The

Dys•lex´ ic Read´ er • •
Vol. 25

~

Davis Dyslexia Association International

Issue 3 • 2001

A Different Look at Attention Deficit Disorder
by Ronald D. Davis

During the past two decades, ADD and ADHD have become the learning disabilities of interest. We almost never hear of the other eighty or so learning disabilities. When I first encountered the terms ADD and ADHD being applied to learning disabilities and dyslexic characteristics, I looked them up in The Merck Manual, the medical bible for diagnosing, defining, and treating medical conditions. Although the media promotes the idea that it is biological and/or biochemical, the medical community defines it as: "Developmentally inappropriate inattention and impulsivity with and without hyperactivity." The definition goes on to state, "Several theories

advocating biochemical, sensory and motor, physiologic, and behavioral correlates and manifestations have been proposed. Etiology is unknown." (Etiology means the factors associated with the causation of disease.) In other words, both the cause and the

Twenty years of successfully working with students labeled and mislabeled with ADD and ADHD has given us a different understanding.
correction of the condition is actually unknown. In my opinion,the growing popularity of ADD/ADHD is fairly simple to understand. The diagnosis is

made by the medical profession, with the public's assumption that there is medical science in support of the diagnosis. With the diagnosis comes a prescription of medication which the public assumes will eliminate the problem. Both of these assumptions are wrong. The Merck Manual tells us that there is no medical science in support of an ADD/ADHD diagnosis. And the drugs (stimulants) that are prescribed only influence the symptoms without addressing the actual problem. Twenty years of successfully working with students labeled and mislabeled with ADD and ADHD has given us a different understanding. It has also given us a way to solve the problems of inattention, impulsivity, and hyper/hypoactivity — without
Continued on page 4

Success with Dial-Setting
by Paula Morehead Davis Facilitator in Alabama

I talked to a father of a 13-yearold boy who was interested in the Davis Dyslexia Correction Program for his son. During the conversation, I learned that the boy had been taking Ritalin for the last six years. He had started taking the medicine in the first grade to help him concentrate. Now, his father explained, it was not easy for his son to sit still even for a little while unless he was taking the medicine. I recommended that he talk with his son's doctor and see about taking

him off the medicine at least two weeks before the scheduled program. He agreed to do this. When they arrived on Monday to do the five-day Program, it was true, the child was having a very difficult time sitting still for any part of the initial consultation. We made it through, and I was able to establish that he really wanted to be able to read and he wanted to stop taking the medicine. He said it was embarrassing to have to go to the health room every day and take medicine like a baby. As soon as we completed the initial Orientation
Continued on page 4

In This Issue
News & Feature Articles:
A Different Look at ADD . . . . . . . . . . . . . . .1 Sucess with Dial-Setting . . . . . . . . . . . . . . .1 Connecticut Law Prohibits Schools from Urging Ritalin . . . . . . . . . . . . . . . . .3 Animal School . . . . . . . . . . . . . . . . . . . . . . .5 Explaining Dyslexia to a Child . . . . . . . . . .6 Facts about ADHD . . . . . . . . . . . . . . . . . . . .7 Psychostimulants in America . . . . . . . . . . .8

Regular Features:
In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . . . . . . . . . .5 Davis Workshops . . . . . . . . . . . . . . . .10, 11 New Facilitators & Specialists . . . . . . .12-13 Davis Providers (U.S. & Canada) . . . . .14-15

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T HE DYSLEXIC READER

IN THE MAIL
Jerilynn Carter's article on "Mastering Musical Notes with Davis Symbol Mastery" appeared in our last issue. She is the mother of six children and has been home schooling for 9 years. Although she is a piano teacher, Jerilynn believes that anyone could teach musical notes with Symbol Mastery. Here are more tips on mastering musical notes sent in by Jerilynn.

After making the staff in clay, we made the three C's on the staff: middle C, high C (one octave up from middle C) and low C (one octave down). We then made several note heads (whole notes) and placed them on the staff in random order on

any of the 5 notes that we had done previously (the3 C's, treble G and bass F). My daughter, age 12, went to the piano and read her clay staff as she played the notes which was easy and fun for her. Next, she copied these notes onto a large paper staff, then read and played from this staff. In a regular manuscript book (with rather large staff lines), she "composed a song" by simply choosing any of these five notes and writing them on the staff in any order she wanted. She "sight-read" her own song, first right hand, then left hand, separately. It was interesting to hear the sound of her random notes! Next, I had her do the same thing,
I must help him all I can, though it is hard and slow. “So, come on fellow. Let’s get started. We have a long, long ways to go.” The first thing I must do to teach this little lad, is turn him round and make him know he’s not entirely bad. Then comes reading, and the math. He’ll learn to write and spell. He’ll learn to laugh and live with others, and do many things quite well. After many long hours of struggle the years have slowly passed. Now he is proud and so am I for he has learned at last. He’s a man and earns a living. Yet, some still call him dumb. No one seems to know or even care how far that boy has come.

only this time breaking the line into measures with four notes to a measure and lining up the notes between the right and left hand so she could play them together. Drawing in bar lines to create measures didn't pose any problem for her. Finally, the real test. She read and played this line of music with both hands together. She went slowly, but she did it without any confusion or disorientation. She loved doing this! I'm looking forward to adding more notes, one or two at a time, in the same manner.
You ask, “Why do you do it? There’s no reward.” But don’t you see? Each little child I look upon, I’m seeing really me. I had the Master Teacher look down with love on me. Tenderly, He led me through dark valleys, and set my spirit free. Oh, God, you take each one of us, the halt, the lame, the blind. patiently you teach each one to live more lovingly and kind. If you’d not cared enough for us, our pain and hurt to see, but left us way off over there, just where would our lives be?

A Special Teacher
Author Unknown Now, say it over again, two plus two is four. We say it over a thousand times, then we'll say it even more. I teach the little child who is very, very slow. I teach him how to tie his shoes and where the buttons go. I'm told, “You cannot teach this child. It is a waste of time. Give him a chair, away over there. Forget him. He'll be just fine.” But I cannot leave him all locked away inside. He needs someone to teach him some love, some hope, some pride.

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, Maria Fagioli and Dee White. 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.

T HE DYSLEXIC READER

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Connecticut Law Prohibits Schools from Urging Ritalin
by Abigail Marshall www.dyslexia.com Webmaster

July 17, 2001: The Connecticut legislature has unanimously approved a law that prohibits teachers, counselors and other school officials from recommending psychiatric drugs for any child. The measure does not prevent school officials from recommending that a child be evaluated by a medical doctor. But the law is intended to make sure the first mention of drugs for a behavior or learning problem comes from a doctor. The bill's sponsor, State Rep. Lenny Winkler, noted that there has been a dramatic increase in the amount of psychotropic drugs, such as Ritalin and Prozac, being prescribed to children in recent years. These drugs are being prescribed more and more frequently, most commonly for Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) and depression. “Unfortunately, these drugs are too often prescribed without a thorough medical and psychological evaluation,” said Representative Winkler. “This bill will go a long way toward preventing unnecessary use of psychotropic drugs in Connecticut.”

She added that because teachers are held in such high esteem, their opinions regarding a student's health are taken seriously. School personnel will still have the right to recommend that a student undergo a thorough medical evaluation. “The school system will always play a vital role in a child's well being,” she said. “But it's extremely important that the diagnosis of any medical condition be performed by a medical professional.”

State Rep. Lenny Winkler

“Unfortunately, these drugs are too often prescribed without a thorough medical and psychological evaluation...”
The Connecticut law reflects a growing national concern about the overuse of Ritalin and other medications to address behavioral and learning problems in young schoolchildren. The long-term effects of stimulant medications for children have not been fully explored or examined. Many health care professionals question the safety of chronic treatment with stimulants at a period when the brain undergoes major developmental changes. Others fear that long term exposure to such medications may sensitize the brain

to future use of stimulants which may increase the risk of substance abuse and dependence. Parents in many parts of the U.S. have complained that school officials have pressured them to medicate their children, even when they are attempting non-medical interventions for behavior and learning problems. In at least one case, in Albany, New York, school officials succeeded in preventing a family from discontinuing use of Ritalin because of the side effects experienced by the seven-year-old child, by initiating a successful Family Court action in which the parents faced potential loss of custody of their son. Legislation like the new Connecticut law can prevent such conflicts, so that both parents and teachers can be fully informed of the consequences of medicating their children before doing so. u
PSYCHOACTIVE DRUGS, INCLUDING COMMONLY ABUSED SUBSTANCES: Erowid Psychoactive Vaults: A reliable balanced library of information about psychoactive plants and drugs. http://www.erowid.org/psychoactives/ psychoactives.shtml DRUG INTERACTIONS, HERBAL REMEDIES: Personal Health Zone: Information on potential interactions between prescription drugs and herbs, vitamins and supplements. Includes side effects and warnings, interactions and references. http://www.personalhealthzone.com/ pg000059.html

Internet References for Medications
Here are some internet resources for researching the properties and potential sideeffects of various medications. SPECIFIC INFORMATION AND REFERENCE INDEX SITES RxList - The Internet Drug Index http://www.rxlist.com Prescription Drug Reference http://my.webmd.com/cp_drugs SCHOLZ Healthcare http://www.ditonline.com/monograph GENERAL INFORMATION AND LINKS TO OTHER RESOURCES Corey Nahman - Drug Database, Full Product Disclosures, Drug Monographs, Package Inserts, Pharmaceutical and medical news and information. http://www.coreynahman.com/ druginfopage.html Open Directory: Health > Pharmacy > Drugs and Medications. http://directory.google.com/Top/Health/ Pharmacy/Drugs_and_Medications

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T HE DYSLEXIC READER

A Different Look at ADD
continued from Page 1

drugs. Our perspective takes into account the direct and indirect developmental effects of disorientation, and the fact that not all children or adults diagnosed or suspected as having ADD/ADHD have the same problems. When these problems are addressed from this perspective and with the tools of Orientation Counseling, Alignment, Release, Dial-Setting, and Symbol Mastery of some key concepts, the negative characteristics can be brought under the voluntary control of the individual without any loss of the gifts and talents also associated with ADD/ADHD behaviors. By gifts and talents, I mean the natural abilities to multitask, shift attention rapidly, think without preconceptions, perceive more than what is apparent, imagine and create inventions, come up with innovative solutions to complex problems, or be intensely curious. Now let's talk about how ADD/ADHD can be corrected. Contrary to the myths about ADD, the seeming lack of attention or inappropriate inattention is usually from the point of view of parents, teachers and doctors that have interpreted shifting attention as not having enough attention. If anything, there is so much attention that almost

all ADD children learn to multitask to relieve their boredom. This is done by dividing the attention into two or more segments that can be simultaneously directed at different areas of interest. I have met individuals who can efficiently perform up to five parallel activities at once. When called upon to focus on one thing at a time, this tendency can be self-managed by the use of the Davis Orientation, Alignment, or Focusing tools. Impulsivity can be manifested as acting before thinking, difficulty taking turns, problems organizing work, compulsivity, disregard for the rights of others, and constant shifting from one activity to another. The Davis methods for addressing these behaviors start with mastering the concepts of self, change, before, after, cause, effect, consequence, time, sequence and order vs. disorder. An inherent understanding of one or all of these concepts can be missed developmentally. Using the principles of Davis Symbol Mastery, a thorough, guided exploration of the actual meaning of these concepts and how they apply to life can have a very interesting effect on such behavior. However, the constant shifting from one activity to another is more a manifestation of disorientation. Orientation skills and use of the Dial by the individual will alleviate this behavior. Both hyperactivity and hypoactivity But, Wednesday, after Fine-Tuning, he was a completely different child. He had started reading on Monday at a first grade level. However, to accomplish that, we had to go to a place where there was nothing in his line of vision so that he could read. If he could see anything distracting, he could not stay oriented because "things moved around in the room" and he wanted to watch them. On Wednesday, I pulled out Charlotte's Web. He read the first two pages with only two or three mistakes. He was so excited about reading the book, that he did not realize that he

are a product of disorientation, as every disorientation is accompanied by a shift in the perception of time. Our perception of time is relevant to the speed of our internal clock. Having more time than other people, by itself does not give us all we need to understand hyperactivity. The other piece is that every disorientation also includes a reversal in the sense of balance and movement. By fidgeting, bouncing a foot up and down, drumming hands, or other nervous activity, we can send a shock wave through our body that can result in an overall feeling of sitting still. The hyperactive child has a lot of extra time, and fills it up with a lot of extra activity. Hypoactivity is simply the other side of the same coin, where just the reverse is true. It is often recognized in the lethargic, day dreamer, lazy, couch potato kids. These two products of disorientation can also be self-managed through the use of the Davis tools. We know that in most cases the behavioral and attention issues associated with ADD/ADHD can be corrected with the Davis tools, without drugs. Our challenge is to keep presenting this model and these tools to teachers, therapists and the general public and let the selfevident empirical results speak for themselves, regardless of the models presented by the media or the medical community. u was still sitting at our work table. I asked him about the things around him and he said, "Wow, now I can read and the things in the room don't move around anymore." That afternoon, he asked his father if they could go to a bookstore and buy Charlotte's Web so he could finish reading it. He finished it by Friday morning. In the post-assessment reading inventory, his reading level increased from a first grade level to an eighth grade level. He was really excited and was ready to go back to school in the fall. u

Success with Dial-Setting
continued from Page 1

Counseling session, I introduced DialSetting to him. We talked for a long time about the different kinds of dials there are and their uses. We then established a dial for him to use to control his own energy instead of having to take medicine to do it. I must admit, by the end of the first day, I was not sure what was going to happen. I was tired from watching him bounce around in his seat. The next day was a little better.

T HE DYSLEXIC READER

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Animal School
Once upon a time, the animals decided they must do something heroic to meet the problems of a ‘new world.’ So they organized a school. They adopted an activity led curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all of the subjects. The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn, and he was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck. The rabbit started at the head of the class in running, but had a nervous breakdown because of so much extra work to catch up in swimming. The squirrel was excellent in climbing, until he developed frustration in the flying class, where his teacher made him start from the ground up instead of from the tree down. He also developed a severe cough from over exertion and then got a C in climbing and a D in running. The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top of the tree, but insisted on using his own way to get there. At the end of the year, an abnormal eel that could swim exceedingly well and also run, climb and fly a little, had the highest average and came top of the class. The prairie dogs stayed out of school and fought to reduce the taxes because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school. This was posted on the SENCO (UK) forum and comes from Dr. George H. Beavis, Assistant Superintendent, Cincinnati Public Schools 1939 -1948 “100 Ways to Improve Self-esteem in the Classroom.”

BOOK REVIEW
by Sue Hall, Davis Facilitator in West Vancouver, Canada

"These kids can The Indigo be very bright, very Children: charming and impossible to live with. They think of The New things that are fun Kids have and creative at the Arrived rate of about 10 per second. While you are trying to put out by Lee Carroll and Jan Tober the fire they set toasting Published by Hay House, $13.95 marshmallows on the stove, they are ISBN #1-561706-08-6, Softcover, 249 pages in the bathtub trying to see if goldfish will survive in hot water." Does this sound familiar? If so, you'll enjoy "The Indigo Children" by Carroll and Tober, two self-help lecturers. On their travels they began to hear about specific challenges that parents were facing with their children, and this was corroborated by the professionals trying to help them. They gathered stories, information and quotes (one from Albert Einstein) to produce this book aimed at parents who are looking for practical help. They identify the attributes these children possess, discuss education and schooling, the spiritual aspects, medical issues, and pass on messages from some now-adult Indigos. The authors state that the ten most common traits are: 1) They come into the world with a feeling of royalty. 2) They have a feeling of deserving to be here. 3) Self-worth is not a big issue. 4) They have difficulty with authority by ritual or without explanation. 5) They simply will not do certain things. 6.) They get frustrated with systems that don't require creative thought. 7.) They often see better ways of doing things. 8.) School is often difficult for them and they can seem antisocial. 9.) They will not respond to guilt-trip discipline. 10.) They are not shy about letting you know what they need. Many gifted children are mistakenly thought to be learning disabled, and falsely labeled with ADHD. If your child fits this pattern and you are pulling your hair out, you may want to read this book before resorting to Ritalin. I found this book compelling reading. As a Facilitator I see many of these children and young adults professionally. As a parent, I found it enlightening, fascinating and full of hope. Oh, must go, more goldfish to save! u

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T HE DYSLEXIC READER

Explaining Dyslexia to a Child
by Meliesa Hawley Davis Facilitator, Everett, WA

Although Ron Davis's book reveals dyslexia is a gift, most of the attention on the subject has been dedicated to the disability aspect. Children who have been struggling with the disability may, at first, have difficulty believing their dyslexia is anything but negative. We have clients who come into our center and tell us they do not want dyslexia and want to know if we can take it away. Because of the Davis Program, I can tell them honestly that I have the dyslexic thinking style myself, and I would not trade it for the world. And as they experience the benefits of their thinking style, their perception of dyslexia changes. I sat down with one child in our center recently, and he imagined a post that he walked around, then looked out the window and told me all the things he could picture with his imagination. I congratulated him repeatedly on his dyslexic abilities. By the end of his week long program, he gave us this quote: "Dyslexia is the bomb!" (“the bomb” is slang for “something terrific”) De-stigmatizing dyslexia in your own family is an important place to start. As the family begins to understand that dyslexia is a gift and values the child for that gift, the child will respond. Imagination games display the gift side for the parent and the child to enjoy. A simple question about imagining the salt shaker from the other side can lead to a delightful conversation and a fun imagination game where the child can be rewarded for dyslexic talent. Because the imaginative gift leads to creativity in a number of different areas, a look at the child's life will show where that child excels. Many children show some form of artistic talent, in drawing and sculpting; others will take things apart to figure

them out, and be described as mechanically inclined; still others will become adept at using their mind's ear, and will show a talent for playing music by ear (although they may have difficulty reading music). As the parents connect those talents with the word "dyslexic," it will become a compliment. As the family's language around the subject of dyslexia begins to change, the dyslexic child begins to build self-esteem around the abilities associated with dyslexia. Now the family has a place to start to explain to the child that this ability is causing the problems in reading, math, or attention deficit. This builds a safe space for the child to admit that they have a problem. Once the child is ready to see the problem and wants a solution, parents can explain there are people who can help you with that problem-people who understand you have a gift. That positive understanding of dyslexia is one of the great assets of the Davis Dyslexia Correction Program. Our clients spend the hours of their program working with someone who knows their dyslexia is a talent, and does not believe that there is anything wrong with their brain. This, in itself, can be an incredibly empowering

experience for someone who has spent a lifetime wondering why other people can easily do something that, for a dyslexic, is so hard. Additionally, the client learns the actual tools that work for learning with the dyslexic thinking style. The Davis Program is a way to learn how to learn, and knowing how to explain it to your child is the beginning of rewriting the script for their life. u

Ode to Lisa, Tessa, and Ron
by Oscar Mysteries of the mind are not so easy to find When everyone's pointing left and your child's upset The answers are there false ones everywhere The little ones don't see how to be Through the dark and the anger 'til their mama finds an alter Like a needle in hay from a man who remembered his way

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Facts about ADHD
by Dee Weldon White Davis Facilitator in California

most effective.

• A wide variety of treatments have
been used for ADHD including, but not limited to, various psychotropic(stimulant) medications, psychosocial

The following points are excerpted from the Summary of Conclusions of the National Institute of Health Conference on Diagnosis & Treatment of ADHD in 1998. They may be of interest to parents and teachers who are seeking information about ADHD, or are being recommended to put children on stimulant medications. This information provides some solid facts about the uncertainty within the medical, educational, and human services communities concerning the assessment and diagnosis of ADHD; the consequences and effectiveness of drug therapy; and the range of academic, developmental, social, and vocational issues affected. • Attention Deficit Hyperactivity Disorder is the most commonly diagnosed behavioral disorder of childhood and represents a major public health problem. Children with ADHD usually have pronounced difficulties resulting from the disorder across multiple settings including home, school and peer relationships. They can also have long term difficulty with academic performance, vocational success, and social-emotional development. • Despite progress in the assessment, diagnosis and treatment of ADHD, this disorder and its treatment have remained controversial in the public and private sectors. The diverse and conflicting opinions about ADHD have resulted in confusion for families, care providers, educators, and policymakers. Most diagnostic criteria for ADHD were designed for young children and have not been adjusted for older children and adults. The controversy raises questions concerning the literal existence of the disorder, whether it can be reliably diagnosed, and, if treated, what interventions are

treatment, dietary management, herbal and homeopathic treatments, biofeedback, meditation, and perceptual simulation/training. Of these treatment strategies, stimulant medications and psychosocial treatments have been the major research focus. Short term studies (primarily 3 months with Ritalin) show effectiveness on basic symptoms and aggressiveness but the treatment does not normalize the entire range of behavior problems. Of concern are the consistent findings that there is Davis Facilitators are trained to provide the Davis Program as an alternative to the use of drugs to control ADHD behavior. The procedures we use and teach include Davis Orientation Counseling and other selfmanagement tools. However, in order for these tools to be effectively learned and used voluntary, our clients need the opportunity to experience and test their usefulness without the

little improvement in academic or social skills. Also of current concern is the potential for addiction to psychostimulants. Very high doses of psychostimulants, particularly amphetamines, may cause central nervous system damage, cardiovascular damage, and hypertension. In addition, high doses have been connected to compulsive behaviors and sometimes movement disorders. Families who have children with ADHD experience increased levels of parental frustration, marital discord, and divorce. In addition, the direct costs of medical care for children and youth are substantial. These costs represent a serious burden for many families because they frequently are not covered by health insurance. There is often a disconnection between school based assessments and medical practice based services. This results in poor communication about treatment and fragmented follow-up. Other difficulties for families include lack of information, concerns about risks of medications, loss of parental rights, fear of professionals, social stigma including jeopardizing jobs. Finally, after years of clinical research and experience with ADHD, the knowledge about the cause or causes of ADHD remain speculative. The full text of the Summary is available on the Internet at http://odp.od.nih.gov/consensus/

effects of medications. Therefore, we require that our clients seek permission from their physicians to discontinue any stimulant medication prescribed to control ADHD symptoms. It is also part of our job to provide useful information and to encourage parents and teachers to seek out the available facts about ADHD when exploring and deciding upon the treatment choices available.

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T HE DYSLEXIC READER

Psychostimulants in America
by Alicia Frasier

The most common form of treatment of ADHD in this country is the use of drugs, such as methylphenidate (MPH, Ritalin) and amphetamine (AMPH, Dexedrine and Adderall). Ritalin production in the U.S. increased from 1,784kg to 14,442kg during the time period from 1990 to 1998. It is estimated that 4-5 million children receive psychostimulants in the U.S. each year. At this point, the action of Ritalin on the brain is not completely and confidently understood, but it is known that the drug interacts with epinephrine (adrenaline), norephinephrine, and dopamine, all of the these being brain chemicals that affect mood, attention, and memory. The DEA lists Ritalin as a Schedule II drug, meaning that it has the highest potential for abuse among legal drugs (other Schedule II drugs include morphine and barbiturates). Due to the nature of the classifications and effects of these drugs, it is important to examine the side effects and the social implications involved with the treatment of children with these psychostimulants. Peter R. Breggin, M.D.*, compiled many studies examining children on Ritalin and Adderall and the effects observed (1999). In studies done looking for central nervous system adverse effects, common themes of lethargy, tiredness, subdued behavior, and irritability were reported. The list of adverse effects caused by MPH and AMPH is large and includes symptoms such as heart palpitations, cardiac arrest, insomnia, nervousness, irritability, headaches, depression, nausea, vomiting, weight loss, growth suppression, blurred vision, and anemia. Adverse Drug Reactions reported through the FDA Spontaneous Reporting System

included hair loss, skin disorders, convulsions, and personality disorders as well as reactions previously mentioned here. Due to these statistics and more not mentioned here, Dr. Breggin reports that MPH and AMPH have been demonstrated to be irreversibly neurotoxic and, on this basis alone, should not be prescribed for children. As well as physical effects, social and psychological effects of these drugs and this disorder need to be addressed. By giving children a pill to make them sit still and listen, society portrays a need to "fix" these children and their brains and the responsibility of the behavior is moved from the child to the pill. Dr. Thomas Armstrong, in The Myth of the A.D.D. Child, states that by giving children medication instead of mediation our society is sending the

"to be successful - to be an okay person - you need to take a drug."
message that "to be successful - to be an okay person - you need to take a drug." The pill becomes the agent responsible for the actions of the child while they are taking it and the child is no longer "in control" of their actions. Dr. Breggin argues that "we disempower children by telling them that they can't control themselves or can't learn; we disempower ourselves as adults by saying we can't reach any particular child, and we actually

end up in our frustration damaging the brains of our children to make them more docile and more manageable. That is all we can accomplish with the drugs - crushing the spontaneity of our children." ADHD, and the medications used most commonly to treat it, have strong physical, psychological, and social implications. A drug so commonly used by millions must be studied and the side effects, benefits, and actions sought after. As a society, we must also examine the social and psychological ramifications and decide what is best for our children, now and in their future. Alicia Frasier is a gradute of St. Olaf College holding a BA Magna Cum Laude in Chemistry. This is an excerpt from a report done for her Neuroscience Seminar. A summary of the findings of this Conference are on Page 7
* Dr. Breggin is the author of a dozen books, including Toxic Psychiatry (1991) and Talking Back to Ritalin (1998). Dr. Breggin has also published two dozen peerreviewed articles in the field of psychiatry. In November, 1998 he was a scientific presenter at the National Institutes of Health Consensus Development Conference on Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder.

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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 (not including shipping charges)

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

UPS Shipping Charges will be added to all orders

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T HE DYSLEXIC READER

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

Workshop Focus What Teachers Have Said
This workshop gives Kindergarten and primary school classroom teachers unique strategies for "The learning strategies are very practical and will work for allmore effective reading instruction and providing my students." for giving their students life long skills in “how to "Excellent materials. Learning Strategies can be learn.” The Davis Presentations were clear, accurate, and to supplement existing accurate easily applied in-depth. The most reading presentation of learning I have experienced." programs. The workshop emphasizes hands-on learning through demonstrations, practice "Excellent presentation. I will use this in my class!" sessions, and group discussion. Attendance is limited to ensure the highest quality hertraining.as "The instructor was passionate about of subject
well as knowledgeable, and she communicated this!"

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
"I have to tellLearning much I enjoyed the workshop The Davis you how Strategies Program is an and what new enthusiasm I have for the new school effective and efficient way to develop the year. Your dedication and caring are such an beginning reader into an accomplished reader by inspiration! It is so exciting to be on the cutting edge thesomething so radically grade. Davis Learning of end of the third life changing for so many Strategiesbeen struggling for sono matter what their who have benefit all students long. You have done learning styles or readingmanual and training are a tremendous job, and your level. Teachers have found that strong readers become stronger in excellent."

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.

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

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.

2001-2002 DATES & LOCATIONS
Nov 15-18, 2001 June 24-27, 2002 August 12-15, 2002 Hamburg, Germany San Francisco, California San Francisco, California

Call 1-888-805-7216 for U.S. Registration

ACADEMIC UNITS AVAILABLE IN THE U.S.

T HE DYSLEXIC READER

PAGE 11

Come Learn and EXPERIENCE the Davis Dyslexia Correction procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis Workshop Outline
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 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 ADD symptoms) DAY THREE Orientation Review Procedure (a method for checking orientation skills) · Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) · 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 DAY FOUR 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 for US workshops call 1-888-805-7216 (toll-free)

WORKSHOP SCHEDULE
25 October - 28 October 2001 Instructor: Robin Temple Location: Winchester, UK Contact: UK@dyselxia.com 29 Oct 2001 - 2 Nov 2001 Instructors: Cyndi Deneson Location: San Francisco, CA, USA Contact: training @dyslexia.com 1 Nov 2001 - 4 Nov 2001 Instructors: Ioannis Tzivanakis Location: Germany Contact: germany@dyslexia.com 18 December - 21 December 2001 Instructor: Jürg Peter Location: Mumbai, India Contact: singapore@dyslexia.com 6 January - 9 January 2002 Instructor: Bonny Beuret Location: Tel Aviv, Israel Contact: israel@dyslexia.com 14 January - 17 January 2002 Instructor: Ronald D. Davis Location: San Francisco, CA, USA Contact: training@dyslexia.com 23 Feb -26 Feb 2002 (French) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com 14 March - 17 March 2002 (English) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com 15 April - 18 April 2002 Instructor: Jürg Peter Location: Singapore Contact: singapore@dyslexia.com 3 July - 7 July 2002 (French) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com 8 July - 11 July 2002 Instructor: Ronald D. Davis Location: San Francisco, CA, USA Contact: training@dyslexia.com For updated workshop schedules visit http://www.dyslexia.com/train.htm

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T HE DYSLEXIC READER

Newly Licensed Davis Facilitators and Specialists
Congratulations and Welcome to our growing international family of Davis Program providers!
We especially welcome the very first Davis providers in Mississippi, Ohio, and Oklahoma.
Nancy F. McClain holds a B.S. in Elementary Education and a Masters degree in Guidance Counseling. She brings over 15 years experience as an educator and counselor to her role as one of two Facilitators at the MDC Mississippi Dyslexia Center. Her expertise in counseling students with learning difficulties enhances her understanding of the repercussions of academic failure and lends a unique quality to her individual counseling style. MDC Mississippi Dyslexia Center, 1708 Clay Street, Vicksburg, MS 39183-3020. 1-866-6322900. nanmcc@yahoo.com www.msdyslexia.com M. Elizabeth (Beth) Cook brings over 20 years experience as a successful entrepreneur, graphics designer, marketing consultant and photographer to her role as one of two Facilitators at the MDC Mississippi Dyslexia Center. Beth's experience dealing with the general public in designing and printing the written word enhances her understanding of the negative effects of limited literacy and lends a unique quality to her performance at MDC. MDC Mississippi Dyslexia Center, 170 Clay Street, Vicksburg, MS 39183-3020. 1-866-632-2900. MDCbcook@worldnet.att.net www.msdyslexia.com Angela Binns Odom attended a Davis Fundamentals Workshop last year to help her twelve-yearold daughter correct her dyslexia. Because of the dramatic results she observed in her daughter, she decided to pursue a Davis Facilitator License. Angela holds a B.S. in Elementary Education and a Virginia teaching license. Her classroom experience has been of value in understanding the struggles that dyslexic students face. She found the Davis Program to be an exceptional method for helping them. Angela's 15 and 18-year-old sons and her mechanical engineer husband also have the gift of the dyslexia. To serve adults and children in the Richmond, Virginia area, she has opened the Succeed Learning Center, 1642 E. Oak Lake Blvd., Midlothian, VA 23112 USA. (804) 8338858 or (804)-794-3586. Kenodom@home.com Lisa C. Thatcher discovered the Davis methods after years of attempts to find "something that worked" for her students. Having taught Special Education for more than 10 years, Lisa had gained many insights, but remained frustrated with the shortcomings of traditional teaching methods for dyslexics. Lisa states, "Throughout my training as a Davis Facilitator, I was continually amazed that my work with dyslexics can now accomplish in one week what could not be done in years using conventional teaching practices." She now devotes herself to providing the Davis Program on a full-time basis. Ohio Dyslexia Correction Center, 205 South Main Street, Ste. 102, Mount Vernon, Ohio 43050. (740) 397-7060. lisa@ohdyslexia.com Virginia Bushman is the owner of New Visions Integrated Learning Systems located in Albany in Central Minnesota. She is the mother of six children, three of which she has home schooled. Her background includes accounting, choir directing, religious education coordinator and teacher, artist, and grandmother of two. She is excited about being a Davis Facilitator. With the insight of her own corrected dyslexic son, Andrew, she hopes to help many more find their true gifts. New Visions Integrated Learning Systems, 131 5th St., PO Box 673, Albany, MN 56307. (320)845-6455 Fax (320)845-6456. virginia@bushman.net Dorothy Jean Bennett is from a family of dyslexics which includes herself, her father, brothers, husband, and daughter. She has had a strong interest in the different theories of brain function. Ron Davis's description of the brain function of dyslexia made sense. She could picture it. Working with people who have " the gift" is one of the most interesting and vastly rewarding experiences of my life. I am privileged to be present during their discovery process and have the pleasure of seeing my clients leave with their heads held high and bright smiles. Meadowbrook Educational Services, 11011 S. Cedar Rd., Spokane, WA 99224 USA. 1-800-371-6028 or (509)443-1737. dorothy@meadowbrookeducation.com Jackie Black began teaching college extension courses for Everett Community College while living in Nespelem, WA in 1970. The following two years she taught reading to Learning Disabled children for the Nespelem School District. In 1973 her family relocated to the Everett area and became a Foster Family to four Native American children. She operated a preschool and daycare center from 19841988 which was sold to a Montessori School. Jackie has become part of the Meadowbrook Team of Davis Facilitators. She loves to help people achieve their goals and realize their true gifts and potential. Meadowbrook Educational Services, 3040 Kromer Ave., Everett, WA 98201 USA. (425)252-5184. jackie@meadowbrookeducation.com Gwin Pratt has worked with people in two different helping professions prior to his certification as a Davis Facilitator. With a B.S. in Social Work he developed skills in counseling and group dynamics with young people as a houseparent in a children's home, a probation officer, and an Assistant Superintendent in a half-way house for juvenile offenders. For the past 20 years, he has used his Masters of Divinity Degree as a Presbyterian Minister to counsel people of all ages. For the past three years, he has also assisted his wife, Alice Pratt, with her Davis work as business manager and with Davis program follow-up tutoring. He was inspired to pursue his own cerification after seeing the amazing results of Alice's work with the Davis program. Dyslexia Plus, 2118 Park Street, Jacksonville, FL 32210 USA. (904)389-9251. dyslexia@mediaone.net

T HE DYSLEXIC READER Scott Timm was moved, as many are, by another Davis success story. "My firsthand view of the success story of my niece Jodi inspired me to leave a successful career in business management and pursue becoming a Facilitator. I was not only interested in successfully correcting my own dyslexia but also to help others forego experiencing the difficulties I have had as a student and adult. Facilitating out of my home based center, Dyslexia Masters, in suburban Atlanta, I hope to assist clients in creating their own Davis success stories. Dyslexia Masters, 146 Eagle Glen Drive, Woodstock, GA 30189. (770)516-7294. dyslexiamasters@juno.com Rhonda Clemons has searched for a long time to find the knowledge she discovered in The Gift of Dyslexia. She has used her B.S. in Education to teach in public and private school for 17 years. She is now dedicated to making a difference in people's lives as a Davis Facilitator. Success Learning Center, 722 l/2 S. Bois D'Arc, Tyler, TX 75701. (903)531-2446 or 1-866-531-2446. clemrus@aol.com Colleen Millslagle earned her B.S. in Education with a reading specialty at the University of Texas. She has been a classroom teacher and a tutor for eleven years. She became inspired by the Davis Program after seeing the results that several of her students made with the Davis Program. Success Learning Center, 722 l/2 S. Bois D'Arc, Tyler, TX 75701. (903)532-2446 or 1-866-531-2446. cmills2005@aol.com Christina Martin lives in Tulsa, Oklahoma. After learning that her daughter was dyslexic, she began searching for help. As a Junior High teacher, she was aware of conventional methods for dealing with learning disabilities. She discovered Ron's book, was amazed at the approach , and decided to put her daughter through the program. The results were so fantastic that Chris decided to train as a Facilitator. She now works with children and adults at her center, Reading Tree Dyslexia Solutions, 5541 Lewis, Tulsa, OK 74105. 1-800-4840185, ext. 1411 or (918) 630-0038. thereadingtree@yahoo.com Cornelia Garbe is the mother of six children. She has been a nurse and studied theology and arts in Berlin. Fraenkelufer 38 a, D10999 Berlin, Germany. +49 (030) 61 65 9124. Corneliagarbe@web.de Ursula Rittler has a background in Special Education and experience working with both children and adults. She is looking forward to working with the Davis method. Schemppstr. 36, D70619 Stuttgart, Germany. +49 (0711) 471 850. ursula.rittler@gmx.de Gabriele Klug is our second licensed Davis Provider in Austraia. She did her Facilitator training with DDASwitzerland. C.v. Hötzendorfplatz 12, A2500 Baden, Austria. Tel & Fax: +43 (02252) 21456 Amaya Barrutieta holds a degree in Fine Arts. She first experienced the positive results of the Davis methods with one of her children. She completed her Facilitator training through the courses offered in Spain by DDA-Mexico. La Llave del Don, C/Santiago de Compostela 42, 2 Izq, 28034 Madrid, Spain Tel & Fax +34 (091) 378 2331. llavedon@teleline.es Catherine (Cathy) Smith has over 30 years experience as a special education teacher, counsellor and psychometrist with children and adults who have learning disabilities and attention deficit disorder. She has a doctorate in Applied Psychology. Dr. Smith's many books and published articles have been highly praised by parents, teachers, employers, counsellors, and especially by adults with learning disabilities. C. M. Smith & Associates, 2128 Dunedin Rd., Oakville, ON, Canada L6J 5V3. (905)844-4144 Fax (905)8440466. cathysmith@mail.com Wayne Wolfram Hassell was often asked what he might want to do after retiring from teaching at a private school. Conventional tutoring was out of the question; he had "seen too much misery inflicted on too many children with

PAGE 13 too little success." Instead, he attended a lecture by Ron Davis, checked out the tangible results, was awestruck by what he found… and decided to become a Facilitator. Wayne is fluent in English and German. Learning-Abilities Enhancement Programs, 443 E. 5th St., N. Vancouver, B.C., Canada, V7L 1M3. (604)988-7680. Davis Workshop Presenter Jurg Peter became licensed and certified as a Davis Advanced Workshop Presenter in late 2000. This is in addition to already being certified as a Davis Specialist and Fundamentals Workshop Presenter. Jurg is currently a student for curative and socialist therapy. He has been working at LIB Lerninstitut Basel in Switzerland as a Davis Facilitator for four years. He says, "It is always a great joy for me to see the immediate, positive changes in a client's performance and attitude when applying the Davis tools." Jurg also finds interpretting Ron's workshops and lectures in Switzerland a lot of fun and a great learning opportunity. Ron affectionately refers to Jurg as "my Swiss voice." DDAI and DDA-CH are proud and honored to have Jurg as part of our international team of Specialists and Workshop Presenters. His flexibility to travel and his fluency with English, French, and German are a tremendous asset. During the last year he has supervised Davis training course and presented workshops in France, Israel, and Singapore. Where next? DDA-CH, Freie Strasse 81, CH 4001 Basel. +41 (061) 272-8185. ch@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 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 more 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

PAGE 14

T HE DYSLEXIC READER

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)

Florida
Alice J. Pratt & Gwin Pratt, Dyslexia Plus (904) 389-9251 (Jacksonville)

Missouri
Patricia Henry, Dyslexia Correction of KC (816) 361-6563 (Kansas City)

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)

Georgia
Bill Allen,”THE” Dyslexia Coach (770) 594-1770 (Atlanta) Scott Timm, Dyslexia Masters (770) 516-7294 (Woodstock)

Montana
Nancy Sitton, Dyslexia Deciphered (406) 863-9844 (Whitefish)

Nebraska
Shawn Carlson, Education Insights (402) 420-1025 (Lincoln)

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

Nevada
Barbara Clark, New Foundations for Dyslexics (775) 265-1188 (Gardnerville)

California
Ron Davis • Alice Davis • Dr. Fatima Ali • Brian Grimes • Sharon Pfeiffer • Dee Weldon White • Scott Shedko • Lexie White Strain Reading Research Council Dyslexia Correction Center (800) 729-8990 (650) 692-8990 (Burlingame) Janalee E. Beals, 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)

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

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

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)

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)

Minnesota 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) Cyndi Deneson, New Hope Learning Center (952) 820-4673 (Bloomington) Virginia Bushman, New Visions Integrated Learning Systems (320) 845-6455 (Albany)

North Carolina
Erin Pratt, Dyslexia Plus (828) 231-2400 (Asheville)

Ohio Mississippi
Nancy F. McClain & M. Elizabeth (Beth) Cook MDC Mississippi Dyslexia Center (866) 632-2900 (Vicksburg) Lisa C. Thatcher, Ohio Dyslexia Correction Center (740) 397-7060 (Mount Vernon)

THE D YSLEXIC READER

PAGE 15 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) Ruth Ann Youngberg, Dyslexia Mastered (360) 671-9858 (Bellingham)

Oklahoma
Christina Martin, Reading Tree Dyslexia Solutions Toll Free: (800) 484-0185 (918) 630-0038 (Tulsa)

West Virginia
Gale Long, New Horizons Dyslexia Correction Center Toll Free: (888) 517-7830 (304) 965-7400 (Elkview)

Pennsylvania
Marcia Maust, Laurel Highlands Dyslexia Correction Center (814) 267-6694 (Berlin)

Wisconsin
Cyndi Deneson & Darlene Bishop, New Hope Learning Centers, Inc. (888) 890-5380 (414) 774-4586 (Milwaukee)

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) Rhonda Clemons & Colleen Millslagle, Success Learning Center Toll Free: (866) 531-2446 (903) 531-2446 (Tyler) Julia Garcia, Hidden Genius Learning Solutions (877) 678-8773 (The Colony) Laura Warren, Dyslexia Correction Center (806) 771-7292 (Lubbock)

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

Canada:
Sue Hall, Positive Dyslexia Phone: (604) 921-1084 (West Vancouver) Wayne Wolfram Hassell, Learning-Abilities Enhancement Programs Phone: (604) 988-7680 (London, Ontario) D’vorah Hoffman, Living Hands Learning Centre Phone: (416) 398-6779 (Vancouver, B.C.) Gerry Grant, Dyslexia Solutions Canada, Ltd. Phone: (800) 981-6433 (Princeton, Ontario) Jeri Mcleod Phone: (403) 503-0108 (Calgary) Catherine (Cathy) Smith, C.M. Smith & Associates Phone: (905) 844-4144 (Oakville, Ontario) Lawrence Smith, Jr., Rocky Point Academy Phone: (403) 685-0067 (Calgary, Alberta) Wayman E. (Wes) Sole, Dyslexia Help Phone: (519) 472-1255 (London, Ontario)

Virginia
Elizabeth Davis, VA Center for Dyslexia (804) 358-6153 (Richmond) Angela Binns Odom, Succeed Learning Center (804) 833-8858 (Midlothian)

Washington
Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of WA (253) 854-9377 (Kent) Dorothy Jean Bennett, Jackie Black, Lawrence & Renie Smith, Meadowbrook Educational Services Toll Free: (800) 371-6028 (509) 443-1737 (Spokane) (425) 252-5184 (Everett)

"In years to come a child may forget what you taught them, but will always remember how you made them feel." -Unknown

PAGE 16 The

T HE DYSLEXIC 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. • The Davis Symbol Mastery Tools for mastering reading. • 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
England Winchester October 25-28 US San Francisco Oct 29 - Nov 2 Germany Hamburg November 1 - 4 Israel Tel Aviv January 6-9 India Mumbai December 18-21 US San Francisco January 14-17 Switzerland Basel February 23-26 Switzerland Basel March 14-17 Asia Singapore April 15-18 Switzerland Basel July 3-7 US San Francisco July 8-11

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 (053) 693 384 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 Limitedu Classes Fill Early u Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm