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The

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Dys•lex´•ic Read´•er
Vol. 26 Davis Dyslexia Association International Issue 1 • 2002

Disorientation and Dyslexic Perception
by Ronald D. Davis produces the symptoms of dyslexia, but
also the many talents dyslexic thinkers
Over the years, many people have can exhibit, serves as one of the
asked about Ron’s early research. foundations of Davis Dyslexia
Following is a description of an Correction®. It explains the tools which
experiment he conducted in 1982 to allow dyslexic thinkers to intentionally
prove to himself that disoriented control the distorted perceptions that are
perceptions are a natural function of the a product of disorientation—to both
brain. This understanding of how the use eliminate a learning disability and to
of a natural brain function not only enhance their talents.

Davis Learning Strategies Research News
Davis Dyslexia Abstract
Association
International is The purpose of this study was to
very proud and determine the beneficial effects of Ron Davis with the original spirals he used in
honored to integrating various Davis Learning his 1982 experiment.
announce that an Strategies, primarily Davis Symbol
article about Mastery, on sight word skills. The In 1982, after my colleagues and I had
Davis Learning participants were 86 primary students arrived at a basic, rudimentary
Strategies was from two San Francisco Bay area understanding of what had to be done to
published in schools enrolled in the standard K-1 correct dyslexia, we offered a program
Volume 38 program. The dependent measures were for doing so to the public. The program
Summer 2001 of the percentage of children who are able was producing spectacular results, and
Reading Improvement: A Journal to meet sight word recognition on a list we gathered a great deal of empirical
Devoted to the Teaching of Reading. of 100 basic core words. For the first continued on page 4
The title is “The Effect of the Davis grade students, the outcomes indicated
Learning Strategies on First Grade that the children [who received Davis
Word Recognition and Subsequent intervention] scored significantly higher In This Issue
Special Education Referrals.” than the control group for the mastery of
The authors are:
News & Feature Articles:
100 basic sight words. In addition,
Sharon Pfeiffer follow-up data indicated that no special Disorientation and Dyslexic
Davis Dyslexia Association education referrals had been made two Perception . . . . . . . . . . . . . . . . . . . . .1
International, Burlingame, CA years after initial Davis intervention for Davis Learning Strategies Research
Ronald D. Davis any of the three pilot classrooms. News . . . . . . . . . . . . . . . . . . . . . . . . .1
Reading Research Council, However, gifted referrals from these What Happens to a Family When a
Burlingame, CA same classrooms were higher than the Non-Reader Becomes a Reader . . . .3
Ethel Kellogg, M.Ed. typical school population. Discussion Davis Learning Strategies
Davis Facilitator, Spokane, WA includes the effect of early reading Launched in Canada . . . . . . . . . . . . .3
Carol Hern, M.Ed. success on future school and social Regular Features:
Davis Facilitator, Spokane, WA performance. Suggestions are given for
T. F. McLaughlin, Ph. D. further assessment of the Davis method In the Mail . . . . . . . . . . . . . . . . . . . . . . . .2
Gonzaga University, Spokane, WA Veiwpoint on Motivation . . . . . . . . . . . . .2
and ways to coordinate the Davis
Gerry Curry method with other support services in Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Consultant, Hayward, CA future research. t Davis Workshops . . . . . . . . . . . .8, 10, 11
Book Reviews . . . . . . . . . . . . . . . . . . . . .7
Reprints are available at a nominal fee from DDAI (+1 650 692-7141) or The Dyslexia New Facilitators & Specialists . . . . .12-13
Mastery Center, 703 W. 7th Ave. Suite L10, Spokane, WA 99204. Davis Providers (U.S. & Canada) . .14-15
PAGE 2 THE D YSLEXIC READER

IN THE MAIL
and he was struggling to please me,
Getting Stepped On
I just wanted to say “thank you” we were both left with frustration, by A.J. Pratt, Facilitator,
for providing an understanding to disappointment and a sense of being Jacksonville, Florida
what seemed to be an “un- defeated. It was hard enough for me
understandable” situation. We are as an adult. I cannot even imagine In the children’s story, Teneric’s
only in the very early stages of how it has been for my son. I know Twigs, a little animal called a teneric
diagnosing dyslexia in our 8-year-old we have some challenges ahead of is happily creating geometric
son. However, one visit to your us, but I am now hopeful, optimistic constructions out of twigs. Teneric
webpage and a trip to the book store and determined. One day in the is highly motivated and his intention
has brought me knowledge, comfort future, I will be able to explain what is actively engaged in his
and patience. Those three things are made Mommy more patient and more architectural engineering. That is
priceless when needed for the well understanding. When I do....that is until Old Warthog comes along and
steps on the buildings while
being of my child. when my son will know who Ron
declaring that the twig structures are
Davis is. useless. Hearing this judgment,
I had never heard of Ron Davis. Teneric loses his desire to create. He
However, in a span of 48 hours, he Thank you again ... then focuses his time on seeking the
has gone from a stranger, to a approval of others. Eventually, Wise
glimmer of hope, to a hero. When I Shirley Edwards Owl counsels him to pursue his
was struggling to get my son to read October 9, 2001 desire to build, and so he does.

As an observer and participant in
the field of education for over 20
years, I perceive that what happens
to Teneric is a common experience
for us as educators, parents, and
students. Our natural creative force
gets “stepped on.” Who does this?
Oh, the Old Warthog has many
faces. We can all name our own
personal ones, whether it is an
individual or an institution. When
our creative force gets “stepped on,”
the focus then becomes external
with a search for approval, and our
creative genius can get lost.
Which one are you:
Teneric?
Old Warthog?
Wise Owl?

Your viewpoints are welcome on the subject
of motivation. Send them to:
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the
editor@dyslexia.com
Davis Program at Reading Research Council in California.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,
Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia
and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s
abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIALBOARD: Alice Davis,
Abigail Marshall, Michele Plevin, Maria Fagioli and Dee 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® , and Davis Learning Strategies ® are registered trademarks of Ronald D. Davis. Copyright © 1999
by DDAI, unless otherwise noted. All rights reserved.
THE D YSLEXIC READER PAGE 3

What Happens to a Family When a Non-Reader Becomes a Reader?
This article was first published in the newsletter “Insights from Stowell Learning Center” in
January, 1997. The Center’s goal of helping people become “comfortable, independent
learners” is one that is shared by Davis Program Providers. The information in the article
contains many useful insights and suggestions for parents and loved ones of those who have
completed a Davis Program, and are ready to become independent learners.

negotiate the world of print for They might be expected to do
him/her. As reading becomes easier, things that seem too hard or too long.
the helper sometimes feels hurt by Just saying they can’t is often a more
the new reader’s growing comfortable solution than facing the
independence. Being aware that this possibility of being overwhelmed.
may occur, helps the family to When a child is a non-reader,
celebrate the changes instead of parents often do the reading for them,
feeling threatened by them. or get books on tape for them, so that
they can still continue to participate
Fear of Success in grade level curriculum at school.
An issue that we sometimes see As these children begin to read, they
with students either at the very must be encouraged to gradually take
beginning of their program, or as over more and more of the reading
they are becoming more capable with themselves.
by Jill Stowell reading and writing, is a fear of To help students to begin to use
success. Although they truly desire to their new skills without becoming
What happens to a family when a become independent readers, we completely overwhelmed, it is
non-reader becomes a reader? The have had students, both children and helpful for parents to “share” the
answer to this question seems adults, who are fearful of the changes reading with them. Parameters can be
obvious doesn’t it? The family is that might bring. set up, such as, the child has to start
overjoyed, proud, and delighted. Of One very bright nine-year old non- reading at the top of the each page or
course! reader expressed that he was afraid to the beginning of each section, but is
But when a non-reader becomes a learn to read because it might change allowed to stop and switch with the
reader, the dynamics and him into somebody else. Maybe parent when he gets tired. In this
relationships in the family may way, the student is using his skills,
undergo unexpected changes. At the Although they truly desire but the parent is still doing the bulk
Stowell Learning Center, we work to become independent of the reading.
with children and adults with a As the child becomes more
variety of learning disabilities and a readers, we have had competent, the parameter could be
varying degree of severity. Our goal students, both children and changed so that the child reads a
for students is always that they will paragraph and the parent reads two,
leave us comfortable, independent adults, who are fearful of or the child and the parent alternate
learners. the changes that might reading paragraphs or pages. As they
For students with more severe bring. become more comfortable and
reading disabilities, the road from reading takes less energy, children
being a dependent learner to an people wouldn’t like him or be become more willing to take over
independent learner may bring with it willing to help him anymore. We more and more of the reading.
some unexpected emotions or took things very slowly. We assured
challenges. The following is a him that we would never want to take Changing Expectations
summary of some of the emotional away his thinking style; only give Some students are so used to being
issues that challenge the process of him tools that would make things non-readers or dependent reader that
going from a non-reader to reader easier. Gradually, he was able to get they continue to view themselves that
and some suggestions for how to over that barrier and began to read. way, even as their reading begins to
overcome them. If families are aware Another, more common fear of develop. Family members, also, are
of these, it can help make the way to success that we have seen with used to thinking of the student in this
becoming an independent learner children and adults seems to happen way and may help perpetuate the low
smoother and more efficient. a little later in the program when they expectations. It is common when an
actually have gotten to the point that individual in a family has
Growing Independence they have some fairly solid tools for traditionally not been able to read or
An Individual who is a non-reader reading and writing. These students write, that other members of the
(or very poor reader) may, by have expressed the concern that if family take over those functions for
necessity, become dependent on they can read or write, people won’t him/her. The family members learn
parents, siblings, or a spouse to help them anymore.
continued on page 9
PAGE 4 THE D YSLEXIC READER

Disorientation . . . Learning Disability Symptoms Which Can Stem
continued from page 1
from Perceptual Disorientation
evidence to support it. But the
program and I were being criticized There are literally thousands of learning disability symptoms that can result
and ridiculed by the established from disorientation. The severity and degree to which each of the senses are
authorities on dyslexia. This was affected varies from person to person, and from one time to another. The
because the developmental model for following are some common symptoms of disorientation categorized with the
dyslexia was such a major departure sensory perception that is most affected:
from the structural model (brain
damage or malfunction) that was Vision: Balance/Movement:
accepted at the time. In addition, I ¡ Changes or reverses shapes and ¡ Dizziness or nausea while reading.
lacked any formal training or sequences of letters or numbers. ¡ Poor sense of direction.
credential in the field, so I was ¡ Incorrect/inconsistent spelling. ¡ Inability to sit still.
quickly branded a kook or snake oil ¡ Sees letters and numbers move, ¡ Difficulty with handwriting
salesman. disappear, grow or shrink. (dysgraphia).
I searched in vain for anything that ¡ Omits or alters letters, words and lines ¡ Balance/coordination problems.
would support the concept that while reading or writing.
distortion in perception was at the ¡ Omits or ignores punctuation and
root of dyslexia symptoms. I couldn’t capitalization.
Time:
even find a simple explanation of ¡ Hyperactive (over-active).
perceptual distortion, why it Hearing:
¡ Hypoactive (under-active).
happened, how it happened, or what ¡ Difficulty making speech sounds.
it was called. ¡ Inability to learn math (dyscalculia).
¡ Perceives sounds or words not heard
My primary motivation was to or experienced by others. ¡ Difficulty telling time or being on
establish that dyslexia was not the time.
¡ Accused of not listening or being
result of brain damage or inattentive. ¡ Trouble with sequencing or keeping
malfunction. I wanted to find a way things in order.
¡ Hears sounds softer, louder, nearer or
to prove that all of the symptoms of further away than they actually are.
dyslexia could be produced by a
normal brain functioning naturally. I same effect in a controlled situation, I The first thing I noticed
felt that if I could make a link might be able to prove my theory. performing the experiment on myself
between the perceptual distortions, That day I set up an experiment. was that just before the feeling of
which even non-dyslexics experience, The equipment was an old 33-1/3 movement began, the speed of the
and dyslexia symptoms, it would speed record player, standing on its spinning disk appeared to slow down.
prove that the symptoms of dyslexia side. Attached to the turn table was a This indicated that not only was my
were not evidence of brain damage or large cardboard disk with a spiral sense of motion distorting, but also
malfunction. I didn’t know where to painted on it. With a foot switch so my sense of vision.
begin. the device could be turned on and off The second phase of the
Then one day I was driving into without using a hand, a stop watch, a experiment was to stand in front of
the office. We had just had about two tape recorder, and a clipboard, I was the disk balancing on one foot, turn
weeks of cold, gray, rainy weather. ready to explore perceptual the disk on, and try to maintain
That morning it was warm, bright, distortion. I was the first test subject. balance. I don’t recommend doing
and sunny. I wanted to play hooky I sat in front of the disk looking at this without an assistant to turn the
from work and go for a drive in the the center of the spiral. A press of my disk on for you and, more
redwood forest. I was stopped at a foot, and the disk began to spin. In importantly, to catch you when you
stoplight, with my mind already in less than five seconds I felt the begin to fall–because you will fall
the redwoods, when suddenly I felt motion. The speed of the disk was so over backwards. The spinning spiral
that I was going to bump into the car fast that the sense of motion was like definitely distorted the sense of
in front of me. I naturally pushed flying down an endless tunnel. balance.
harder and harder on the brake but I The goal of the experiment was to The third phase was to sit in front
wasn’t stopping. Suddenly I realized, produce dyslexia symptoms in a non- of the stationary disk with a
it’s not me moving, it’s the other car dyslexic brain. But before that could stopwatch in hand. While looking at
rolling backward towards me! A toot be established, the equipment had to the center of the spiral, I tried to
of my horn prevented a bump, but produce dyslexic symptoms in a estimate the passage of fifteen
my mind began to race. This dyslexic brain. Based on the seconds by clicking the stopwatch on,
firsthand experience of the developmental model, the symptoms and when I thought fifteen seconds
phenomenon (distorted sensory of dyslexia came from distortions in had elapsed, I clicked it off. In five
perceptions) I had been talking about the senses. The senses most affected attempts I was never more than three
for months caused a shift in my were vision, hearing, balance, seconds off. The next part was to
perspective. If I could reproduce this motion, and time. start the disk spinning, and try the
THE D YSLEXIC READER PAGE 5

same thing. In five attempts I never front of the spinning disk. I soon I had satisfied my own curiosity. I
got closer than five seconds, and discovered that I needed another had nearly fifty test results, all of
twice I was more than ten seconds piece of equipment – a plastic-lined which confirmed my theory. After all,
off. My sense of time was definitely waste can. I also discovered that I I didn’t have a graduate degree
distorting. needed to change the protocol. At hanging in the balance. I concluded
The fourth phase was to turn on first I let others observe someone that I had proven my point, so the
the tape recorder, spin the disk, and going through the experiment. Their hundred person experiment ended at
after the feeling of motion began, observations influenced their own only forty-eight. t
have an assistant say something to experience. So observation was
me, and repeat back what I heard. We permitted only after having had the Editor’s note: Do not try this experiment on
used nursery rhymes like, “Sally sells experience. your own. As this account shows, the
sea shells at the sea shore.” Only the Some people were made too spinning-disk can induce epileptic seizures in
assistant would deliberately alter the nauseous by the spinning disk to susceptible individual. So it is not safe or
words, like, “Sally tells sea snails at complete all four phases of the appropriate to conduct such experiments
the sea shore.” Or, “Sally sells experiment. But there was perceptual outside of carefully controlled and monitored
laboratory conditions.
seashores to seahorses.” I could not distortion in the phases they did
hear exactly what the assistant said, complete. And everyone who Talents Which Can Be
and the proof was on the tape. completed the series experienced Enhanced by Disoriented
So with less than $100 of distorted vision, hearing, balance,
equipment, I demonstrated for myself motion, and time. Age, intelligence, Perceptions
that my brain distorted the senses of education, gender, race, etc. didn’t ¡spatial awareness ¡fine arts
vision, hearing, balance, motion, and matter–the results were consistent. ¡strategic planning ¡building
time. The experiment produced Then one evening a young woman, ¡mechanical arts ¡athletics
dyslexic symptoms in a dyslexic the forty-eighth test subject, was ¡drama/role playing ¡piloting vehicles
brain. Now I was ready to try the sitting in front of the spinning disk. ¡music ¡engineering
same thing on a non-dyslexic brain. I She sat there on the verge of ¡inventing ¡storytelling
decided to put one hundred people vomiting for about three minutes, ¡designing
through the steps of the experiment. I then fell to the floor and had a grand
wouldn’t even attempt to pre- mal seizure. The unexpected event Thus, the goal of Davis Orientation
determine whether or not they were scared me; it terrified her. She had Counseling is not the elimination of
dyslexic. I wanted a cross section of never had a seizure before, and I had disorientation, but the ability to
the population. never seen one that up close and consciously control it when it acts as a
barrier to reading, writing, doing
I started doing the experiment with personal. I felt responsible for arithmetic, or succeeding in a traditional
anyone who was willing to sit in making it happen. educational setting.

Davis Learning Strategies Launched in Canada
Canadian students spent a thoroughly
enjoyable four days with Sharon
Pfeiffer (noticeable by her absence
from the photo) and Alice Pratt,
learning skills that they will be able
to take into their primary school
classrooms, and convey to parents
and teachers of children under the
age of nine. For Sue Hall, the
workshop's sponsor, it was a
wonderful chance to catch up with
Canadian Facilitators, Jeri McLeod,
Wes Sole, and Larry Smith, Jr., and
to host DDA-Israel directors, Judith
Schwarcz and Etya Chesler. The
participants were impressed with
Sue's 14 year old son, George, who
Davis Learning Strategies Basic Teacher Workshop participants, Vancouver, August 2001.
demonstrated knowledge and interest Left to right, bottom row: Wendy Beck, Sue Hall, Alice Pratt, Laura Porosky, Michelle Micko.
during the workshop. Perhaps Sue is Middle: Judith Schwarcz, Joanne Brooks. Donna Doerksen, Wes Sole. Back: George Hall,
developing a future partner! Marylou Tassinari, Carol Moran, Jennifer Chua, Etya Chesler, Jeri Mcleod, Brenda Baird,
Jan Hagedorn. Far back: Larry Smith Jr., Eric Hagedorn.
PAGE 6 THE D YSLEXIC READER

Internet Resources for Reading from right, and tying shoelaces, etc. things including entertainment,
Assessment Any comments? invention, or an escape from a
painful reality. Not all picture
Are there any online reading Basically, this is a contact lens thinking is accompanied by
assessment tools for upper grade with colored filters that was initially disorientation of the senses and
levels? developed to assist color-blind perceptions. However, what causes
individuals, but also reported to help dyslexia symptoms are the
These are some assessments some dyslexics. One study seemed to confusions that result from a lack of
available free on the internet. show that reading speed was pictures for certain symbols and
improved somewhat; however the words. The confusion triggers
Reading Words/Decoding & The San sample reported in the study above disorientation. Thus, picture thinkers
Diego Quick Assessment was very, very small, with only 4 or 5 are more likely to be confused by
http://www.gomilpitas.com/ individuals actually using the lenses. words, numbers or other symbols,
homeschooling/articles/060899.htm and they are more likely to
These are two very quick tests using Colored lenses probably relieve experience disorientation and
word lists of increasing difficulty eyestrain, thereby helping some dyslexia symptoms.
through college level. dyslexics simply by improving
environmental conditions. If you I think that almost everyone has the
READS for Families reduce fatigue, you will also reduce ability to think in pictures some of
http://www.test4free.com/ the level of disorientation. This might the time, but the difference is that
assessfam.asp explain why lenses seem to produce most dyslexics primarily think in
Free interactive online reading short-term results, but not long term pictures, and have a hard time
assessment, applicable for grades 2- effectiveness. thinking with words. So when
10. Requires a computer with a sound reading, a dyslexic person needs to
card, as the phonics testing sections I found information at these links: be able to picture the meaning of the
involve listening to spoken words or words in order to understand them. A
syllables. • http://www.cantor-nissel.co.uk/ non-dyslexic person is capable of
dysoptom.htm simply seeing the letters of the words
Released TAAS, End-of-Course • http://www.cantor-nissel.co.uk/ or hearing the sound of the word in
Examinations and RPTE Tests dyslexia_chromagen.htm their own mind and making sense of
http://www.tea.state.tx.us/ it, even if they have no picture in
student.assessment/resources/release/ • http://www.azmaneye.com/Pages/ mind.
index.html chromagen.html
These are online versions of the In an informal survey, about 30% of
Texas assessment tests given to Are all picture thinkers dyslexic? the visitors to our web site say that
students in 1999 and 2000, from they think with both pictures and
grades 3-8 and high school level, I am a teacher in Denmark and I words, and 42% say that they think
including reading proficiency tests. It have some questions about picture- mostly with pictures. Only 8% say
also has end of course exams for high thinking. Is it only people with that they think mostly with words.
school subjects like biology, algebra, dyslexia who have this skill? Is it the About 46% of our site visitors say
etc. You can take and score the tests skill that gives you dyslexia, or is it they are dyslexic, and 28% say that
online. You can also download print the dyslexia that gives you the skill? they are not–the rest don’t know.
version of many more tests, together I have the gift myself. But I have Even though these surveys are very
with answer keys. always thought that my childhood in informal–and not all that accurate–we
a family with emotional and social can surmise from these numbers that
Chromagen and Dyslexia problems had given me the skill. most non-dyslexic people think with
Because I needed to escape from the both pictures and words.
Some one sent me an article on problems, I created pictures to
Chromagen, which is supposed to survive.
Worry...is the misuse
alter perception and make dyslexics
see straight. A couple of people have Some people who are not of the imagination.
asked me about it. It claims to be dyslexic also have the skill and
able to help with b and d, telling left ability to think in pictures. Picture
thinking can be useful for many
--Unknown
THE D YSLEXIC READER PAGE 7

The Einstein
BOOK REVIEW
by Abigail Marshall, DDAI Information Services Director
Syndrome:
Bright
In his 1997 book, Late-Talking The Einstein Syndrome provides Children Who
Children, economist and author much of the same information in a Talk Late
Thomas Sowell used personal refined form, now bolstered by the
accounts, anecdotes, and the results extensive research of Professor By Thomas Sowell
of informal surveys to explore the Stephen Camarata, who has since (Author of Late-
issue of children with delayed speech commenced and reported on a Talking Children)
who simply outgrew the problem, longitudinal study of almost 240
generally becoming bright and delayed-speech children. The book Basic Books/Perseus Books © 2001
capable students. The book raised explores common patterns of ISBN 0465081401 $25.00 hardcover
serious questions about the state of development for such children, the serious developmental problems.
knowledge and issues of mistaken personal histories and experiences of However, the fact that so many of
valuations and diagnosis of children adults who spoke late, issues related these bright, healthy children were at
who may simply represent a to tests and evaluations, as well as one time misdiagnosed as retarded or
particular developmental pattern. Its expert intervention. autistic remains a cause for alarm.
content offered consolation and hope Thomas Sowell is careful to It is important for “experts” in the
to many parents of young, non- reiterate that the positive outcomes of field, such as speech and language
speaking children, but was the children who fit the pattern therapists and physicians, to keep in
condemned for its lack of scientific described in the book may not be the mind that there is a broad age range
rigor by some professional groups, norm, and that the book is not for speech to emerge in children, and
such as the American Speech- intended to provide false hope for that delayed speech in children
Language Hearing Association. parents of children who may have appears to be a symptom but not a
pathological condition in and of
BOOK REVIEW
by Mary Kay Frasier, Davis Facilitator in Des Moines, Iowa
itself. It is also important to
understand the way in which patterns
of speech development in highly
Creative children can be a Kids Are gifted children, particularly those
challenge to raise. As a Davis with strong aptitudes for music or
Facilitator and as a parent of two
Worth It! mathematics, can echo symptoms
highly creative dyslexics, I often find Giving Your commonly associated with autism.
myself looking for ideas that will Child the Gift This book provides the data and
improve my parenting skills or of Inner specific information that can help
provide some insights for the parents Discipline experts and parents alike to see these
of my clients. parallels, and learn what
Barbara Coloroso’s book Kids Are by Barbara distinguishing factors to look for.
Worth It approaches parenting from Coloroso Not all children who speak late are
the vantage point of “giving your Avon Books, 1995, trade paperback budding Einsteins, and the patterns of
child the gift of inner discipline”. Her $12.50 ISBN: 0380719541 late-speech development in children
research on child development began All of the ideas given in the book are can be variable. Some blossom into
in the late 60’s when she was based on six critical life messages: speech all at once, suddenly using
studying to become a special • I believe in you advanced vocabulary and complex
education teacher. This was a period • I trust you sentences at age 3 or 4 or 5, as if no
when the behaviorist theory was • I know you can handle this impediments had ever existed. Others
emerging as the primary model for • You are listened to continue to be reticent and reluctant
child discipline. Ms. Coloroso saw • You are cared for speakers, remaining introverted and
the power of behavior modification • You are very important to me showing their greatest strength with
firsthand. Her impression after mathematical or spatial reasoning and
observing the theory in practice led The author’s message is to give other nonverbal thought processes.
her to believe that “it works—on our children the energy and serenity This book does not provide a
rodents.” Her journey to find new to live with the values, “I like myself; single diagnosis or even a way to
and better ways to deal with I can think for myself; and I can reliably predict the outcome for a
parenting children instead of lab rats extend myself to others in a loving bright, healthy child who simply does
brought her to some very interesting way.” not talk, but it does provide vitally
conclusions and humorous insights. Read the book! It will give you needed information. I would highly
Kids Are Worth It explores hope and courage along with the recommend this book for anyone
parenting issues from potty training creativity and strength for the days of concerned about a child with speech
to getting your teenager out of jail. parenting ahead. Enjoy the journey. delays.
PAGE 8 THE D YSLEXIC READER

Enhance Children's Reading Skills and Creative Talents
with Davis Learning Strategies® Kits
Designed Especially for K-3 Teachers and
Parents of Children Ages 5-8
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
Recommended materials for classroom
What is different in each Kit is the Manual. These implementation:
include suggested curriculum, lesson plans, and
activities appropriate for each grade level and age. • One Kit per teacher or aide
Teachers or home-schooling parents who teach • Four Koosh Balls per Classroom
multiple grade level students may purchase a • Six Letter Recognition Card sets per classroom
combination kit, containing both Manuals for $149.90. • One Alphabet Strip per student
Previous purchasers of the Davis Symbol Mastery Kit • Six Punctuation & Styles Booklets per Classroom
may purchase either Manual separately for $29.95 • Six Dictionaries per Classroom
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 21-40 20% 25%
Davis Learning Strategies® K-1 Teacher Kit Manual More than 40 25% 30%
(sold separately only to previous purchasers of a full
Teacher Kit or Davis Symbol Mastery Kit) $29.95
TO ORDER:
Davis Learning Strategies® Grades 2-3 Teacher Kit
Manual (sold separately only to previous purchasers · By phone: Call 1-888-999-3324 toll-free
of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 in the USA or Canada.
Alphabet Strip $7.95
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 authorization to +1 (650) 692-7075. We
Symbol Mastery Procedure Chart $1.95
Stop Signs for Reading Chart $1.95
will add shipping and handling
Koosh Balls (2) $11.00 charges.
Clay - 2 pounds $8.00 · E-mail your order to
Webster's Children's Dictionary (Hardcover) $16.95
Checking Your Grammar (Softcover) $6.95
DDAorders@aol.com
DDAI Membership $50/year US$60/year non-US
All shipments will be sent UPS
THE D YSLEXIC READER PAGE 9

What Happens to a Family . . . Turning Homework and time. However, parents do not need
continued from page 3 Reading Tasks Over to the to choose for their own time to be
Student: Encouraging wasted as well.
that they need to read menus, write Independence If your child has been very
checks, answer correspondence, read Adopt the motto that homework is dependent on your presence in order
signs, and/or give a tremendous not an option. It is not a personal to work, wean him/her away from
amount of assistance on reading and issue. It is not a relationship issue. It this by setting a timer and coming in
writing homework or office work. It is simply what school children do. So to check on him every 5 minutes at
is not uncommon for family members whether or not to do it does not bear first; then gradually increase the time.
to continue performing these argument or discussion. Or, have the child do one item with
functions, and for the individuals to Make homework as routine as you, then complete the section on his
continue to expect help, even after possible. Have a specific time and own. He may come to you to get
they have begun to develop tools that place for homework to be done. started on each new section as
will allow them to do these things for Find out from the teacher exactly needed.
themselves. what your child can be expected to What happens to a family when a
We see this issue most often in the do independently. Help your child get non-reader becomes a reader?
area of homework. Children get used started if needed but have him …With patience, firmness and
to having a great deal of help and complete the assignment on his own. encouragement, the parent or family
having someone “right there” with Be available to help, but work with member gets out from under the
them while they do it. They may even your child on asking you very homework burden.
use their reading or writing specific questions as opposed to …The individual becomes a more
difficulties as an excuse not to do saying, “I don’t get this.” productive and confident student or
homework at all. Using their new Reinforce your child’s attempts at worker.
skills can be time and energy independence with praise and social …The relationship between the
consuming at first, and because or tangible rewards if necessary. past non-reader and his/her family
working independently is a change, Calmly but firmly insist that becomes less dependency-based,
many children rebel against it. Some homework be completed. If the perhaps opening the door to some
may continue to use “old habits” to amount or difficulty is unreasonable, exciting new ways of relating. t
get out of their work, or get someone work with the teacher to make daily
else to do it for them. homework appropriate to your child’s © Copyright 2001 by Stowell Learning Center
independent level. Help your child Inc. All Rights Reserved.
Old Habits Die Hard for Family understand that if he is 20955 Pathfinder Road, Suite 332, Diamond
Members, Too procrastinating on his homework, he Bar, California 91765 USA
Parents are used to protecting their is choosing to give up play or TV info@learningdisability.com (909) 598-2482
children from failure and poor self-
esteem related to homework. The International Reading Association Position Statement
coping strategies that families
develop are important and valuable, Honoring Children's Rights
but must be let go of as the child’s 1. Children have a right to 6. Children have a right to
academic abilities increase. appropriate early reading instruction supplemental instruction from
We find that it is hard sometimes based on their individual needs. professionals specifically prepared
for parents to shift their view of their to teach reading.
child from being severely reading 2. Children have a right to reading
disabled to being able to do some instruction that builds both skill and 7. Children have a right to reading
parts of their homework on their own. the desire to read increasingly instruction that involves parents and
This is especially true because complex materials. communities in their academic lives.
children often rebel most about 3. Children have a right to well- 8. Children have a right to reading
becoming independent and doing prepared teachers who keep their instruction that makes meaningful
their work at home. This same skills up to date through effective use of their first language skills.
principle can also apply to adults and professional development.
adult relationships. 9. Children have a right to equal
It is critical that they be allowed 4. Children have the right of access access to the technology used for the
and expected to do more. This is the to a wide variety of books and other improvement of reading instruction.
only way that their skills will really reading material in the classroom,
school and community libraries. 10. Children have a right to
become independent tools for them,
classrooms that optimize learning
and, even more importantly, that they
5. Children have a right to reading opportunities.
will begin to view themselves as
assessment that identifies their
competent learners.
strengths as well as their needs and http://www.reading.org/positions/
involves them in making decisions MADMMID.html
about their own learning.
PAGE 10 THE D YSLEXIC READER

Enhance Your Current Primary Classroom Reading Curriculum
With the Davis Learning Strategies® Basic Teacher Workshop

Benefits to Children and Teachers Davis Learning Strategies
Davis Learning Strategies is an effective and efficient way to With Davis Focusing Skills™, a series of exercises which use
develop the beginning reader into an accomplished reader by imagination and coordination, children can easily develop the
the end of third grade. All children benefit no matter what self directed ability to be physically and mentally focused on
the learning task at hand.
their learning styles or reading level. Good readers become
stronger in language and grammar skills, and weaker readers
begin to read effortlessly. Davis Learning Strategies dovetail
easily into existing K-3 curriculums. They increase the
effectiveness of almost any reading or language arts program.

What's in the Workshop that isn't in the Kits?
The workshop provides hands-on learning through
demonstrations, practice sessions, and group discussions. It
offers new implementation ideas and materials to take back to
the classroom, an opportunity to learn how other experienced
teachers have used Davis Learning Strategies, and a chance to
share additional application ideas with fellow teachers.

What Participants Have Said… Through Davis Symbol Mastery®, children master the
alphabet, punctuation marks, and basic sight words with a
“The learning strategies are very practical and simple, easy and fun alternative to pencil-paper activities and
drill exercises.
will work for all my students.”
Davis Reading Exercises provide a fun and cooperative
“Excellent materials. Presentations were clear, method for increasing word recognition and reading
accurate, and in-depth. The most accurate comprehension skills. This reading method can be used alone
or as a supplement to a current reading program.
presentation of learning I have experienced.”
“Excellent presentation. I will use this in my
class!”
“The instructor was passionate about her
subject as well as knowledgeable, and she
communicated this!”
“I have to tell you how much I enjoyed the
workshop and what new enthusiasm I have for
the new school year. Your dedication and
caring are such an inspiration! It is so exciting
to be on the cutting edge of something so
radically life changing for so many who have
been struggling for so long. You have done a With these Davis Learning Strategies, children become well
tremendous job, and your manual and training prepared for a successful first four years of schooling and for
a lifetime of learning!
are excellent.”
Visit the Davis Learning Strategies web site:
Background www.davislearn.com
The workshop represents the results of six years of research 2002 DATES & LOCATIONS
and development in several K-3 elementary classrooms by an June 24-27, 2002 San Francisco, California
experienced teacher, Sharon Pfeiffer. In August, 2001, a August 12-15, 2002 San Francisco, California
research paper detailing the effects of these strategies on first August 26-29 Vancouver, Canada
grade word recognition and gifted education placement was
Call 1-888-805-7216 for U.S. Registration
published in Reading Improvement, a peer-reviewed journal. Call +1 (604) 921-1084 for Canada Registration
Davis Learning Strategies are based on methods developed by
Ronald D. Davis. ACADEMIC UNITS AVAILABLE IN THE U.S.
THE D YSLEXIC 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)

2002 WORKSHOP SCHEDULE
14 - 17 January 2002 14 - 17 March 2002 (English) 8 - 11 July 2002
Instructor: Ronald D. Davis Instructor: Bonny Beuret Instructor: Ronald D. Davis
Location: San Francisco, CA, USA Location: Basel, Switzerland Location: San Francisco, CA, USA
Contact: training@dyslexia.com Contact: ch@dyslexia.com Contact: training@dyslexia.com

21 - 24 Feb 2002 (Spanish) 9 - 12 April 2002 (English) 29 Aug - 1 Sep 2002 (German)
Instructor: Ronald D. Davis Instructor: Jürg Peter Instructor: Bonny Beuret
Location: Monterrey, Mexico Location: Mumbai, India Location: Basel, Switzerland
Contact: mexico@dyslexia.com Contact: singapore@dyslexia.com Contact: ch@dyslexia.com

23 - 26 Feb 2002 (French) 15 - 18 April 2002
Instructor: Bonny Beuret Instructor: Jürg Peter
Location: Geneva, Switzerland Location: Singapore For updated workshop
Contact: ch@dyslexia.com Contact: singapore@dyslexia.com
schedules visit
4 - 7 March 2002 (English) 3 - 7 July 2002 (French) www.dyslexia.com/train.htm
Instructor: Cyndi Deneson Instructor: Bonny Beuret
Location: Dallas, Texas Location: Geneva, Switzerland
Contact: (817) 919-6200 Contact: ch@dyslexia.com
PAGE 12 THE D YSLEXIC READER

Newly Licensed Davis Facilitators and Specialists
Congratulations and welcome to our growing international family of Davis Program providers!
We especially welcome our very first Facilitators in Brazil, New Zealand, and Illinois, and our second in Italy.

Ana Lima is a reading, Kim can be found looking for Rocio Palma Contreras Palmas
Psychologist with a bluebirds and other winged friends in Counseling Center, Sierra Gorda #14B
Masters Degree in Chicago’s parks. The Reading Center, Colonia Lomas de Chapultepec, Mexico
Clinical Psychology 410 S. Michigan Ave., Chicago, IL D.F. 11000, Mexico.
from the Catholic 60605. USA (312) 360-0805. Tel: +52 (5) 202-7913.
University in Rio de Chicagodyslexia@aol.com rociop@palmascounseling.com.mx
Janeiro. She initially
worked in Clinical Elisa de Felice is our Silvia Arana Garcia Palmas Counseling
Vocational Counseling second Italian Center, Sierra Gorda #14B Colonia
in Argentina and psychoanalytically Facilitator. Her first Lomas de Chapultepec, Mexico D.F.
based Child Psychotherapy in Rio de experience with 11000, Mexico. Tel: +52 (5) 202-7913.
Janeiro. She specialized in Short Term dyslexia was with her sarana@palmascounseling.com.mx
Psychotherapy and in Psychodrama in daughter, Veronica.
Paris. She has more recently turned to Elisa speaks Italian, Benita Ruckli comes
the study and treatment of children’s English and French. from a family of
difficulties in school and learning “A lot of work can be dyslexics. She plans to
disabilities. She attended courses at the done with dyslexic people and I want to provide the Davis
Hornsby International Dyslexia Centre provide the program with all my program in her home
(London), the Helen Arkell Dyslexia sensitivity, patience and love.” Via town, from her private
Centre (Frensham, Surrey), Brunel Modena 32, I-00184 Rome, Italy. practice, to both adults
University(Twickenham); the Binoh Tel: +39 (06) 507-3570. and children.
Centre (London), and the International Elisa_DeFelice@yahoo.it Goldgrueb, CH-6019
Center for the Enhancement of Learning Sigigen, Switzerland
Potential (Jerusalem, Israel). Ana trained Katia Villafuerte Cardona is a clinical Tel: +41 (0495) 2538.
to become a Facilitator at DDA-UK, with Psychologist, who is studying towards a
Robin Temple, Siegerdina Mandema and Masters Degree in Family Therapy. Katia Mieke Blommers-
Lin Seward. She is based in Rio and speaks both English and Spanish. Palmas Friederichs taught at
works in her private practice. She speaks Counseling Center, Sierra Gorda #14B primary schools and
Portuguese, English, French, Italian and Colonia Lomas de Chapultepec, Mexico schools for children
understands Spanish. She is available to D.F. 11000, Mexico. Tel: +52 (5) 202- with learning
travel and can provide the Davis Program 7913. kvillaf@palmascounseling.com.mx disabilities in Holland.
in the languages mentioned above. She At the moment she is a
has translated the “The Gift of Dyslexia” Gabriela Melendez speaks both English learning support
into Portuguese–due to come out in and Spanish. She studied Special coordinator at the
2002–and is involved in “spreading the Education in Lima, Peru and has a International School of Basel. She is the
word” in Brazil. Av. Portugal 248/101, Masters Degree in Educational mother of two dyslexic children. “The
22291-050 Rio de Janeiro, R.J. Brazil. Psychology. Palmas Counseling Center, Davis programme enables my students to
Tel: +55 (21) 2295-1505. Sierra Gorda #14B Colonia Lomas de know the best way of learning and gives
dislexia@terra.com.br Chapultepec, Mexico D.F. 11000, them tools that will be used to correct
Mexico. Tel: +52 (5) 202-7913. their dyslexia and reach their full
Kim Ainis is gmelendez@palmascounseling.com.mx potential by recognizing the gift.”
passionate about International School of Basel,
learning. She has an Sofia Flores has a Masters Degree in Schwerkesselweg 30, CH- 4052 Basel,
M.Ed. in Reading and Psychology and is a Psychotherapist. Switzerland. Tel: +41 (61) 378 9060.
has been teaching for Palmas Counseling Center, Sierra Gorda mblommers@isbasel.ch
16 years. She has #14B Colonia Lomas de Chapultepec,
guided clients of many Mexico D.F. 11000, Mexico. Susan Dickens began working at a small
ages and skill levels, Tel: +52 (5) 202-7913. Christian school eight years ago as a
from new readers to sflores@palmascounseling.com.mx tutor and librarian. “I have also taught in
Ph.D.s, and in many settings, from the classroom and I know the struggles
schools to factories. But her real calling Oscar Modesto Ramirez is a Clinical some students have with academics. The
is working one-on-one with children and Psychotherapist with a Master of Arts in ability to read and comprehend is basic
adults. Her endless curiosity about how Psychology in Family Therapy from the to all areas of life. I am so amazed at the
people can best learn led her to the Davis Universidad de las Americas, A.C. progress of those who have gone through
Program. “Davis clients learn so much Mexico City. Palmas Counseling Center, the Davis Program and am glad to be
more than how to read—they experience Sierra Gorda #14B Colonia Lomas de part of this.” Discovery Learning Center,
an awakening. The changes they Chapultepec, Mexico D.F. 11000, PO Box 769, Leander, TX 78646. USA.
accomplish are profound—long-term Mexico. Tel: +52 (5) 202-7913. (512) 515-5591 or (512) 267-4156.
obstacles to reading crumble and self- oscarm@palmascounseling.com.mx susan@life-springs.org
confidence blooms.” When not teaching
THE D YSLEXIC READER PAGE 13

Wibke Hachmann very meaningful life work. I am Washington D.C., a single mom of two
“Sensitized by the delighted to be working with children children who are thankfully self-
experience with my and adults sharing the gift of the Program sufficient and productive adults! As a
dyslexic brother and with them.” New Hope Learning Centers, result of having deaf parents, American
dyscalculic mother, Inc. 2525 N. Mayfair Road #107, Sign Language is my first language. I am
my attention was Wauwatosa, WI 53226 USA. (414) 774- thoroughly enjoying working with the
attracted several times 4586 or (414) 774-8092. delights and talents of dyslexia in my
by the incompetence newhope4dyslexia@aol.com private, north Tampa office, with double
of Pedagogues French doors that lead to a cozy deck
regarding the problem with so-called Darlene Brown is the overlooking the serenity of a small lake.”
disabled children. I made the mother of two. She Dyslexia Correction, Etc. 1535 N. Dale
acquaintance of the Davis Method became involved with Mabry Hwy., Lutz , FL 33548 USA.
through my godfather, who is a Davis the Davis Methods (813) 956-0502. randomlg@aol.com
Facilitator.” Hinter den Zäunen 2, D- after her daughter
61239 Langenhain, Germany. Tel: +49 experienced success Facilitators who have recently
(06002) 992 0299or +49 (06002) 939 with the program. moved:
577. Wibkehachmann@gmx.net Darlene’s long career
in Dentistry and her Brian Grimes (moved from California)
Ursula Fischbacher work as a teacher’s aide has enabled her 38138 Harbor View Place
has four children, one to work closely with people of all ages. Squamish, BC, Canada V0N 3G0
who has dyslexia. She sees the benefit the Davis Program (604) 892-9117
Since 1990, Ursula will bring in enriching peoples lives. bkgrimes@shaw.ca
had been looking for Creative Learning Resource, Box 2495,
help for her son. In the Smithers, BC Canada VOJ 2NO. Scott Shedko (moved from California)
beginning of 1999, she (250) 847-3463. brown4@bulkley.net 19 Niuhi Street
found the book, “The Honolulu, HI 96821
Gift of Dyslexia,” and Suzanne Hailey works with Ray Davis (808)377-3177
decided she wanted to become a Davis and Meliesa Hawley at Reading Research s_shedko@yahoo.com
Facilitator. Pentaweg 9, CH-2552 Council Northwest located about one
Orpund, Switzerland. hour north of Seattle. “I am a corrected Wendy Wilson (moved from England)
Tel: +41 (32) 355-2326. dyslexic myself as well as the parent of Army Bay Medical Centre
Fischbhu@swissonline.ch three children, two of whom have gone 1/1382 Whangaparaoa Road
through the Davis Program.” 2828 Colby Army Bay, Auckland
Ulrike von Kutzleben-Hausen trained Avenue, Suite #400, Everett , WA 98201 New Zealand
with DDA-CH in Basel. USA. 1(866)677-7726 or (425)257-9716. +64 9 428 4669
Kurze Strasse 2, D-78652 Deisslingen, cheyjos@aol.com wendy@kiwinet.net.nz
Germany Tel: +49 (74) 20 33 46.
Cindy L. Bauer has a B.S. degree from
Ursula Herrli speaks the University of Wisconsin in Early
German, English, Childhood Education. “I became
Italian and French. interested in Davis for my son. After The Davis Facilitator training
Alte Steinacherstr. 35, seeing how the program changed my
program requires approximately 400
CH-8804 Au I son’s life, I decided to complete the
Wädenswil, Davis Facilitator training.” Partners In hours of course work.
Switzerland. Tel: +41 Learning-Minnesota, 15014 Gleason
(01781)13 35. Lake Drive, Plymouth, MN 55447. (612) The Davis Specialist program
u.herrli@bluemail.ch 483-3460 or (763) 476-2259. requires extensive experience
partnersmn@usa.com
providing Davis programs and an
Pamela Kretz has a Random (Randee)
Bachelor Degree in Garretson is an additional 260 hours of training.
Education and a elementary school Specialists and Facilitators are
Masters Degree in teacher in the Tampa
Counseling. She Bay, Florida area, with subject to annual re-licensing based
learned about the certification in upon case review and adherence to
Davis Dyslexia Language and
Program while talking Learning Disabilities the DDAI Standards of Practice.
to a friend about and English. “I
symptoms she saw in herself and other discovered the Davis Dyslexia Correction
family members. Upon hearing about the Program through a friend who was aware For information about training or a
program, and meeting Cyndi Deneson, that I felt a need to reach more students
she began her own program for in a regular educational classroom setting full directory of Davis providers, see
correction. “It brought such hope and who were experiencing reading and
change to my life. I knew I just had to learning difficulties. I was intrigued with
www.dyslexia.com/affil.htm,
help others understand their gift as well. the theory of dyslexia as a gift and began or call +1 (650) 692-7141 or toll-free
Being a Facilitator truly brings my researching the program in April 2000. I
strengths and experience together for a am originally from Maryland, near in the US at 1-888-805-7216.
PAGE 14 THE D YSLEXIC READER

Davis Dyslexia Correction ® Providers
The Davis Dyslexia Correction program is now available from more than 250 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 Minnesota
Paula Morehead, Dyslexia Center Randee Garretson Cindy Bauer
of the South Dyslexia Correction Partners In Learning-Minnesota
(205) 822-9050 (Hoover) (813) 956-0502 (Lutz) (612) 483-3460 (Plymouth)

Arizona Alice J. Pratt & Gwin Pratt, Virginia Bushman, New Visions
Edie Fritz, New Solutions Dyslexia Dyslexia Plus Integrated Learning Systems
Correction (904) 389-9251 (Jacksonville) (320) 845-6455 (Albany)
(602) 274-7738 (Phoenix)
Georgia Cyndi Deneson,
Nancy Kress, Dyslexia Corrector Bill Allen,”THE” Dyslexia Coach New Hope Learning Center
(602) 291-8528 (Glendale) (770) 594-1770 (Atlanta) Toll Free: (888) 890-5380
(952) 820-4673 (Bloomington)
John Mertz, Arizona Dyslexia Scott Timm, Dyslexia Masters
Correction Center (770) 516-7294 (Woodstock) Mississippi
Toll Free: (877) 219-0613 Nancy F. McClain & M. Elizabeth
(520) 219-0613 (Tucson) Hawaii (Beth) Cook
Scott Shedko MDC Mississippi Dyslexia Center
California (808) 377-3177 (Honolulu) (866) 632-2900 (Vicksburg)
Dr. Fatima Ali • Ron Davis • Alice
Davis • Sharon Pfeiffer • Lexie Illinios Missouri
White Strain • Dee Weldon White Kim Ainis, Patricia Henry,
Reading Research Council The Reading Center Dyslexia Correction of KC
Dyslexia Correction Center (312) 360-0805 (Chicago) (816) 361-6563 (Kansas City)
Toll Free: (800) 729-8990
(650) 692-8990 (Burlingame) Indiana Montana
Myrna Burkholder, Michiana Nancy Sitton, Dyslexia Deciphered
Janalee E. Beals, Dyslexia Correction Center (406) 863-9844 (Whitefish)
The Dyslexia Mentor (219) 533-7455 (Goshen)
(877) 439-7539 (Palm Springs) Nebraska
Iowa Shawn Carlson, Education Insights
Richard A. Harmel, Solutions for Mary Kay Frasier, Innovative (402) 420-1025 (Lincoln)
Dyslexia Learning Professionals
(310) 823-8900 (Los Angeles) (515) 270-0280 (Des Moines) Nevada
Barbara Clark, New Foundations
Dwight E. Underhill Kansas for Dyslexics
(510) 559-7869 (El Cerrito) Carole Coulter, Dylsexia (775) 265-1188 (Gardnerville)
Correction of Johnson County
Colorado (913) 831-0388 (Kansas City) New Jersey
Kathy Bacon, Creative Learning Charlotte Foster, Multivariant
Center Michigan Learning Systems
(970) 669-0170 (Loveland) Ann Minkel, (908) 766-5399 (Basking Ridge)
Michigan Dyslexia Resources
Terry Demeo Tollfree: (866) 330-3671 Nancy Cimprich, Creative Learning
(303) 850-7668 (Littleton) (517) 365-3176 (Six Lakes) Systems
(856) 358-3102 (Elmer)
Carol Stromberg, Dean Schalow, Tri-Point
Dyslexia Correction Toll Free: (800) 794-3060 New Mexico
Toll Free: (800) 290-7605 (231) 899-5954 (Manistee) Annie Johnson-Goodwin, Dyslexia
(970) 487-0228 (Collbran) Resource
(505) 982-9843 (Santa Fe)
THE D YSLEXIC READER PAGE 15

New York Laura Warren, Dyslexia Correction Kathy Hawley,
Carla Niessen Center Cascade Dyslexia Correction
Dyslexia Changed (806) 771-7292 (Lubbock) (509) 784-1927 (Entiat)
(845 or 914) 883-5766 (Clintondale)
Virginia Carol Hern & Ethel Kellogg,
Wendy Ritchie, Elizabeth Davis, VA Center for Dyslexia Mastery Center
Positive Perception Ltd. Dyslexia (509) 363-1771 (Spokane)
(716) 233-4364 (Hilton) (804) 358-6153 (Richmond)
Jo Del Jensen, Learning Tools
North Carolina Angela Binns Odom, Succeed Northwest
Erin Pratt, Dyslexia Plus Learning Center (360) 679-9390 (Oak Harbor)
(828) 231-2400 (Asheville) (804) 833-8858 (Midlothian)
Rebecca Luera, Dyslexia Mastery
Ohio Washington (800) 818-9056 (Fall City)
Lisa C. Thatcher, Ohio Dyslexia Marilyn Anderson & Aleta Clark,
Correction Center Dyslexia Correction Center of WA Sharon Polster, Dyslexia Tutoring
(740) 397-7060 (Mount Vernon) (253) 854-9377 (Kent) Services
(206) 780-8199 (Bainbridge Island)
Dorothy Jean Bennett, Jackie
Oklahoma Black, Lawrence & Renie Smith, Ruth Ann Youngberg, Dyslexia
Christina Martin, Meadowbrook Educational Mastered
Reading Tree Dyslexia Solutions Services (360) 671-9858 (Bellingham)
(918) 492-0700 (Tulsa) Toll Free: (800) 371-6028
Toll Free: (866) 492-0700 (509) 443-1737 (Spokane) West Virginia
(425) 252-5184 (Everett) Gale Long, New Horizons Dyslexia
Pennsylvania Correction Center
Marcia Maust, Laurel Highlands Ray Davis, Suzanne Hailey & Toll Free: (888) 517-7830
Dyslexia Correction Center Meliesa Hawley, Reading Research (304) 965-7400 (Elkview)
(814) 267-6694 (Berlin) Council Northwest
Toll Free: (866) 677-7726 (Everett) Wisconsin
Texas Darlene Bishop & Pamela Kretz,
Jane Bailey Marlene Easley, New Hope Learning Centers, Inc.
DFW Dyslexia Correction Dyslexia Unlearned Toll Free: (888) 890-5380
(877) 219-0613 (360) 714-9619 (Bellingham) (414) 774-4586 (Milwaukee)
(520) 219-0613 (Bedford)

Kellie Brown, Texas Dyslexia Canada:
Services
Darlene Brown, D’vorah Hoffman,
Toll Free: (877) 230-2622
Creative Learning Resource Living Hands Learning Centre
(817) 989-0783 (Ft. Worth) (250) 847-3463 (416) 398-6779
(Smithers, B.C.) (Toronto, Ontario)
Rhonda Clemons & Colleen
Millslagle, Success Learning Gerry Grant, Jeri Mcleod,
Center Dyslexia Solutions Canada, Ltd. Dyslexia Mind Masters
Toll Free: (866) 531-2446 Toll Free: (800) 981-6433 (403) 503-0108
(Princeton, Ontario) (Calgary, Alberta)
(903) 531-2446 (Tyler)
Sue Hall, Catherine (Cathy) Smith, C.M.
Susan Dickens Positive Dyslexia Smith & Associates
Discovery Learning Center (604) 921-1084 (905) 844-4144
(512) 515-5591 (West Vancouver, B.C.) (Oakville, Ontario)
(512) 267-4156 (Leander)
Brian Grimes Lawrence Smith, Jr.,
Dorothy Owen (604) 892-9117(Squamish, B.C.) Rocky Point Academy
(403) 685-0067
DFW Dyslexia Correction
Wayne Wolfram Hassell, (Calgary, Alberta)
(817) 919-6200 (Dallas) Learning-Abilities Enhancement
Programs Wayman E. (Wes) Sole,
(604) 988-7680 Dyslexia Help
(Vancouver, B.C.) (519) 472-1255
(London, Ontario)
~ 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 2002 International Schedule
The Gift of Dyslexia by Ronald D. Davis US San Francisco January 14-17
This 4-day workshop is an introduction to the basic Mexico Monterrey February 21-24
theories, principles and application of all the procedures Switzerland Geneva February 23-26
described in The Gift of Dyslexia. Training is done with a US Dallas March 4-7
combination of lectures, demonstrations, group practice, Switzerland Basel March 14-17
and question and answer sessions. Attendance is limited to India Mumbai April 9-12
ensure the highest quality of training.
Asia Singapore April 15-18
Who Should Attend: Switzerland Geneva July 3-7
Everyone involved in helping dyslexic individuals over the US San Francisco July 8-11
age of eight. Switzerland Basel Aug 29 - Sept 1
Participants will learn: U.S. Course Schedule
• How the Davis procedures were developed. • 8:30 - 9:00 Registration (first day)
• How to assess for the “gift of dyslexia” and establish a • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
symptoms profile. U.S. Fees and Discounts
• $975 per person plus $95 materials fee
• How to help dyslexics eliminate perceptual disorientation • $925 for DDAI members or groups of two or more
and focus their attention. plus $95 materials fee
• The Davis Symbol Mastery tools for mastering reading. • $975 if paid in full 60 days in advance incl. materials
• Advance registration and $200 deposit required
• How to incorporate and use proven methods for • Includes manual, one-year DDAI membership,
improving reading, spelling, and motor coordination into a verification of attendance, and Symbol Mastery Kit
classroom, home school, tutoring, or therapeutic setting. • 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 Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm