The

Dys•lex´ ic Read´ er • •
Vol. 28

~

Davis Dyslexia Association International

Issue 3 • 2002

Thoughts Over Coffee
by Suzanne Hailey, Davis Facilitator in Federal Way, Washington

I came into my office this morning with my cup of coffee and picked up the mail. I had sent an email several days ago requesting some information about a phonetic method of reading instruction. One of our clients was receiving this type of training. The reply was now in my hand and I ripped it open, eagerly awaiting the research, statistics and description of procedures and methodology. I sat down in my

Davis Dyslexia Association Established for Australia-New Zealand Territories
On March 1, 2002, DDAAustralia came into being. Its Directors are Catherine Churton, a native of New Zealand and a Davis Facilitator, and Milt Barlow, an Aussie with an extensive business background in the entertainment industries. They were motivated to become DDA-Australia by Catherine’s success as a Facilitator, the need for professional training down under, and their passion about helping further the goals of DDAI. “I have been licensed as a Davis Facilitator since December 2000, and in that time I have had the honour to work with many students ranging in ages from 8 to 58. It was through my own child’s difficulties that I discovered The Gift of Dyslexia, by Ron Davis,” says Catherine Churton. “My son had participated in many different methods, none having the life changing effect that the Davis methods produced. Using the Davis methods I am able to give each student the ability and opportunity to learn successfully and confidently, gaining a higher sense of self-esteem in the process.”
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comfortable black chair and began to read about how to teach beginning readers how to read. I noticed a comment on the brochure. It said, “Research has shown that about 20 minutes a day, three to four times a week in phonemic awareness instruction will result in dramatic improvement in reading and spelling skills.” The word “skills” stood out to me. Can a child be taught the skills needed to read without gaining the ability? My answer is yes. All through grade school I was taught phonemic awareness. Phonics were the big thing in the 70’s. Boy oh boy did they work. Phonics sure taught me phonics. Yet I continued to struggle with my reading ability. I could phonetically decipher nearly
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In This Issue
News & Feature Articles:
Thoughts Over Coffee . . . . . . . . . . . . . .1 DDA Established for Australia-New Zealand Territories . . . . . . . . . . . . . . .1 A Word A Day . . . . . . . . . . . . . . . . . . . . .3 Summer Learning is Fun! . . . . . . . . . . . .7 Slowly but Surely . . . . . . . . . . . . . . . . . .9 The Differences Between the English and Hebrew Alphabets . . . . . . . . . . . . . .12

Regular Features:

Viewpoints on Motivation . . . . . . . . . . . .2 Humor Corner . . . . . . . . . . . . . . . . . . . . .5 Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Book Reviews . . . . . . . . . . . . . . . . . . .4, 7 Workshops . . . . . . . . . . . . . . . . . . . 10, 11 New Facilitators & Specialists . . . . . . .13 Davis Providers (U.S. & Canada) . .14-15

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Viewpoints on Motivation
Stories from Clients, Teachers, Parents and Facilitators

Trusting Your Child
by Alice. J. Pratt, Facilitator, Jacksonville, Florida

As Facilitators, we are taught, and soon learn, the wisdom of this instruction: Trust the client! The client will know what they need to do. This is because they are competent and capable. They just need to be given the opportunity to learn the way they think. Our training is to get out of the way and watch in wonder as they take off! If you bring your child to the program with trust that she/he will do what is needed to be successful, you have just given yourself a gift. Your child will then have the freedom to choose. Once they begin the work based on their own free choice, they

will soar like eagles on the wind. Once when working with a child who had been forced and threatened and given few choices in life, I encountered much resistance on the first day of the program. The next morning she arrived frowning, avoiding getting started in our work. I went to the work area and sat quietly working on forms as she played in the waiting area. Fifteen minutes later she came in the office and began to play with clay. I continued to do my work. She would look up and smile periodically. After five minutes, she looked up and said, with feeling, "What are we doing next?" The whole rest of the program she embraced our work with an open heart. Having arrived on Monday reading three levels below her grade,

she left on Friday one grade level ahead. Here is what I believe happened. I could have chosen one of several approaches when I encountered her resistance: forcing, threatening, convincing, promising rewards. What I did instead was to release the need to control the situation. I knew for the program to be truly effective, she needed to freely choose to do it. Rather than just tell her it was her choice, I had to feel inside myself that it was. I showed that I trusted her. I knew that if she had the freedom to choose the program on her own that she would. That kind of total acceptance and trust in the child allowed her the freedom and opportunity to make the choice to take responsibility for her own learning. Though beginning the program as a dependent, anxious child, she completed it as a changed, competent learner.

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

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A Word A Day — Homeschooling the Davis Program
by Jerilynn Carter

Editor’s Note: Many homeschooling parents have found the Orientation Counseling and Symbol Mastery procedures in The Gift of Dyslexia helpful for their children. Following is a letter written from one home schooling mother to another, sharing her experiences and some excellent suggestions. I’m also a home schooling Mom with two dyslexic kids, a boy age 10 and a girl, age 13. My son has more problems with reading (not to mention spelling), but my daughter is a relatively good reader but nowhere near her older sister’s ability (age 14). Her most difficult subjects are spelling and reading music, with math running a close second. (We use Math-U-See for math which I love. It teaches everything manipulatively and I feel it has saved both of these kids in the math area.) We began the Davis program in February, 2001. The Orientation Counseling is wonderful. Both kids loved it. It has especially helped my son to have that tool to help him when he gets confused. We’ve been doing the Symbol Mastery and I’m finally beginning to see some progress in his reading. Some words we’ve done still seem to trigger him so I’m going to try doing additional definitions on those words. When we first began, it seemed to take a lot of my time. But I was determined to do it with them. We ended up doing just one word a day. It seemed that doing more became confusing not to mention overwhelming. It was fun to do the clay for my daughter—she is very creative—but for my son it still seemed to be work. He seemed willing but I sensed some reluctance. That may be why some of the clay words may not have “stuck.” Starting fresh after the summer break has been helpful. I talked things through with him making sure he understood that this was like a golden key to unlock the door to easier reading. His desire to want to read has increased, probably also because his

Definition of “on”. Above and supported by. The hat is on her head.

younger brother has now passed him up and he sees how much enjoyment it brings to him to read. At first I did the clay words with them. I feel this was essential—for me to be right there with them doing it, too. But now I’ll write the next word on our white board in the kitchen with the definition (so I can remember it!) and we discuss it and make up sentences during lunch. Then after lunch we have a quiet time for individual reading and during that time, they work on their clay picture without me. This saves lots of time and still accomplishes a word a day. I take a digital picture of their words and they also draw the picture on a 3x5 card and keep it in a file binder. This works well now that they “have the hang of it.” By the way, my oldest daughter does the words too, even though she seems to be a good reader. I think she could be a much better reader with this program. Her comprehension is not what it should be depending on the level of difficulty. I’ve also worked with her with music using the clay to build the staff and note heads, etc. So far, it has really helped. Anyway, I hope you have success.

One thing I did to prepare myself to do the Orientation Counseling was to write it all out in a notebook in such a way that I could glance at it if I needed guidance and it helped me learn it better. I also purchased the Symbol Mastery Kit which I found helpful. Good luck! t

Of all nature’s gifts to the human race, what is sweeter to a man than his children?
-- Marcus Tullius Cicero, statesman, orator, writer (106-43 BC)

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Thoughts . . .
continued from page 1

any word in the dictionary. I am sure this skill was much added to by the morning bible studies my family would have. You try being a dyslexic and reading the King James Version of the Bible. Whew, phonics did wonders teaching me phonetic skills; but failed to teach me comprehension. I remember sitting in first grade and hearing all the other kids read their sentences and hearing them read the word “this” and the word “is” and looking at the word as I heard it come from their lips. The question that would rumble around in my brain was, “WHY!?! Tell me why that word is ‘this’; and tell me what it means.” When it was my turn to read my sentence I would remember what the last few children had read and I would remember that these words were just these words and they were

the same every time they were read; so I had better say them the same way. Most often I did. I was a decent reader, but never read for pleasure. What pleasure is there in reading when there were too many missing pieces? Reading with the learning disability that comes with Dyslexia is like putting together a puzzle that has half of the pieces missing. Not only is it extremely difficult to put the correct pieces in the correct place (because all the pieces around them are missing); but it’s not much fun to look at when you’re done either. When half the picture is missing, tell me; where is the pleasure? When I was in third grade I asked my mother, “What does the word ‘the’ mean?” Being an English major in college and having no learning disability, she helpfully answered that it is an indicator. Meaning that it indicates there is a noun coming. Okay, that worked for me for a while. Until I got into adjectives. Read this

BOOK REVIEW California by Dee White, Davis Facilitator, Burlingame,
What in the World Is A Homophone?
by Leslie Presson Barron’s ISBN 0-8120-6585-9 $11.95 192 pages, hardcover

This book makes confusing words that sound alike very clear by using a picture with the meaning. A homophone is a word that sounds the same as another word but has a different meaning and is spelled differently (bare & bear). These are the words that fool and elude our spellcheckers. Homophones are also called homonyms. But homonyms include words called homographs which have different definitions and are spelled the same, for example bass meaning a fish or a low male voice. There are 387 sets of true

homophones with some of them having more than one meaning. Definitions are illustrated with a colorful picture and organized alphabetically. There are separate sections without pictures for some contractions (he’d and heed) and “near misses” (accept and except). This is a useful book for associating pictures with these pesky words and for checking spelling. It also encourages you to play with words as follows: “With pride they pried a bare bear from its lair.”

flour - ground grain

flower - a blossom; to reach the best stage

This book can be ordered via our catalog.

sentence and tell me where the noun comes in: The very frustrated little girl is sitting in her chair trying to read a book. BINGO! So if the word ‘the’ indicates that a noun is coming, it doesn’t necessarily indicate how far off the noun is. It confused me again. It was like someone saying, “GET DOWN! THERE IS A SNOWBALL COMING!” I would duck and no snowball would come. As soon as I thought the danger had passed, I would stand up and SPLAT a snowball would hit me right in the face. So I came to the conclusion that the word ‘the’ was an indicator, something like an arrow. It meant that a noun was coming SOMEWHERE in the sentence. Okay, I could live with that. There were a number of strange rules in this language I was trying to learn, and the new rule for ‘the’ was just another one. Add it to the list. In High School I joined the Speech and Drama team. I could read and reread the scripts and eventually learn my lines. It didn’t matter if I said the exact right words as they appeared on the page, as long as I said something that meant the same thing. Hey, this was for me. Then I got interested in the Speech side. My younger sister was doing Serious Oral Interpretation of Literature. I could prove that I was capable of doing it, too. I started doing Humorous Oral Interpretation of Literature (selected readings such as poetry and/or short stories tied together with a main theme throughout). I challenged myself at this and I succeeded. I placed in the top rankings at every meet. Often even placing first. I never stumbled over the words. I never didn’t know what I was saying because I had read and reread my piece so many times that all the words were just sounds coming out of my mouth anyhow. As long as they all sounded like they were supposed sound, everyone thought I was awesome. I never had a picture come into my mind the entire time I was standing
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Thoughts . . .
continued from page 4

up in front of the judges. Words came out of my mouth in a smooth stream. Judges were awed by my ability to read and to use my voice to get across the drama of the piece. My script was highlighted with pinks and greens and yellows. The words were memorized and the colors meant change your voice to show a new feeling or character. Speak softer, speak louder, become a child, be the adult. My gift of Dyslexia at its finest. I graduated from high school with a B average. I got married and settled into the job of being a wife and a mother. I read stories to my children at bedtime. They didn’t know if I missed a word. They were too young to read. They loved my voices and the drama with which I would read from Peter Pan or The Velveteen Rabbit. I loved it too. Then the day came when my oldest daughter brought home her third grade homework and I couldn’t help her with it. I sat at the table and got more and more frustrated. I never saw myself as having a learning disability and my family had never seen me that way either. I was the “creative one.” I was the one who could pick up any instrument in the band and learn to play it within a few hours. I was the one who was good at sports. I was the one who loved to draw and paint and sew. I didn’t have a learning disability. My mother had called a few weeks before and talked to me about a program for learning disabilities in California that she was interested in attending. She asked if I would attend with her. She didn’t want to go alone. I was a divorced mother of three little girls and had just been through a car accident. I had lost my job and was unable to work at the time and decided to take her up on her offer. I have never regretted that decision. I began the training and continued on into the facilitator workshops. I was nearly done when my Specialist, Dorothy Owen (bless her heart), asked me if I would be willing to go through a week as a client with a licensed facilitator. She

had seen what I had hidden from the rest of the world. Several people at DDAI had seen it. I was only fooling myself. I agreed. I completed my client week at Reading Research Council, in Burlingame, California. It was that week that I realized that is it okay to be wrong. When you do something wrong you find something you can fix. If you bluff your way through it—as we talented dyslexics so often do—you begin to create your own personal learning disability and I had created a good one. Over the past two years I have seen my ability to read and comprehend rise tremendously. I no longer shut out the pictures in order to control the phonemes (speech sounds) that come out of my mouth. I

have found the missing pieces to this picture puzzle called reading and I am enjoying putting it together, piece by little piece. I am no longer that frustrated little girl sitting in her chair trying to read a book. Skills and ability are two different things. Skill is the knowledge that comes from training and practice. Ability gives you the power to do something. Motivation is what gets you there. So what do I say when someone says to me that phonics will dramatically improve reading and spelling skills? I say they are right. Phonics gives you the knowledge of what the English language sounds like. The Davis Dyslexia Correction Program gives you the power to do something about it. t

Humor Corner
How (not) to Write English Properly
1. Verbs HAS to agree with their subjects. 2. Prepositions are not words to end sentences with. 3. And don’t start a sentence with a conjunction. 4. It is wrong to ever split an infinitive. 5. Avoid cliches like the plague. (They’re old hat.) 6. Also, always avoid annoying alliteration. 7. Be more or less specific. 8. Parenthetical remarks (however relevant) are (usually) unnecessary. 9. Also too, never, ever use repetitive redundancies. 10. No sentence fragments. 11. Contractions aren’t necessary and shouldn’t be used. 12. Foreign words and phrases are not apropos. 13. Do not be redundant; do not use more words than necessary; it’s highly superfluous. 14. One should NEVER generalize. 15. Comparisons are as bad as cliches. 16. Eschew ampersands & abbreviations, etc. 17. One-word sentences? Eliminate. 18. Analogies in writing are like feathers on a snake. 19. The passive voice is to be ignored. 20. Eliminate commas, that are, not necessary. Parenthetical words however should be enclosed in commas. 21. Never use a big word when a diminutive one would suffice. 22. Use words correctly, irregardless of how others use them. 23. Understatement is always the absolute best way to put forth earthshaking ideas. 24. Eliminate quotations. As Ralph Waldo Emerson said, “I hate quotations. Tell me what you know.” 25. If you’ve heard it once, you’ve heard it a thousand times: Resist hyperbole; not one writer in a million can use it correctly. 26. Puns are for children, not groan readers. 27. Go around the barn at high noon to avoid colloquialisms. 28. Even IF a mixed metaphor sings, it should be derailed. 29. Who needs rhetorical questions? 30. Exaggeration is a billion times worse than understatement. And the last one... 31. Proofread carefully to see if you any words out. From “good clean funnies” www.gcfl.net

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Research on Dyslexic Talents
Is there scientific research to back up the theory that dyslexia is related to a special talent with visualization? Have any clinical studies been done that actually back up the ideas of “Dyslexia the Gift”? To find the research, it helps to approach the question from a different direction: Do students with strong visualspatial skills tend to have problems characteristic of dyslexia? This area has been researched extensively by Dr. Linda Silverman of the Gifted Development Center in Colorado. Dr. Silverman works with highly and profoundly gifted children. She found through her work that most children with extremely high IQs also are strong visual-spatial learners. She also found that while some of these children show strong academic strengths in all areas, the majority of the highly gifted visual-spatial learners had difficulties with reading or tasks involving auditorysequential thought processes. You will find information about her work here: http://gifteddevelopment.com/ VSL_List.htm Dr. Silverman’s work does not mean that all dyslexic individuals are gifted visual-spatial learners, but it does mean that there is a significant population of students who fit this description. On the other hand, Davis providers screen for the program using the Davis Perceptual Ability Assessment, which is specifically geared to find out whether students have a visual-spatial thinking skill common to many dyslexics. The majority of dyslexic students who come to Davis providers do have this skill (they pass the assessment), but there is no way to know whether the students who voluntarily seek out the Davis program are representative of the total number of people deemed “dyslexic”. Part of the problem is that no one seems to agree on the definition of “dyslexia”. So before you do studies of dyslexia, you first have to figure out a definition of who is dyslexic. In that sense, Dr. Silverman’s work is probably stronger because she does not rely on a

diagnostic category, but instead reports on characteristics and traits that can be measured through psychometric testing instruments. There is also some work being done at the Center for Cognitive Brain Imaging at Carnegie Mellon University by some researchers who have compared visualspatial thought processes with verbal thought processes. You can find abstracts of some of their work here: http://www.ccbi.cmu.edu/ projects_forum.html In one study, they found that there were separate neural networks within the brain to support visual-spatial processing and language processing. What they found was that their subjects tended to use a preferred strategy to solve problems, and that this was a matter of brain efficiency - i.e., it required less effort overall to think with whichever modality was stronger for the individual. This in turn tends to reinforce the pattern of brain use. This work is summarized in this article: http://www.scienceagogo.com/news/ 20000520165209data_trunc_sys.shtml This work directly validates the concepts expressed by Thomas West in In the Mind’s Eye and Ron Davis in The Gift of Dyslexia as to the dichotomy between visual-spatial vs. verbal thinking, although it doesn’t connect the visual-spatial thinking to dyslexia. The basic answer to your question is that there is a great deal of research, but you need to look beyond the narrow field of dyslexia research to find much of it. The problem is that most scientific researchers looking into dyslexia are focusing on measuring what is wrong or deficient in the brain, so they aren’t really exploring the issue of gifted thought processes or visual-spatial thought. However, researchers who are exploring issues of giftedness or visual spatial thinking do seem to consistently find evidence supporting the theory that picture and word thinking are two distinct modes of thought, and that most individuals seem to do best when using their preferred mode.

Dyslexia, an old fashioned word?
What is a good response when someone says the term, “dyslexia” is a generic term or an old fashioned reference? I don’t believe it is old fashioned, but I can’t think of a great comeback when people tell me not to use this term. The people who say ‘dyslexia’ is a generic term are right—it is generic. We use it, and find it sufficient for our purposes, because the Davis approach is solution-oriented, not label-oriented. A Davis provider can meet with a student on a Monday morning, do a 20-minute Perceptual Ability Assessment and then spend an hour or so developing a ‘symptoms profile’ by interviewing the student, and then get to work before noon on solving the problems. By the end of one week, a tremendous amount of work can be accomplished. We could ALSO spend the entire week administering tests to find out exactly what is ‘wrong’ with the person, and in a week’s time come up with a detailed analysis of the type of learning disabilities the person suffers from. Professionals in the business of assessment and diagnosis do this; we do not. The people who want more specific terminology or who criticize the use of’ ‘dyslexia’ as old fashioned are in the business of examining and labeling. In a sense, this is a word-thinker’s business: to understand the problem, they want to find very specific words to define it. So maybe the ‘comeback’ is to say that you prefer the picture-thinker’s approach — the word ‘dyslexia’ gives you a big picture, and people who are able to look at the big picture are generally better able to solve problems and find solutions. It’s rather like this: I know scientifically that there are thousands of different species of lepidoptera in this world, all distinct, all with very specific Latin names. But the word ‘butterfly’ still works fine for me.

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Summer Learning Is Fun !!
by Sue Hall, Davis Facilitator Vancouver, Canada If you’ve visited Vancouver on a glorious summer’s day, you’ll know what I mean–the sea was shimmering, the sky was cobalt blue, the sails were full but not too full, the skipper was experienced, all was well with the world and my son fell in love with the idea of owning a boat. So when I saw an advert for the QuickNav School—just two evenings tuition and Pleasure Craft Operator’s Certificate assured—we signed up. Sitting there on the first evening, with two booklets in front of us, I thought, oh dear, my wonderful son, age 13, though a corrected dyslexic, with the disadvantage of a Facilitator for a mother, is going to have difficulty with this one—loads of direction, unknown words, sequences, order, time concepts, unfamiliar symbols, official jargon and a smattering of statutes! I knew I was feeling nervous already, and I decided to suggest making clay models for everything over the weekend. Well, luckily he must have forgotten this is what Mum does for a living, and thought that this was a good idea. So I read and clayed, and he clayed and played. I heard, “I knew this was going to be fun!” and the enjoyment was contagious. We met in a passageway during a break, and he asked me, who had right of way, since he was on a starboard tack! We made boats; we made the four types of flares; the three sorts of fire extinguishers and what they extinguished; we made all the safety equipment. We made all the buoys and what they represented.

Top - types of buoys; bottom left - Boat safety equipment; bottom right - types of flares.

Next shipping channels appeared on the table, and we took turns to mark out a route or follow one. It became very obvious, very quickly, that while he was totally sure of who gave way to who and why, as a duck takes to water, I was the one struggling to master the images quickly enough, before they got whisked away into an ever enlarging seascape! So then came the day of the test, questions appeared, and so did the clay model images! Out came the white buoy with the swimmer underneath, the yellow danger buoy with the shark infested water

around it, the red and white flag on a buoy with the scuba diver underneath. The governing bodies for life jackets brought back the lorry (Department of Transportation), the fish (Department of Fishing) and the cliffs (Coastguards). It was all there. So thank you Ron Davis, for your part in proving without a doubt, that learning really can be fun, and family entertainment, and what’s even better—it stays! I hope one day when we buy the boat that we can take you out, and you’ll feel clay safe! t

BOOK REVIEW
by Jean Kudrna*
A Guide For Parents And Teachers

Emotion:
The On/Off Switch for Learning
by Priscilla L. Vail

Emotion:
The On Off Switch For Learning

Modern Learning Press ISBN: 1567620566 $15.95; softcover

Priscilla L. Vail

This is a wonderful book on the connection between learning and emotion. Pricilla Vail is a teacher and learning specialist who is well-known throughout the world and the author of several books on language. In this book, she describes how language is used and what teachers can do to understand the ins and outs of language. She gives six specific activities for teachers. Vail also provides ten useful tips for parents, nannies, grandparents, and other concerned adults. Pricilla Vail also addresses the emotional problems that kids face. Some of her other books are: About Dyslexia, Clear & Lively Writing, Common

Ground: Whole Language and Phonics Working Together, Gift, Precocious or Just Plain Smart, Learning Styles: Food for Thought and 130 Practical Tips for Teachers K-4, and Smart Kids with School Problems: Things to Know and Ways to Help. For more information, contact Modern Learning Press, P. O. Box 167, Rosemont, NJ 08556 or call 1-800-6275867. *Jeanne Kudrna, and two of her six children have each completed a Davis Dyslexia Correction Program and are enthusiastic supporters.

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THE D YSLEXIC READER

Improve 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.

Kit price: $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 (not including shipping charges)

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

· · ·

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

UPS Shipping Charges will be added to all orders

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Slowly but Surely
by Myrna Burkholder, Davis Facilitator, Goshen, Indiana

When clients do the Davis Dyslexia Correction Program with a facilitator, they typically make a measurable leap forward in reading, writing, or spelling— all in only five days of programming! However, the follow-up work they are trained to do is done in shorter sessions over an extended period of time. Thus the expression “slowly but surely” might best describe the process of overcoming the barriers in learning that face the corrected dyslexic. One persistent mother and daughter kept in touch with me informally through e-mail messages for two years after doing the program. They illustrate “slowly but surely” and the rewards for their effort. With permission, I share their “story.” By way of background, Kaylee Gerber did the Davis Dyslexia Correction Program in February of 2000. At that time, she was in the third grade and did well with the program. However, her mother, Vicki Cale, in her wisdom, knew that Kaylee needed to continue with program follow-up exercises which include balance and orientation exercises, the reading exercise, and Symbol Mastery with trigger words. Needless to say, Vicki’s messages of Kaylee’s progress were very encouraging. Highlights of her e-mails include the following: April 25, 2000: Kaylee wanted me to tell you that this past Thursday she got an A+ on her social studies test! She was only one of six children in her class who got them all right. On the same day, she got 100% on her 40-problem multiplication test and an A on her spelling test. She is doing so well! September 2, 2000: Kaylee is now in fourth grade, quite a jump from third grade. A lot more is expected of students, and their study material is more difficult. But Kaylee’s teacher said she is adjusting very well and is keeping up with her assignments. This week, I had Kaylee practice her spelling words by using her clay and then spelling the words backward and forward. Her words included: iridescent, radiance, glistening (all quite difficult words). But she got 100% on her test, so I am planning to continue having her spell them with clay each week. Kaylee also brought a reading assignment home this week which was

Kaylee and Vicki in February, 2000 from a regular fourth grade reader. I was amazed at how much easier it was for her to read this year compared to last year. She still needs to catch up with vocabulary words, but it is really great to listen to her read and not stumble over so many trigger words. We continue to work on trigger words mainly on weekends since she has homework to do most evenings during the week. October 30, 2000: Today we had a parent-teacher conference. This was the first conference for Kaylee that I’ve had in which I have gotten only POSITIVE feedback! Her grades for the first nine weeks are all A’s and B’s, and her teacher says that she volunteers on a regular basis to read! Last week Kaylee finished reading her first American Girl book. This was quite an accomplishment for her because six months ago (as you already know) she had no interest in reading and would only look at the pictures. To date we have reached 120 trigger words. April 9, 2001: Just a quick note to update you on Kaylee’s progress. Kaylee has continued to do well in school this year—all A’s and B’s. Her lowest grade, in reading, has been a B+! Her teacher said she only receives a little extra assistance from the Resource Room teacher. Her self-confidence and independence in her school work has continued to improve. We are still plugging away at the trigger words. We only have about 55 to go. My goal is to have the words done by the end of the school year. June 28, 2001: We have only 28 trigger words to go. Kaylee ended the year on a good note. She made the Honor Roll about which she was very excited. Kaylee’s teacher said that Kaylee will not need to be part of the Resource Room next year, nor will she be in an inclusion setting where the Resource Room teachers comes into her classroom. Even so, her teacher next year will be aware of her dyslexia and is willing to make any modifications that might be necessary. July 18, 2001: GREAT NEWS......We are finished with all the trigger words!!! What a relief! In the fall of 2001, Kaylee began fifth grade. Her mother reported that pronunciation of words were still something of an issue for her, and her sentence-writing skills could be better. But she was in the regular classroom setting without any assistance from the Resource Room, and her teacher was not making any modifications for her classroom work. Vicki currently adds this final thought about her work with Kaylee. “I would like to say that perseverance is the key to the Davis program. There were many times when Kaylee, and sometimes myself, wanted to discontinue working with trigger words. However, I knew she would not receive the total benefit of the program if we quit. The hard work has paid off by not only in her improved reading ability but her increased selfesteem and ability to work independently on homework assignments.” Vicki’s words about her daughter’s improved academic achievements speak for themselves: “Slowly but surely” has its rewards! t

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THE D YSLEXIC READER

Improve Your Primary Classroom Reading & Classroom Management Skills
With the Davis Learning Strategies® Basic Teacher Workshop Davis Learning Strategies give K-3 teachers immediately usable and effective tools that:
• Tap the creative learning process in all children. • Significantly improve language arts skills without paper/pencil and worksheets. • Efficiently and effectively teach reading and prereading skills to multiple learning styles. • Quickly and easily give children self-management skills for paying attention and staying on task. • Make classroom and behavior management easy and positive. • Children find fun, engaging, and motivating. • Can be flexibly applied in a variety of school and learning activities.

Feedback from Teachers
"I really saw a difference. I go once a week with the class to the school library. In previous years my pupils would just check out the picture books. They were content to look at the pictures. This class has become very 'knowledge thirsty.' They check out general education books, everything from volcanoes to Indians. Better yet, they look at them AND read them!" —AA, primary school teacher, Switzerland "The biggest change that I have seen in this first semester of using Davis? Short and simple: energy management. Nowadays, my class comes back from even the most turbulent playground breaks and can quickly adjust to the classroom. They can pay attention and actually listen to me." —GE, primary school teacher, Switzerland "In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. I believe all Kindergarten children would benefit from Davis Learning Strategies." —LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California "It has helped me become more aware and sensitive to the needs of my students. My students are very receptive and amaze me how quickly they pick it up. I have many children who are ADD and ADHD. This system helps me reconnect with them. I have small groups for short periods of time and this helps us to get down to business quickly." —DG, Elementary Spec. Ed. Resource, Sequoia Charter School, Mesa, Arizona "In essence, I believe that this is the gift that we are able to give our children if we implement the Davis Learning Strategies in our classrooms. We are able to give each learner, regardless of their individual learning style, the ability and opportunity to learn successfully. As educators, what greater reward do we require? I wish to encourage all educators who have the opportunity to learn the Davis methods to do so. They truly are a life-line to help ALL children, and in so doing, we can enable them to reach their full potential." —Gillian Rookyard, A final year teaching student

Research Based

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.

For more information visit: www.davislearn.com 2002 DATES & LOCATIONS
June 24-27 July 8-11 July 15-18 August 12-15 August 21-24 San Francisco, California Minneapolis, Minnesota Milwaukee, Wisconsin San Francisco, California Vancouver, Canada

Call 1-888-805-7216 for U.S. Registration Call +1 (604) 921-1084 for Canada Registration

THREE ACADEMIC UNITS AVAILABLE (with no homework)

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 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
4 - 7 July 2002 (French) Instructor: Bonny Beuret Location: Geneva, Switzerland Contact: ch@dyslexia.com +41 (61) 273-8185 8 - 11 July 2002 (English) Instructor: Ronald D. Davis Location: San Francisco, CA Contact: training@dyslexia.com 1-888-805-7216 29 Aug - 1 Sep 2002 (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com +41 (061) 273-8185 7-10 Sept (English) Instructor: Bonny Beuret Location: Sydney, Australia Contact: australia@dyslexia.com + 61 2 9968 2678 26-29 September (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com +41 (061) 273-8185 7-10 October (English) Instructors: Gerry Grant & Ronald D. Davis Location: Toronto, Canada Contact: canada@dyslexia.com +1 (604) 921-1084 14-17 October (English) Instructor: Cyndi Deneson Location: Basking Ridge, NJ Contact: mlscal@aol.com (908) 766-5399 17-20 October (Spanish) Instructor: Ronald D. Davis Location: Monterrey, Mexico Contact: mexico@dyslexia.com +52 (81) 8335-94355 19-22 October (English) Instructor: Robin Temple Location: Winchester, England Contact: uk@dyslexia.com +44 (01962) 820 005 4-7 December (English) Instructor: Bonny Beuret Location: Singapore Contact: sg@dyslexia.com +65 6872-6516

For updated workshop schedules visit www.dyslexia.com/train.htm

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THE D YSLEXIC READER

The Differences Between the English and Hebrew Alphabets
by Judith Schwarcz, Davis Facilitator and Director of DDA-Israel

Editor’s Note: Using Davis Symbol Mastery to help dyslexics master alphabets that use entirely different letters from those found in the English alphabet can be a very interesting challenge. Hebrew is one these languages. We are grateful to Judith Schwarcz and her Israeli colleagues for the many hours of research that led to the Hebrew translation of The Gift of Dyslexia, and providing an understanding of how to help dyslexics master the Hebrew alphabet. 1. The Hebrew alphabet reads from right to left. 2. The alphabet is learned in the first grade. In the first three months, children must learn to read block letters (book form). In the following four month period, they must simultaneously learn script form (handwriting) in order to read instructions, black board and work assignments. Additionally, there are five final letters in each alphabet which are only found at the end of words and these final letters have different written representation (symbols ) in each alphabet. These final letters change shapes when they are seen at the end of the word, although they have the same sound and meaning. For example, the 11th letter of the alphabet may be seen in the middle of the word in one written representation and then at the end of the word in a different written representation. 3. A new set of symbols must also be learned at the same time. These are the 15 vowels that Hebrew uses. Although there are 15 written representation (symbols ), there are only five sounds, as some of the written representation use the same sounds but have different meanings. Each of these vowels also has separate names. Through our endless hours of research, we have found the best way of

The Hebrew Alphabet. Top: the ‘LOWER’ case used for handwriting. Bottom: the ‘UPPER’ case found in printed materials.

teaching dyslexic children is not to name the vowels when they are first learning to read. Such children will learn the vowel names only in the fourth grade. The Symbol Mastery with these 15 Hebrew vowels differs in the way in which they are taught from any other Latin language. 4. There are three Hebrew letters (the 2nd, 11th, and 17th) that take on a new meaning when they are seen with a dot in the middle of each letter. Each letter is then given a new sound, a new written representation and a new meaning. 5. The 21st letter of the Hebrew alphabet can be seen with a dot on either the left or the right side. This again changes the sound, meaning and written representation of the letter. 6. When the 8th letter is seen with one of the vowels (whose name is patach) at the end of a word, the sound and meaning are changed, although the written representation remains the same. 7. There are a limited number of Hebrew fonts on a computer keyboard and, therefore, there is little confusion regarding these. 8. Children learning to read Biblical Hebrew, which is different from the two above-mentioned alphabets, are required to learn a third alphabet. This alphabet, named Rashi, is only used for commentaries of Biblical studies that are a requirement of the education system in certain schools. 9. Male children have an additional requirement as they approach Bar Mitzvah age. They are required to

learn different symbols that are used in the Torah (The Five Books of Moses). When these symbols are seen together with the letters, they change the meanings of the words and they also change their sounds. It should also be noted that in the Torah, only one punctuation mark is used (the colon) and, therefore, it is imperative for the child to understand the meaning of what they are reading. 10. As with the b d p and q letters in English, the second and eighth letters in Hebrew script also cause great confusion as they have the same shape but are written in opposite directions. 11. In Hebrew, the placing of letters according to the lines is of significance. Some parts of the letters are written on the lines, where as some are written above and others are written below the lines. 12. An additional difficulty arises for dyslexic children when they reach the third grade, as they are expected to be able to read Hebrew words without the aid of the vowels. For the dyslexic child, it is easier to read Hebrew without the vowels, which is a requirement for the third grade. However, as dyslexic children have not yet mastered the vowels, the education syllabus does not permit these children to read text without the vowels. We have found, through our research, that at the beginning of a Davis Dyslexia Correction Program, when we remove the vowels, the child is be able to read more fluently and less stressfully. t

THE D YSLEXIC READER

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Newly Licensed Davis Facilitators
Congratulations and welcome to our growing international family of Davis providers!
Raewyn Matheson is a qualified primary school teacher who left the classroom to teach those with learning difficulties using traditional methods. Frustration with the lack of progress led her to search for a way to help her clients achieve. Finding and reading “The Gift of Dyslexia” gave her something that worked, and initial success led her to complete the Davis Facilitator training. She now provides the Davis program on a full time basis. DyslexiaHelp. 2018 Mountain Road, R.D.8, Inglewood, New Zealand. +64 (274) 11 83 50. raewyn@dyslexiahelp.co.nz Gudrun Rose read the book, “The Gift of Dyslexia,” in 1999. “It was the first time I understood what dyslexia was, and I knew that I had found the key to overcome the school problems of my son. Since I had been looking for a fulfilling job I decided to go through training at DDAD/Hamburg and become certified so I could offer the correction.” LegasthenieBeratung, Soziologin, Friedrich-LudwigJahn Str. 9, 61381 Friedrichsdorf, Germany. +49 (617) 27 46 44. Kim Carson holds a B.S. degree in Home Economics Education with 19 years of classroom teaching experience. Upon learning of her own son’s dyslexia, her research lead to Davis. Upon completion of her son’s program, she realized this is a missing link in our regular educational programs. Kim continued teaching and completed her Davis training within her school setting observing many positive results. She is the owner of Smart Start Dyslexia Correction Center and can be reached at 718 W. 3rd Street, Redfield, SD, 57469, USA. (605) 472-0522. smartstartcenter@abe.midco.net Brenda G. Baird started her facilitator training in January of 2001. She currently offers the Davis Program in North Vancouver, Canada. After June 10, 2002, Brenda will be offering programs in Brisbane, Australia. 536 East 7 th Street, North Vancouver, British Columbia, Canada. (604) 984-7884. (After June 2002: +41 580 32 97) bgb@vcn.bc.ca Jodi R. Baugh holds a bachelor’s degree in Elementary Education and has seven years experience running a learning center. “I found out about the Davis Methods while searching the internet for answers for a dyslexic teenager. I knew in my heart it was the answer, and I decided to pursue the training. It is my deep desire to be able to provide the Davis program to children, teenagers, and adults alike— especially those who are hurting. To come along alongside and help someone see their gift—what a privilege.” Central Indiana Dyslexia Correction. 6595 South CR 1000 East, Cloverdale, IN 46120, USA. (765) 526-2121. bbaugh@ccrtc.com

The Davis Facilitator training program requires approximately 400 hours of course work. The Davis Specialist program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. Davis Learning Strategies School Mentors and Workshop Presenters are experienced teachers and trainers who have had two-three years of specialized training and experience mentoring classroom teachers of children ages 5-9. 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.

Australia-New Zealand . . .
continued from page 1

Write the bad things that are done to you in the sand, but write the good things that happen to you on a piece of marble.
-- Arabian wisdom

DDA-Australia will be servicing public information needs and organizing professional training in the Davis methods for the territories of Australia, New Zealand and the South Pacific Islands. Their first project is to bring Ron Davis down under for a media tour and to present lectures in Sydney and Melbourne in mid-June, 2002. Their aim is to inform parents and educators on his breakthrough methods. Ron will also conduct a day long Introductory Workshop in Sydney on June 14. Following Ron’s visit, a full Davis Facilitator training program will begin with a Fundamentals of Davis Dyslexia Correction Workshop on September 7-10, 2002. Contact information: Phone: +61 (02) 9968 2678. Fax: (02) 9968 2059. E-mail: australia@dyslexia.com t

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THE D YSLEXIC READER

Davis Dyslexia Correction ® Providers
The Davis Dyslexia Correction program is now available from more than 270 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm

United States
Alabama
Paula Morehead, Dyslexia Center of the South (205) 822-9050 (Hoover) Carol Stromberg, 6R’s Dyslexia Correction Toll Free: (800) 290-7605 (970) 487-0228 (Collbran)

Minnesota
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)

Arizona
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) Tamera Richardson, Dyslexia Unlocked (480) 649-7737 ext.2237 (Mesa)

Florida
Randee Garretson Dyslexia Correction (813) 956-0502 (Lutz) Alice J. Pratt & Gwin Pratt, Dyslexia Plus (904) 389-9251 (Jacksonville)

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

Mississippi
Nancy F. McClain & M. Elizabeth (Beth) Cook, MDC Mississippi Dyslexia Center (866) 632-2900 (Vicksburg)

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

Hawaii
Scott Shedko (808) 377-3177 (Honolulu)

California
Dr. Fatima Ali • Ron Davis • Alice Davis • Ray 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) Janet Confer, Uniquely Created Learning Solutions for Dyslexia (949) 589-9466 (Rancho Santa Margarita) Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles) Jeannette Myers, New Perspectives (760) 723-2989 (Fallbrook) Dwight E. Underhill (510) 559-7869 (El Cerrito)

Illinios
Kim Ainis, The Reading Center (312) 360-0805 (Chicago)

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

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

Indiana
Jodi R. Baugh, Central Indiana Dyslexia Correction (765) 526-2121 (Cloverdale) Myrna Burkholder, Michiana Dyslexia Correction Center (574) 533-7455 (Goshen)

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

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

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

Kansas
Carole Coulter, Dylsexia Correction of Johnson County (913) 831-0388 (Kansas City)

New Mexico
Annie Johnson-Goodwin, Dyslexia Resource (505) 982-9843 (Santa Fe)

Louisiana
Wendy Gilley, Dyslexia Correction Center of Louisiana (225) 751-8741(Baton Rouge)

Colorado
Kathy Bacon, Creative Learning Center (970) 669-0170 (Loveland) Terry Demeo (303) 850-7668 (Littleton) Crystal Punch, Alternative Learning Solutions (303) 850-0581 (Englewood)

New York
Carla Niessen, Dyslexia Changed (845 or 914) 883-5766 (Clintondale) Wendy Ritchie, Positive Perception Ltd. (716) 233-4364 (Hilton)

Michigan
Ann Minkel, Michigan Dyslexia Resources Tollfree: (866) 330-3671 (989) 365-3176 (Six Lakes) Dean Schalow, Tri-Point Toll Free: (800) 794-3060 (231) 899-5954 (Manistee)

North Carolina
Gerri Cox, Coastal Carolina’s Dyslexia Correction Center (910) 754-9559 or (910) 754-7902 (Shallotte)

THE D YSLEXIC READER
Erin Pratt, Dyslexia Plus (828) 231-2400 (Asheville) Betsy Ratliff, ZYX Learning Center (919) 461-3948 (Cary)

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Virginia
Angela Binns Odom, Succeed Learning Center (804) 833-8858 (Midlothian)

Canada:
Stacey Borger-Smith & Lawrence Smith, Jr., Rocky Point Academy (403) 685-0067 Toll Free: (866) 685-0067 (Calgary, Alberta) Brenda Baird (604) 984-7884 (North Vancouver, B.C.) 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, LearningAbilities 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) Wayman E. (Wes) Sole, Dyslexia Help (519) 472-1255 (London, Ontario)

Washington
Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of WA (253) 854-9377 (Kent) Dorothy Jean Bennett, Jackie Black & Renie Smith, Meadowbrook Educational Services Toll Free: (800) 371-6028 (509) 443-1737 (Spokane) (425) 252-5184 (Everett) Marlene Easley, Dyslexia Unlearned (360) 714-9619 (Bellingham) Suzanne Hailey (253) 874-6080 or (253) 874-6077 (Federal Way) Kathy Hawley & Meliesa Hawley, Cascade Learning Solutions (509) 662-9121 (Wenatchee) 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)

Ohio
Lisa C. Thatcher, Ohio Dyslexia Correction Center (740) 397-7060 (Mount Vernon)

Oklahoma
Christina Martin, Reading Tree Dyslexia Solutions (918) 492-0700 (Tulsa) Toll Free: (866) 492-0700

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

South Dakota
Kim Carson, Smart Start Dyslexia Correction Center (605) 472-0522 (Redfield)

Texas
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) Margot Sampayo (956) 544-6360 (Brownsville) Laura Warren, Dyslexia Correction Center (806) 771-7292 (Lubbock)

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

Wisconsin
Darlene Bishop, Margie Hayes & Pamela Kretz, New Hope Learning Centers, Inc. Toll Free: (888) 890-5380 (414) 774-4586 (Milwaukee)

Appreciation is a wonderful thing; it makes what is excellent in others belong to us as well.”
-- Voltaire, philosopher, historian, satirist, dramatist, and essayist (1694 - 1778)

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

The

~ Dys•lex´•ic Read´ er •

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

PRESORTED STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. 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.” • How to help dyslexics eliminate mistakes and focus 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 teaching, home school, tutoring, or therapeutic setting. See page 11 for more workshop details.

2002 International Schedule
Switzerland US Switzerland Australia Switzerland Canada US Mexico England Singapore Geneva San Francisco Basel Sydney Basel Toronto New Jersey Monterrey Winchester July 4-7 July 8-11 Aug 29 - Sept 1 Sept 7-10 Sept 26-29 Oct 7-10 Oct 14-17 Oct 17-20 Oct 19-22 Dec 4-7

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 full description of the Davis Facilitator Certification Program, ask for our booklet.
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Australia 18 Bullecourt Ave. South Mosman Sydney NSW 2088 AUSTRALIA Tel: + 61 2 9968 2678 Fax: +61 2 9968 2059 E-mail: australia@dyslexia.com DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: ch@dyslexia.com DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: germany@dyslexia.com DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com DDA- México Privada Fuentes #110, esq. con Ricardo Margaín Colonia Santa Engracia Garza García - Monterrey, 66220 Nuevo León MÉXICO Tel/Fax: +52 (81) 8335-9435 or +52 (81) 8356-8389 E-mail: mexico@dyslexia.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: holland@dyslexia.com DDA-UK P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 Fax: +44 (01962) 820 006 E-mail: uk@dyslexia.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: ddai@dyslexia.com

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