyperactivity. He informed me that being on Ritalin was like "sitting on a chair...even when I'm out for recess, it's like sitting on a chair." He had a vivid imagination; he could talk non-stop when he was excited about an event he had experienced or a science fiction story he was creating. His favorite subject was science. He liked building things. Kyle was first multiple-teamed at school at the end of 2nd grade. He was placed in the LD program at school and started on Ritalin. At the end of 4th grade, he was assessed again at school. No substantial changes were noted. Kyle's mom brought him to New Hope Learning Centers. The Davis Perceptual Ability Assessment confirmed that Kyle had a dyslexic learning style. The Woodcock Reading Mastery Test

confirmed that Kyle was still reading at a first grade level. Kyle participated in the Davis Dyslexia Correction Program in June, 1997. He was my first client using the Davis methods. The morning I oriented him, we talked about "triggers." (letters, words and symbols that have no meaning and cause confusion or disorientation for the dyslexic reader). He started to look for triggers immediately. One of the first ones he found was a question mark. He pointed at it and said, "What is that? I've never seen one of those before." I explained. He wanted to know why it was used. I told him. He responded, "You mean it's on a page when they want to ask a question?" I said, "Yes." He said, "OK!" From that moment on, it was no longer a trigger. The week had its ups and downs, but by the end of the week Kyle was reading at the 3rd grade level! He was on his way! He was not yet reading at grade level and I thought he still had way too all people. Then the differences in our mental processing of the information would widen the gap. Just because we can both, see and recognize green grass, blue sky, and red flowers, we should not assume that we are seeing or perceiving the same things. But that assumption is prevalent in our society. It is the reason that a dyslexic person cannot tell you, nor would they think to tell you, about the differences in the way they perceive their world. That having been said, we can look at what dyslexics can do that will widen the perception gap even further. The dyslexic has the talent which allows them to use disorientation without effort or conscious control. Disorientation alters or distorts their normal perception. Their perception is being influenced or replaced by their thoughts. Ordinarily people are aware of the difference between what they are thinking and what they are

much anxiety when he read, but he was on his way! His parents were thrilled…so was I. Throughout that summer, I saw Kyle periodically for follow-up work. His mom was working with the reading exercises, Koosh balls, and clay at home even though Kyle was not always very cooperative. His mom related that everyone who did the reading exercises with him saw a
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Interview with Ron Davis
by Sue Spataro, RN, BSN for a "Meet the Author" feature at hsz/davis.htm

How does a person with dyslexia perceive their world? In my opinion, perception, the physical process of bringing information about Ronald D. Davis, the environment author of The Gift into the mental of Dyslexia system, has no real standard. It is true that a "standard human being" has all of the sensory equipment, but there are slight structural differences in the sensory organs. Therefore from the very beginning of the perception process there are going to be differences in

perceiving. During a disorientation they are the same thing. If you consider that what we perceive is what we accept as reality, during a disorientation we are experiencing our thinking as reality. If a person is watching a movie, a non-dyslexic would only be entertained by what they are seeing and hearing, while the dyslexic could actually be experiencing the action. It is because disorientation erases the difference between thought and reality that this happens. When you see a person "daydreaming" this is what they are doing., they are not experiencing the reality of the environment, they are experiencing a reality of their own creation. Most people who do not daydream would discount its value, because they are unaware that this is creativity in its most basic form. Albert Einstein said that the answer to his dilemma on general relativity came to him in a daydream that
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Musically Dyslexic
by Geoffrey Keith Originally posted to theDavis Dyslexia Discussion Board: Dyslexic's Network: Chat Sharing - Support on March 27, 2000. The Dyslexic Reader thanks Mr. Keith for his generous contributions to our newsletter and the DDAI Discussion Board. We look forward to publishing more of his comments and articles.

I graduated with a music degree, and so can you. Just stick with it. I think that I first learned to read music out of a panic factor. I'd applied to music school, and they'd recommended that I not come, because I'd not passed two out of the three placement tests. They were basic ear training and music theory tests, and an instrument audition. I'd passed the music theory (I'm good with music concepts and love composing), but I'd not done well in the ear training and the instrument audition (especially the sight reading part). It was a state school, so they couldn't stop me from coming. They could only recommend that I not come. If I didn't pass the audition tests within a year, though, then I couldn't stay in the college of music and would have to transfer to another college in the university. I ignored their recommendation and decided to go that year. Over the summer I crammed on

reading (it reminded me again of what it had been like when I first learned to read text), and one day I just made a breakthrough. When I went to college that fall (I actually transferred from another school), I passed all of the placement tests within the first week of being there. A couple of hundred students went in with me, and only 60 were in my graduating class. It's tough, but it is possible. I teach music, and I have a dyslexic student that has learned to read on his instrument. Try working with the Orff rhythmic syllables. It worked well for my dyslexic student, as well as for my non-dyslexic students who are young. After a while you can transition to regular counting. Dyslexics have a problem with the concepts of time, order, and sequence (p. 43-44, The Gift of Dyslexia), and these are central to learning to master rhythm. People often think that the key to sight reading is learning the notes. Actually, if you can master the rhythm, then the notes will often seem to fall into place. I'd also suggest that you work with a metronome, because your sense of time is probably dilating and contracting without your being aware of it. Put it on a fairly low setting, say 60 beats per minute, and work your music examples up in tempo a few "clicks" at a time. Starting slow and working the music up to tempo is one of the secrets to music. Next, get The Gift of Dyslexia and I've kept in touch. As the months progressed, Kyle worked very hard. His grades improved; his participation in class increased; and his anxiety while reading slowly disappeared. He called me in March of 1998 to tell me he achieved all A's and B's in 5th grade. He was very proud of himself! The last time I saw him, he was easily reading 6th grade material and comprehending it. One of my favorite stories about Kyle happened the week after he had finished the program. Kyle played baseball, even though he was not

read the chapters on Symbol Mastery. Take the different music notation symbols and work them in clay in a way that is similar to what Ron Davis describes when working with letters and words. First work the staff lines in clay, then the clefs, then make whole notes and place them on the appropriate lines and spaces with corresponding letter names placed underneath. You'll need to create an over-sized example of the staff (with the whole notes on the staff and the musical alphabet underneath) to compare against, just as the Davis method does when mastering the alphabet. Work the musical alphabet backwards and forwards. From here you'll need to shape other music symbols in the clay. Don't underestimate the clay, it really does bring dramatic results. Be creative when working the different music symbols in it. That's what we're good at after all, being creative!
Geoffrey Keith is an award and grant winning composer who received his music degree from UMass Lowell in 1993. In addition to being the Director of the Boston Songwriters Workshop, he also serves as the chairman of the BSW Special Events Committee, in which role he has both run and taught many workshops and events ( Geoff's written about music for Musiczine, American Songwriter Magazine, and the BSW Newsletter. Besides directing various musicals and working a spotlight for the band White Heart, he developed the music program for the First Baptist Church of Sudbury's Kids Music Club. As a member of the Music Teachers Collaborative he teaches for a living.

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difference. My main objective in his follow-up work was to help him lower his anxiety level while reading using Release and Dial-Setting procedures. Kyle went back to school in the fall without his Ritalin. He was thrilled. I participated in a school conference with Kyle's parents and his teachers. It was decided that he would be mainstreamed and could go to the "resource" room whenever he needed.

very successful at it. He seldom got a hit or caught a ball when it came to him in the outfield. The first game after finishing the program, his mom related that as he went up to bat, he first checked his point by balancing on one foot. He stepped into the batter's box and promptly got a twobase hit! His grandfather stood up in the bleachers and asked in amazement, "What happened to Kyle?" Indeed! Isn't it exciting what happened to Kyle!



Quest to Understand
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Gift of Dyslexia, by Ron Davis. The path began to wind and turn in a different direction after reading Davis's book. I began to question his explanation of his mental thought processes. Knowing that his methods were new and there was very little published research about his instructional method, I wanted to validate his concept of visual thinking for learners. This led to my reading many articles on cognitive psychology and neuropsychological studies which I previously would not have considered necessary for the project. Early in my research process, I found Davis's book and website a little unorthodox for my conservative Midwest roots. However, I had to give credibility to his methods because of Dr. Linda K. Silverman. During my summer vacation in Denver, Colorado I visited her clinic, The Gifted Development Center [], and purchased many materials including Davis's book. Coincidentally, a Special Education instructor in my district had also read the book during her summer vacation. We discussed and shared our views regarding the program with a Title I instructor. As a team we began researching, reading, and calling those who had participated in the Davis program. We committed ourselves to implementing some of the techniques in the classroom for a year, and, in my case, seeking a trained Davis Dyslexia Correction Facilitator to work with my son. The results we are seeing are not validated research, only testimony of what we have witnessed in our students and "How many children. individuals in our After implementing the techniques society would be for seven months in the Special excellent educators, if the Education and Title I classroom, the requirements of mastery in teachers have observed significant growth in student achievement higher level education were previously not experienced in their not so linear and sequential?" careers. The differences they and also. Her initial response was, "I can others are noticing for students are read so much more. I don't feel sick heterogeneous and individualized. In anymore." When I asked her why she reading achievement and speech felt she was able to read longer, her assessments, some students have response was, "The words don't experienced twice the growth

normally expected in one year. Teachers also note in some students a significant improvement in behavior and math skills. As teachers looking for methods to meet the needs of all students, we have a sense of satisfaction knowing we are making more of a difference for our students. Unfortunately, the traditional education component of our school district is less enthusiastic with the Davis program. For whatever reason, there are those in education and the world who do not want others to succeed and reach their potential other than with methods they find acceptable. They will not allow themselves or others to depend on observation, intuition, and/or experience. After reading the book and my sons' experience, I have begun to ask different questions of my students and children. For instance, one of our daughters is considered an average student. She is able to read but did not seem to read for any great length of time. I decided to ask why she did not read as much as her older sister who is a voracious reader. "Oh, if I read too long I feel sick to my stomach." I was shocked by her response. No one had ever asked her why she did not read much. Because of our lack of perspective, experience, or whatever you would choose to call it, we were ignorant of any perceptual difficulties she was having. As parents, we chose to utilize the Davis technique with her

wobble anymore. After I make them in clay (and her mind's eye is on point) they don't move anymore. It's like they're in concrete." Again, this is not research but cautious testimony. As a team of teachers exploring this technique, we have been cautioned many times, "Make sure you aren't wasting your time with this clay stuff." As educators we are responsible for the efficiency of our student's learning time. Yet, is it efficient use of a student's learning time to remediate, repeat, and continually use the same instructional strategies year after year? We must use our professional judgement and implement strategies which match learning styles. As responsible teachers, we are accountable to improve our instructional effectiveness. My awareness of learning styles, strategies, and assessments has been reawakened with this research paper. As I have studied the visual-spatial learner, I cannot help to reflect and wonder, does this process of attaining a master's degree exclude or frustrate the visual-spatial learner? I have asked myself, "How many individuals in our society would be excellent educators, if the requirements of mastery in higher level education were not so linear and sequential? What price is society paying due to the mismatch of instruction and learning styles in the educational system not only to the potential work force in general, but in regard to the individuals who are highly visual-spatial and do not consider education as a career option?" Because of the current verbal, sequential requirements of



BOOKM.A., Davis Facilitator REVIEW by Scott Shedko,
Barron's Mathematics Study Dictionary
Barron's Mathematics Study Dictionary by Frank Tapson is a wellorganized collection of terms targeted for use by 10-16 year olds. It can be used either for getting a solid grasp on a particular subject (fractions, graphs, geometry), or for finding the meaning of one particular word (addition, binary, coefficient). The broad subjects are grouped into two page spreads, with all the related vocabulary for that subject together on those two pages, as well as examples, and lots of pictures. To find a single term, there is an index in front of the book having the page number on which the term is defined. Compared to other mathematics dictionaries, Barron's is much better organized, and more user-friendly. Frank Tapson seems intent on making sure the reader gets it, rather than just presenting a technical explanation of terms. His enthusiasm for the subject jumps off the pages at you. I would not recommend this book for someone at a beginning level of mathematics. But, it is ideal for anyone who has mastered basic arithmetic and is ready to move on. For those who need to brush up on a topic, this resource will also be helpful. Take five minutes to read the introduction and "How to Use This Book" sections in the beginning, and you will have a math resource that is actually fun to use.

Barron's Mathematics Study Dictionary, $9.95 Softcover, 128 pages.

Quest to Understand
continued from page 6

mastery for educators, we may be losing the individuals most needed within the educational system to create a change. It is my opinion that because of the linear, sequential mode of thought rampant in education, teachers do not take professional risks that may benefit students. Risk taking is not a characteristic of the left-brained, verbal sequential learner. Perhaps the traditionalist may be unable to accept instructional strategy application, which is based on experience, intuition, and trial application due to their left brain dominance. Yet, when I have asked visual-spatial learners who are outside of the educational system about the Davis theory, they have readily understood and felt affirmation for their abilities they questioned previously due to negative educational experiences. As experienced teachers, we have seen growth in student achievement and improvement in student behavior unlike anything previously

experienced. As a parent and a teacher, it is my belief based on experience, recent brain research, and preliminary educational research that there is merit with the Davis program for a large number of children. For this reason, I have cautiously approached the Davis program as a visual-spatial-kinesthetic technique to explore. I plan to continue observing and moving forward, while waiting for more published research. Life's journey takes numerous twists and turns, of which many are unexpected. This project has led me to discover techniques that I feel will benefit many children in the future. It was not my original goal to become a passionate supporter of the gifted-atrisk. But, what is research for unless to discover the new and change because of it? I more clearly see the need to change the emphasis of gifted education. It has become a placement for special learning needs, not a reward for high achievement. These learners need complexity which is student centered using both verbal and visual methods. As a parent and a teacher my

future plans include being an advocate for the gifted at risk, whether they be labeled gifted, gifted-learning disabled, ADD, learning disabled, and/or dyslexic. It is obvious they need someone on their side. Along with the gifted at risk, I feel it is imperative to make others aware of the visual-spatial learning style and the educational benefits of its application for all learners. Children are our future, as parents and teachers we must honor their individuality, assist them in reaching their potential, and fulfill their dreams.
Rebecca K.T. Anderson has an MS degree in Elementary Education with an emphasis in Gifted Education from Western Illinois University. She is currently a K-6 gifted instructor in western Illinois. The needs of gifted children with learning differences are explored in the new book "Uniquely Gifted", edited by Kiesa Kay, available through: Avocus Publishing at 1-800-345-6665 []



Newly Licensed Davis Facilitators and Specialists
Congratulations and Welcome to our growing international family of Davis Program providers! In this issue, we are especially honored and proud to announce the first Facilitators in the Republic of South Africa, France, and Spain.
Carine van Vuuren is our first Davis Facilitator in the Republic of South Africa, fluent in both English and Afrikaans. She majored in Psychology and is an experienced psychometrist. She has 2 boys and has seen many dyslexic children struggling through the school and remedial system. "There was basically no hope for them, until now." Carine provides Davis programs at her center near Johannesburg. Master Minds Dyslexia Correction Centre, 5 Griessel Road, Beyers Park, Boksburg, 1459 Republic of South Africa. +27 (11) 918-4854. Fax: +27 (11) 918-4854. Ghislaine Dufour, the first Davis Facilitator in France, has been a dyslexia therapist for 20 years. She was educated in the U.S., where she spent 15 years, with a Masters degree in perceptual-motor therapy and special education followed by continuing education in reading therapy. She operates a private practice in the Paris area and receives many referrals from school psychologist who have heard about the Davis method. Ghislaine says the method has given her the tools to approach the whole child and to address the learning problems at their roots. 82 Rue de Croissy, 78110 Le Vesinet, France. Ana Isabel Leyra Curiá earned her teaching diploma specializing in English and Child Developement/ Early Childhood Education from Escuela Universitaria Europea de Educación Fomento de Centros de Enseñanza. She worked with children that have learning difficulties prior to specializing in Davis methods. Ana Isabel was born in Santa Cruz de Tenerife, Canary Islands, and speaks Spanish and English. La Llave del Don, C/Santiago de Compostela 42, 2° Izq, 28034 Madrid, Spain. +34 (91) 378 2331. Silvia Maria Sabates Rodrigo has a degree in the field of Hispanic Philology from the Universidad Complutense de Madrid where she also took courses in Pedagogy. Silvia Maria taught at El Colegio Montealto in the subjects of Language and Literature as well as counseling and support classes. La Llave del Don, C/Santiago de Compostela 42, 2° Izq, 28034 Madrid, Spain. +34 (91) 378 2331. Claudia Ferrari-Schmidt earned her diploma in Primary Education from Escuela Universitaria Europea de Educación Fomento de Centros de Enseñanza. She has teaching experience in Language, support classes, and dealing with children with learning disabilities. La Llave del Don, C/Santiago de Compostela 42, 2° Izq, 28034 Madrid, Spain. +34 (91) 378 2331. Barbara Clark While simultaneously tutoring students labeled LD and working on her degree in Elementary Education, Barbara's time and attention was diverted when her own son's dyslexia led her to the discovery of the Davis methods. Witnessing her son's amazing turnaround, she altered her career goals and completed the Davis Facilitator training in 1999. Barbara currently runs programs out of her private office located in the Carson Valley/Tahoe region of Northern Nevada, and provides facilitation for both children and adults. New Foundations for Dyslexics, 856 Marion Way, Gardnerville, NV 89410. (775) 265-1188. Dee Weldon White has a Masters Degree in Education and Business Administration. In addition to classroom teaching, she has managed and developed visual arts programs for community enrichment. Her interest in dyslexia is based on personal experience within her family and an appreciation for the value of visual imagery. She currently practices at the Reading Research Council Davis Dyslexia Correction Center in Burlingame, CA. 1-800729-8990. Scott Shedko holds a Masters degree in Counseling Psychology from College of Notre Dame University and a B.S. in Mathematics from Colorado State University. Scott's experience includes working with children, and teenagers, and their families. His favorite aspects of working with Davis clients are their diversity, humor, and unique talents. Reading Research Council. 1-800729-8990. Paula Morehead is a certified Elementary teacher in Alabama who decided to become a Davis Facilitator while home-schooling her 8year-old son. She was looking for some way to help him in his school work. He is now in public school and making remarkable progress. Dyslexia Center of the South, 2504 Hawksbury Lane, Hoover, AL 35226. (205) 822-9050. Carol Hern received her Master's degree in Special Education from Gonzaga University in 1989. She taught in an elementary school resource room for 15 years and grew frustrated in her ability to impact a number of students despite sound conventional teaching practices. Finding the Davis Methods highly effective with these students, Carol also assists with grant writing and designing research projects to support Davis strategies in the clinical and school settings. She is also an adjunct instructor at Gonzaga University where she supervises student teachers and teaches courses that prepares them to work with special needs students. Dyslexia Mastery Center, 703 West 7th, Suite L10, Spokane, WA 99204. (509) 363-1771. Ethel Kellogg has a Master's degree in Special Education. She has taught students with learning disabilities for 16 years and is currently an adjunct faculty member at Gonzaga University. She became involved with the Davis Program in 1996 as a result of her son's beneficial experience at the Reading Research Council. She will be working with Carol Hern at The Dyslexia Mastery Center. The center will also focus on generating research for and promoting awareness of the Davis Correction Program and the school-based Davis Learning Strategies. Dyslexia Mastery Center, 703 West 7th, Suite L10, Spokane, WA 99204. (509) 363-1771. Lexie White Strain lives in the San Francisco Bay Area. After attending a Davis workshop in the Spring of 1995, she received a program and was impressed that Ron Davis saw dyslexia as a talent. During that summer she began working at Ron's center in Burlingame, California and has been working with clients there for more than four years. Lexie especially enjoys giving her clients tools that unlock their ability to master symbols. Reading Research Council. 1-800-729-8990.
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.

Gale Long previously taught in a private school as well as home-schooled her children for 6 years. She has training in counseling and education. She is motivated by the on-going success of the Davis program which allows students to realize their personal and educational potential. New Horizons Dyslexia Correction Center, 223 North Pinch Road, Elkview, WV 25071. (888) 517-7830 or (304) 965-7400. Eugenio Zambrano was inspired to become a Davis Facilitator after his finishing his own program in 1996. The experience of correcting his own dyslexia and dyscalculia with the Davis methods gives him a special rapport and understanding for his clients. He is fluent in English and Spanish and works with the growing team of Davis providers at La Puerta de las Letras, Privada Fuentes #110, Colonia Santa Engracia, Garza Garcia, Nuevo Leon, 66220, Mexico. +52 (8) 3359435. Brigitte Malies has a degree in Pedagogy and many years of experience in the fields of Education, continuing education, and family counseling. LegasthenieberatungsinstitutVocabulum. Friedrich-Ebert-Strasse 18, D14467 Potsdam, Germany. +33 (01) 2804646. Fax: +33 (01) 280-4647. Astrid Grosse-Mönch is a Pyschologist. Astrid was drawn to the Davis methods because, "I am fascinated by the philosophy in which it isn't necessary to divide people into intelligent and stupid, or good and bad ones, but which takes them as unique individuals." She lives with her husband and three daughters in Buxtehude near Hamburg and offers the Davis program from her own practice. Legasthenie-&-Lernberatung, Ludenstorfer Feld 50, 21614 Buxtehude, Germany. +41 (61) 709-9070. Sabine Lassen is a special education school teacher who has been working since 1986 for the "Forderverein fur Leseund Rechtschreibschwache e.V" (association to further people with reading and writing problems).There she gained the experience in the field of counseling, diagnosing and treating dyslexic children. She says the Davis method is a big enrichment for her work. Eike-vonRepkowstrasse 34, D-26121 Oldenburg, Germany. +44 (01) 777-5963. Wilfried Bähr retired as a primary and secondary school teacher in 1999. Wilfred came across Ron Davis' book in 1997 and "after first leafing through the book, became fascinated." He works with clients of all ages in his private practice. Bernadottestrasse 10, D-22763 Hamburg, Germany. +49 (40) 36 61 55.


BOOK REVIEW by Abigail Marshall
New Math Study Aides
We have added two terrific books - Mathapedia and Barron's Mathematics Study Dictionary [see review on page 9] - to our catalog and on line bookstore. These books are geared to ending confusion about math terminology and functions. When I brought these books home, my 12-year-old daughter, who HATES math, immediately fell in love with the brightly-colored Mathapedia. This book is a guide to basic through intermediate mathematical concepts, appropriate for kids aged about 8-14. When my daughter saw the Mathematics Study Dictionary, she had one word: "awesome!". My 17year-old son, now enrolled in preJane Beckley is dyslexic herself. She has three dyslexic children and feels she has finally found the answers she has been looking for. The Stables, 39 Oldbury Road, Tewresbury, Gloucestershire, England GL20 5LW. +44 (01684) 292 308.

calculus, was equally impressed. He immediately asked if he could keep the book and take it with him to class. Once you've seen this book, you'll wonder how you ever managed without it. The book contains definitions and illustrated examples of every math concept imaginable, grouped by concept. You can use this just as a reference for understanding math terms that may be confusing. But because of the way terms are grouped, just reading the definitions in any given subject is both a good introduction and an excellent review of any concept. For those using Davis Symbol Mastery for intermediate to advanced concepts, this book is a treasure. For information about ordering these books, go to: cgi#math or call 1-888-999-3324.
Math-a-pedia: $23.00 Addison-Wesley Publishing. Hardcover, 154 pages. Lin Seward is director of DDA-UK and a Davis Facilitator since August, 1997. Her education and background in Primary Education, Art, and Counseling Skills serve as excellent foundations for her interest and work with the Davis methods. Her students have come from Brazil, Republic of South Africa, Israel, and Japan, as well as from all the English-speaking countries in Europe to receive Facilitator training at DDA-UK's headquarters in Winchester, England. DDAUK, PO Box 40, Winchester SO22 6ZH. +44 (01962) 820 005.

María Silvia Flores Salinas became qualified as a Davis Specialist in September, 1999. She holds a degree in Education from Universidad de Monterrey. She began working with the Davis methods in 1997, and has been a licensed Facilitator since June, 1998. She is fluent in English and Spanish and currently works for DDA-Mexico supervising students in Facilitator training from Mexico, Spain and Latin America. DDA-Mexico, Privada Fuentes #110, Colonia Santa Engracia, Garza Garcia, Nuevo Leon, 66220, Mexico. +52 (8) 335-9435. Cyndi Deneson holds a M.S. in Counseling and a B.S. in Elementary Education. She has been a licensed Davis Facilitator since January, 1998. Cyndi is currently training with Ron Davis to also become a Fundamentals Trainer and will be providing Facilitator Training Programs for DDAI in Minnesota and Wisconsin. She is owner and director of New Hope Learning Centers, Inc., 2525 N. Mayfair Road, #107, Wauwatosa, WI 53226. 1-888-890.5380.

Change of Address
Judith Schwarcz has moved her Center for Learning Correction near Tel Aviv to: 20 Ha'shahafim St., Ra'anana 43724, Israel. She is currently the only Facilitator fluent in providing Davis programs in Hebrew. New telephone: +972 (09) 77 29 888.

The soul never thinks without a picture. -Aristotle



continued from page 4

lasted only a few seconds. Why is this a benefit, rather than a problem? Here we are seeing only the tip of an iceberg. Disorientation allows the individual to include all of their sensory or perception systems into their thought process. I call this multi-dimensional thought. Ordinarily human thinking is limited to verbal or pictorial thinking; disorientation throws the door wide open and the thinking process is enhanced at least five fold. If a person is trying to diagnose a situation, define a problem, or come up with a real solution, the ability to do so would be enhanced at least five fold if they were to slip into multi dimensional thought. The learning problems we can experience as a dyslexic are only the price we must pay for this ability. You say that dyslexia, as a learning disability, stems from a person's ability to use "disorientation." Tell us more about this and how it affects your work? All of the symptoms of dyslexia, the learning disability, are symptoms of disorientation. How could you expect a person to read a paragraph of text if they were disoriented? Their brain would not be seeing what their eyes were seeing. The disorientation would be preventing it. You can try this out yourself. Take any book or magazine, hold it at arms length above your head, look up at it and spin around ten times real fast. This will cause you to become disoriented. Then sit down and try to read the text. First of all, you are more likely to fall down than sit down. Sitting down in the chair is the first problem you must solve. If you fail you must try it again. Spin around and sit down. Keep trying until you get it. Now consider criticizing the dyslexic child for not sitting still in the chair. At least he/she is in the chair. Once you are in the chair, try reading the text. The words really aren't moving around. You're crazy if you think they are, you're just not paying attention.

Concentrate! You're not concentrating. If the words stop moving get up and spin around again, ten times real fast. You know what your problem is? You're just stupid. Same experiment, only this time instead of reading when you are finally in the chair write the words pterodactyl, esophagus, and Mississippi. Sit up straight, sit still, hold your pencil properly, this is a spelling test. Voila! Not only do you have a spelling problem, you can't even write. Obviously this kind of scribble must be the result of brain damage. I think I've made the point. In our work the first thing we give the dyslexic is the ability to simply turn off the disorientation. Usually in less than an hour the dyslexic can learn how to intentionally, and very easily turn disorientation on and off. However this does not solve the real problem. There is a reason why the dyslexic was disorienting, they weren't doing it on purpose. There is some stimuli (confusion) that causes it to happen. When the dyslexic eliminates the stimulus that causes the disorientation to happen, the learning disability aspect of dyslexia is corrected. How can family members not get frustrated and angry with a dyslexic, but effectively help him/her, and as a result, the rest of the family? The answer here is two fold. First the family members should understand exactly what dyslexia is and why it happens. Second the dyslexia can be corrected, which eliminates the problem all together. Many people are working with their loved ones from the book and consulting each other via the Parent Support Group at our website. We are becoming more and more aware of problems like dyslexia, ADD/ADHD, etc. Are we in danger of attributing all negative attributes that a child may possess on a "disability" when at times the roots are in a socialization or behavioral problem? An interesting question that has both a 'yes' and 'no' answer. Every year there are more problems like dyslexia, more names and types of

problems. At the same time there are new names for behavioral problems that are not recognized as having their root in the frustration of dyslexia. In this regard, the trend is moving in the wrong direction. There is a real lack of understanding of why people have unwanted behaviors in the first place. It is not the child, struggling for whatever reason, that is the problem, it is that we're looking to the wrong place for a definition or an answer. We are looking to the academic community, and we get a lot of "new rhetoric" from them, none of which can or will solve anything. I believe that is a real problem. Consider for a moment the structure of education in America. At one end we have kindergarten through third grade. At the other end we have the doctorate degree. At the K-3 level is where most diagnosing of problems like dyslexia, ADD, and behavior abnormality occurs. At the other level, the doctorate, is where these problems are defined, diagnostic procedures evolved, and treatment programs developed. It is the reality of this system that insures the future will be more complicated and at the same time less effective than the past. The rhetoric and ritual of earning a doctorate degree requires the graduate student to have a new idea about the subject matter of their study. At the same time, the new idea must conform to and agree with all the old ideas on the same subject. In other words, it cannot really be a new idea. It cannot even be a "real" new perspective on the old idea because there would not be a bibliography of agreement to support it. So the graduate student is faced with a languaging problem, they must repackage an old idea in new language. This is why instead of having one name for the learning disability, dyslexia, we have about eighty. Also, this is why there are few, if any, effective treatment programs for a learning disability or a behavior problem. It's the same old stuff just repackaged. So as the system continues, every new doctor will give us a new problem, a new diagnostic procedure, or new treatment program, that is actually the same old stuff.



Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is now available from more than 150 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
Paula Morehead Phone : (205) 822-9050 (Hoover)

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

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

John Mertz, Arizona Dyslexia Correction Center Phone : (877) 219-0613 (Tucson)

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

Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of Washington Phone: (253) 854-9377 (Kent) Marlene Easley, Dyslexia Unlearned Phone: (360) 714-9619 (Bellingham) Carol Hern, M.Ed. & Ethel Kellogg, M.Ed. Phone: (509) 363-1771 (Spokane) Rebecca Luera, Dyslexia Mastery Phone: (800) 818-9056 (Fall City) Renie Smith, Meadowbrook Education Services Phone: (800) 371-6028/(509)443-1732 (Spokane) Ruth Ann Youngberg, Dyslexia Mastered Phone: (360) 671-9858 (Bellingham)

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

Barbara Clark Phone: (775) 265-1188 (Gardnerville)

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

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

West Virginia
Gale Long Phone: (888) 517-7830/(304) 965-7400 (Elkview)

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

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

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

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

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

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]

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

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

-Daniel Willemin

I am beginning to worry that someone is going to figure out how to prevent dyslexia. We may create the side effect of eliminating some of the most diverse thinkers of our future. It would not be the first time a cure has been worse than the disease.


~ 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
British Columbia Switzerland Holland Spain UK New Jersey UK Singapore Vancouver Basel Madrid Winchester Morris/Somerset County Area Winchester Aug 28-31 Sep 14-17 Oct 12-15 Oct 17-20 Oct 19-22 Oct 23-26 Oct 26-29 Nov 6-9

U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 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, and Symbol Mastery Kit • 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 Classes Fill Early Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit



The Davis Dyslexia Correction Program:
Books & Tools for Doing it on Your Own
The Gift of Dyslexia: Why Some of the smartest people can’t read and how they can learn.
by Ronald Davis, with Eldon Braun This book explains the theories behind Davis Dyslexia Correction methods, and details basic procedures in an easy-to-follow, scripted format. Large typeface format, illustrations and photographs make this book dyslexic-friendly. Softcover $14.95

Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration of The Gift of Dyslexia, read by author Ron Davis. Includes several new chapters which are not contained on the audiocassette version of the book. 4 CD Set $39.95

Math-a-pedia: A visual
mathematical reference for intermediate students
Illustrates basic math concepts, from addition and subtraction through fractions, factors, and statistics. Bright illustrations to pique the interest of readers aged 8 to 14. Hardcover $23.00

Davis Symbol Mastery Kit
This kit contains everything needed to do Davis Symbol Mastery. A manual in checklist format, 90-minute instructional video, laminated alphabet strip, letter recognition cards, dictionary, grammar book, punctuation booklet, pronunciation key cards, and clay—all in a sturdy nylon shoulder bag. Suitable for work with students of any age. Symbol Mastery Kit $139.95

El Don de la Dislexia
The Gift of Dyslexia in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex $19.95

Barron's Mathematics Study Dictionary
By Frank Tapson Comprehensive definitions and explanations of mathematical terms, organized by concept. Geared to ages 10 to adult. Softcover $9.95

Davis Methods Explained on Video: The Gift of Dyslexia Audiotape Set
Three 90-minute audiotapes, read by author Ron Davis, are keyed to the first edition of The Gift of Dyslexia, which is included. Special price, available only from DDAI. Audiotape Set $29.95 Let Ron Davis guide you through Perceptual Ability Assessment & Orientation Counseling This 2-video set features Ron Daivs demonstrating the Perceptual Ability Assessment and each step of Orientation Counseling. Covers common questions and provides answers through examples. Video Set $64.95

Dyslexia The Gift
This documentarystyle video is an excellent introduction and complement to The Gift of Dyslexia. Teachers, parents, instructors, students, and dyslexics of all ages will find the interviews and animated sequences highly informative as well as entertaining. Video $39.95



How To Order
Mail: DDAI 1601 Old Bayshore Hwy. #245 Burlingame, CA 94010 Fax: 1-650-692-7075 Phone: Toll free 1-888-999-3324 Local 1-650-692-7141 Online:

ITEM DESCRIPTION UNIT PRICE QTY DAVIS DYSLEXIA MATERIALS The Gift of Dyslexia - Revised Edition . . . . . . . . .$14.95 Dyslexia - the Gift Video . . . . . . . . . . . . . . . . . . . $39.95 Gift of Dyslexia, Original Book & Tape Set . . . . . . .$29.95 Gift of Dyslexia CD Set . . . . . . . . . . . . .NEW! . .$39.95 ...... Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Davis Assessment & Orientation Video Set . . . . .$64.95 Gift of Dyslexia - Spanish Edition REVISED! . .$19.95 ........... Original Spanish Edition . . . . . . . . . . . . . . . . . . . .$7.50 OTHER BOOKS FOR REFERENCE AND LEARNING ADD: A Different Perception . . . . . . . . . . . . . . . . .$12.00 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . . .$9.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95 Checking Your Grammer & Put it in Writing . . . . . .$11.90 Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99 Exploring Time . . . . . . . . . . . . . . . . . . . . . . . . . . . .$7.95 Family Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$19.95 Hate to Write But Have To Writer’s Guide . . . . . . .$14.95 In the Mind’s Eye . . . . . . . . . . . . . . . . . . . . . . . . .$27.95 MacMillan Visual Dictionary . . . . . . . . . . . . . . . . .$24.95 Math-a-pedia . . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$13.95 Peterson’s Guide to Colleges . . . . . . . . . . . . . . . .$32.95 Right Brained Children in a Left-Brained World . . .$12.00 Strong-Willed Child or Dreamer? . . . . . . . . . . . . . .$12.95 Write Source 2000 . . . . . . . . . . . . . . . . . . . . . . . .$19.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95 Your Child: Dyslexia . . . . . . . . . . . . . . . . . . . . . . . .$9.95 Your Child’s Growing Mind . . . . . . . . . . . . . . . . .$12.95 OTHER ITEMS Klean Klay, 1 lb. block . . . . . . . . . . . . . . . . . . . . . .$4.00 Koosh Balls, Each . . . . . . . . . . . . . . . . . . . . . . . . .$5.50 Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____ Less 10% for DDAI Members . . . . . . . . . . . . . . . . . . .$ _______.____ Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____ CA Sales Tax (CA residents only) Subtotal x 0.0825 $ _______.____ *Shipping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____ Total for books/materials . . . . . . . . . . . . . . . . . . . . .$ _______.____ DDAI Membership (includes newsletter subscription) 1 year - $5000 2 year - $8000 . . . . .$ _______.____ Subscription Only 1 year - $2500 2 year - $4000 . . . . .$ _______.____
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