The

Dys•lex´ ic Read´ er • •
Vol. 24

~

Davis Dyslexia Association International

Issue 2 • 2001

Mastering Musical Notes with Davis Symbol Mastery
by Jerilynn Carter My daughter, age 12, has studied piano for at least 6 years, but was still having trouble identifying even middle C. It had been a huge source of frustration for both of us until I read Ron Davis' book, The Gift of Dyslexia. With this new understanding, I asked my daughter if the music sometimes looked like a bunch of lines and dots swimming around on the page and she answered a definite, YES! We actually made the grand staff in clay and placed it on blank laminated cardstock. We use this laminated cardstock for all our clay work so we can move it easily and clean up easily. I drew a very large staff the size of an 8 1/2 x 11 inch bass clef. The treble clef is also called the G-clef because it circles around the G line, while the bass clef is called the Fclef because the two dots surround the F line. The shape of the bass clef actually is close to a cursive F (with a little imagination). And the treble clef looks somewhat like a G. I found the explanation about the clefs in Alfred's Basic Piano Library, Lesson Book, Complete Level 1, by Willard A. Palmer, Morton Manus, and Amanda Vick Lethco, pages 12 and 14. Since we have done this much, my daughter reports that the staff seems
Continued on page 5

paper which we used to refer to in the same way as one would refer to the alphabet strip for mastering letters. As we made the notes out of clay, we placed them on the clay staff. We started with the treble clef and the

English Speaking Dyslexics Experience More Difficulty
by Dee Weldon White Davis Facilitator, California

Research published in Science Magazine in early 2001 suggests that English-speaking dyslexics suffer the most because the language is so complex. The study has been welcomed by support groups for dyslexics. A spokeswoman for the British Dyslexic Association said: "We hope that educators will accept this and therefore identify children with dyslexia earlier and adapt their education so that they are not left behind." The study looked at why dyslexia is more common among English or

French speakers than Italians. The English language is made up of just 40 sounds, but these can be spelt in more than 1000 different ways, say the researchers. In Italian, the language's 25 sounds are made up in just 33 ways. Comparing dyslexics in various countries, they found that Englishspeaking dyslexics experienced far more problems with reading and writing than the others. And they say this is because it is so difficult in English to tell how a word is pronounced from the way it is written. For example, there are different ways of sounding the letter
Continued on page 5

In This Issue
News & Feature Articles:
A Q P M A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Regular Features:
Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2 In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . . .7, 9 & 10 New Facilitators & Specialists . . . . . . . . . .8 Davis Providers (U.S. & Canada) . . . . . . .11

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THE D YSLEXIC READER

IN THE MAIL
Inspired and Fulfilled
by Samantha Carly Fletcher, Development Officer for Listening Books in London, England

I was inspired to write to you after reading The Gift of Dyslexia, which I regard as the best book of its kind on the market. I was diagnosed as dyslexic after leaving school at the age of 16 having taken my GCSE's (British final exams at the high school level). As you are aware, discovering you are dyslexic at the age of 16 answers a lot of questions but also raises many others. I made the decision to research into the subject of dyslexia and struggled to read my way through many books. Few, if any, of which helped me to the deal with the emotional aspects of what was happening to me. I found your book and soon recognised it as interesting, informative and easy to read. It also has a unique warmth and directness. The Gift of Dyslexia became, and has remained, a great comfort to me in difficult days. I continued my studies at college and went on to University where I created and chaired a Dyslexic Society through the Student Union. The Society collected information, shared ideas, and tried to help other dyslexics. I gained a Bachelor of Arts Degree but was determined to try to help others with disabilities. In September 2000, I found what I

wanted when I was offered the post of Development Officer with the charity, Listening Books. Listening Books provides a postal audio book library service to anyone who suffers from an illness or disability which makes it impossible or difficult to hold a book, turn its pages, or read in the usual way. Our service meet the needs of adults and children with physical disabilities and also those with learning difficulties such as dyslexia. Working for Listening Books is allowing me to fulfill my ambition, as I strongly support the service having been a member myself before employment. However, it is with some embarrassment that I must confess that we do not have the audio book version of The Gift of Dyslexia available for our members, 33 % of whom are dyslexic. Nevertheless, I am determined to add 10 copies of your audio book to our library as soon as the charity's finances permit. I thank you for taking the time to read my letter and for the difference you have made to the lives of so many people.
[Editor's Note] As a result of the above letter from Ms. Fletcher, Davis Dyslexia Association International has donated one audio and one CD of The Gift of Dyslexia to Listening Books. For anyone interested in making a donation, the address is: Listening Books, 12 Lant Street, London SE1 1QH United Kingdom. Methods of donation are: Audio or CD books, Sterling money orders, cheques, MasterCard and Visa.

Men ever had, and ever will have leave, To coin new words well suited to the age, Words are like Leaves, some wither every year, And every year a younger Race succeeds. -Horace, poet and satirist (65-8 BC) [Ars Poetica, Art of Poetry] translated by Wentworth Dillon, Earl of Roscommon (1633-1685)

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. EDITORIALBOARD: Alice Davis, Abigail Marshall, Michele Plevin, Maria Fagioli and Dee Weldon. 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: editor@dyslexia.com INTERNET: http://www.dyslexia.com/ 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.

THE D YSLEXIC READER

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Using Animals to Match Dial Settings
by Jane Heywood Davis Facilitator, Ascot, England

I have found that pets are great to help kids learn how to set their dials to match the environment. We have three English Springer Spaniels and they are around most of the time when I am counselling. They are a great distraction and entertainment for the children when they need to have a break, and Spaniels are wonderful at reacting to the positive affection that most children give. Recently, I worked with a nine year old ADHD boy called Philip. He was driving his mother, his school, and all adults to distraction, plus the psychiatrist was considering prescribing Ritalin. His school had given up and wanted to find excuses to exclude him from the mainstream education process. He was unable to read or write properly and found any form of homework a nightmare. As you can imagine, his mother was frantic with worry. I undertook to give Philip a full 30-hour Davis Dyslexia Correction Programme, along with a number of follow up sessions. The programme

was highly successful. During the programme, Philip became firm friends with my dogs - a mother and two puppies. He made his single

greatest step forward after learning about the dial. When he was playing with the puppies they would mirror his energy level. If he was hyperactive with his dial on 9 or 10 they became very bouncy and Philip did not like that! He discovered that if he reduced his dial setting to 5, then the dogs calmed down and playing with them was more fun.. This enabled him to appreciate the consequences of his it were her scores for the Iowa Test of Basic Skills. Amanda is now 10 (she will be 11 on June 15) and in 5th grade at school. I was really impressed with her scores, and I decided to compare them with scores from the past. Keep in mind that between last year's testing and this year's testing, I did all the Davis math exercises with her. Thank you, Ron, for the great math program, not to mention all the rest of the tools. At the end of kindergarten, Amanda's composite score on the Metropolitan Readiness test was 38% National Percentile. I can't imagine what her school life would be like if she was not using her Davis tools. Her GPA is currently 3.9469 (the psychologist told us 3 years ago that we should expect her grades to be no better than C's). These are just some thoughts from one happy (and proud) mom. ¿

behaviour and how he could control it through using his dial. By analogy, he was able to appreciate how his behaviour might also affect people around him who did not necessarily tell him how they felt immediately. I finally decided that the programme was working for Philip when I heard him say to himself on going to see the dogs, "Must turn my dial down!" when he saw that the dogs were a bit excited. Thanks to a very determined little boy with a very supportive mother who has helped him get through all his trigger words, a change of school and the Davis Dyslexia Programme, Philip is now progressing well at school, reading fluently and beginning to master maths. He can get through his homework every day, is contributing well in school, and has been signed off by the psychiatrist. My final story is about returning from a school trip where one of his teachers was heard to say, "Help, we have forgotten Philip! Where is he?" "Here, Miss," said a wellbehaved little boy called Philip, sitting right in front of her. ¿

Success Story
by Marcia Maust Laurel Highlands Dyslexia Correction Center, Berlin, PA

Amanda did her Davis Program with Charlotte Foster in February of 1998. She was 7 years old and in second grade. Each year since doing her program we have celebrated the anniversary of the day that she received her orientation point by baking a "peanut butter melt-away cake". That is the kind of cake that she visualized in her hand when she first did Orientation Counseling. In December of 1999, I worked with her on all the math concept words and the math exercises as part of the Advanced Field Assignments for my Facilitator training. My dear Amanda brought home her report card today, and attached to

Ron Davis, Amanda Maust and friend. Nov. 1999 73% (National Percentiles) 62% 66% 51% Nov. 2000 74% 72% 83% 78%

Reading Language Mathematics Math

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THE D YSLEXIC READER

A Great Day
by Paula Morehead, Davis Facilitator in Alabama

Never Underestimate the Importance of a Visual Reference
by Cyndi Deneson Davis Specialist &Trainer, Minneapolis, MN

I wanted to share a great day with you. Today, Brian, the last of my original four case studies for my licensing as a Facilitator came back for a review before school starts. His main objective was to learn how to tell time. Honestly, I was not sure exactly what I was going to do. I relied on trusting Brian to guide me, and on the basic principles of Davis Symbol Mastery® to get us through. We first went over the concept of "time," the measurement of change in relation to a standard. He told me that he understood both the standards, the daily rotation of Earth on its axis, and the yearly movement of Earth around the Sun. But, he still could not tell time on a clock. We then proceeded to make a clock face out of clay. He made a very large clock face with the numbers in clay in the correct positions. I also had him put the minutes (5, 10, 15...) around the outside of the clock. After having him make sure all the numbers were correct, we played with the clock until he was comfortable with which hand was the hour hand, which hand was the minute hand, and with how to read the numbers. He was maintaining or regaining his orientation as needed. Then I had him check his point and make a mental picture of the clock face he had created. We took away the outside

minute numbers and played with the clock some more. Finally, we took away all the numbers except the 12 and replaced them with little lines. He did great! Next I brought down a clock I have in my office, let him read the time on it and then I moved the hands for practice. He was excited because this was a real clock. I finally did the same thing with my wristwatch. The thing is, my wristwatch has no numbers on it, only marks. Brian was so excited that he could not wait to tell his Mom. He was so happy that he could tell time. After we finished, we still had a few minutes before his Mom came to get him and he asked me if he could "read those things again that tell what level my reading is," because he thought he was better. I said, "Sure," but, I was thinking inside, "What if he is the same or even lower after the summer and not doing Symbol Mastery on his trigger words regularly." As it turned out, he was a good two grade levels higher today than he was in April-over four months ago! He was a beaming and happy boy by the time his Mom came to get him. It was a great day. ¿

All the time a person is a child, he is both a child and learning to be a parent. After he becomes a parent, he becomes predominantly a parent reliving childhood. -Benjamin Spock, pediatrician and author (1903-1998)

Last week I was doing the Picture at Punctuation reading exercise with a nine-year old client. He read the following statement: "The boy's father backed out of the driveway in his new Grand Am." When I asked what picture he had formed, the following conversation ensued: "What's a Grand Am?" "A car." "What kind of a car?" "Gosh, I really don't know." "What does it look like?" Being ignorant of cars, I had no idea what to tell him. I said something to the effect of… "It's just a normal car with 4 doors." Not good enough. He triggered. Nothing like a "blank picture" to shut things down. He HAD to see a picture of a Grand Am or there was no point (no pun intended) in continuing. Out of desperation, I sent him out to the waiting room to bring back a magazine. Maybe we'd be lucky and find a picture of a car to satisfy him. He returned with a People magazine. On the back-cover was a Camry. I pointed it out to him. He wanted to know if it was a Grand Am. Of course, it wasn't and so, of course, that picture was not good enough either. I sent up a quick prayer. He opened up the first page of the magazine. GUESS WHAT WAS ADVERTISED ON THE INSIDE COVER SPREAD? You got it - A GRAND AM!!!! Hallelujah!!! He de-triggered…got a great picture…and we could continue with the story. Who would have thought People magazine would be such a great reference? ¿

THE D YSLEXIC READER

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Mastering Musical Notes
continued from page 1

much easier to look at. It seems clearer and she can discern that there are indeed five lines on each staff. The two notes we did, (G and F) are very solid for her and it is easy for her to identify them. She's excited by this and I have even found her, all on her own, valiantly trying to figure out some music she hopes to learn some day -- not even a hint from me that she do it. This I consider to be great progress! Another thing that finally made sense to her from doing this is the relationship of each staff to the high and low registers on the keyboard. Being able to place her whole hand on top of each staff (right hand on treble and left hand on bass) helped her to see how each staff relates to where she places her hands on the keyboard. I actually was surprised to find out that she didn't really understand this before. From here we're going to work on more notes -- like middle C, high C, and low C. We're also going to do time signatures, key signatures, etc. eventually. I don't think you need to be a musician to do this. It's helpful to know a little bit about note names and where they correspond to the keyboard. But any beginning method book can help you there. You could probably just open a book and do what they are explaining in clay. Good luck! ¿
[Editor's note: Alfred's Basic Piano Library and Bastien Piano Basics are both excellent beginning piano series. Good references for music definitions are "How to Read Music" by Roger Evans reviewed on page 12, and The Harvard Dictionary of Music.

English Speaking . . .
continued from page 1

combination "int". It could sound like mint or pint. Likewise, clove and love sound very different even though their last three letters are the same. It seems the Italian language is one of the most logical and simplest to master. The researchers say, in Italian letter groups almost always

represent the same unique sound from word to word. The main scientist behind the study, Eraldo Paulescu, suggested languages like English and French could be changed to make them easier for people to read. He said: "There is an argument for reforming complex orthographies, or writing systems, to improve literacy problems in these languages." ¿

In response to this study, the following tongue-in-cheek Newsflash! has been circulating on various dyslexia bulletin boards.
The European Commission has just announced an agreement whereby English will be the official language of the EU rather than German which was the other possibility. As part of the negotiations, Her Majesty's Government conceded that English spelling had some room for improvement and has accepted a five-year phase-in plan that would be known as "Euro-English". In the first year, "s" will replace the soft "c". Sertainly, this will make the sivil servants jump with joy. The hard "c" will be dropped in favour of the "k". This should klear up konfusion and.keyboards kan have one less letter. There will be growing publik enthusiasm in the sekond year, when the troublesome "ph" will be replaced with "f". This will make words like "fotograf" 20% shorter. In the third year, publik akseptanse of the new spelling kan be ekspekted to reach the stage where more komplikated changes are possible. Governments will enkourage the removal of double letters, which have always ben a deterent to akurate speling. Also, al wil agre that the horible mes of the silent "e" in the language is disgraseful, and should go away. By the fourth year, peopl wil be reseptiv to steps such as replasing "th" with "z" and "w" with "v". During ze fifz year, ze unesesary "o" kan be dropd from vords kontaining "ou" and similar changes vud of kors be aplid to ozer kombinations of leters. After zis fifz yer, ve vil hav a rele sensibl vriten styl. Zer vil be no mor trubl or difikultes and evrevun vil find it eze to understand ech ozer. Ze drem vil finale kum tru! ¿

I find learning from my mistakes much more effective than trying not to make any mistakes. -Laura Walth

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THE D YSLEXIC READER

Davis Learning Strategies® Basic Teacher Workshop
To enhance and integrate into your current Primary classroom and reading curriculum

Workshop Focus
This workshop gives Kindergarten and primary school classroom teachers unique strategies for providing more effective reading instruction and for giving their students life long skills in "how to learn." The Davis Learning Strategies can be easily applied to supplement existing reading programs. The workshop emphasizes hands-on learning through demonstrations, practice sessions, and group discussion. Attendance is limited to ensure the highest quality of training. Through Davis Symbol Mastery®, students can master the alphabet, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill exercises.

Benefits to Students and Teachers
The Davis Learning Strategies Program is an effective and efficient way to develop the beginning reader into an accomplished reader by the end of the third grade. Davis Learning Strategies benefit all students no matter what their learning styles or reading level. Teachers have found that strong readers become stronger in language and grammar skills and weaker readers begin to read effortlessly.

Davis Reading Exercises provide a fun and cooperative method for increasing word recognition and reading comprehension skills. This reading method can be used alone or as a supplement to your current reading program.

Background
This workshop represents six years of piloting Davis Learning Strategies in grades K-3 elementary classrooms. Research and development was supervised and conducted by Sharon Pfeiffer who has over twenty years experience in classroom teaching, curriculum development, and teacher mentoring. The students consistently demonstrated positive measurable results using the Davis Learning Strategies created by Ronald D. Davis, author of The Gift of Dyslexia. These methods are currently being used by teachers in the U.S., U.K., Germany, Holland, Switzerland, and Mexico.

Davis Learning Strategies
The program begins with students learning the Davis Focusing Skills. These skills provide students with the self directed ability to be physically and mentally focused on the learning task at hand.

With these Davis Learning Strategies, the student becomes well prepared for a successful first four years of schooling and for a lifetime of learning!

2001 DATES & LOCATIONS
July 23-26 August 6-9 August 13-16 August 27-30 September 10-13 Burlingame, California Bellingham, Washington Bellingham, Washington Vancouver, BC, Canada Johannesburg, South Africa

THE D YSLEXIC READER

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"The creative process and the learning process, if not the same thing, are so closely associated, we will never be able to separate them." — Ronald D. Davis
Course Includes • Manual covering procedures, teaching plans, and assessment instructions • Classroom Kit with teacher materials needed to proceed with confidence ($95 value) • Verification of Attendance letter Who Should Attend Teachers • Reading Specialists • Resource Specialists • Educational Psychologists • Curriculum Consultants • Special Education Teachers • Tutors Home School Teachers Course Locations Maps and accommodations information will be sent to registered students within 30 days of the workshop. Academic Units Available 3 post-baccalaureate quarter units are available from California State University-Hayward. Cost: $96 to CSUH Extension Division + $35 administrative fee to Davis Dyslexia Association. [Course # TED 7297HC] Instructors • Sharon Pfeiffer, developer of the Davis Learning Strategies for Schools Program • Marlene Easley, Davis Facilitator • Darol Hern, Davis Facilitator • Ethel Kellogg, Davis Facilitator • Drs. Siegerdina Mandema, Davis Specialist/Trainer Course Schedule • Day One: 8:30-4:30 • Days Two-Four: 9:00-4:30 • Lunch break from 12:00-1:30 Fees and Discounts (US Only)* • $875 per person • $825 per person for DDAI members • $800 with full payment 45 days in advance Group Discounts • $825 per person for group of 2-3 • $750 per person for group of 4-7 • $675 per person for group of 8 or more • Advance registration and $200 deposit required. Balance due 30 days prior to attendance. Major credit cards accepted • Purchase orders from School Districts must be for the full amount • Accommodations and meals are not included in the price of the workshop Cancellation and Refund Policy All payments are fully transferable to alternate workshop dates. A $65 administrative fee is deducted from refund requests.

TO REGISTER BY PHONE, CALL:
1-888-805-7216 - California 1-360-714-9619 - Washington +27 (11) 918-4854 - South Africa 1-604-921-1084 - Canada
(*Prices and discounts may vary outisde USA)

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THE D YSLEXIC READER

Announcing Two New Davis Learning Strategies® Products
specially designed for Teachers & Home-Schooling Parents of Children Ages 5-9
Kindergarten & First Grade Teacher Kit Grade Two & Three Teacher Kit Each Kit includes: • Sturdy Nylon Briefcase • Reusable Modeling Clay (2 lbs.) • Kindergarten & Grade One Manual or Grades Two & Three Manual • Webster's Children's Dictionary (Hardcover) • Checking Your Grammar (Softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip (upper & lower case) • Stop Signs for Reading Chart • One-year subscription to The Dyslexic Reader newsletter ($25.00 value). If you are already a subscriber, your subscription will be extended for an additional year. Each kit is priced at $119.95

What is different in each Kit is the Manual. These include suggested curriculum, lesson plans, and activities appropriate for each grade level and age. Teachers or home-schooling parents who teach multiple grade level students may purchase a combination kit, containing both Manuals for $149.90. Previous purchasers of the Davis Symbol Mastery Kit may purchase either Manual separately for $29.95 each.

Recommended materials for classroom implementation:
• One Kit per teacher or aide. • Four Koosh Balls per Classroom • Six Letter Recognition Card sets per classroom • One Alphabet Strip per student • Six Punctuation & Styles Booklets per Classroom • Six Dictionaries per Classroom • One Pound of modeling clay per student

ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies® Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies® Teacher Kit with both Manuals $149.90 Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Webster's Children's Dictionary (Hardcover) $16.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US

Discount Schedule
Quantity 0-5 6-10 11-20 21-40 More than 40 Non-Member 0% 10% 15% 20% 25% DDAI Member 10% 15% 20% 25% 30%

TO ORDER: · By phone: Call 1-888-999-3324 toll-free in the USA or Canada. · Fax this order form with your name, shipping address, credit card authorization to +1 (650) 692-7075. We will add shipping and handling charges. · E-mail your order to DDAorders@aol.com All shipments will be sent UPS

THE D YSLEXIC READER

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by Daniel Willemin

Dear Old Friend, You asked me about dyslexia. I thought I would send you a little story from my past. I was reading a post on a bulletin board that was advising a lady to let her daughter use a word processor to write, and to not worry about how words are spelled. Because if the child is thinking too much about spelling she would not be able to hold her train of thought. This prompted a flashback to my youth... Whoa! Major flashback. I am in one of those one person desks made out of metal with the wooden top and seat, some still have the hole in the top right corner for holding ink bottles. It is hot, there is no air conditioning in this small Central Texas school. The windows are open and the chirping birds outside are interrupted by the chalk squeaks on the black board as the teacher spells out the writing assignment. "One page before the bell." I know the topic, but it doesn't really matter, I know I won't do well. My pencil has only been

sharpened a couple of times but the eraser is all but gone and the metal end has been squeezed together to force what little eraser is left, to bulge past the metal edge. I am concentrating hard, very hard. I start the first sentence but I know I can't spell some of the words, even some simple ones. I reword the sentence and try again several times but know some words are still wrong. By now I have erased some places to the point the paper is about to be torn by the metal on the pencil. I peel the metal edge back on my pencil with my teeth to expose more eraser. If I am careful it may last through the class... I reword the sentence over and over in my mind, somehow I have to make this work. I bite the knuckle on my right hand hard, sometimes the pain will make the confusion go away... The teeth marks will last for days. I concentrate even harder and as I do, I grip the pencil harder and harder till cramps fill my hand. Still I continue on... The ringing bell does not bring the normal relief I feel when class is

over. My hand is aching, I have completed almost half a page... I try to read over the sloppy writing quickly to look for mistakes... I know what I wanted to say, I knew the subject, probably better than the teacher, but I now realize this paper makes no sense, even to me. Head down, I turn in my paper, glancing up only to see the teacher frown in disgust at the look of the messy page. I want to scream and do, only it is a silent scream of anguish and despair... Were it not for word processors with spell-checkers, I would never have been able to author the story above. Dyslexics, partly because of their intelligence, have found amazing ways of hiding their handicaps. You probably never guessed I was dyslexic. How could you? I didn't even know. Even with these new technologies, stories like the one above that flash through my mind in a few seconds, can take hours to write. However, hours are so much better than never. Later, Dan

Educational Software and On-Line Skill Building Games for Kids
Check out these user friendly sites. www.funbrain.com lots of games for all subjects; good selection. www.aaamath.com for math, of course; great games.. www.schoolexpress.com/ funtime/default.asp small selection of good games. http://teacher.scholastic.com/ clifford1/index.htm some good on-line activities on letters and sounds for beginning readers. www.bonus.com worth exploring. www.greatwave.com/ Reading Maze looks like a good program for building letter and whole word recognition skills, as well as sequencing skills.

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THE D YSLEXIC READER

Come Learn and EXPERIENCE the Davis Dyslexia Correction procedures!
Fundamentals of Davis Dyslexia Correction® a 4-day workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
Fundamentals of Dyslexia Correction Workshop
This 4-day (30 hour) workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia and more. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. 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 and people who do not visualize well. • 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 Who Should Attend: • Teachers • Reading Specialists • Tutors • Psychologists • Counselors • Audiologists • LD Specialists • Speech/Language Pathologists • Occupational Therapists • Trainers • Researchers • Vocational Counselors • Parents

WORKSHOP SCHEDULE
9 July 2001 - 12 July 2001 Instructors: Cyndi Deneson Location: San Francisco CA, US Contact: training@dyslexia.com 19 July 2001 - 22 July 2001 Instructors: Jürg Peter Location: Singapore Contact: singapore@dyslexia.com 26 July 2001 - 29 July 2001 Instructors: Ioannis Tzivanakis Location: München Germany Contact: germany@dyslexia.com 7 Aug 2001 - 10 Aug 2001 Instructors: Cyndi Deneson Location: Minneapolis, MN, USA Contact: training@dyslexia.com 6 Sept 2001 - 9 Sept 2001 Instructors: Bonny Beuret Location: Switzerland Contact: ch@dyslexia.com 29 Oct 2001 - 2 Nov 2001 Instructors: Cyndi Deneson Location: San Francisco, CA, USA Contact: training @dyslexia.com

THE D YSLEXIC READER Instructors: • Licensed Davis Trainers and Specialists. • Varies with Workshop location. Fees and Discounts (USA only): • $975 per person plus $95 materials fee • $925 per person plus $95 materials fee for DDAI members or for groups of two or more. • $975 total if paid in full 60 days in advance. • Advance registration and $200 deposit required. Balance due at time of attendance. • Major credit cards accepted. • Purchase orders from School Districts must be for the full amount. • Includes course manual, one-year DDAI membership ($50 value), refreshments, verification of attendance, Symbol Mastery Kit**, and one 15-minute post-workshop consultation. • ** $95 may be deducted for participants who bring their own Symbol Mastery Kit. Course Schedule: • 8:30-5:00 first day, 9-5 on subsequent days. • Lunch break from 12:00-1:30 Course Location: • For California: Davis Dyslexia Association 1601 Bayshore Hwy, Suite 144, Burlingame, CA 94010. Call 1-888805-7216 for a list of local hotels. • For Minnesota: Please contact - New Hope Learning Center 1-888-890-5380 • For outside USA, contact local DDA or Sponsor. • Accommodations and meals are not included in the price of the workshop. Academic Units - USA only: • 3 quarter units (post-baccalaureate) are available from California State University-Hayward. Cost: $96 to CSUH Extension Division + $45 administrative fee to Davis Dyslexia Association International. Pass/Fail or letter grade. All payments are fully transferable to alternate workshop dates. A $65 administrative fee is deducted from refund requests.

PAGE 11

Course Outline
(subject to slight changes)

DAY ONE Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The "gifts" of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths & weaknesses; set goals; and establish motivation)

• Demonstration and Practice Session
DAY TWO Q & A Session Davis Orientation Counseling® Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration and Practice Session Release Procedure (method for alleviating stress and headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy level and ADD symptoms) DAY THREE Q & A Session Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation Davis Facilitator Licensing Program DAY FOUR Q & A Session Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations, Group Exercises and Practice Sessions Implementing the Davis Procedures

To register by phone, call 1-888-805-7216 (toll-free) with your credit card handy.

PAGE 12

THE D YSLEXIC READER

BOOK and Abigail Marshall REVIEW by Sharon Pfeiffer
From Sharon Pfeiffer This book is an indispensable resource, appropriate for classroom teachers at any grade level. As an experienced teacher, here are the things that I liked best: • A format that is easy to use and read. • Excellent references and resources covering a multitude of topics from language arts, math, study skills, classroom behavior, and evaluation skills, to how parents can help with the child's learning. • Specific recommendations as to programs to help with problem areas. • The book is sensitive and respectful of all students and all learning styles. • Contains more than 50 forms and handouts that can be reproduced for classroom use. • Information can be adapted to all grades. After teaching more than twenty years, I am familiar with many of the ideas in the book and have successfully used them in the past. Some were ideas I had forgotten and I was very happy to be reminded of them. I was so impressed that I plan to buy a copy of this book for a friend who is just beginning her teaching career. This easy-to-use book should be a part of every teacher's reference library. From Abigail Marshall As a parent, I feel this book is extraordinary. Many parents are looking for specific changes or accommodations that they can request in a child's IEP, or through informal discussions with teachers, but have no clue as to what to ask for. This book provides detailed and specific information as to the kind of things that can be done, coupled with forms and outlines that make it easy for a teacher to implement. Although this book is appropriately titled to address the needs of "struggling students," I think that this really is a book that provides teachers with techniques that can be used to reach all students. In fact, the author Susan Winebrenner has written a similarly titled book geared to teaching gifted children in the regular classroom. It is clear from her writing that she sees the child with learning difficulties as being potentially as able a student as those labeled gifted. These are techniques that can be used to

Teaching Kids with Learning Difficulties in the Regular Classroom
Strategies and Techniques Every Teacher Can Use to Challenge & Motivate Struggling Students
by Susan Winebrenner Free Spirit Publishing, 1996 www.freespirit.com, $29.95* ISBN #1-57542-004-X, Softcover, 240 pages

create an interesting, varied, and challenging learning environment for all students. I, too, think that this book should be in every classroom. Any parent of an elementary school age child may also find it worthwhile to own this book. My experience over the years is that most teachers are very willing to implement changes to help individual students, but they need very specific suggestions in a way that does not create an undue burden on them. This book certainly can help parents to work with teachers and make constructive suggestions to help address the individual needs of their children.
* Available through our catalog or the bookstore at www.dyslexia.com

BOOK REVIEW by Elena Teichman
How to Read Music, by Roger Evans, provides a clear approach for solving the mysteries of musical symbols, and for enabling music students to recognize and understand the components of a piece of music. It gives the information necessary to build a solid foundation for reading music. The author gives good advice and presents information in a comprehensive, easy-to-follow, and step-by-step manner. The clear explanations and illustrations on each page answer the "why's" and "how's" of written music. Parents and teachers will find Mr. Evans' book a good reference to use along with Davis Symbol Mastery for

How To Read Music
by Roger Evans Three Rivers Press
ISBN 0-517-88438-0

Symbol Mastery Tips & Steps for Music
Mr. Geoffrey Keith, an award and grant winning composer, previously contributed the article "Musically Dyslexic" (The Dyslexic Reader, Issue 2, Volume 21, 2000). Among Mr. Keith's suggestions were the following: 1. Work the staff lines in clay. 2. Add the clefs. 3. Make the whole notes and place them on the appropriate lines and spaces with corresponding letter names placed underneath. 4. Work the musical alphabet backwards and forwards. 5. Shape other music symbols in clay. * Remember to make each of the names of the symbols in clay, too.

Price:$10.00* Softcover, 112 pgs

helping students who have a good ear but seem blocked in their ability to learn how to read music. Supplementary references such as a dictionary to help with pronunciation, a book of chords, and a book specific to the student's instrument may also be helpful. ¿

THE D YSLEXIC READER

PAGE 13

Newly Licensed Davis Facilitators and Specialists
Congratulations and Welcome to our growing international family of Davis Program providers!
We especially welcome our very first Facilitators in Italy, Bahrain and Oman, and our second in Ireland.
Dr. Raffaella Zingerle has a degree in Education Science and works in the elementary schools teaching Italian and German. She works as a Davis Facilitator privately during school holidays .Str. Col.Alt 94, I-39033 Corvara In Badia(BZ), Italy. +39 (0471) 83 68 71. zingerle.r@rolmail.net Pat Hodge is a parent and teacher of her own two dyslexic children. She holds a Diploma in teaching Specific Learning Difficulties/Dyslexia attained in England. She is qualified to assess students who are having difficulties with literacy acquisition skills, and is familiar with dyslexic teaching methods currently used in schools world wide. Pat trained to become a Davis Facilitator in France and Switzerland. Dyslexia Correction, PO Box 1597, Muscat, Oman PC 112. +968 698 596. Hodge@omantel.net.om Sameera Sadiq Al Baharna attained a BSC degree in Microbiology and worked as a Kindergarten teacher for 16 years. She has owned and managed a language institute. Currently she is studying and researching in the field of child development and education. Her Facilitator training was completed with DDA-UK. PO Box 1712, Dar Al Marifa, Manama, Bahrain. +973 555 201. Sbaharna@hotmail.com Sister Antoinette Keelan is currently the Director of St. John's Education Centre where she has also served as a teacher and headmistress. This Centre aims to help students respond positively to the opportunity of education and life. The rationale for this Centre derives from the educational philosophy of the holy faith and De La Salle Congregations and their commitment to the marginalised, disaffected and disadvantaged. There is concern for the retention of students and the need for early identification and intervention for those experiencing difficulties within the school system. They strive to provide individual student and family support that is necessary to avoid prolonged or eventual permanent exclusion. The Centre will offer dyslexia facilitation support services. Sister Keelan is involved on the Executive Board of the National Management Body for Secondary Schools as well as Chair of three school boards and Chair of pilot initiatives. St. John's Education Centre,25, Clare Rd., Drumcondra, Dublin 9, Ireland. Tel & Fax: +35 (31) 857 6981. Jeri Mcleod is a native of Calgary, Alberta, Canada. She obtained her undergraduate degree from the University of Calgary and her Masters Degree from Gonzaga University. She has specialized in Reading and Language Development with more than 15 years of experience at both the elementary school and college level. During her ten years of living in Asia, she developed English as a Second Language programs for private companies, developed English proficiency tests for major hotel companies, and worked extensively at the International School level throughout Asia. Her interest in dyslexia is based on personal experience within her own family, and a new found awareness and appreciation for visual imagery. Jeri's ongoing motivation stems from recognizing the diverse talents and the unique learning style of dyslexic thinkers. 33 McKenzie Lake Point SE, Calgary, AB T2Z 1L7. +1 (403) 5030108 or (403) 257-7576. Jeri@telusplanet.net Angelika Zeller has been working as a physiotherapist since 1979. After her daughters were grown, she also studied social pedagogy. Since 1998, she has had her own practice of physiotherapy and pedagogical counseling. She knows about dyslexia because her third daughter is dyslexic. Pädagogishe Beratüngs-und Krankengymnastik-praxis, Heimbarten Str.8, D-83673, Bichl, Germany. Ph. & Fax: +49 (08857) 694 607. angelikazeller@hotmail.com Inge Koch-Gassmann Gebirgstrasse 25, D-79426, Buggingen, Germany. 0049 7631 2329. Dr. Angelika Weidemann Romerstr. 33a, 89077 Ulm, Germany. +49 (0731) 931 4646 Fax:+49 (0731) 9314647. Imelda Lamaker Lupinestraat 22-6, NL1214 GD Hilversum, Netherlands. +31 (035) 621-7309. Edith Kweekel-Göldi is a teacher and a mother of three children. After experiencing the positive impact of her son going through the Davis program, she decided to become a Facilitator. Her experience as a teacher is an asset to her ability to work with children and parents in schools. She works from her home in the center of Holland. Hazepad 68, NL3766 JV Soest, Netherlands.+31 (035) 601 0611. a.j.kweekel@12move.nl Graciela Trevino Gonzalez has a degree in Psychology, and a post-graduate degree in Gestalt Therapy. She works at La Puerta de las Letras. Privada Fuentes #110, esquina con Ricardo Margain, Colonia Santa Engracia, Garza Garcia, Monterrey, Neuvo Leon 66220, Mexico. +52 (8) 335 94 35. puertadeletras@infosel.net.mx Laura Lammoglia Sauce #219 Col. Altavista, Tampico, Tamaulipas C.P. 89240, Mexico. +52 (12) 13 41 26. lauralam@infosel.net.mx Natalia Espinosa de las Montreros Sistemos Aves, Plza Santa Ines, Blvd Culiacan 2589-9, Culiacan, Sinaloa, Mexico. +52 (67) 1798-97. nataespinosa@hotmail.com Cathy Calderón de la Barca has a masters degree in family therapy . She is a clinical psychologist specializing in "solution oriented therapy." She speaks Spanish, English, and German. José de Teresa #180, San Angel, Mexico D.F. 01040. +52 (5) 202 7913 Calbarca2@aol.com

PAGE 14 Inga Pulver Hanneken LIB Lerninstitut, Munsterberg 1, CH. 4001, Basel, Switzerland. +41 (061) 272 24 00. info@leminstitut.ch Antoinette Löpfe Rytz LIB Lerninstitut Munsterberg 1, CH. 4001, Basel Switzerland. . +41 (061) 272 24 00. info@leminstitut.ch Edith Forster has been working for years with dyslexic children. She thinks it's very important the Davis methods were developed by a dyslexic person. She also likes its creative approach which treats dyslexia as a gift and not as a deficiency. Kilbergstr. 29, CH-8356 Ettenhausen, Switzerland. +41 (052) 365 45 54. Nichola Farnum comes to Davis work with a background in Special Needs teaching, NLP and Person-Centred Counselling. Her key interests lie in assisting people in resolving their limitations and bringing out the best in themselves. She enjoys working with clients of all ages. She was drawn to the Davis approach because of its truly life-changing nature, and she loves witnessing clients expanding in skills, self-awareness and self-esteem through the Davis programme. 7 Warwick Rd. Hampton Wick, KingstonUpon-Thames, Surrey KT1 4DW, UK. +44 (0208) 977 6699 Fax: +44 208 977 8884. nichola.farnum@virgin.net Jenny Summerton 63, Clifton Road, Sutton Coldfield, West Midlands B73 6EN, UK. +44 (0121) 354 4847. jenny.summerton@eggconnect.net

THE D YSLEXIC READER Erin Pratt graduated from Warren Wilson College, in Asheville, NC, in 1999 with a Bachelors Degree in Social Work. She has a great love for people and has always felt a calling to the service of others. She has worked with adults and children for many years. This work includes; tutoring, mentoring and creating curriculums for and working in and directing inner city programs. Erin is proficient in Spanish after traveling in Central America for 9 months studying Spanish and doing service work. She has spent the last year home schooling her brother. She became interested in the Davis program after observing her mother, Alice J. Pratt working successfully with these methods for three years. Erin is deeply inspired by both the healing qualities and effectiveness of the program. She is also excited by the yet to be explored applications of Ron Davis' discoveries. Erin will be working out of her office in Ashville, NC. Dyslexia Plus, 20 Battery Park Avenue, Suite 811, Asheville, NC 28801-2748. 828-231-2400. Dyslexiathegift@yahoo.com

A New Davis Dyslexia Association in Israel
On May 1, 2001, DDA-Israel was launched. The Director will be Judith Schwarcz. Her goal is to make the Davis Dyslexia Correction Program and methods more broadly available in Israel. This will be achieved through workshops for therapists, teachers and parents, Davis training and licensing programs for professionals, Membership and information services and educational products for parents and teachers. With Judith's help, we hope that our mission to bring about a greater awareness and acceptance for diverse thinking and learning styles will help bring greater happiness and peace to the lives we can help and touch in Israel. Davis Dyslexia Association-Israel 20 Ha'shahafim St Ra'anana 43724 Judith Schwarcz, Ron Davis, and the Hebrew Telephone: +972 (09)772 9888 edition of The Gift of Dyslexia. Email: Israel@dyslexia.com

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 www.dyslexia.com/affil.htm, or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

Grown-ups never understand anything for themselves, and it is tiresome for children to be always and forever explaining things to them. -Antoine de Saint-Exupery (1900-1944)

THE D YSLEXIC READER

PAGE 15

Davis Dyslexia Correction ® Providers
The Davis Dyslexia Correction program is now available from more than 200 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm

United States
Alabama Paula Morehead, Dyslexia Center of the South (205) 822-9050 (Hoover) Arizona Edie Fritz, New Solutions Dyslexia Correction (602) 274-7738 (Phoenix) Nancy Kress, Dyslexia Corrector (623) 842-0455 (Glendale) John Mertz, Arizona Dyslexia Correction Center (877) 219-0613 (Tucson) California Ron Davis • Alice Davis • Dr. Fatima Ali, Ph.D. • Brian Grimes • Sharon Pfeiffer • Dee Weldon White, MA • Scott Shedko, MA • Lexie White Strain Reading Research Council Dyslexia Correction (800) 729-8990 (650) 692-8990 (Burlingame) Janalee E. Beals, M.S. Ed., The Dyslexia Mentor (877) 439-7539 (Palm Springs) Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles) Dwight E. Underhill (510) 559-7869 (El Cerrito) Colorado Kathy Bacon, Creative Learning Center (970) 669-0170 (Loveland) Terry Demeo (303) 850-7668 (Littleton) Carol Faye Stromberg, 6 R’s Correction (800) 290-7605/(970) 487-0228 (Colbran) Florida Alice J. Pratt, Dyslexia Plus (904) 389-9251 (Jacksonville) Georgia Bill Allen,”THE” Dyslexia Coach (770) 594-1770 (Atlanta) Indiana Myrna Burkholder, Michiana Dyslexia Correction Center (219) 533-7455 (Goshen) Iowa Mary Kay Frasier, Innovative Learning Professionals (515) 270-0280 (Des Moines) Kansas Carole Coulter, Dylsexia Correction of Johnson County (913) 831-0388 (Kansas City) Michigan Ann Minkel, Michigan Dyslexia Resources Tollfree: (866) 330-3671 (517) 365-3176 (Six Lakes) Dean Schalow , Tri-Point (800) 794-3060/(231) 899-5954 (Manistee) Minnesota Cyndi Deneson, New Hope Learning Center (952) 820-4673 (Bloomington) Missouri Patricia Henry, Dyslexia Correction of KC (816) 361-6563 (Kansas City) Montana Nancy Sitton, Dyslexia Deciphered (406) 863-9844 (Whitefish) Nebraska Shawn Carlson, Education Insights (402) 420-1025 (Lincoln) Nevada Barbara Clark, New Foundations for Dyslexics (775) 265-1188 (Gardnerville) New Jersey Charlotte Foster, Multivariant Learning Systems (908) 766-5399 (Basking Ridge) Nancy Cimprich, Creative Learning Systems (856) 358-3102 (Elmer) New Mexico Annie Johnson-Goodwin, Dyslexia Resource (505) 982-9843 (Santa Fe) New York Carla Niessen, Dyslexia Changed Services (845 or 914) 883-5766 (Clintondale) Wendy Ritchie, Positive Perception Ltd. (716) 233-4364 (Hilton) North Carolina Erin Pratt, Dyslexia Plus (828) 231-2400 (Asheville) Pennsylvania Marcia Maust, Laurel Highlands Dyslexia Correction Center (814) 267-6694 (Berlin) Texas Jane Bailey & Dorothy Owen, DFW Dyslexia Correction (888) 331-4902/(817) 498-8871 (Bedford) Kellie Brown, Texas Dyslexia Services Toll Free: (877) 230-2622 (817) 989-0783 (Ft. Worth) Julia Garcia, Hidden Genius Learning Solutions (877) 678-8773 (The Colony) Laura Warren, Dyslexia Correction Center (806) 771-7292 (Lubbock) Virginia Elizabeth Davis, VA Center for Dyslexia (804) 358-6153 (Richmond) Washington Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of Washington (253) 854-9377 (Kent) Ray Davis & Meliesa Hawley, Reading Research Council Northwest (866) 677-7726 (Everett) Marlene Easley, Dyslexia Unlearned (360) 714-9619 (Bellingham) Kathy Hawley, Cascade Dyslexia Correction (509) 784-1927 (Entiat) Carol Hern & Ethel Kellogg, Dyslexia Mastery (509) 363-1771 (Spokane) Jo Del Jensen, Learning Tools Northwest (360) 679-9390 (Oak Harbor) Rebecca Luera, Dyslexia Mastery (800) 818-9056 (Fall City) Sharon Polster, Dyslexia Tutoring Services (206) 780-8199 (Bainbridge Island) Lawrence & Renie Smith, Meadowbrook Education Services (800) 371-6028 (509) 443-1737 (Spokane) Ruth Ann Youngberg, Dyslexia Mastered (360) 671-9858 (Bellingham) West Virginia Gale Long, New Horizons Dyslexia Correction Center (888) 517-7830 (304) 965-7400 (Elkview) Wisconsin Cyndi Deneson & Darlene Bishop, New Hope Learning Centers, Inc. (888) 890-5380 (414) 774-4586 (Milwaukee)
Canada: Sue Hall, Positive Dyslexia Phone: (604) 921-1084 (West Vancouver) D’vorah Hoffman, Living Hands Learning Centre Phone: (416) 398-6779 (Toronto, Ontario) Gerry Grant, Dyslexia Solutions Canada, Ltd. Phone: (800) 981-6433 (Princeton, Ontario) Jeri Mcleod Phone: (403) 503-0108 (Calgary) Wayman E. (Wes) Sole, Dyslexia Help Phone: (519) 472-1255 (London, Ontario) Lawrence Smith, Jr., Rocky Point Academy Phone: (403) 685-0067 (Calgary, Alberta)

Names of other licensed Davis Program providers in Europe, Latin America, Africa, the Middle East and Asia, can be obtained from the DDA offices listed on the back cover or on the Internet at www.dyslexia.com/affil.htm

PAGE 16 The

THE D YSLEXIC READER

Dys•lex´•ic Read´ er •

~

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

PRESORTED STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

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 the eleven-step Davis Facilitator Training Program. 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 improving reading, spelling, and motor coordination into a classroom, home school, tutoring, or therapeutic setting.

2001 International Schedule
US Asia Germany US Switzerland US Germany San Francisco Singapore München Minnesota Basel San Francisco München July 9 - 12 July 19 - 22 July 26 - 29 August 7 - 10 September 6 - 9 Oct 29 - Nov 2 November 1 - 4

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 $95 materials fee • $925 for DDAI members or groups of two or more plus $95 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-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: ch@dyslexia.com DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: germany@dyslexia.com DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (09) 772-9888 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com 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: mexico@dyslexia.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: holland@dyslexia.com DDA-UK P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 Fax: +44 (01962) 820 006 E-mail: uk@dyslexia.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: ddai@dyslexia.com

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 http://www.dyslexia.com/train.htm

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