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Dys•lex´ ic Read´ er • •
Davis Dyslexia Association International
Issue 1 • 2002
Disorientation and Dyslexic Perception
by Ronald D. Davis
Over the years, many people have asked about Ron’s early research. Following is a description of an experiment he conducted in 1982 to prove to himself that disoriented perceptions are a natural function of the brain. This understanding of how the use of a natural brain function not only
produces the symptoms of dyslexia, but also the many talents dyslexic thinkers can exhibit, serves as one of the foundations of Davis Dyslexia Correction®. It explains the tools which allow dyslexic thinkers to intentionally control the distorted perceptions that are a product of disorientation—to both eliminate a learning disability and to enhance their talents.
Davis Learning Strategies Research News
Davis Dyslexia Association International is very proud and honored to announce that an article about Davis Learning Strategies was published in Volume 38 Summer 2001 of Reading Improvement: A Journal Devoted to the Teaching of Reading. The title is “The Effect of the Davis Learning Strategies on First Grade Word Recognition and Subsequent Special Education Referrals.” The authors are: Sharon Pfeiffer Davis Dyslexia Association International, Burlingame, CA Ronald D. Davis Reading Research Council, Burlingame, CA Ethel Kellogg, M.Ed. Davis Facilitator, Spokane, WA Carol Hern, M.Ed. Davis Facilitator, Spokane, WA T. F. McLaughlin, Ph. D. Gonzaga University, Spokane, WA Gerry Curry Consultant, Hayward, CA
The purpose of this study was to determine the beneficial effects of integrating various Davis Learning Strategies, primarily Davis Symbol Mastery, on sight word skills. The participants were 86 primary students from two San Francisco Bay area schools enrolled in the standard K-1 program. The dependent measures were the percentage of children who are able to meet sight word recognition on a list of 100 basic core words. For the first grade students, the outcomes indicated that the children [who received Davis intervention] scored significantly higher than the control group for the mastery of 100 basic sight words. In addition, follow-up data indicated that no special education referrals had been made two years after initial Davis intervention for any of the three pilot classrooms. However, gifted referrals from these same classrooms were higher than the typical school population. Discussion includes the effect of early reading success on future school and social performance. Suggestions are given for further assessment of the Davis method and ways to coordinate the Davis method with other support services in future research. t
Ron Davis with the original spirals he used in his 1982 experiment.
In 1982, after my colleagues and I had arrived at a basic, rudimentary understanding of what had to be done to correct dyslexia, we offered a program for doing so to the public. The program was producing spectacular results, and we gathered a great deal of empirical
continued on page 4
In This Issue
News & Feature Articles:
Disorientation and Dyslexic Perception . . . . . . . . . . . . . . . . . . . . .1 Davis Learning Strategies Research News . . . . . . . . . . . . . . . . . . . . . . . . .1 What Happens to a Family When a Non-Reader Becomes a Reader . . . .3 Davis Learning Strategies Launched in Canada . . . . . . . . . . . . .3
In the Mail . . . . . . . . . . . . . . . . . . . . . . . .2 Veiwpoint on Motivation . . . . . . . . . . . . .2 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Davis Workshops . . . . . . . . . . . .8, 10, 11 Book Reviews . . . . . . . . . . . . . . . . . . . . .7 New Facilitators & Specialists . . . . .12-13 Davis Providers (U.S. & Canada) . .14-15
Reprints are available at a nominal fee from DDAI (+1 650 692-7141) or The Dyslexia Mastery Center, 703 W. 7th Ave. Suite L10, Spokane, WA 99204.
THE D YSLEXIC READER
IN THE MAIL
I just wanted to say “thank you” for providing an understanding to what seemed to be an “ununderstandable” situation. We are only in the very early stages of diagnosing dyslexia in our 8-year-old son. However, one visit to your webpage and a trip to the book store has brought me knowledge, comfort and patience. Those three things are priceless when needed for the well being of my child. I had never heard of Ron Davis. However, in a span of 48 hours, he has gone from a stranger, to a glimmer of hope, to a hero. When I was struggling to get my son to read and he was struggling to please me, we were both left with frustration, disappointment and a sense of being defeated. It was hard enough for me as an adult. I cannot even imagine how it has been for my son. I know we have some challenges ahead of us, but I am now hopeful, optimistic and determined. One day in the future, I will be able to explain what made Mommy more patient and more understanding. When I do....that is when my son will know who Ron Davis is. Thank you again ... Shirley Edwards October 9, 2001 Getting Stepped On
by A.J. Pratt, Facilitator, Jacksonville, Florida
In the children’s story, Teneric’s Twigs, a little animal called a teneric is happily creating geometric constructions out of twigs. Teneric is highly motivated and his intention is actively engaged in his architectural engineering. That is until Old Warthog comes along and steps on the buildings while declaring that the twig structures are useless. Hearing this judgment, Teneric loses his desire to create. He then focuses his time on seeking the approval of others. Eventually, Wise Owl counsels him to pursue his 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: email@example.com
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the 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: firstname.lastname@example.org 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
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 him/her. As reading becomes easier, the helper sometimes feels hurt by the new reader’s growing independence. Being aware that this may occur, helps the family to celebrate the changes instead of feeling threatened by them.
Fear of Success
An issue that we sometimes see with students either at the very beginning of their program, or as they are becoming more capable with reading and writing, is a fear of success. Although they truly desire to become independent readers, we have had students, both children and adults, who are fearful of the changes that might bring. One very bright nine-year old nonreader expressed that he was afraid to learn to read because it might change him into somebody else. Maybe
by Jill Stowell
What happens to a family when a non-reader becomes a reader? The answer to this question seems obvious doesn’t it? The family is overjoyed, proud, and delighted. Of course! But when a non-reader becomes a reader, the dynamics and relationships in the family may undergo unexpected changes. At the Stowell Learning Center, we work with children and adults with a variety of learning disabilities and a varying degree of severity. Our goal for students is always that they will leave us comfortable, independent learners. For students with more severe reading disabilities, the road from being a dependent learner to an independent learner may bring with it some unexpected emotions or challenges. The following is a summary of some of the emotional issues that challenge the process of going from a non-reader to reader and some suggestions for how to overcome them. If families are aware of these, it can help make the way to becoming an independent learner smoother and more efficient.
Although they truly desire to become independent readers, we have had students, both children and adults, who are fearful of the changes that might bring.
people wouldn’t like him or be willing to help him anymore. We took things very slowly. We assured him that we would never want to take away his thinking style; only give him tools that would make things easier. Gradually, he was able to get over that barrier and began to read. Another, more common fear of success that we have seen with children and adults seems to happen a little later in the program when they actually have gotten to the point that they have some fairly solid tools for reading and writing. These students have expressed the concern that if they can read or write, people won’t help them anymore.
They might be expected to do things that seem too hard or too long. Just saying they can’t is often a more comfortable solution than facing the possibility of being overwhelmed. When a child is a non-reader, parents often do the reading for them, or get books on tape for them, so that they can still continue to participate in grade level curriculum at school. As these children begin to read, they must be encouraged to gradually take over more and more of the reading themselves. To help students to begin to use their new skills without becoming completely overwhelmed, it is helpful for parents to “share” the reading with them. Parameters can be set up, such as, the child has to start reading at the top of the each page or the beginning of each section, but is allowed to stop and switch with the parent when he gets tired. In this way, the student is using his skills, but the parent is still doing the bulk of the reading. As the child becomes more competent, the parameter could be changed so that the child reads a paragraph and the parent reads two, or the child and the parent alternate reading paragraphs or pages. As they become more comfortable and reading takes less energy, children become more willing to take over more and more of the reading.
Some students are so used to being non-readers or dependent reader that they continue to view themselves that way, even as their reading begins to develop. Family members, also, are used to thinking of the student in this way and may help perpetuate the low expectations. It is common when an individual in a family has traditionally not been able to read or write, that other members of the family take over those functions for him/her. The family members learn
continued on page 9
An Individual who is a non-reader (or very poor reader) may, by necessity, become dependent on parents, siblings, or a spouse to
THE D YSLEXIC READER
Disorientation . . .
continued from page 1
evidence to support it. But the program and I were being criticized and ridiculed by the established authorities on dyslexia. This was because the developmental model for dyslexia was such a major departure from the structural model (brain damage or malfunction) that was accepted at the time. In addition, I lacked any formal training or credential in the field, so I was quickly branded a kook or snake oil salesman. I searched in vain for anything that would support the concept that distortion in perception was at the root of dyslexia symptoms. I couldn’t even find a simple explanation of perceptual distortion, why it happened, how it happened, or what it was called. My primary motivation was to establish that dyslexia was not the result of brain damage or malfunction. I wanted to find a way to prove that all of the symptoms of dyslexia could be produced by a normal brain functioning naturally. I felt that if I could make a link between the perceptual distortions, which even non-dyslexics experience, and dyslexia symptoms, it would prove that the symptoms of dyslexia were not evidence of brain damage or malfunction. I didn’t know where to begin. Then one day I was driving into the office. We had just had about two weeks of cold, gray, rainy weather. That morning it was warm, bright, and sunny. I wanted to play hooky from work and go for a drive in the redwood forest. I was stopped at a stoplight, with my mind already in the redwoods, when suddenly I felt that I was going to bump into the car in front of me. I naturally pushed harder and harder on the brake but I wasn’t stopping. Suddenly I realized, it’s not me moving, it’s the other car rolling backward towards me! A toot of my horn prevented a bump, but my mind began to race. This firsthand experience of the phenomenon (distorted sensory perceptions) I had been talking about for months caused a shift in my perspective. If I could reproduce this
Learning Disability Symptoms Which Can Stem from Perceptual Disorientation
There are literally thousands of learning disability symptoms that can result from disorientation. The severity and degree to which each of the senses are affected varies from person to person, and from one time to another. The following are some common symptoms of disorientation categorized with the sensory perception that is most affected:
Vision: ¡ Changes or reverses shapes and sequences of letters or numbers. ¡ Incorrect/inconsistent spelling. ¡ Sees letters and numbers move, disappear, grow or shrink. ¡ Omits or alters letters, words and lines while reading or writing. ¡ Omits or ignores punctuation and capitalization. Hearing: ¡ Difficulty making speech sounds. ¡ Perceives sounds or words not heard or experienced by others. ¡ Accused of not listening or being inattentive. ¡ Hears sounds softer, louder, nearer or further away than they actually are. Balance/Movement: ¡ Dizziness or nausea while reading. ¡ Poor sense of direction. ¡ Inability to sit still. ¡ Difficulty with handwriting (dysgraphia). ¡ Balance/coordination problems.
Time: ¡ Hyperactive (over-active). ¡ Hypoactive (under-active). ¡ Inability to learn math (dyscalculia). ¡ Difficulty telling time or being on time. ¡ Trouble with sequencing or keeping things in order.
same effect in a controlled situation, I might be able to prove my theory. That day I set up an experiment. The equipment was an old 33-1/3 speed record player, standing on its side. Attached to the turn table was a large cardboard disk with a spiral painted on it. With a foot switch so the device could be turned on and off without using a hand, a stop watch, a tape recorder, and a clipboard, I was ready to explore perceptual distortion. I was the first test subject. I sat in front of the disk looking at the center of the spiral. A press of my foot, and the disk began to spin. In less than five seconds I felt the motion. The speed of the disk was so fast that the sense of motion was like flying down an endless tunnel. The goal of the experiment was to produce dyslexia symptoms in a nondyslexic brain. But before that could be established, the equipment had to produce dyslexic symptoms in a dyslexic brain. Based on the developmental model, the symptoms of dyslexia came from distortions in the senses. The senses most affected were vision, hearing, balance, motion, and time.
The first thing I noticed performing the experiment on myself was that just before the feeling of movement began, the speed of the spinning disk appeared to slow down. This indicated that not only was my sense of motion distorting, but also my sense of vision. The second phase of the experiment was to stand in front of the disk balancing on one foot, turn the disk on, and try to maintain balance. I don’t recommend doing this without an assistant to turn the disk on for you and, more importantly, to catch you when you begin to fall–because you will fall over backwards. The spinning spiral definitely distorted the sense of balance. The third phase was to sit in front of the stationary disk with a stopwatch in hand. While looking at the center of the spiral, I tried to estimate the passage of fifteen seconds by clicking the stopwatch on, and when I thought fifteen seconds had elapsed, I clicked it off. In five attempts I was never more than three seconds off. The next part was to start the disk spinning, and try the
THE D YSLEXIC READER
same thing. In five attempts I never got closer than five seconds, and twice I was more than ten seconds off. My sense of time was definitely distorting. The fourth phase was to turn on the tape recorder, spin the disk, and after the feeling of motion began, have an assistant say something to me, and repeat back what I heard. We used nursery rhymes like, “Sally sells sea shells at the sea shore.” Only the assistant would deliberately alter the words, like, “Sally tells sea snails at the sea shore.” Or, “Sally sells seashores to seahorses.” I could not hear exactly what the assistant said, and the proof was on the tape. So with less than $100 of equipment, I demonstrated for myself that my brain distorted the senses of vision, hearing, balance, motion, and time. The experiment produced dyslexic symptoms in a dyslexic brain. Now I was ready to try the same thing on a non-dyslexic brain. I decided to put one hundred people through the steps of the experiment. I wouldn’t even attempt to predetermine whether or not they were dyslexic. I wanted a cross section of the population. I started doing the experiment with anyone who was willing to sit in
front of the spinning disk. I soon discovered that I needed another piece of equipment – a plastic-lined waste can. I also discovered that I needed to change the protocol. At first I let others observe someone going through the experiment. Their observations influenced their own experience. So observation was permitted only after having had the experience. Some people were made too nauseous by the spinning disk to complete all four phases of the experiment. But there was perceptual distortion in the phases they did complete. And everyone who completed the series experienced distorted vision, hearing, balance, motion, and time. Age, intelligence, education, gender, race, etc. didn’t matter–the results were consistent. Then one evening a young woman, the forty-eighth test subject, was sitting in front of the spinning disk. She sat there on the verge of vomiting for about three minutes, then fell to the floor and had a grand mal seizure. The unexpected event scared me; it terrified her. She had never had a seizure before, and I had never seen one that up close and personal. I felt responsible for making it happen.
I had satisfied my own curiosity. I had nearly fifty test results, all of which confirmed my theory. After all, I didn’t have a graduate degree hanging in the balance. I concluded that I had proven my point, so the hundred person experiment ended at only forty-eight. t
Editor’s note: Do not try this experiment on your own. As this account shows, the spinning-disk can induce epileptic seizures in susceptible individual. So it is not safe or appropriate to conduct such experiments outside of carefully controlled and monitored laboratory conditions.
Talents Which Can Be Enhanced by Disoriented Perceptions
¡spatial awareness ¡strategic planning ¡mechanical arts ¡drama/role playing ¡music ¡inventing ¡designing ¡fine arts ¡building ¡athletics ¡piloting vehicles ¡engineering ¡storytelling
Thus, the goal of Davis Orientation Counseling is not the elimination of disorientation, but the ability to consciously control it when it acts as a barrier to reading, writing, doing arithmetic, or succeeding in a traditional 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 demonstrated knowledge and interest during the workshop. Perhaps Sue is developing a future partner!
Davis Learning Strategies Basic Teacher Workshop participants, Vancouver, August 2001. Left to right, bottom row: Wendy Beck, Sue Hall, Alice Pratt, Laura Porosky, Michelle Micko. Middle: Judith Schwarcz, Joanne Brooks. Donna Doerksen, Wes Sole. Back: George Hall, Marylou Tassinari, Carol Moran, Jennifer Chua, Etya Chesler, Jeri Mcleod, Brenda Baird, Jan Hagedorn. Far back: Larry Smith Jr., Eric Hagedorn.
THE D YSLEXIC READER
Internet Resources for Reading Assessment Are there any online reading assessment tools for upper grade levels? These are some assessments available free on the internet. Reading Words/Decoding & The San Diego Quick Assessment http://www.gomilpitas.com/ homeschooling/articles/060899.htm These are two very quick tests using word lists of increasing difficulty through college level. READS for Families http://www.test4free.com/ assessfam.asp Free interactive online reading assessment, applicable for grades 210. Requires a computer with a sound card, as the phonics testing sections involve listening to spoken words or syllables. Released TAAS, End-of-Course Examinations and RPTE Tests http://www.tea.state.tx.us/ student.assessment/resources/release/ index.html These are online versions of the Texas assessment tests given to students in 1999 and 2000, from grades 3-8 and high school level, including reading proficiency tests. It also has end of course exams for high school subjects like biology, algebra, etc. You can take and score the tests online. You can also download print version of many more tests, together with answer keys. Chromagen and Dyslexia Some one sent me an article on Chromagen, which is supposed to alter perception and make dyslexics see straight. A couple of people have asked me about it. It claims to be able to help with b and d, telling left
from right, and tying shoelaces, etc. Any comments?
things including entertainment, invention, or an escape from a painful reality. Not all picture Basically, this is a contact lens thinking is accompanied by with colored filters that was initially disorientation of the senses and developed to assist color-blind perceptions. However, what causes individuals, but also reported to help dyslexia symptoms are the some dyslexics. One study seemed to confusions that result from a lack of show that reading speed was pictures for certain symbols and improved somewhat; however the words. The confusion triggers sample reported in the study above disorientation. Thus, picture thinkers was very, very small, with only 4 or 5 are more likely to be confused by individuals actually using the lenses. words, numbers or other symbols, and they are more likely to Colored lenses probably relieve experience disorientation and eyestrain, thereby helping some dyslexia symptoms. dyslexics simply by improving environmental conditions. If you I think that almost everyone has the reduce fatigue, you will also reduce ability to think in pictures some of the level of disorientation. This might the time, but the difference is that explain why lenses seem to produce most dyslexics primarily think in short-term results, but not long term pictures, and have a hard time effectiveness. thinking with words. So when reading, a dyslexic person needs to I found information at these links: be able to picture the meaning of the words in order to understand them. A • http://www.cantor-nissel.co.uk/ non-dyslexic person is capable of dysoptom.htm simply seeing the letters of the words or hearing the sound of the word in • http://www.cantor-nissel.co.uk/ their own mind and making sense of dyslexia_chromagen.htm it, even if they have no picture in • http://www.azmaneye.com/Pages/ mind. chromagen.html In an informal survey, about 30% of Are all picture thinkers dyslexic? the visitors to our web site say that they think with both pictures and I am a teacher in Denmark and I words, and 42% say that they think have some questions about picturemostly with pictures. Only 8% say thinking. Is it only people with that they think mostly with words. dyslexia who have this skill? Is it the About 46% of our site visitors say skill that gives you dyslexia, or is it they are dyslexic, and 28% say that the dyslexia that gives you the skill? they are not–the rest don’t know. I have the gift myself. But I have Even though these surveys are very 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 problems had given me the skill. most non-dyslexic people think with Because I needed to escape from the both pictures and words. problems, I created pictures to survive. Some people who are not dyslexic also have the skill and ability to think in pictures. Picture thinking can be useful for many
Worry...is the misuse of the imagination.
THE D YSLEXIC READER
BOOK REVIEW Director by Abigail Marshall, DDAI Information Services
In his 1997 book, Late-Talking Children, economist and author Thomas Sowell used personal accounts, anecdotes, and the results of informal surveys to explore the issue of children with delayed speech who simply outgrew the problem, generally becoming bright and capable students. The book raised serious questions about the state of knowledge and issues of mistaken valuations and diagnosis of children who may simply represent a particular developmental pattern. Its content offered consolation and hope to many parents of young, nonspeaking children, but was condemned for its lack of scientific rigor by some professional groups, such as the American SpeechLanguage Hearing Association.
The Einstein Syndrome:
Bright The Einstein Syndrome provides Children Who much of the same information in a Talk Late
refined form, now bolstered by the extensive research of Professor Stephen Camarata, who has since commenced and reported on a longitudinal study of almost 240 delayed-speech children. The book explores common patterns of development for such children, the personal histories and experiences of adults who spoke late, issues related to tests and evaluations, as well as expert intervention. Thomas Sowell is careful to reiterate that the positive outcomes of the children who fit the pattern described in the book may not be the norm, and that the book is not intended to provide false hope for parents of children who may have
By Thomas Sowell (Author of LateTalking Children) Basic Books/Perseus Books © 2001 ISBN 0465081401 $25.00 hardcover
BOOK REVIEW Moines, Iowa by Mary Kay Frasier, Davis Facilitator in Des
Creative children can be a challenge to raise. As a Davis Facilitator and as a parent of two highly creative dyslexics, I often find myself looking for ideas that will improve my parenting skills or provide some insights for the parents of my clients. Barbara Coloroso’s book Kids Are Worth It approaches parenting from the vantage point of “giving your child the gift of inner discipline”. Her research on child development began in the late 60’s when she was studying to become a special education teacher. This was a period when the behaviorist theory was emerging as the primary model for child discipline. Ms. Coloroso saw the power of behavior modification firsthand. Her impression after observing the theory in practice led her to believe that “it works—on rodents.” Her journey to find new and better ways to deal with parenting children instead of lab rats brought her to some very interesting conclusions and humorous insights. Kids Are Worth It explores parenting issues from potty training to getting your teenager out of jail.
Kids Are Worth It!
Giving Your Child the Gift of Inner Discipline
by Barbara Coloroso Avon Books, 1995, trade paperback $12.50 ISBN: 0380719541
All of the ideas given in the book are based on six critical life messages: • I believe in you • I trust you • I know you can handle this • You are listened to • You are cared for • You are very important to me The author’s message is to give our children the energy and serenity to live with the values, “I like myself; I can think for myself; and I can extend myself to others in a loving way.” Read the book! It will give you hope and courage along with the creativity and strength for the days of parenting ahead. Enjoy the journey.
serious developmental problems. However, the fact that so many of these bright, healthy children were at one time misdiagnosed as retarded or autistic remains a cause for alarm. It is important for “experts” in the field, such as speech and language therapists and physicians, to keep in mind that there is a broad age range for speech to emerge in children, and that delayed speech in children appears to be a symptom but not a pathological condition in and of itself. It is also important to understand the way in which patterns of speech development in highly gifted children, particularly those with strong aptitudes for music or mathematics, can echo symptoms commonly associated with autism. This book provides the data and specific information that can help experts and parents alike to see these parallels, and learn what distinguishing factors to look for. Not all children who speak late are budding Einsteins, and the patterns of late-speech development in children can be variable. Some blossom into speech all at once, suddenly using advanced vocabulary and complex sentences at age 3 or 4 or 5, as if no impediments had ever existed. Others continue to be reticent and reluctant speakers, remaining introverted and showing their greatest strength with mathematical or spatial reasoning and other nonverbal thought processes. This book does not provide a single diagnosis or even a way to reliably predict the outcome for a bright, healthy child who simply does not talk, but it does provide vitally needed information. I would highly recommend this book for anyone concerned about a child with speech delays.
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 What is different in each Kit is the Manual. These include suggested curriculum, lesson plans, and activities appropriate for each grade level and age. Teachers or home-schooling parents who teach multiple grade level students may purchase a combination kit, containing both Manuals for $149.90. Previous purchasers of the Davis Symbol Mastery Kit may purchase either Manual separately for $29.95 each.
Each kit is priced at $119.95
Recommended materials for classroom implementation:
• One Kit per teacher or aide • Four Koosh Balls per Classroom • Six Letter Recognition Card sets per classroom • One Alphabet Strip per student • Six Punctuation & Styles Booklets per Classroom • Six Dictionaries per Classroom • One Pound of modeling clay per student
ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies® Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies® Teacher Kit with both Manuals $149.90 Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Webster's Children's Dictionary (Hardcover) $16.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US
Quantity 0-5 6-10 11-20 21-40 More than 40 Non-Member 0% 10% 15% 20% 25% DDAI Member 10% 15% 20% 25% 30%
TO ORDER: · By phone: Call 1-888-999-3324 toll-free in the USA or Canada. · Fax this order form with your name, shipping address, credit card authorization to +1 (650) 692-7075. We will add shipping and handling charges. · E-mail your order to DDAorders@aol.com All shipments will be sent UPS
THE D YSLEXIC READER
What Happens to a Family . . .
continued from page 3
that they need to read menus, write checks, answer correspondence, read signs, and/or give a tremendous amount of assistance on reading and writing homework or office work. It is not uncommon for family members to continue performing these functions, and for the individuals to continue to expect help, even after they have begun to develop tools that will allow them to do these things for themselves. We see this issue most often in the area of homework. Children get used to having a great deal of help and having someone “right there” with them while they do it. They may even use their reading or writing difficulties as an excuse not to do homework at all. Using their new skills can be time and energy consuming at first, and because working independently is a change, many children rebel against it. Some may continue to use “old habits” to get out of their work, or get someone else to do it for them.
Turning Homework and Reading Tasks Over to the Student: Encouraging Independence
Adopt the motto that homework is not an option. It is not a personal issue. It is not a relationship issue. It is simply what school children do. So whether or not to do it does not bear argument or discussion. Make homework as routine as possible. Have a specific time and place for homework to be done. Find out from the teacher exactly what your child can be expected to do independently. Help your child get started if needed but have him complete the assignment on his own. Be available to help, but work with your child on asking you very specific questions as opposed to saying, “I don’t get this.” Reinforce your child’s attempts at independence with praise and social or tangible rewards if necessary. Calmly but firmly insist that homework be completed. If the amount or difficulty is unreasonable, work with the teacher to make daily homework appropriate to your child’s independent level. Help your child understand that if he is procrastinating on his homework, he is choosing to give up play or TV
time. However, parents do not need to choose for their own time to be wasted as well. If your child has been very dependent on your presence in order to work, wean him/her away from this by setting a timer and coming in to check on him every 5 minutes at first; then gradually increase the time. Or, have the child do one item with you, then complete the section on his own. He may come to you to get started on each new section as needed. What happens to a family when a non-reader becomes a reader? …With patience, firmness and encouragement, the parent or family member gets out from under the homework burden. …The individual becomes a more productive and confident student or worker. …The relationship between the past non-reader and his/her family becomes less dependency-based, perhaps opening the door to some exciting new ways of relating. t
© Copyright 2001 by Stowell Learning Center Inc. All Rights Reserved. 20955 Pathfinder Road, Suite 332, Diamond Bar, California 91765 USA email@example.com (909) 598-2482
Old Habits Die Hard for Family Members, Too
Parents are used to protecting their children from failure and poor selfesteem related to homework. The coping strategies that families develop are important and valuable, but must be let go of as the child’s academic abilities increase. We find that it is hard sometimes for parents to shift their view of their child from being severely reading disabled to being able to do some parts of their homework on their own. This is especially true because children often rebel most about becoming independent and doing their work at home. This same principle can also apply to adults and adult relationships. It is critical that they be allowed and expected to do more. This is the only way that their skills will really become independent tools for them, and, even more importantly, that they will begin to view themselves as competent learners.
International Reading Association Position Statement Honoring Children's Rights
1. Children have a right to appropriate early reading instruction based on their individual needs. 2. Children have a right to reading instruction that builds both skill and the desire to read increasingly complex materials. 3. Children have a right to wellprepared teachers who keep their skills up to date through effective professional development. 4. Children have the right of access to a wide variety of books and other reading material in the classroom, school and community libraries. 5. Children have a right to reading assessment that identifies their strengths as well as their needs and involves them in making decisions about their own learning. 6. Children have a right to supplemental instruction from professionals specifically prepared to teach reading. 7. Children have a right to reading instruction that involves parents and communities in their academic lives. 8. Children have a right to reading instruction that makes meaningful use of their first language skills. 9. Children have a right to equal access to the technology used for the improvement of reading instruction. 10. Children have a right to classrooms that optimize learning opportunities. http://www.reading.org/positions/ MADMMID.html
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 is an effective and efficient way to develop the beginning reader into an accomplished reader by the end of third grade. All children benefit no matter what 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.
Davis Learning Strategies
With Davis Focusing Skills™, a series of exercises which use imagination and coordination, children can easily develop the self directed ability to be physically and mentally focused on the learning task at hand.
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… “The learning strategies are very practical and will work for all my students.” “Excellent materials. Presentations were clear, accurate, and in-depth. The most accurate 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 tremendous job, and your manual and training are excellent.” Background
The workshop represents the results of six years of research and development in several K-3 elementary classrooms by an experienced teacher, Sharon Pfeiffer. In August, 2001, a research paper detailing the effects of these strategies on first grade word recognition and gifted education placement was published in Reading Improvement, a peer-reviewed journal. Davis Learning Strategies are based on methods developed by Ronald D. Davis.
Through Davis Symbol Mastery®, children master the alphabet, punctuation marks, and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill exercises. Davis Reading Exercises provide a fun and cooperative method for increasing word recognition and reading comprehension skills. This reading method can be used alone or as a supplement to a current reading program.
With these Davis Learning Strategies, children become well prepared for a successful first four years of schooling and for a lifetime of learning!
Visit the Davis Learning Strategies web site: www.davislearn.com
2002 DATES & LOCATIONS
June 24-27, 2002 August 12-15, 2002 August 26-29 San Francisco, California San Francisco, California Vancouver, Canada
Call 1-888-805-7216 for U.S. Registration Call +1 (604) 921-1084 for Canada Registration
ACADEMIC UNITS AVAILABLE IN THE U.S.
THE D YSLEXIC READER
Come Learn and EXPERIENCE the Davis Dyslexia Correction procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis Workshop Outline
DAY ONE Background and Development of the Davis Dyslexia Correction® Procedures · Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) · Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths & weaknesses; set goals; and establish motivation) · Demonstration and Practice Session DAY TWO Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) · What is Orientation? Demonstration and Practice Session Release Procedure (method for alleviating stress and headaches) Alignment (an alternative to Orientation Counseling) · What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling ADD symptoms) DAY THREE Orientation Review Procedure (a method for checking orientation skills) · Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) · What is Symbol Mastery? Why clay? Mastering Basic Language Symbols · Demonstrations and Group Exercises Reading Improvement Exercises · Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation DAY FOUR Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words · Demonstrations, Group Exercises and Practice Sessions Implementing the Davis Procedures
To register for US workshops call 1-888-805-7216 (toll-free)
2002 WORKSHOP SCHEDULE
14 - 17 January 2002 Instructor: Ronald D. Davis Location: San Francisco, CA, USA Contact: firstname.lastname@example.org 21 - 24 Feb 2002 (Spanish) Instructor: Ronald D. Davis Location: Monterrey, Mexico Contact: email@example.com 23 - 26 Feb 2002 (French) Instructor: Bonny Beuret Location: Geneva, Switzerland Contact: firstname.lastname@example.org 4 - 7 March 2002 (English) Instructor: Cyndi Deneson Location: Dallas, Texas Contact: (817) 919-6200 14 - 17 March 2002 (English) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: email@example.com 9 - 12 April 2002 (English) Instructor: Jürg Peter Location: Mumbai, India Contact: firstname.lastname@example.org 15 - 18 April 2002 Instructor: Jürg Peter Location: Singapore Contact: email@example.com 3 - 7 July 2002 (French) Instructor: Bonny Beuret Location: Geneva, Switzerland Contact: firstname.lastname@example.org 8 - 11 July 2002 Instructor: Ronald D. Davis Location: San Francisco, CA, USA Contact: email@example.com 29 Aug - 1 Sep 2002 (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: firstname.lastname@example.org
For updated workshop schedules visit www.dyslexia.com/train.htm
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 Psychologist with a Masters Degree in Clinical Psychology from the Catholic University in Rio de Janeiro. She initially worked in Clinical Vocational Counseling in Argentina and psychoanalytically based Child Psychotherapy in Rio de Janeiro. She specialized in Short Term Psychotherapy and in Psychodrama in Paris. She has more recently turned to the study and treatment of children’s difficulties in school and learning disabilities. She attended courses at the Hornsby International Dyslexia Centre (London), the Helen Arkell Dyslexia Centre (Frensham, Surrey), Brunel University(Twickenham); the Binoh Centre (London), and the International Center for the Enhancement of Learning Potential (Jerusalem, Israel). Ana trained to become a Facilitator at DDA-UK, with Robin Temple, Siegerdina Mandema and Lin Seward. She is based in Rio and works in her private practice. She speaks Portuguese, English, French, Italian and understands Spanish. She is available to travel and can provide the Davis Program in the languages mentioned above. She has translated the “The Gift of Dyslexia” into Portuguese–due to come out in 2002–and is involved in “spreading the word” in Brazil. Av. Portugal 248/101, 22291-050 Rio de Janeiro, R.J. Brazil. Tel: +55 (21) 2295-1505. email@example.com Kim Ainis is passionate about learning. She has an M.Ed. in Reading and has been teaching for 16 years. She has guided clients of many ages and skill levels, from new readers to Ph.D.s, and in many settings, from schools to factories. But her real calling is working one-on-one with children and adults. Her endless curiosity about how people can best learn led her to the Davis Program. “Davis clients learn so much more than how to read—they experience an awakening. The changes they accomplish are profound—long-term obstacles to reading crumble and selfconfidence blooms.” When not teaching reading, Kim can be found looking for bluebirds and other winged friends in Chicago’s parks. The Reading Center, 410 S. Michigan Ave., Chicago, IL 60605. USA (312) 360-0805. Chicagodyslexia@aol.com Elisa de Felice is our second Italian Facilitator. Her first experience with dyslexia was with her daughter, Veronica. Elisa speaks Italian, English and French. “A lot of work can be done with dyslexic people and I want to provide the program with all my sensitivity, patience and love.” Via Modena 32, I-00184 Rome, Italy. Tel: +39 (06) 507-3570. Elisa_DeFelice@yahoo.it Katia Villafuerte Cardona is a clinical Psychologist, who is studying towards a Masters Degree in Family Therapy. Katia speaks both English and Spanish. Palmas Counseling Center, Sierra Gorda #14B Colonia Lomas de Chapultepec, Mexico D.F. 11000, Mexico. Tel: +52 (5) 2027913. firstname.lastname@example.org Gabriela Melendez speaks both English and Spanish. She studied Special Education in Lima, Peru and has a Masters Degree in Educational Psychology. Palmas Counseling Center, Sierra Gorda #14B Colonia Lomas de Chapultepec, Mexico D.F. 11000, Mexico. Tel: +52 (5) 202-7913. email@example.com Sofia Flores has a Masters Degree in Psychology and is a Psychotherapist. Palmas Counseling Center, Sierra Gorda #14B Colonia Lomas de Chapultepec, Mexico D.F. 11000, Mexico. Tel: +52 (5) 202-7913. firstname.lastname@example.org Oscar Modesto Ramirez is a Clinical Psychotherapist with a Master of Arts in Psychology in Family Therapy from the Universidad de las Americas, A.C. Mexico City. Palmas Counseling Center, Sierra Gorda #14B Colonia Lomas de Chapultepec, Mexico D.F. 11000, Mexico. Tel: +52 (5) 202-7913. email@example.com Rocio Palma Contreras Palmas Counseling Center, Sierra Gorda #14B Colonia Lomas de Chapultepec, Mexico D.F. 11000, Mexico. Tel: +52 (5) 202-7913. firstname.lastname@example.org Silvia Arana Garcia Palmas Counseling Center, Sierra Gorda #14B Colonia Lomas de Chapultepec, Mexico D.F. 11000, Mexico. Tel: +52 (5) 202-7913. email@example.com Benita Ruckli comes from a family of dyslexics. She plans to provide the Davis program in her home town, from her private practice, to both adults and children. Goldgrueb, CH-6019 Sigigen, Switzerland Tel: +41 (0495) 2538. Mieke BlommersFriederichs taught at primary schools and schools for children with learning disabilities in Holland. At the moment she is a learning support coordinator at the International School of Basel. She is the mother of two dyslexic children. “The Davis programme enables my students to know the best way of learning and gives them tools that will be used to correct their dyslexia and reach their full potential by recognizing the gift.” International School of Basel, Schwerkesselweg 30, CH- 4052 Basel, Switzerland. Tel: +41 (61) 378 9060. firstname.lastname@example.org Susan Dickens began working at a small Christian school eight years ago as a tutor and librarian. “I have also taught in the classroom and I know the struggles some students have with academics. The ability to read and comprehend is basic to all areas of life. I am so amazed at the progress of those who have gone through the Davis Program and am glad to be part of this.” Discovery Learning Center, PO Box 769, Leander, TX 78646. USA. (512) 515-5591 or (512) 267-4156. email@example.com
THE D YSLEXIC READER Wibke Hachmann “Sensitized by the experience with my dyslexic brother and dyscalculic mother, my attention was attracted several times by the incompetence of Pedagogues regarding the problem with so-called disabled children. I made the acquaintance of the Davis Method through my godfather, who is a Davis Facilitator.” Hinter den Zäunen 2, D61239 Langenhain, Germany. Tel: +49 (06002) 992 0299or +49 (06002) 939 577. Wibkehachmann@gmx.net Ursula Fischbacher has four children, one who has dyslexia. Since 1990, Ursula had been looking for help for her son. In the beginning of 1999, she found the book, “The Gift of Dyslexia,” and decided she wanted to become a Davis Facilitator. Pentaweg 9, CH-2552 Orpund, Switzerland. Tel: +41 (32) 355-2326. Fischbhu@swissonline.ch Ulrike von Kutzleben-Hausen trained with DDA-CH in Basel. Kurze Strasse 2, D-78652 Deisslingen, Germany Tel: +49 (74) 20 33 46. Ursula Herrli speaks German, English, Italian and French. Alte Steinacherstr. 35, CH-8804 Au I Wädenswil, Switzerland. Tel: +41 (01781)13 35. firstname.lastname@example.org Pamela Kretz has a Bachelor Degree in Education and a Masters Degree in Counseling. She learned about the Davis Dyslexia Program while talking to a friend about symptoms she saw in herself and other family members. Upon hearing about the program, and meeting Cyndi Deneson, she began her own program for correction. “It brought such hope and change to my life. I knew I just had to help others understand their gift as well. Being a Facilitator truly brings my strengths and experience together for a very meaningful life work. I am delighted to be working with children and adults sharing the gift of the Program with them.” New Hope Learning Centers, Inc. 2525 N. Mayfair Road #107, Wauwatosa, WI 53226 USA. (414) 7744586 or (414) 774-8092. email@example.com Darlene Brown is the mother of two. She became involved with the Davis Methods after her daughter experienced success with the program. Darlene’s long career in Dentistry and her work as a teacher’s aide has enabled her to work closely with people of all ages. She sees the benefit the Davis Program will bring in enriching peoples lives. Creative Learning Resource, Box 2495, Smithers, BC Canada VOJ 2NO. (250) 847-3463. firstname.lastname@example.org Suzanne Hailey works with Ray Davis and Meliesa Hawley at Reading Research Council Northwest located about one hour north of Seattle. “I am a corrected dyslexic myself as well as the parent of three children, two of whom have gone through the Davis Program.” 2828 Colby Avenue, Suite #400, Everett , WA 98201 USA. 1(866)677-7726 or (425)257-9716. email@example.com Cindy L. Bauer has a B.S. degree from the University of Wisconsin in Early Childhood Education. “I became interested in Davis for my son. After seeing how the program changed my son’s life, I decided to complete the Davis Facilitator training.” Partners In Learning-Minnesota, 15014 Gleason Lake Drive, Plymouth, MN 55447. (612) 483-3460 or (763) 476-2259. firstname.lastname@example.org Random (Randee) Garretson is an elementary school teacher in the Tampa Bay, Florida area, with certification in Language and Learning Disabilities and English. “I discovered the Davis Dyslexia Correction Program through a friend who was aware that I felt a need to reach more students in a regular educational classroom setting who were experiencing reading and learning difficulties. I was intrigued with the theory of dyslexia as a gift and began researching the program in April 2000. I am originally from Maryland, near
PAGE 13 Washington D.C., a single mom of two children who are thankfully selfsufficient and productive adults! As a result of having deaf parents, American Sign Language is my first language. I am thoroughly enjoying working with the delights and talents of dyslexia in my private, north Tampa office, with double French doors that lead to a cozy deck overlooking the serenity of a small lake.” Dyslexia Correction, Etc. 1535 N. Dale Mabry Hwy., Lutz , FL 33548 USA. (813) 956-0502. email@example.com
Facilitators who have recently moved:
Brian Grimes (moved from California) 38138 Harbor View Place Squamish, BC, Canada V0N 3G0 (604) 892-9117 firstname.lastname@example.org Scott Shedko (moved from California) 19 Niuhi Street Honolulu, HI 96821 (808)377-3177 email@example.com Wendy Wilson (moved from England) Army Bay Medical Centre 1/1382 Whangaparaoa Road Army Bay, Auckland New Zealand +64 9 428 4669 firstname.lastname@example.org
The Davis Facilitator training program requires approximately 400 hours of course work. The Davis Specialist program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. For information about training or a full directory of Davis providers, see www.dyslexia.com/affil.htm, or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.
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
Paula Morehead, Dyslexia Center of the South (205) 822-9050 (Hoover)
Randee Garretson Dyslexia Correction (813) 956-0502 (Lutz) Alice J. Pratt & Gwin Pratt, Dyslexia Plus (904) 389-9251 (Jacksonville)
Cindy Bauer Partners In Learning-Minnesota (612) 483-3460 (Plymouth) Virginia Bushman, New Visions Integrated Learning Systems (320) 845-6455 (Albany) Cyndi Deneson, New Hope Learning Center Toll Free: (888) 890-5380 (952) 820-4673 (Bloomington)
Edie Fritz, New Solutions Dyslexia Correction (602) 274-7738 (Phoenix) Nancy Kress, Dyslexia Corrector (602) 291-8528 (Glendale) John Mertz, Arizona Dyslexia Correction Center Toll Free: (877) 219-0613 (520) 219-0613 (Tucson)
Bill Allen,”THE” Dyslexia Coach (770) 594-1770 (Atlanta) Scott Timm, Dyslexia Masters (770) 516-7294 (Woodstock)
Nancy F. McClain & M. Elizabeth (Beth) Cook MDC Mississippi Dyslexia Center (866) 632-2900 (Vicksburg)
Scott Shedko (808) 377-3177 (Honolulu)
Dr. Fatima Ali • Ron Davis • Alice Davis • Sharon Pfeiffer • Lexie White Strain • Dee Weldon White Reading Research Council Dyslexia Correction Center Toll Free: (800) 729-8990 (650) 692-8990 (Burlingame) Janalee E. Beals, The Dyslexia Mentor (877) 439-7539 (Palm Springs) Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles) Dwight E. Underhill (510) 559-7869 (El Cerrito)
Kim Ainis, The Reading Center (312) 360-0805 (Chicago)
Patricia Henry, Dyslexia Correction of KC (816) 361-6563 (Kansas City)
Myrna Burkholder, Michiana Dyslexia Correction Center (219) 533-7455 (Goshen)
Nancy Sitton, Dyslexia Deciphered (406) 863-9844 (Whitefish)
Mary Kay Frasier, Innovative Learning Professionals (515) 270-0280 (Des Moines) Shawn Carlson, Education Insights (402) 420-1025 (Lincoln)
Barbara Clark, New Foundations for Dyslexics (775) 265-1188 (Gardnerville)
Carole Coulter, Dylsexia Correction of Johnson County (913) 831-0388 (Kansas City)
Kathy Bacon, Creative Learning Center (970) 669-0170 (Loveland) Terry Demeo (303) 850-7668 (Littleton) Carol Stromberg, Dyslexia Correction Toll Free: (800) 290-7605 (970) 487-0228 (Collbran)
Charlotte Foster, Multivariant Learning Systems (908) 766-5399 (Basking Ridge) Nancy Cimprich, Creative Learning Systems (856) 358-3102 (Elmer)
Ann Minkel, Michigan Dyslexia Resources Tollfree: (866) 330-3671 (517) 365-3176 (Six Lakes) Dean Schalow, Tri-Point Toll Free: (800) 794-3060 (231) 899-5954 (Manistee)
Annie Johnson-Goodwin, Dyslexia Resource (505) 982-9843 (Santa Fe)
THE D YSLEXIC READER
PAGE 15 Laura Warren, Dyslexia Correction Center (806) 771-7292 (Lubbock) Kathy Hawley, Cascade Dyslexia Correction (509) 784-1927 (Entiat) Carol Hern & Ethel Kellogg, Dyslexia Mastery Center (509) 363-1771 (Spokane) Jo Del Jensen, Learning Tools Northwest (360) 679-9390 (Oak Harbor) Rebecca Luera, Dyslexia Mastery (800) 818-9056 (Fall City) Sharon Polster, Dyslexia Tutoring Services (206) 780-8199 (Bainbridge Island) Ruth Ann Youngberg, Dyslexia Mastered (360) 671-9858 (Bellingham)
Carla Niessen Dyslexia Changed (845 or 914) 883-5766 (Clintondale) Wendy Ritchie, Positive Perception Ltd. (716) 233-4364 (Hilton)
Elizabeth Davis, VA Center for Dyslexia (804) 358-6153 (Richmond) Angela Binns Odom, Succeed Learning Center (804) 833-8858 (Midlothian)
Erin Pratt, Dyslexia Plus (828) 231-2400 (Asheville)
Lisa C. Thatcher, Ohio Dyslexia Correction Center (740) 397-7060 (Mount Vernon)
Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of WA (253) 854-9377 (Kent) Dorothy Jean Bennett, Jackie Black, Lawrence & Renie Smith, Meadowbrook Educational Services Toll Free: (800) 371-6028 (509) 443-1737 (Spokane) (425) 252-5184 (Everett) Ray Davis, Suzanne Hailey & Meliesa Hawley, Reading Research Council Northwest Toll Free: (866) 677-7726 (Everett) Marlene Easley, Dyslexia Unlearned (360) 714-9619 (Bellingham)
Christina Martin, Reading Tree Dyslexia Solutions (918) 492-0700 (Tulsa) Toll Free: (866) 492-0700
Gale Long, New Horizons Dyslexia Correction Center Toll Free: (888) 517-7830 (304) 965-7400 (Elkview)
Marcia Maust, Laurel Highlands Dyslexia Correction Center (814) 267-6694 (Berlin)
Darlene Bishop & Pamela Kretz, New Hope Learning Centers, Inc. Toll Free: (888) 890-5380 (414) 774-4586 (Milwaukee)
Jane Bailey DFW Dyslexia Correction (877) 219-0613 (520) 219-0613 (Bedford) Kellie Brown, Texas Dyslexia Services Toll Free: (877) 230-2622 (817) 989-0783 (Ft. Worth) Rhonda Clemons & Colleen Millslagle, Success Learning Center Toll Free: (866) 531-2446 (903) 531-2446 (Tyler) Susan Dickens Discovery Learning Center (512) 515-5591 (512) 267-4156 (Leander) Dorothy Owen DFW Dyslexia Correction (817) 919-6200 (Dallas)
Darlene Brown, Creative Learning Resource (250) 847-3463 (Smithers, B.C.) Gerry Grant, Dyslexia Solutions Canada, Ltd. Toll Free: (800) 981-6433 (Princeton, Ontario) Sue Hall, Positive Dyslexia (604) 921-1084 (West Vancouver, B.C.) Brian Grimes (604) 892-9117(Squamish, B.C.) Wayne Wolfram Hassell, Learning-Abilities Enhancement Programs (604) 988-7680 (Vancouver, B.C.) D’vorah Hoffman, Living Hands Learning Centre (416) 398-6779 (Toronto, Ontario) Jeri Mcleod, Dyslexia Mind Masters (403) 503-0108 (Calgary, Alberta) Catherine (Cathy) Smith, C.M. Smith & Associates (905) 844-4144 (Oakville, Ontario) Lawrence Smith, Jr., Rocky Point Academy (403) 685-0067 (Calgary, Alberta) Wayman E. (Wes) Sole, Dyslexia Help (519) 472-1255 (London, Ontario)
~ Dys•lex´•ic Read´ er •
1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who Should Attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia” and establish a symptoms profile. • How to help dyslexics eliminate perceptual disorientation and focus their attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a classroom, home school, tutoring, or therapeutic setting.
2002 International Schedule
US Mexico Switzerland US Switzerland India Asia Switzerland US Switzerland San Francisco Monterrey Geneva Dallas Basel Mumbai Singapore Geneva San Francisco Basel January 14-17 February 21-24 February 23-26 March 4-7 March 14-17 April 9-12 April 15-18 July 3-7 July 8-11 Aug 29 - Sept 1
U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
U.S. Fees and Discounts
• $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: email@example.com DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: firstname.lastname@example.org DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com DDA- México Privada Fuentes #110, esq. con Ricardo Margaín Colonia Santa Engracia Garza García - Monterrey, 66220 Nuevo León MÉXICO Tel/Fax: +52 (08) 335 9435 or +52 (08) 356-8389 E-mail: email@example.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: firstname.lastname@example.org DDA-UK P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 Fax: +44 (01962) 820 006 E-mail: email@example.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: firstname.lastname@example.org
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm