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The

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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 advocating biochemical, sensory and made by the medical profession, with
motor, physiologic, and behavioral the public's assumption that there is
During the past two decades, ADD correlates and manifestations have medical science in support of the
and ADHD have become the learning been proposed. Etiology is unknown." diagnosis. With the diagnosis comes a
disabilities of interest. We almost (Etiology means the factors associated prescription of medication which the
never hear of the other eighty or so with the causation of disease.) In other public assumes will eliminate the
learning disabilities. When I first words, both the cause and the problem. Both of these assumptions
encountered the terms ADD and are wrong. The Merck Manual tells us
ADHD being applied to learning Twenty years of successfully that there is no medical science in
disabilities and dyslexic support of an ADD/ADHD diagnosis.
characteristics, I looked them up in working with students And the drugs (stimulants) that are
The Merck Manual, the medical bible labeled and mislabeled with prescribed only influence the
for diagnosing, defining, and treating symptoms without addressing the
ADD and ADHD has given
medical conditions. Although the actual problem.
media promotes the idea that it is us a different understanding. Twenty years of successfully
biological and/or biochemical, the working with students labeled and
medical community defines it as: correction of the condition is actually mislabeled with ADD and ADHD has
"Developmentally inappropriate unknown. given us a different understanding. It
inattention and impulsivity with and In my opinion,the growing has also given us a way to solve the
without hyperactivity." The definition popularity of ADD/ADHD is fairly problems of inattention, impulsivity,
goes on to state, "Several theories simple to understand. The diagnosis is and hyper/hypoactivity — without

Continued on page 4
Success with Dial-Setting
by Paula Morehead him off the medicine at least two In This Issue
Davis Facilitator in Alabama weeks before the scheduled News & Feature Articles:
program. He agreed to do this. A Different Look at ADD . . . . . . . . . . . . . . .1
I talked to a father of a 13-year- When they arrived on Monday to Sucess with Dial-Setting . . . . . . . . . . . . . . .1
old boy who was interested in the do the five-day Program, it was true, Connecticut Law Prohibits Schools
Davis Dyslexia Correction Program the child was having a very difficult from Urging Ritalin . . . . . . . . . . . . . . . . .3
for his son. During the conversation, time sitting still for any part of the Animal School . . . . . . . . . . . . . . . . . . . . . . .5
I learned that the boy had been initial consultation. We made it Explaining Dyslexia to a Child . . . . . . . . . .6
taking Ritalin for the last six years. through, and I was able to establish Facts about ADHD . . . . . . . . . . . . . . . . . . . .7
He had started taking the medicine that he really wanted to be able to Psychostimulants in America . . . . . . . . . . .8
in the first grade to help him read and he wanted to stop taking
concentrate. Now, his father the medicine. He said it was
Regular Features:
explained, it was not easy for his In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2
embarrassing to have to go to the
son to sit still even for a little while Book Reviews . . . . . . . . . . . . . . . . . . . . . . .5
health room every day and take
unless he was taking the medicine. I Davis Workshops . . . . . . . . . . . . . . . .10, 11
medicine like a baby. As soon as we
recommended that he talk with his New Facilitators & Specialists . . . . . . .12-13
completed the initial Orientation
son's doctor and see about taking Davis Providers (U.S. & Canada) . . . . .14-15
Continued on page 4
PAGE 2 T HE DYSLEXIC READER

IN THE MAIL
any of the 5 notes that we had done
Jerilynn Carter's article on "Mastering previously (the3 C's, treble G and
Musical Notes with Davis Symbol bass F).
Mastery" appeared in our last issue. She My daughter, age 12, went to the only this time breaking the line into
is the mother of six children and has piano and read her clay staff as she measures with four notes to a
been home schooling for 9 years. played the notes which was easy and measure and lining up the notes
Although she is a piano teacher, Jerilynn fun for her. Next, she copied these between the right and left hand so
believes that anyone could teach musical notes onto a large paper staff, then she could play them together.
notes with Symbol Mastery. Here are read and played from this staff. Drawing in bar lines to create
more tips on mastering musical notes In a regular manuscript book (with measures didn't pose any problem for
sent in by Jerilynn. rather large staff lines), she her.
"composed a song" by simply Finally, the real test. She read and
After making the staff in clay, we choosing any of these five notes and played this line of music with both
made the three C's on the staff: writing them on the staff in any order hands together. She went slowly, but
middle C, high C (one octave up she wanted. She "sight-read" her own she did it without any confusion or
from middle C) and low C (one song, first right hand, then left hand, disorientation. She loved doing this!
octave down). We then made several separately. It was interesting to hear I'm looking forward to adding more
note heads (whole notes) and placed the sound of her random notes! notes, one or two at a time, in the
them on the staff in random order on Next, I had her do the same thing, same manner.

A Special Teacher I must help him all I can, You ask, “Why do you do it? There’s no
Author Unknown though it is hard and slow. reward.”
“So, come on fellow. Let’s get started.
Now, say it over again, We have a long, long ways to go.” But don’t you see?
two plus two is four. Each little child I look upon,
We say it over a thousand times, The first thing I must do I’m seeing really me.
then we'll say it even more. to teach this little lad,
is turn him round and make him know I had the Master Teacher
I teach the little child he’s not entirely bad. look down with love on me.
who is very, very slow. Tenderly, He led me through
I teach him how to tie his shoes Then comes reading, and the math. dark valleys,
and where the buttons go. He’ll learn to write and spell. and set my spirit free.
He’ll learn to laugh and live with others,
I'm told, “You cannot teach this child. and do many things quite well. Oh, God, you take each one of us,
It is a waste of time. the halt, the lame, the blind.
Give him a chair, away over there. After many long hours of struggle patiently you teach each one to live
Forget him. He'll be just fine.” the years have slowly passed. more lovingly and kind.
Now he is proud and so am I
But I cannot leave him for he has learned at last. If you’d not cared enough for us,
all locked away inside. our pain and hurt to see,
He needs someone to teach him He’s a man and earns a living. but left us way off over there,
some love, some hope, some pride. Yet, some still call him dumb. just where would our lives be?
No one seems to know or even care
how far that boy has come. u

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 PAGE 3

Connecticut Law Prohibits Schools from Urging Ritalin


by Abigail Marshall She added that because teachers
www.dyslexia.com Webmaster are held in such high esteem, their
opinions regarding a student's health
July 17, 2001: are taken seriously. School personnel
The Connecticut legislature has will still have the right to recommend State
unanimously approved a law that that a student undergo a thorough Rep.
prohibits teachers, counselors and medical evaluation.
other school officials from
Lenny
“The school system will always
recommending psychiatric drugs for play a vital role in a child's well Winkler
any child. The measure does not being,” she said. “But it's extremely
prevent school officials from important that the diagnosis of any
recommending that a child be medical condition be performed by a
evaluated by a medical doctor. But medical professional.”
the law is intended to make sure the to future use of stimulants which may
first mention of drugs for a behavior “Unfortunately, these drugs increase the risk of substance abuse
or learning problem comes from a and dependence.
doctor. are too often prescribed Parents in many parts of the U.S.
The bill's sponsor, State Rep. without a thorough have complained that school officials
Lenny Winkler, noted that there has have pressured them to medicate
been a dramatic increase in the medical and psychological their children, even when they are
amount of psychotropic drugs, such evaluation...” attempting non-medical interventions
as Ritalin and Prozac, being for behavior and learning problems.
prescribed to children in recent years. The Connecticut law reflects a In at least one case, in Albany,
These drugs are being prescribed growing national concern about the New York, school officials succeeded
more and more frequently, most overuse of Ritalin and other in preventing a family from
commonly for Attention Deficit medications to address behavioral discontinuing use of Ritalin because
Disorder (ADD), Attention Deficit and learning problems in young of the side effects experienced by the
Hyperactivity Disorder (ADHD) and schoolchildren. The long-term effects seven-year-old child, by initiating a
depression. of stimulant medications for children successful Family Court action in
“Unfortunately, these drugs are too have not been fully explored or which the parents faced potential loss
often prescribed without a thorough examined. Many health care of custody of their son. Legislation
medical and psychological professionals question the safety of like the new Connecticut law can
evaluation,” said Representative chronic treatment with stimulants at a prevent such conflicts, so that both
Winkler. “This bill will go a long period when the brain undergoes parents and teachers can be fully
way toward preventing unnecessary major developmental changes. Others informed of the consequences of
use of psychotropic drugs in fear that long term exposure to such medicating their children before
Connecticut.” medications may sensitize the brain doing so. u

PSYCHOACTIVE DRUGS, INCLUDING


Internet References for Medications COMMONLY ABUSED SUBSTANCES:

Here are some internet resources for GENERAL INFORMATION AND LINKS Erowid Psychoactive Vaults: A reliable
researching the properties and potential side- TO OTHER RESOURCES balanced library of information about
effects of various medications. psychoactive plants and drugs.
Corey Nahman - Drug Database, Full Product http://www.erowid.org/psychoactives/
SPECIFIC INFORMATION AND Disclosures, Drug Monographs, Package psychoactives.shtml
REFERENCE INDEX SITES Inserts, Pharmaceutical and medical news
DRUG INTERACTIONS, HERBAL
and information.
RxList - The Internet Drug Index REMEDIES:
http://www.coreynahman.com/
http://www.rxlist.com Personal Health Zone: Information on
druginfopage.html potential interactions between prescription
Prescription Drug Reference drugs and herbs, vitamins and supplements.
http://my.webmd.com/cp_drugs Open Directory: Health > Pharmacy > Drugs Includes side effects and warnings,
and Medications. interactions and references.
SCHOLZ Healthcare http://directory.google.com/Top/Health/ http://www.personalhealthzone.com/
http://www.ditonline.com/monograph Pharmacy/Drugs_and_Medications pg000059.html
PAGE 4 T HE DYSLEXIC READER

A Different Look at ADD all ADD children learn to multitask to are a product of disorientation, as
continued from Page 1 relieve their boredom. This is done by every disorientation is accompanied
dividing the attention into two or more by a shift in the perception of time.
drugs. Our perspective takes into segments that can be simultaneously Our perception of time is relevant to
account the direct and indirect directed at different areas of interest. I the speed of our internal clock.
developmental effects of have met individuals who can Having more time than other people,
disorientation, and the fact that not all efficiently perform up to five parallel by itself does not give us all we need
children or adults diagnosed or activities at once. When called upon to to understand hyperactivity. The other
suspected as having ADD/ADHD focus on one thing at a time, this piece is that every disorientation also
have the same problems. When these tendency can be self-managed by the includes a reversal in the sense of
problems are addressed from this use of the Davis Orientation, balance and movement.
perspective and with the tools of Alignment, or Focusing tools. By fidgeting, bouncing a foot up
Orientation Counseling, Alignment, Impulsivity can be manifested as and down, drumming hands, or other
Release, Dial-Setting, and Symbol acting before thinking, difficulty nervous activity, we can send a shock
Mastery of some key concepts, the taking turns, problems organizing wave through our body that can result
negative characteristics can be brought work, compulsivity, disregard for the in an overall feeling of sitting still.
under the voluntary control of the rights of others, and constant shifting The hyperactive child has a lot of
individual without any loss of the gifts from one activity to another. The extra time, and fills it up with a lot of
and talents also associated with Davis methods for addressing these extra activity. Hypoactivity is simply
ADD/ADHD behaviors. behaviors start with mastering the the other side of the same coin, where
By gifts and talents, I mean the concepts of self, change, before, after, just the reverse is true. It is often
natural abilities to multitask, shift cause, effect, consequence, time, recognized in the lethargic, day
attention rapidly, think without sequence and order vs. disorder. An dreamer, lazy, couch potato kids.
preconceptions, perceive more than inherent understanding of one or all of These two products of disorientation
what is apparent, imagine and create these concepts can be missed can also be self-managed through the
inventions, come up with innovative developmentally. Using the principles use of the Davis tools.
solutions to complex problems, or be of Davis Symbol Mastery, a thorough, We know that in most cases the
intensely curious. guided exploration of the actual behavioral and attention issues
Now let's talk about how meaning of these concepts and how associated with ADD/ADHD can be
ADD/ADHD can be corrected. they apply to life can have a very corrected with the Davis tools,
Contrary to the myths about ADD, interesting effect on such behavior. without drugs. Our challenge is to
the seeming lack of attention or However, the constant shifting from keep presenting this model and these
inappropriate inattention is usually one activity to another is more a tools to teachers, therapists and the
from the point of view of parents, manifestation of disorientation. general public and let the self-
teachers and doctors that have Orientation skills and use of the Dial evident empirical results speak for
interpreted shifting attention as not by the individual will alleviate this themselves, regardless of the models
having enough attention. If anything, behavior. presented by the media or the
there is so much attention that almost Both hyperactivity and hypoactivity medical community. u

Success with Dial-Setting But, Wednesday, after Fine-Tuning, was still sitting at our work table. I
continued from Page 1 he was a completely different child. asked him about the things around
He had started reading on Monday at him and he said, "Wow, now I can
Counseling session, I introduced Dial- a first grade level. However, to read and the things in the room don't
Setting to him. accomplish that, we had to go to a move around anymore."
We talked for a long time about place where there was nothing in his That afternoon, he asked his father
the different kinds of dials there are line of vision so that he could read. if they could go to a bookstore and
and their uses. We then established a If he could see anything distracting, buy Charlotte's Web so he could
dial for him to use to control his own he could not stay oriented because finish reading it. He finished it by
energy instead of having to take "things moved around in the room" Friday morning.
medicine to do it. I must admit, by and he wanted to watch them. On In the post-assessment reading
the end of the first day, I was not Wednesday, I pulled out Charlotte's inventory, his reading level increased
sure what was going to happen. I Web. He read the first two pages from a first grade level to an eighth
was tired from watching him bounce with only two or three mistakes. He grade level. He was really excited
around in his seat. was so excited about reading the and was ready to go back to school
The next day was a little better. book, that he did not realize that he in the fall. u
T HE DYSLEXIC READER PAGE 5

Animal School BOOK REVIEW


by Sue Hall, Davis Facilitator in West Vancouver, Canada

"These kids can The Indigo


Once upon a time, the animals decided they must do be very bright, very
something heroic to meet the problems of a ‘new charming and Children:
world.’ So they organized a school. impossible to live
They adopted an activity led curriculum consisting of with. They think of The New
running, climbing, swimming and flying. things that are fun Kids have
To make it easier to administer the curriculum, all and creative at the Arrived
the animals took all of the subjects. rate of about 10 per
second. While you
The duck was excellent in swimming, in fact better
are trying to put out by Lee Carroll and
than his instructor, but he made only passing grades in the fire they set Jan Tober
flying and was very poor in running. Since he was slow toasting
in running, he had to stay after school and also drop marshmallows on Published by Hay House, $13.95
swimming in order to practice running. This was kept the stove, they are ISBN #1-561706-08-6, Softcover, 249 pages
up until his webbed feet were badly worn, in the bathtub trying
and he was only average in swimming. But to see if goldfish will survive in hot water."
average was acceptable in school, so nobody Does this sound familiar? If so, you'll enjoy "The
worried about that except the duck. Indigo Children" by Carroll and Tober, two self-help
The rabbit started at the head of lecturers. On their travels they began to hear about specific
the class in running, but had a nervous challenges that parents were facing with their children, and
breakdown because of so much extra work to this was corroborated by the professionals trying to help
catch up in swimming. them. They gathered stories, information and quotes (one
from Albert Einstein) to produce this book aimed at
The squirrel was excellent in parents who are looking for practical help. They identify
climbing, until he developed frustration in the attributes these children possess, discuss education and
the flying class, where his teacher made schooling, the spiritual aspects, medical issues, and pass
him start from the ground up instead of on messages from some now-adult Indigos.
from the tree down. He also developed a The authors state that the ten most common traits are:
severe cough from over exertion and then got a C in
1) They come into the world with a feeling of royalty.
climbing and a D in running.
The eagle was a problem child and was 2) They have a feeling of deserving to be here.
disciplined severely. In the climbing class 3) Self-worth is not a big issue.
he beat all the others to the top of the tree,
but insisted on using his own way to get 4) They have difficulty with authority by ritual or
without explanation.
there.
At the end of the year, an abnormal 5) They simply will not do certain things.
eel that could swim exceedingly well 6.) They get frustrated with systems that don't require
and also run, climb and fly a little, had creative thought.
the highest average and came top of the class.
7.) They often see better ways of doing things.
The prairie dogs stayed out of 8.) School is often difficult for them and they can seem
school and fought to reduce the antisocial.
taxes because the administration 9.) They will not respond to guilt-trip discipline.
would not add digging and
10.) They are not shy about letting you know what they
burrowing to the curriculum.
need.
They apprenticed their children
to a badger and later joined the Many gifted children are mistakenly thought to be
groundhogs and gophers to start a successful private learning disabled, and falsely labeled with ADHD. If your
school. 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
This was posted on the SENCO (UK) forum and comes see many of these children and young adults
from Dr. George H. Beavis, Assistant Superintendent, professionally. As a parent, I found it enlightening,
Cincinnati Public Schools 1939 -1948 “100 Ways to fascinating and full of hope. Oh, must go, more goldfish to
Improve Self-esteem in the Classroom.” save! u
PAGE 6 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 them out, and be described as experience for someone who has
their thinking style, their perception mechanically inclined; still others spent a lifetime wondering why other
of dyslexia changes. will become adept at using their people can easily do something that,
I sat down with one child in our mind's ear, and will show a talent for for a dyslexic, is so hard.
center recently, and he imagined a playing music by ear (although they Additionally, the client learns the
post that he walked around, then may have difficulty reading music). actual tools that work for learning
looked out the window and told me As the parents connect those talents with the dyslexic thinking style. The
all the things he could picture with with the word "dyslexic," it will Davis Program is a way to learn how
his imagination. I congratulated him become a compliment. to learn, and knowing how to explain
repeatedly on his dyslexic abilities. As the family's language around it to your child is the beginning of
By the end of his week long program, the subject of dyslexia begins to rewriting the script for their life. u
he gave us this quote: "Dyslexia is change, the dyslexic child begins to
the bomb!" (“the bomb” is slang for build self-esteem around the abilities Ode to Lisa,
“something terrific”) associated with dyslexia. Now the
De-stigmatizing dyslexia in your family has a place to start to explain Tessa, and Ron
own family is an important place to to the child that this ability is causing by Oscar
start. As the family begins to the problems in reading, math, or
attention deficit. This builds a safe Mysteries of the mind
understand that dyslexia is a gift and
space for the child to admit that they are not so easy to find
values the child for that gift, the child
will respond. Imagination games have a problem.
When everyone's pointing left
display the gift side for the parent Once the child is ready to see the
and your child's upset
and the child to enjoy. A simple problem and wants a solution, parents
question about imagining the salt can explain there are people who can
The answers are there
shaker from the other side can lead to help you with that problem-people false ones everywhere
a delightful conversation and a fun who understand you have a gift. That
imagination game where the child positive understanding of dyslexia is The little ones don't see
can be rewarded for dyslexic talent. one of the great assets of the Davis how to be
Because the imaginative gift leads Dyslexia Correction Program. Our
to creativity in a number of different clients spend the hours of their Through the dark and the anger
areas, a look at the child's life will program working with someone who 'til their mama finds an alter
show where that child excels. Many knows their dyslexia is a talent, and
children show some form of artistic does not believe that there is anything Like a needle in hay
talent, in drawing and sculpting; wrong with their brain. This, in itself, from a man who remembered his
others will take things apart to figure can be an incredibly empowering way
T HE DYSLEXIC READER PAGE 7

little improvement in academic or


Facts about ADHD •
social skills.
Also of current concern is the
by Dee Weldon White most effective. potential for addiction to
Davis Facilitator in California • A wide variety of treatments have psychostimulants. Very high doses
been used for ADHD including, of psychostimulants, particularly
The following points are excerpted but not limited to, various amphetamines, may cause central
from the Summary of Conclusions of psychotropic(stimulant) nervous system damage,
the National Institute of Health medications, psychosocial cardiovascular damage, and
Conference on Diagnosis & hypertension. In addition, high
Treatment of ADHD in 1998. They doses have been connected to
may be of interest to parents and compulsive behaviors and
teachers who are seeking information sometimes movement disorders.
about ADHD, or are being • Families who have children with
recommended to put children on ADHD experience increased levels
stimulant medications. This of parental frustration, marital
information provides some solid discord, and divorce. In addition,
facts about the uncertainty within the direct costs of medical care for
the medical, educational, and children and youth are substantial.
human services communities These costs represent a serious
concerning the assessment and burden for many families because
diagnosis of ADHD; the they frequently are not covered by
consequences and effectiveness of health insurance. There is often a
drug therapy; and the range of disconnection between school
academic, developmental, social, and based assessments and medical
vocational issues affected. practice based services. This
• Attention Deficit Hyperactivity results in poor communication
Disorder is the most commonly treatment, dietary management, about treatment and fragmented
diagnosed behavioral disorder of herbal and homeopathic follow-up. Other difficulties for
childhood and represents a major treatments, biofeedback, families include lack of
public health problem. Children meditation, and perceptual information, concerns about risks
with ADHD usually have simulation/training. Of these of medications, loss of parental
pronounced difficulties resulting treatment strategies, stimulant rights, fear of professionals, social
from the disorder across multiple medications and psychosocial stigma including jeopardizing
settings including home, school treatments have been the major jobs.
and peer relationships. They can research focus. Short term studies • Finally, after years of clinical
also have long term difficulty with (primarily 3 months with Ritalin) research and experience with
academic performance, vocational show effectiveness on basic ADHD, the knowledge about the
success, and social-emotional symptoms and aggressiveness but cause or causes of ADHD remain
development. the treatment does not normalize speculative.
• Despite progress in the assessment, the entire range of behavior The full text of the Summary is
diagnosis and treatment of ADHD, problems. Of concern are the available on the Internet at
this disorder and its treatment have consistent findings that there is http://odp.od.nih.gov/consensus/
remained controversial in the
public and private sectors. The Davis Facilitators are trained to effects of medications. Therefore,
diverse and conflicting opinions provide the Davis Program as an we require that our clients seek
about ADHD have resulted in alternative to the use of drugs to permission from their physicians
confusion for families, care control ADHD behavior. The to discontinue any stimulant
providers, educators, and procedures we use and teach medication prescribed to control
policymakers. Most diagnostic include Davis Orientation ADHD symptoms. It is also part
criteria for ADHD were designed Counseling and other self- of our job to provide useful
for young children and have not management tools. However, in information and to encourage
been adjusted for older children order for these tools to be parents and teachers to seek out
and adults. The controversy raises effectively learned and used the available facts about ADHD
questions concerning the literal voluntary, our clients need the when exploring and deciding
existence of the disorder, whether opportunity to experience and test upon the treatment choices
it can be reliably diagnosed, and,
their usefulness without the available.
if treated, what interventions are
PAGE 8 T HE DYSLEXIC READER

Psychostimulants in America
by Alicia Frasier included hair loss,
skin disorders,
The most common form of convulsions, and
treatment of ADHD in this country is personality
the use of drugs, such as disorders as well as
methylphenidate (MPH, Ritalin) and reactions previously
amphetamine (AMPH, Dexedrine and mentioned here.
Adderall). Ritalin production in the Due to these
U.S. increased from 1,784kg to statistics and more
14,442kg during the time period from not mentioned here,
1990 to 1998. It is estimated that 4-5 Dr. Breggin reports
million children receive that MPH and
psychostimulants in the U.S. each AMPH have been
year. demonstrated to be
At this point, the action of Ritalin irreversibly
on the brain is not completely and neurotoxic and, on
confidently understood, but it is this basis alone,
known that the drug interacts with should not be
epinephrine (adrenaline), prescribed for children. end up in our frustration damaging
norephinephrine, and dopamine, all As well as physical effects, social the brains of our children to make
of the these being brain chemicals and psychological effects of these them more docile and more
that affect mood, attention, and drugs and this disorder need to be manageable. That is all we can
memory. The DEA lists Ritalin as a addressed. By giving children a pill accomplish with the drugs - crushing
Schedule II drug, meaning that it has to make them sit still and listen, the spontaneity of our children."
the highest potential for abuse among society portrays a need to "fix" these ADHD, and the medications used
legal drugs (other Schedule II drugs children and their brains and the most commonly to treat it, have
include morphine and barbiturates). responsibility of the behavior is strong physical, psychological, and
Due to the nature of the moved from the child to the pill. Dr. social implications. A drug so
classifications and effects of these Thomas Armstrong, in The Myth of commonly used by millions must be
drugs, it is important to examine the the A.D.D. Child, states that by studied and the side effects, benefits,
side effects and the social giving children medication instead of and actions sought after. As a society,
implications involved with the mediation our society is sending the we must also examine the social and
treatment of children with these psychological ramifications and
psychostimulants. decide what is best for our children,
Peter R. Breggin, M.D.*, compiled now and in their future.
"to be successful - to be
many studies examining children on
Ritalin and Adderall and the effects an okay person - you need Alicia Frasier is a gradute of St. Olaf
observed (1999). In studies done College holding a BA Magna Cum
to take a drug." Laude in Chemistry. This is an
looking for central nervous system
adverse effects, common themes of excerpt from a report done for her
lethargy, tiredness, subdued behavior, message that "to be successful - to be Neuroscience Seminar.
and irritability were reported. The list an okay person - you need to take a A summary of the findings of this
of adverse effects caused by MPH drug." The pill becomes the agent Conference are on Page 7
and AMPH is large and includes responsible for the actions of the
symptoms such as heart palpitations, child while they are taking it and the * Dr. Breggin is the author of a dozen
cardiac arrest, insomnia, nervousness, child is no longer "in control" of their books, including Toxic Psychiatry (1991)
and Talking Back to Ritalin (1998). Dr.
irritability, headaches, depression, actions. Dr. Breggin argues that "we Breggin has also published two dozen peer-
nausea, vomiting, weight loss, growth disempower children by telling them reviewed articles in the field of psychiatry.
suppression, blurred vision, and that they can't control themselves or In November, 1998 he was a scientific
anemia. Adverse Drug Reactions presenter at the National Institutes of
can't learn; we disempower ourselves Health Consensus Development Conference
reported through the FDA as adults by saying we can't reach on Diagnosis and Treatment of Attention
Spontaneous Reporting System any particular child, and we actually Deficit Hyperactivity Disorder.
T HE DYSLEXIC READER PAGE 9

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. Recommended materials for classroom
These include suggested curriculum, lesson implementation:
plans, and activities appropriate for each grade
• One Kit per teacher or aide.
level and age. Teachers or home-schooling
• Four Koosh Balls per Classroom
parents who teach multiple grade level students • Six Letter Recognition Card sets per classroom
may purchase a combination kit, containing both • One Alphabet Strip per student
Manuals for $149.90. Previous purchasers of • Six Punctuation & Styles Booklets per Classroom
the Davis Symbol Mastery Kit may purchase • Six Dictionaries per Classroom
either Manual separately for $29.95 each. • One Pound of modeling clay per student

ORDER FORM Discount Schedule


Qty Item Price in US Dollars Quantity Non-Member DDAI Member
Davis Learning Strategies® Teacher Kit 0-5 0% 10%
__ K-1 __ Grades 2-3 (Check one) $119.95
6-10 10% 15%
Davis Learning Strategies® Teacher Kit with
11-20 15% 20%
both Manuals $149.90
Davis Learning Strategies® K-1 Teacher Kit Manual 21-40 20% 25%
(sold separately only to previous purchasers of a full More than 40 25% 30%
Teacher Kit or Davis Symbol Mastery Kit) $29.95
Davis Learning Strategies® Grades 2-3 Teacher Kit TO ORDER:
Manual (sold separately only to previous purchasers
of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95
· By phone: Call 1-888-999-3324 toll-free
Alphabet Strip $7.95 in the USA or Canada.
Punctuation & Styles Booklet $9.95 · Fax this order form with your name,
Letter Recognition Cards $9.95
shipping address, credit card
Pronunciation Key Cards $12.95
Symbol Mastery Procedure Chart $1.95 authorization to +1 (650) 692-7075. We
Stop Signs for Reading Chart $1.95 will add shipping and handling
Koosh Balls (2) $11.00
Clay - 2 pounds $8.00 charges.
Webster's Children's Dictionary (Hardcover) $16.95 · E-mail your order to
Checking Your Grammar (Softcover) $6.95 DDAorders@aol.com
DDAI Membership $50/year US$60/year non-US
(not including shipping charges) UPS Shipping Charges will be added to all orders
PAGE 10 T HE DYSLEXIC READER

Davis Learning Strategies® Basic Teacher Workshop


To enhance and integrate into your current Primary classroom and reading curriculum

Workshop
What FocusHave Said
Teachers Through Davis Symbol Mastery®, students can
This workshop gives Kindergarten and primary master the alphabet, punctuation marks and basic
schoollearning
"The classroom teachers
strategies unique
are very strategies
practical for
and will sight words with a simple, easy and fun alternative
work for allmore
providing my students."
effective reading instruction and to pencil-paper activities and drill exercises.
for giving their students life long skills in “how to
"Excellent
learn.” The materials. Presentations
Davis Learning were can
Strategies clear,
be
accurate, and in-depth. The most
easily applied to supplement existing reading accurate
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 instructor wasthepassionate
highest quality of training.
about her subject as
well as knowledgeable, and she communicated this!"
Benefits to Students and Teachers
"I
Thehave to tellLearning
Davis you how much I enjoyed
Strategies the workshop
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
the end of so
of something theradically
third grade. DavisforLearning
life changing so many Davis Reading Exercises provide a fun and
Strategies
who have been struggling for so long. You have their
benefit all students no matter what done cooperative method for increasing word
learning styles
a tremendous job,orand
reading level. and
your manual Teachers
traininghave
are recognition and reading comprehension skills.
found that strong readers become stronger in
excellent." This reading method can be used alone or as a
language and grammar skills and weaker readers supplement to your current reading program.
begin to read effortlessly.

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 With these Davis Learning Strategies, the student
by teachers in the U.S., U.K., Germany, Holland, becomes well prepared for a successful first four
Switzerland, and Mexico. years of schooling and for a lifetime of learning!
2001-2002 DATES & LOCATIONS
Davis Learning Strategies
Nov 15-18, 2001 Hamburg, Germany
The program begins with students learning the June 24-27, 2002 San Francisco, California
Davis Focusing Skills. These skills provide August 12-15, 2002 San Francisco, California
students with the self directed ability to be
physically and mentally focused on the learning Call 1-888-805-7216 for U.S. Registration

task at hand.
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 DAY THREE
Background and Development of the Davis Dyslexia Orientation Review Procedure (a method for checking
Correction® Procedures orientation skills)
· Research and discovery. The "gifts" of dyslexia. Anatomy and · Demonstration & Practice Session
developmental stages of a learning disability. Overview of the Davis Symbol Mastery® (the key to correcting dyslexia)
steps for dyslexia correction. · What is Symbol Mastery? Why clay?
Davis Perceptual Ability Assessment (a screening for dyslexic Mastering Basic Language Symbols
learning styles) · Demonstrations and Group Exercises
· Demonstration and Practice Session Reading Improvement Exercises
Symptoms Profile Interview (used to assess symptoms, · Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
strengths & weaknesses; set goals; and establish motivation)
· Demonstration and Practice Session DAY FOUR
Fine-Tuning Procedure (checking and adjusting orientation
DAY TWO using balance)
Davis Orientation Counseling Procedures (methods to Symbol Mastery Exercises for Words
control, monitor and turn off perceptual distortions) · Demonstrations, Group Exercises and Practice Sessions
· What is Orientation? Demonstration and Practice Session Implementing the Davis Procedures
Release Procedure (method for alleviating stress and
headaches)
Alignment (an alternative to Orientation Counseling)
· What is Alignment? How is it used? Group Demonstration To register for US workshops
Dial-Setting Procedure (a method for controlling ADD call 1-888-805-7216 (toll-free)
symptoms)

WORKSHOP SCHEDULE
25 October - 28 October 2001 6 January - 9 January 2002 15 April - 18 April 2002
Instructor: Robin Temple Instructor: Bonny Beuret Instructor: Jürg Peter
Location: Winchester, UK Location: Tel Aviv, Israel Location: Singapore
Contact: UK@dyselxia.com Contact: israel@dyslexia.com Contact: singapore@dyslexia.com

29 Oct 2001 - 2 Nov 2001 14 January - 17 January 2002 3 July - 7 July 2002 (French)
Instructors: Cyndi Deneson Instructor: Ronald D. Davis Instructor: Bonny Beuret
Location: San Francisco, CA, USA Location: San Francisco, CA, USA Location: Basel, Switzerland
Contact: training @dyslexia.com Contact: training@dyslexia.com Contact: ch@dyslexia.com

1 Nov 2001 - 4 Nov 2001 23 Feb -26 Feb 2002 (French) 8 July - 11 July 2002
Instructors: Ioannis Tzivanakis Instructor: Bonny Beuret Instructor: Ronald D. Davis
Location: Germany Location: Basel, Switzerland Location: San Francisco, CA, USA
Contact: germany@dyslexia.com Contact: ch@dyslexia.com Contact: training@dyslexia.com

18 December - 21 December 2001 14 March - 17 March 2002 (English)


Instructor: Jürg Peter Instructor: Bonny Beuret For updated workshop
Location: Mumbai, India Location: Basel, Switzerland schedules visit
Contact: singapore@dyslexia.com Contact: ch@dyslexia.com http://www.dyslexia.com/train.htm
PAGE 12 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 gift of the dyslexia. To serve adults and have " the gift" is one of the most
holds a B.S. in children in the Richmond, Virginia area, interesting and vastly rewarding
Elementary Education she has opened the Succeed Learning experiences of my life. I am privileged to
and a Masters degree in Center, 1642 E. Oak Lake Blvd., be present during their discovery process
Guidance Counseling. Midlothian, VA 23112 USA. (804) 833- and have the pleasure of seeing my clients
She brings over 15 8858 or (804)-794-3586. leave with their heads held high and bright
years experience as an Kenodom@home.com smiles. Meadowbrook Educational
educator and counselor Services, 11011 S. Cedar Rd., Spokane,
to her role as one of Lisa C. Thatcher discovered the Davis WA 99224 USA. 1-800-371-6028 or
two Facilitators at the MDC Mississippi methods after years of attempts to find (509)443-1737. dorothy@meadowbrook-
Dyslexia Center. Her expertise in "something that worked" for her students. education.com
counseling students with learning Having taught Special Education for more
difficulties enhances her understanding of than 10 years, Lisa had gained many Jackie Black began
the repercussions of academic failure and insights, but remained frustrated with the teaching college
lends a unique quality to her individual shortcomings of traditional teaching extension courses for
counseling style. MDC Mississippi methods for dyslexics. Lisa states, Everett Community
Dyslexia Center, 1708 Clay Street, "Throughout my training as a Davis College while living in
Vicksburg, MS 39183-3020. 1-866-632- Facilitator, I was continually amazed that Nespelem, WA in 1970.
2900. nanmcc@yahoo.com my work with dyslexics can now The following two
www.msdyslexia.com accomplish in one week what could not be years she taught reading
done in years using conventional teaching to Learning Disabled
M. Elizabeth (Beth) practices." She now devotes herself to children for the Nespelem School District.
Cook brings over 20 providing the Davis Program on a full-time In 1973 her family relocated to the Everett
years experience as a basis. Ohio Dyslexia Correction Center, area and became a Foster Family to four
successful entrepreneur, 205 South Main Street, Ste. 102, Mount Native American children. She operated a
graphics designer, Vernon, Ohio 43050. (740) 397-7060. preschool and daycare center from 1984-
marketing consultant lisa@ohdyslexia.com 1988 which was sold to a Montessori
and photographer to her School. Jackie has become part of the
role as one of two Virginia Bushman is Meadowbrook Team of Davis Facilitators.
Facilitators at the MDC the owner of New She loves to help people achieve their goals
Mississippi Dyslexia Center. Beth's Visions Integrated and realize their true gifts and potential.
experience dealing with the general public Learning Systems Meadowbrook Educational Services, 3040
in designing and printing the written word located in Albany in Kromer Ave., Everett, WA 98201 USA.
enhances her understanding of the negative Central Minnesota. She (425)252-5184. jackie@meadowbrook-
effects of limited literacy and lends a is the mother of six education.com
unique quality to her performance at MDC. children, three of which
MDC Mississippi Dyslexia Center, 170 she has home schooled. Gwin Pratt has worked
Clay Street, Vicksburg, MS 39183-3020. Her background includes accounting, choir with people in two
1-866-632-2900. directing, religious education coordinator different helping
MDCbcook@worldnet.att.net and teacher, artist, and grandmother of two. professions prior to his
www.msdyslexia.com She is excited about being a Davis certification as a Davis
Facilitator. With the insight of her own Facilitator. With a B.S.
Angela Binns Odom corrected dyslexic son, Andrew, she hopes in Social Work he
attended a Davis to help many more find their true gifts. developed skills in
Fundamentals New Visions Integrated Learning Systems, counseling and group
Workshop last year to 131 5th St., PO Box 673, Albany, MN dynamics with young people as a
help her twelve-year- 56307. (320)845-6455 Fax (320)845-6456. houseparent in a children's home, a
old daughter correct her virginia@bushman.net probation officer, and an Assistant
dyslexia. Because of the Superintendent in a half-way house for
dramatic results she Dorothy Jean Bennett juvenile offenders. For the past 20 years, he
observed in her is from a family of has used his Masters of Divinity Degree as a
daughter, she decided to pursue a Davis dyslexics which Presbyterian Minister to counsel people of
Facilitator License. Angela holds a B.S. in includes herself, her all ages. For the past three years, he has also
Elementary Education and a Virginia father, brothers, assisted his wife, Alice Pratt, with her Davis
teaching license. Her classroom experience husband, and daughter. work as business manager and with Davis
has been of value in understanding the She has had a strong program follow-up tutoring. He was inspired
struggles that dyslexic students face. She interest in the different to pursue his own cerification after seeing
found the Davis Program to be an theories of brain the amazing results of Alice's work with the
exceptional method for helping them. function. Ron Davis's description of the Davis program. Dyslexia Plus, 2118 Park
Angela's 15 and 18-year-old sons and her brain function of dyslexia made sense. She Street, Jacksonville, FL 32210 USA.
mechanical engineer husband also have the could picture it. Working with people who (904)389-9251. dyslexia@mediaone.net
T HE DYSLEXIC READER PAGE 13

Scott Timm was Cornelia Garbe is the too little success." Instead, he attended a
moved, as many are, by mother of six children. lecture by Ron Davis, checked out the
another Davis success She has been a nurse tangible results, was awestruck by what he
story. "My firsthand and studied theology found… and decided to become a
view of the success and arts in Berlin. Facilitator. Wayne is fluent in English and
story of my niece Jodi Fraenkelufer 38 a, D- German. Learning-Abilities Enhancement
inspired me to leave a 10999 Berlin, Germany. Programs, 443 E. 5th St., N. Vancouver,
successful career in +49 (030) 61 65 9124. B.C., Canada, V7L 1M3. (604)988-7680.
business management Corneliagarbe@web.de
and pursue becoming a Facilitator. I was Davis Workshop Presenter
not only interested in successfully Ursula Rittler has a Jurg Peter became
correcting my own dyslexia but also to help background in Special licensed and certified as
others forego experiencing the difficulties I Education and a Davis Advanced
have had as a student and adult. Facilitating experience working Workshop Presenter in
out of my home based center, Dyslexia with both children and late 2000. This is in
Masters, in suburban Atlanta, I hope to adults. She is looking addition to already
assist clients in creating their own Davis forward to working being certified as a
success stories. Dyslexia Masters, 146 with the Davis method. Davis Specialist and
Eagle Glen Drive, Woodstock, GA 30189. Schemppstr. 36, D- Fundamentals
(770)516-7294. dyslexiamasters@juno.com 70619 Stuttgart, Germany. +49 (0711) 471 Workshop Presenter. Jurg is currently a
850. ursula.rittler@gmx.de student for curative and socialist therapy.
Rhonda Clemons has He has been working at LIB Lerninstitut
searched for a long time Gabriele Klug is our Basel in Switzerland as a Davis Facilitator
to find the knowledge second licensed Davis for four years. He says, "It is always a great
she discovered in The Provider in Austraia. joy for me to see the immediate, positive
Gift of Dyslexia. She She did her Facilitator changes in a client's performance and
has used her B.S. in training with DDA- attitude when applying the Davis tools."
Education to teach in Switzerland. C.v. Jurg also finds interpretting Ron's
public and private Hötzendorfplatz 12, A- workshops and lectures in Switzerland a lot
school for 17 years. She 2500 Baden, Austria. of fun and a great learning opportunity.
is now dedicated to making a difference in Tel & Fax: +43 (02252) Ron affectionately refers to Jurg as "my
people's lives as a Davis Facilitator. 21456 Swiss voice."
Success Learning Center, 722 l/2 S. Bois DDAI and DDA-CH are proud and
D'Arc, Tyler, TX 75701. (903)531-2446 or Amaya Barrutieta holds a degree in Fine honored to have Jurg as part of our
1-866-531-2446. clemrus@aol.com Arts. She first experienced the positive international team of Specialists and
results of the Davis methods with one of Workshop Presenters. His flexibility to
Colleen Millslagle her children. She completed her Facilitator travel and his fluency with English, French,
earned her B.S. in training through the courses offered in and German are a tremendous asset. During
Education with a Spain by DDA-Mexico. La Llave del Don, the last year he has supervised Davis
reading specialty at the C/Santiago de Compostela 42, 2 Izq, 28034 training course and presented workshops in
University of Texas. Madrid, Spain Tel & Fax +34 (091) 378 France, Israel, and Singapore. Where next?
She has been a 2331. llavedon@teleline.es DDA-CH, Freie Strasse 81, CH 4001
classroom teacher and a Basel. +41 (061) 272-8185.
tutor for eleven years. Catherine (Cathy) Smith has over 30 ch@dyslexia.com
She became inspired by years experience as a special education
the Davis Program after seeing the results teacher, counsellor and psychometrist with
that several of her students made with the children and adults who have learning The Davis Facilitator training
Davis Program. Success Learning Center, disabilities and attention deficit disorder. program requires approximately
722 l/2 S. Bois D'Arc, Tyler, TX 75701. She has a doctorate in Applied Psychology. 400 hours of course work. The
(903)532-2446 or 1-866-531-2446. Dr. Smith's many books and published Davis Specialist program requires
cmills2005@aol.com articles have been highly praised by
parents, teachers, employers, counsellors, extensive experience providing
Christina Martin lives in Tulsa, and especially by adults with learning Davis programs and and an
Oklahoma. After learning that her daughter disabilities. C. M. Smith & Associates, additional 260 hours of training.
was dyslexic, she began searching for help. 2128 Dunedin Rd., Oakville, ON, Canada Specialists and Facilitators are
As a Junior High teacher, she was aware of L6J 5V3. (905)844-4144 Fax (905)844-
subject to annual re-licensing
conventional methods for dealing with 0466. cathysmith@mail.com
learning disabilities. She discovered Ron's based upon case review and
book, was amazed at the approach , and Wayne Wolfram adherence to the DDAI Standards
decided to put her daughter through the Hassell was often of Practice.
program. The results were so fantastic that asked what he might For more information about
Chris decided to train as a Facilitator. She want to do after retiring
training or a full directory of Davis
now works with children and adults at her from teaching at a
center, Reading Tree Dyslexia Solutions, private school. providers, see
5541 Lewis, Tulsa, OK 74105. 1-800-484- Conventional tutoring www.dyslexia.com/affil.htm, or call
0185, ext. 1411 or (918) 630-0038. was out of the question; +1 (650) 692-7141 or toll-free in
thereadingtree@yahoo.com he had "seen too much the US at 1-888-805-7216
misery inflicted on too many children with
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 Florida Missouri
Paula Morehead, Dyslexia Center Alice J. Pratt & Gwin Pratt, Patricia Henry,
of the South Dyslexia Plus Dyslexia Correction of KC
(205) 822-9050 (Hoover) (904) 389-9251 (Jacksonville) (816) 361-6563 (Kansas City)

Arizona Georgia Montana


Edie Fritz, New Solutions Dyslexia Bill Allen,”THE” Dyslexia Coach Nancy Sitton, Dyslexia Deciphered
Correction (770) 594-1770 (Atlanta) (406) 863-9844 (Whitefish)
(602) 274-7738 (Phoenix)
Scott Timm, Dyslexia Masters Nebraska
Nancy Kress, Dyslexia Corrector (770) 516-7294 (Woodstock) Shawn Carlson, Education Insights
(623) 842-0455 (Glendale) (402) 420-1025 (Lincoln)
Indiana
John Mertz, Arizona Dyslexia Myrna Burkholder, Michiana Nevada
Correction Center Dyslexia Correction Center Barbara Clark, New Foundations
(877) 219-0613 (Tucson) (219) 533-7455 (Goshen) for Dyslexics
(775) 265-1188 (Gardnerville)
California Iowa
Ron Davis • Alice Davis • Dr. Mary Kay Frasier, Innovative New Jersey
Fatima Ali • Brian Grimes • Sharon Learning Professionals Charlotte Foster, Multivariant
Pfeiffer • Dee Weldon White • Scott (515) 270-0280 (Des Moines) Learning Systems
Shedko • Lexie White Strain (908) 766-5399 (Basking Ridge)
Reading Research Council Kansas
Dyslexia Correction Center Carole Coulter, Dylsexia Nancy Cimprich, Creative Learning
(800) 729-8990 Correction of Johnson County Systems
(650) 692-8990 (Burlingame) (913) 831-0388 (Kansas City) (856) 358-3102 (Elmer)

Janalee E. Beals, The Dyslexia Michigan New Mexico


Mentor Ann Minkel, Michigan Dyslexia Annie Johnson-Goodwin, Dyslexia
(877) 439-7539 (Palm Springs) Resources Resource
Tollfree: (866) 330-3671 (505) 982-9843 (Santa Fe)
Richard A. Harmel, Solutions for (517) 365-3176 (Six Lakes)
Dyslexia New York
(310) 823-8900 (Los Angeles) Dean Schalow , Tri-Point Carla Niessen, Dyslexia Changed
(800) 794-3060/(231) Services
Dwight E. Underhill 899-5954 (Manistee) (845 or 914) 883-5766 (Clintondale)
(510) 559-7869 (El Cerrito)
Minnesota Wendy Ritchie,
Colorado Cyndi Deneson, New Hope Positive Perception Ltd.
Kathy Bacon, Creative Learning Learning Center (716) 233-4364 (Hilton)
Center (952) 820-4673 (Bloomington)
(970) 669-0170 (Loveland) North Carolina
Virginia Bushman, New Visions Erin Pratt, Dyslexia Plus
Terry Demeo Integrated Learning Systems (828) 231-2400 (Asheville)
(303) 850-7668 (Littleton) (320) 845-6455 (Albany)
Ohio
Carol Faye Stromberg, 6 R’s Mississippi Lisa C. Thatcher, Ohio Dyslexia
Correction Nancy F. McClain & M. Elizabeth Correction Center
(800) 290-7605/(970) (Beth) Cook (740) 397-7060 (Mount Vernon)
487-0228 (Colbran) MDC Mississippi Dyslexia Center
(866) 632-2900 (Vicksburg)
THE D YSLEXIC READER PAGE 15

Oklahoma Ray Davis & Meliesa Hawley, Ruth Ann Youngberg, Dyslexia
Christina Martin, Reading Tree Reading Research Council Mastered
Dyslexia Solutions Northwest (360) 671-9858 (Bellingham)
Toll Free: (800) 484-0185 (866) 677-7726 (Everett)
(918) 630-0038 (Tulsa) West Virginia
Marlene Easley, Dyslexia Gale Long, New Horizons Dyslexia
Pennsylvania Unlearned Correction Center
Marcia Maust, Laurel Highlands (360) 714-9619 (Bellingham) Toll Free: (888) 517-7830
Dyslexia Correction Center (304) 965-7400 (Elkview)
(814) 267-6694 (Berlin) Kathy Hawley, Cascade Dyslexia
Correction Wisconsin
Texas (509) 784-1927 (Entiat) Cyndi Deneson & Darlene Bishop,
Jane Bailey & Dorothy Owen, DFW New Hope Learning Centers, Inc.
Dyslexia Correction Carol Hern & Ethel Kellogg, (888) 890-5380
(888) 331-4902/(817) 498-8871 Dyslexia Mastery (414) 774-4586 (Milwaukee)
(Bedford) (509) 363-1771 (Spokane)

Kellie Brown, Texas Dyslexia Jo Del Jensen, Learning Tools Names of other licensed Davis
Services Northwest Program providers in Europe,
Toll Free: (877) 230-2622 (360) 679-9390 (Oak Harbor)
Latin America, Africa, the
(817) 989-0783 (Ft. Worth)
Rebecca Luera, Dyslexia Mastery
Middle East and Asia, can be
Rhonda Clemons & Colleen (800) 818-9056 (Fall City) obtained from the DDA offices
Millslagle, Success Learning listed on the back cover or on
Center Sharon Polster, Dyslexia Tutoring the Internet at
Toll Free: (866) 531-2446 Services
www.dyslexia.com/affil.htm
(903) 531-2446 (Tyler) (206) 780-8199 (Bainbridge Island)

Julia Garcia, Hidden Genius


Learning Solutions Canada:
(877) 678-8773 (The Colony) Sue Hall, Positive Dyslexia Jeri Mcleod
Phone: (604) 921-1084 Phone: (403) 503-0108
Laura Warren, Dyslexia Correction (West Vancouver) (Calgary)
Center
(806) 771-7292 (Lubbock) Wayne Wolfram Hassell, Catherine (Cathy) Smith, C.M.
Learning-Abilities Enhancement Smith & Associates
Programs Phone: (905) 844-4144
Virginia
Phone: (604) 988-7680 (Oakville, Ontario)
Elizabeth Davis, VA Center for
(London, Ontario)
Dyslexia
Lawrence Smith, Jr., Rocky
(804) 358-6153 (Richmond)
D’vorah Hoffman, Living Hands Point Academy
Learning Centre Phone: (403) 685-0067
Angela Binns Odom, Succeed Phone: (416) 398-6779 (Calgary, Alberta)
Learning Center (Vancouver, B.C.)
(804) 833-8858 (Midlothian) Wayman E. (Wes) Sole, Dyslexia
Washington Gerry Grant, Dyslexia Solutions Help
Marilyn Anderson & Aleta Clark, Canada, Ltd. Phone: (519) 472-1255
Dyslexia Correction Center of WA Phone: (800) 981-6433 (London, Ontario)
(253) 854-9377 (Kent) (Princeton, Ontario)

Dorothy Jean Bennett, Jackie


Black, Lawrence & Renie Smith, "In years to come a child may forget
Meadowbrook Educational
Services what you taught them, but will always
Toll Free: (800) 371-6028
(509) 443-1737 (Spokane)
remember how you made them feel."
(425) 252-5184 (Everett)
-Unknown
PAGE 16 T HE DYSLEXIC READER
~ PRESORTED
The
Dys•lex´•ic Read´•er STANDARD
U.S. POSTAGE
1601 Old Bayshore Highway, Suite 245
Burlingame, CA 94010 PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop


Based on the best-selling book The Gift of 2001 International Schedule
Dyslexia by Ronald D. Davis England Winchester October 25-28
US San Francisco Oct 29 - Nov 2
This 4-day workshop is an introduction to the basic
theories, principles and application of all the procedures Germany Hamburg November 1 - 4
described in The Gift of Dyslexia. Training is done with a Israel Tel Aviv January 6-9
combination of lectures, demonstrations, group practice, India Mumbai December 18-21
and question and answer sessions. This is the first step in US San Francisco January 14-17
the eleven-step Davis Facilitator Training Program. Switzerland Basel February 23-26
Attendance is limited to ensure the highest quality of Switzerland Basel March 14-17
training.
Asia Singapore April 15-18
Switzerland Basel July 3-7
Participants will learn: US San Francisco July 8-11
• How the Davis procedures were developed. U.S. Course Schedule
• How to assess for the “gift of dyslexia” and establish a • 8:30 - 9:00 Registration (first day)
• 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
symptoms profile.
• How to help dyslexics eliminate perceptual disorientation U.S. Fees and Discounts
• $975 per person plus $95 materials fee
and focus their attention. • $925 for DDAI members or groups of two or more
• The Davis Symbol Mastery Tools for mastering reading. plus $95 materials fee
• $975 if paid in full 60 days in advance incl. materials
• How to incorporate and use proven methods for • Advance registration and $200 deposit required
improving reading, spelling, and motor coordination into a • Includes manual, one-year DDAI membership,
classroom, home school, tutoring, or therapeutic setting. 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 DDA-Israel DDA-Nederland DDAI-US
Freie Strasse 81 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 245
CH 4001 Basel, Ra’anana 43724 6105 CG Maria Hoop, Burlingame, CA 94010
SWITZERLAND ISRAEL NEDERLAND Tel: 1-888-805-7216
Tel: +41 (061) 273 81 85 Tel: +972 (053) 693 384 Tel: +31 (0475) 302 203 Fax: +1 (650) 692-7075
Fax: +41 (061) 272 42 41 Fax: +972 (09) 772-9889 Fax: +31 (0475) 301 381 E:mail: ddai@dyslexia.com
e-mail: ch@dyslexia.com E-mail: Israel@dyslexia.com E-mail: holland@dyslexia.com

DDA-Deutschland DDA- México DDA-UK For a full


Conventstrasse 14 Privada Fuentes #110, P.O. Box 40 description of the
D-22089 Hamburg esq. con Ricardo Margaín Winchester S022 6ZH
GERMANY Colonia Santa Engracia ENGLAND Davis Facilitator
Tel: +49 (040) 25 17 86 22 Garza García - Monterrey, 66220 +44 (01962) 820 005 Certification
Fax: +49 (040) 25 17 86 24 Nuevo León MÉXICO Fax: +44 (01962) 820 006
Tel/Fax: +52 (08) 335 9435 Program, ask for
E-mail: germany@dyslexia.com E-mail: uk@dyslexia.com
or +52 (08) 356-8389 our booklet.
E-mail: mexico@dyslexia.com
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