Dys•lex´ ic Read´ er • •
Vol. 30


Davis Dyslexia Association International
by Ronald D. Davis

Issue 1 • 2003

The History of Concept Mastery and Symbol Mastery
The history of Concept Mastery is also the history of what has come to be known as Davis Symbol Mastery. It all started with a mentally incompetent child's desperate desire to have things that were denied to him. His brothers were allowed to have things like wristwatches and pocketknives. He wasn't. He yearned for them, but he couldn't be "trusted" with them. With the chance discovery of the substance that results from mixing dirt and water together, came the opportunity for him to possess those things he had been denied. He could create his own. His brothers wristwatches were made of metal and leather, his was made of dirt and string, but to him it was a wristwatch. Even though a
continued on page 4

Symposium a Huge Success!
On October 2-5, 2002, the first International Davis Facilitators' Symposium was held in Toronto, Canada. For three days, 85 delegates from 11 countries met, shared experiences, and attended sessions on topics such as autism, learning styles, Davis Learning Strategies, marketing, and working with bilingual clients. The following letter from Lexie White Strain exemplifies the feelings of camaraderie and fellowship that were enjoyed. Hello to all my fellow Facilitators and Specialists, Thanks for the memories. To all of you that went to Canada for the Symposium, I have so many pictures going through my head. I will cherish the memories I spent with all of you. For all of the other facilitators that were not able to attend, you were missed. I just wanted to send some special words to my hot tub group, CN tower group, dinner groups, workshop groups, and my Niagara Falls group. You all know who you are. I am so glad that we all had so much fun together. There was so much love and support from everyone. It is going to be hard to get back into reality. I would also like to personally thank Cathy Smith, Alice and Ron Davis, Maria Fagioli and everyone else that was behind the scenes. I thought every piece of the program was well thought out and presented beautifully. And it was a heck of a lot of FUN! Love, Lexie
continued on page 3

In This Issue
News & Feature Articles:
The History of Concept Mastery and Symbol Mastery . . . . . . . . . . . . . . . . . .1 Symposium a Huge Success! . . . . . . . .1 Ashley’s Academic Achievement . . . . . .2 Flashbacks . . . . . . . . . . . . . . . . . . . . . . .6 Kleintjes Leren Lezen . . . . . . . . . . . . . .11 dda-CH Treffen . . . . . . . . . . . . . . . . . . .11 Gedanken über da ,,Meistern” . . . . . . .14 Links oder rechts? . . . . . . . . . . . . . . . .15 Defining Statement . . . . . . . . . . . . . . . .18 Nick’s Dial . . . . . . . . . . . . . . . . . . . . . . .19

Regular Features:

Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Book Reviews . . . . . . . . . . . . . . . . . . . . .8 New Facilitators & Specialists . . . . .20-21 Workshops . . . . . . . . . . . . . . . . . . . 22, 23



Ashley's Academic Achievement Brings New Hope to Others
Student of the Year" at Cross of Christ Lutheran School in Coon Rapids, Minnesota. Ashley's mom, Lynn, reported, "Ashley struggled with most academic subjects during her early years of school. No matter how hard she tried, her struggles continued." Then Ashley's parents discovered "The Gift of Dyslexia" and read the 37 common characteristics of a dyslexic learner. They were amazed. The book and characteristics explained most of Ashley's observed behaviors, struggles, and fears. During the correction program, Ashley achieved her goals to read and comprehend at grade level; to become a more consistent speller; and to better understand math. Encouraged by Ashley's success in the program and her continued progress at school, Lynn was inspired to make a difference for other students struggling with learning. As a member of their school's Parent-Teacher Association, Lynn invited Cyndi Deneson, director of New Hope Learning Centers, Inc. and a licensed Davis Specialist/Trainer to present an informative evening to discuss the Davis Dyslexia Correction Program and Davis Learning Strategies. On May 8, 2002, it was a full house in Coon Rapids, MN, as Cyndi spoke to parents and teachers from the surrounding community about the success and hope available with the Davis methods. In addition to teachers from Ashley's school, a principal from another private school in the area attended. This principal proceeded to spend subsequent time investigating and researching the programs and services of Davis Dyslexia Association International and New Hope Learning Centers. Based upon his research, he registered himself and members of his elementary teaching staff for the Davis Learning Strategies® Basic Teacher Workshop presented by Sharon Pfeiffer in Minneapolis in July, 2002. This elementary school principal reported that it was his goal to implement the Davis Learning Strategies in all of his K-3 classrooms this school year. One young girl worked hard, wouldn't give up, and lost her fear of failure. One mother was determined to make a difference for her daughter and others struggling with learning. Because of their efforts, there will now be many children who will benefit and become successful learners. Congratulations Ashley! Thank you for your perseverance. Thank you, Lynn, for your compassion in helping to bring new hope to dyslexic learners. v

Before 11-year-old Ashley came to New Hope Learning Centers, Inc., she was afraid of failure. In January 2002, she completed the Davis Dyslexia Correction Program with Facilitator, Margie Hayes. Five short months later, in May 2002, Ashley was awarded "The Most Improved

Copyright 1996 Randy Glasbergen.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: INTERNET: 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.



Symposium . . .
continued from page 1

An excerpt from the opening speech given by Alice Davis, Director of Davis Dyslexia Association International: Cathy Smith and I started planning this Symposium over lunch on a restaurant napkin in May 2001. Without her this event would not have been possible. She has led DDAI in every step of the process, from hotel selection, to rounding up

California and one independent Davis provider in New Jersey. Those who have been with us since 1995 include Sharon Pfeiffer and Abigail Marshall, who co-founded DDAI. Lexie White Strain who still works at Reading Research Council. Charlotte Foster, who became our first independent Facilitator in 1987. Their continuing commitment to our work is represented by their presence at this Symposium. In 1997, we had 17 licensed Facilitators, 6 in the USA, 2 in

and dedication. By 2001, our numbers grew to over 250 Facilitators worldwide, and a new DDA was established in Israel. The Director and Administrator of DDA-Israel, Judith Schwarcz, and Etya Chesler are here. In 2002, Catherine Churton and her partner and husband, Milt Barlow, gave birth to DDA-Australia. Their first Fundamentals workshop, last month in Sydney, was a huge success. We are honored to have Catherine here.

Clockwise from Ron & Alice Davis: Abigail Marshall, Dee Weldon White & Charlotte Foster; Ron with Stacey & Larry Smith, Jr.; Sameera Sadiq al Baharna, Georgina Dunlop, Jane Heywood, Catherine Churton, Sue Hall, Paddy Carson, Kim Willson-Rymer; Barry & Paula Morehead, Nancy Cimprich; Alejandra Garcia, Maria Silvia Flores, Cathy Calderon, Silvia Arana.

the speakers, to writing the text for the announcement booklet. She did it all with a calm and graceful ease, and has been a wonderful mentor. Thank you Cathy. Change is one of the key concepts we ask our clients to master. I'd like to share with you the changes that DDAI has experienced since it was formed in 1995 and acknowledge some people who have been a key part of those changes and our growth. In 1995, there was one Davis Center in the world in Burlingame,

Mexico, and 9 in Europe, DDA's were established in Holland, Germany, England, Mexico, and Switzerland. The director of DDAMexico, Olga Zambrano, is here. Dorothy Owen and Cyndi Deneson are also members of that early group. In 2000, Sue Hall took the initiative to sponsor the first Facilitator Training Program in our host country, Canada. As a result of her tireless efforts and commitment, many more Canadians learned about our work and became Facilitators. Thank you Sue for your hard work

Today there are over 275 Facilitators worldwide providing Davis Programs. If you consider that in 1995, we were providing maybe 100 programs a year in English only, and today, approximately 10,000 programs are provided each year in 22 nations and 16 languages, we can see that a lot of POSITIVE CHANGE has occurred. I wish each of you a rich learning experience and a wonderful time at this Symposium. Thank you from the bottom of my heart to each and every one of you for being here. v

PAGE 4 International 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 v Australia Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Catherine Churton DDA-Australia Director Sydney +61 (0421) 252 518 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Naren Hooson Sydney +61 (02) 9801 1917 Linda Houben Sydney +61 (02) 9948 4307 John Reilly Berala/Sydney +61 (02) 9649 4299 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Gabriele Klug Baden +43 (2252) 214 56 Christa Salcher Wien +43 (01) 888 61 44 v Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 v Bolivia Maria Ormachea La Paz +591 (02) 792 945 v Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505


The History of . . .

the act of creating it was enough to get the process of understanding to begin. continued from page 1 Over time, the models of my father began pocketknife made of sun baked clay would to include the act of the beatings. My only last a day or two in his pocket, at least models began to have more detail, and he had one. models of myself were included. Eventually He created, for himself, his concepts of the models became scenarios which included wristwatches and pocketknives, by what had occurred before, during, and after fashioning their ideas out of clay. A concept the beatings. Again, without an is only an idea, a mental picture, of the understanding of what was occurring, I was existence of something. It is true that creating the concept of "consequence." wristwatches and pocketknives made of dirt Through the creating of the models, are not functional. But to satisfy his desire to including myself, and adding additional possess these items, they didn't need to be details, the concepts were becoming functional. It is the amount of detail functional. I was beginning to think with the contained within an idea, that determines the ideas. I was bringing an understanding of the degree of accuracy or functionality of the outside world into my world. concept. Like magic, when I was thirteen years I am speaking of myself in the third old, the beatings stopped. The concept of person here because I cannot remember that "consequence" had become a part of my phase of my life, nor do I identity. I either stopped remember starting to make “It is the amount of doing the things that would those items. My memory cause a beating, or I took detail contained actually began after it had myself out of the happened. My memory, my within an idea, that environment where a mental pictures of the could occur. determines the degree beatingconcepts I created minutes and seconds of my The of accuracy or existence, began as I was didn't have names because waking up into a world of functionality of the words wouldn't really intense pain and chaos. I do become a part of my world concept.” not know how or why it for four more years. But I began, but I suspect that could think with the making the things I wanted to have may pictures. have been a part of it. When the beatings stopped most of the I lived in my own world, with very little pain went out of my world, but the chaos awareness of the outside real world around was still there. me. The things I made from dirt and water The process of waking up began when I became a part of the world I lived in. I could was nine years old. I have spotty memories bring outside ideas into my world by between the age of nine and twelve. It was creating them from the dirt and water. after my twelfth birthday that my real The pain in my world came mostly from memory began. I was experiencing a great the daily beatings by my father. I did not like deal of change in my world, but the real being beaten, so I didn't like my father. One world was also changing. I don't have day I made a model of my father from the memories from before I was nine years old, dirt and water, and when it had dried and but I have a sense that I existed as hardened, I smashed it back into dirt. This everything and nothing at the same time. In became a daily occurrence - every time I creating the concept of change there was a was beaten I made a model of him and then separation. I began to exist separately from smashed it back into dirt. My older brother everything else; yet the real world and all it also hit me, so I made models of him and contained was still just one thing. That one smashed them back into dirt. thing was chaos. I didn't like any of the people that In creating the concept of consequence hovered around the edges of my world, so I the outside world began to separate, but the made models of all of them, and smashed process had only just begun. With my dirt them back to dirt. and water I made many models of changing Without an understanding of what was and consequence and with that I could begin occurring, I was actually creating models of to think with ideas like before and after and the concept of "change." Like the dirt cause and effect. This brought me to the wristwatch and pocketknife, the concepts point of predicting change and estimating weren't detailed enough to be functional, but continued on page 5


v Canada Wayne Aadelstone-Hassel North Vancouver 1 (604) 988-7680 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary 1 (866) 685-0067 (Toll-Free) 1 (403) 685-0067 Darlene Brown Smithers/Prince Rupert 1 (250) 847-3463 Paddy Carson Edmonton/Alberta (780) 489-6225 Gerry Grant Supervisor-Specialist Fundamentals Workshop Presenter Waterloo/Toronto 1 (800) 981-6433 (Toll-Free) 1 (519) 221-8484 Sue Hall West Vancouver 1 (604) 921-1084 D'vorah Hoffman Toronto 1 (416) 398-6779 Jeri McLeod Calgary 1 (403) 503-0108 Catherine Smith Oakville/Toronto 1 (905) 844-4144 Wayman E. (Wes) Sole London/Toronto/Detroit 1 (519) 472-1255 Kim J. Willson-Rymer Oakville/Toronto 1 (905) 825-3153 v China Carrie Cheung Hong Kong +852 90 111 736 v France Dominique Blaess Le Pecq/Paris +33 (01) 39 76 12 61 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Valentine Galliot-Appia Aubergenville/Paris +33 (01) 30 99 53 59 Carol Nelson-Pollard Sartrouville/Paris +33 (01) 39 57 54 04 Odile Puget Gex/Geneva +33 (0450) 41 82 67

The History of . . .

with order. Order is the natural enemy of chaos, so the chaos disappeared. continued from page 4 Between the ages of twelve and seventeen how long it would take for something to I made possibly as many as two-hundred change. It was very simple like, "tomorrow I different concepts from the dirt and water. don't go to school," but it was a beginning None of them had names because words for something bigger. Again without weren't yet a part of my world, but I could understanding the process, I had created for think with the ideas. myself the concept of time (the measurement When I was seventeen it was discovered of change). The world separated even more. that I wasn't mentally retarded. I was then Thinking with the concept of time opened taught how to speak in sentences by a the door to another idea - the idea that things wonderful Speech Therapist. As a result and events followed other things in time. words came into my world. However, I This led to dirt models of other ways things couldn't learn how to read or write so I could follow each other. I had created, and couldn't get a true education, but I knew could think with, the concept of sequence. In how I could learn with the dirt and water. the process of creating this idea the outside Then I discovered plasteline clay, and with world completely separated into its that discovery, I could learn without getting individual pieces. dirty. My dirt models were taking me into the I slightly modified the clay creation outside world. I could think. I could see process by making models of the definitions beyond just my own world. of words, and then included With the dirt and water I in the “Order is the natural the word Iitself to include made models of the outside creation. had enemy of chaos, so the both what the word looked world. All things are changing all of the time; there chaos disappeared.” like and what it sounded is a beginning a middle, and like. And with that I could an ending. All things that communicate my ideas in exist are somewhere in their own continuum words. I could also understand other peoples' of change - that is their condition. All thing communication when they used those words. that exist, exist in some place, so all things I could recognize those words when they have a place. All things existing in their were written down even though I still places, occupy a position in that place. My struggled with the other words around them. dirt and water models were allowing me to This was the beginning of the Davis Symbol think with these ideas. Gradually, by the Mastery process. Of course, it wasn't called time I was about fifteen years old, the chaos that at the time. It didn't have a name; just disappeared from the world around me. I for myself it didn't need one. It was only could think with the idea that all things have years later when I had to teach the process to a proper place, a proper position in that other people that it got its name. v place, and a proper condition - I could think

Concept Mastery Words for Math & Attention
During a Davis Program that focuses on Math Mastery or alleviating attention difficulties, there are several basic concepts that are explored and mastered. These include: self; the individual. change; something becoming something else. consequence; something that happens as a result of something else. cause; something that makes something else happen. effect; something that happens as a result of something else. before; happening earlier. after; happening later. time; the measurement of change in relation to a standard. sequence; the way things follow each other, one after another, in size, amount, arbitrary order, time and/or importance. order; things in their proper places, positions, and conditions. disorder; things not in their proper places, and/or positions, and/or conditions. Mastering these concepts lays the foundation for understanding and applying mathematics as well as changing behavior.

v Germany/Deutschland Wilfried Bähr Hamburg +49 (040) 396 155 Andrea Fleckenstein Witzenhausen +49 (05542) 91 16 07 Cornelia Garbe Berlin +49 (030) 61 65 91 24 Margit Geuss Wessobrunn/München +49 (08809) 163034 Matthias Gradenwitz Frankfurt am Main +49 (069) 94 94 58 85 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Wibke Hachmann Langenhain +49 (06002) 93 95 77 Das Legasthenie Institut Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Hamburg +49 (040) 25 17 86 23 Christine Jacob Lörrach +49 (07621) 134 60 Wiebke Janssen Bad Nauheim +49 (06032) 817 01 Gabi Justen Saarbrücken/Frankfurt +49 (0681) 59 59 623 Doris Karl-Akova Bremen +49 (0421) 713 30 Rainer Knobloch Leinburg/Ortsteil Diepersdorf +49 (09120) 18 14 84 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 5


my mind as we moved to the next simulation, the Reading Circle. As an adult dyslexic, I have my good The flashback I got from just hearing and bad days. My dyslexic mind can do the words “reading circle” was enough to some amazing things. Unfortunately I write a short story. These flashbacks are cannot always control its direction. I feel memories no child should ever have; yet, confident in myself and what I can do. millions of dyslexics, even 50-year-old But there are still some thoughts, haunts adults, still have to deal with them from so to speak, that have been with me for time to time. The reading material was life. Things I learned in school that should like a bad copy of a copy of a copy, with never ever cross the mind of a small what I think were some letters swapped child, and at age 50, I thought were around in the alphabet as well. I swear I definitely in my past. This is a story that started to hallucinate as soon as I looked demonstrates how perceptual at the page! disorientation affects reading for nonWe were supposed to take turns reading verbal thinkers, and suggests how while the teacher corrected our stumbles understanding this phenomenon can and mistakes. I really do not remember improve a child’s school experience. the story, or what problems the others I recently attended an International were having. I just knew I could not even Dyslexia Association conference in look at the text! As it came near my turn, Austin, Texas. Amongst the many I forced myself to look at the page. If I wonderful presentations was a “Dyslexic could follow along, maybe I could figure Simulation” that was surprisingly out what was wrong. By the time it was traumatic for me. my turn I still could not The whole point of the “These flashbacks are even find the place they simulations was to make were on the page! When memories no child one feel dyslexic in order called on to read I was to gain an understanding should ever have; yet, already starting to choke of what school is like for millions of dyslexics, up. A weak voice that did dyslexic kids. At this point not sound remotely like my even 50-year-old in my life, one would own responded, “I can’t do think I should be pretty it, I can’t even look at it.” adults, still have to used to being dyslexic. I knew this a deal with them from simulation, butwas just first But out of curiosity I when I decided to see how this time to time.” looked at that page, I could simulation related to my not find a single word! I own symptoms. There were four separate cannot explain the emotions that simulations with “Teachers” and a enveloped me. The feelings of my past “Principal” overseeing all. Their goal was tore through me like an erupting volcano. to treat the participants like “students.” I remembered those feelings locked away The first simulation was a mirror for so many years. Feelings I had hoped arrangement where you could not see were gone forever! your hands or work except in a mirror so I was suddenly there, back in time, a all your movements looked upside down small-frightened child, trying everything I and backwards. Although almost could to maintain composure. Still trying impossible, we had to trace lines and to look at the nonsense of jumbled letters write things while the “Teachers” said that shook and blurred, taking on a life of things like, “What is the matter with you? their own the harder I looked. The viceWe practiced this all last week! You could like grip of confusion had taken control do better if you would just try!” These all so easily. The effort required to read this too familiar words seemed to bounce off jumbled text was beyond all the resolve of me as I struggled with the task at hand. my 50 years of life. My hands were This simulation was hard. But just the shaking I was in a cold sweat, my knee same, I still knew what was going on even would have been bouncing uncontrollably if I could not make my pencil go the right but for a voice echoing in my head, way. However there was something, I can “Raise your toes.” I did and the feeling only describe as confusion, lingering in
by Dan Willemin

continued on page 7



Flashbacks . . .
continued from page 6

stopped. I had not even thought of that in over 40 years, but it still worked! I was a shambles after that. It was all I could do to maintain my composure and not run from the room. I felt stunned, as if I had just received a hard blow to the head. Luckily, in the next simulation, I was the golden boy that could do no wrong! (Simulated, too, of course.) I do not know if I was just sitting in the right spot or if it was because the “Teacher” knew of my dyslexia. Regardless, while the others received scolding for not following directions, I got all the gold stars and praise! As soon as I realized I was the “good student,” I hammed it up a bit to play along. The silly thing was that I actually felt a sense pride at the sight of these stupid little gummed foil stars, which in my childhood had only been for others. Twice in this demonstration, one of the other “students” stuck out her tongue at me, and some others called me “teachers pet.” I wondered how they would have felt if everyone except them was getting the gold stars, instead of just one student getting them all. Would she have stuck out her tongue, or withered with selfconfidence shattered, proving herself, day after day to be unworthy of these prized gold stars? The last simulation was another reading circle. But this time, the substitutions in the text were strange symbols with no resemblance to letters. At first glance, I was about to panic when I realized there were also some whole words which I could recognize. This was very different. While I still could not read the story, nothing moved or blurred. Could it be that these whole words were the anchors keeping me from losing control of my mind? On the other hand, was it because

the symbols did not look like letters? Maybe the mirror simulation had already left me confused, and preconditioned to problems? I know I am not in a big hurry to answer those questions. It was also interesting to find that the pictures with this story were out of context with the text. I, as well as the other “students,” would instinctively use the pictures to guess at unidentifiable words. We were usually wrong! At the conclusion, our “Principal” spoke of how these things, which we found so difficult, were things that happen to dyslexic kids every school day. How many old school teaching techniques and motivational actions by well meaning teachers could damage these children’s delicate self-esteem for a life time. When asked if I had anything to add, I could find no words. Just a lump in my throat. But now I can say, I could not agree more! Dyslexic students need recognition for their effort; they do not need sympathy, just a touch of empathy. Without some knowledge of what a dyslexic mind goes through and how much effort is required of them daily, how could any parent or teacher truly understand? Anyone who thinks a dyslexic student is not trying hard enough, should go through this simulation. Even though they will never go through my experience, just a glimpse into the dyslexic struggles will be truly enlightening! Those familiar with Davis methods will recognize my past problems reading were because of disorientation. Davis methods specifically address the causes of disorientation. They give people like me, who naturally use disorientation as part of our creative thinking process, control over our perceptions and enable successful reading. v
© 2002 Dan Willemin. All rights reserved.

Barbel Preuss Munchen +49 (089) 69 38 03 92 Ursula Rackur-Bastian Idstein/Rheingau-TaunusKreis/Wiesbaden +49 (06126) 565 01 Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Gudrun Rose Friedrichsdorf/Frankfurt +49 (06172) 746 44 Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33 Marietta Tieben Haren +49 (05934) 73 40 Magdalena Vogel-Eichert Bonn +49 (0228) 689 69 70 Ulrike von KutzlebenHausen Deisslingen +49 (07420) 33 46 Gisela Wedemeyer Hameln/Hannover +49 (05151) 647 85 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Susanne Wild Paar +49 (08205) 959 08 28 Christine Wusch Wuppertal +49 (0202) 80 230 Anna Henia Zawidowski Feldgeding bei München +49 (08131) 853 03 Angelika Zeller Bichl +49 (08857) 91 68 v Ireland Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Indonesia Elizabeth Martin Jakarta +62 (21) 764 4845

Grown-ups never understand anything for themselves, and it is tiresome for children to be always and forever explaining things to them. —Antoine de Saint-Exupery (1900-1944)

v Israel Judith Schwarcz DDA - Israel Director Ra'anana/Tel Aviv +972 (09) 772 9888 v Italy Elisa De Felice Roma +39 (06) 507 3570 Dr. Raffaella Zingerle Corvara In Badia +39 (0471) 83 68 71 v Japan Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 v Malaysia Hilary Craig Kuala Lumpur +603 2096 1342 v Mexico Las Palmas Counseling Ctr Silvia Arana Garcia Cathy Calderón de la Barca Sofía Flores Gabriela Meléndez Zagaceta Oscar Modesto Ramírez Rocío Palma Contreras Katia Villafuerte Cardona México D.F. +52 (55) 5202 7913 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist DLS Workshop Presenter Alejandra Garcia Medina DLS Workshop Presenter Karla Tapia Graciela Trevino Gonzalez Eugenio Zambrano Olga Zambrano de Carrillo DDA - Mexico Director Garza García, Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 v Netherlands Kees Blankendaal Wijk bij Duutstede +31 (06) 1460 6863 Ineke Blom Dorpstraat +31 20 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Hester Brouwer Groningen +31 (050) 52 61 146


BOOK REVIEW by Alice Davis
For dyslexic learners and non-verbal thinkers, pictures are the key to building vocabulary, writing skills, and comprehension. The Scholastic Visual Dictionary offers 700 clear, detailed color illustrations to help define over 5,000 words. Arranged in sections such as Gardening, Animal Kingdom, and Measuring Devices, the dictionary helps build vocabularies for children ages 4-8 (and adults, too!). The featured words and concepts range from very simple, like animal names and colors, to relatively complex, like geological terms and musical notation. The thorough alphabetic index helps locate specific words quickly. This book would be especially helpful for increasing Science vocabulary or when looking for just the right word in a creative writing project. Please see our catalog pages to order this book or the MacMillan Visual Dictionary.

Scholastic Visual Dictionary
by Jean Claude Corbeil and Ariane Archambault

Price: $21.95 Reading level: Ages 4-8 Hardcover: 224 pages ; Publisher: Scholastic Reference ISBN: 0439059402; (August 2000)

Math-a-pedia: Primary
by David C. Brummet, et al

Price: $20.00 Hardcover: 96 pages Publisher: AddisonWesley ISBN: 0201841207; (June 1995)

This colorfully illustrated book presents the basic vocabulary of arithmetic and mathematics in alphabetical order to children ages 5-8. Among the thirty basic terms defined are add, count, equal, map, shapes, and subtract. Each basic term is also accompanied by related words which are listed in a complete index. For example, the pages that cover "measurement" include illustrated definitions for words such as distance, length, width, weight, area, capacity, etc. It is good reference for introducing these words and for helping young children understand and master them. Please see our catalog pages to order this book or Math-a-pedia: Intermediate for ages 8-12.

When Alexander the Great visited Diogenes and asked whether he could do anything for the famed teacher, Diogenes replied: 'Only stand out of my light.' Perhaps some day we shall know how to heighten creativity. Until then, one of the best things we can do for creative men and women is to stand out of their light. —John W. Gardner, author and educator (1912-2002)


v Netherlands (cont.) Mine de Ranitz Driebergen +31 (0343) 521 348 Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000 Jan Gubbels Maastricht Judith Holzapfel Utrecht +31 (030) 271 2814 Will Huntjens Horn +31 (0475) 589 238 Helen Kaptein Middleburg +31 118 64 37 73 Carry Kuling Heemstede +31 (0235) 287 782 Drs. Marianne Kuster Alkmaar +31 (072) 51 24 301 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Tineke Leijh Zutphen +32 (0575) 543 211 ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA - Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Karin Meij Amsterdam +31 (020) 679 9152 Sjan Melsen Arnhem +31 264 42 69 98 Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817 Petra Pouw-Legêne Beek +31 (046) 437 4907

by Abigail Marshall, DDAI Information Services Director

What is hyperlexia? Because of the similiarity of this term to dyselxia, we are often asked this question. Individuals with hyperlexia, although appearing to “read too soon,” have many characteristics which are similar to the non-verbal, visual-spatial thinking style of dyslexic learners. Some of their difficulties fall under the umbrella of symptoms that can be alleviated with Davis Dyslexia Correction methods. The following information comes from the American Hyperlexia Association website:

• Self-stimulatory behavior. • Specific, unusual fears. • Normal development until 18-24 months, then regression. • Strong auditory and visual memory. • Difficulty answering “Wh—” questions, such as “what,” “where,” “who,” and “why” • Think in concrete and literal terms, difficulty with abstract concepts. • Listen selectively, appear to be deaf. Hyperlexia has characteristics similar to autism, behavior disorder, language disorder, emotional disorder, Attention Deficit Disorder, Semantic Pragmatic Disorder, hearing impairment, giftedness or, paradoxically, mental retardation. To develop effective teaching strategies and more typical childhood development, it is important to differentiate hyperlexia from other disorders. A thorough evaluation by a speech and language pathologist who is familiar with the syndrome of hyperlexia is a crucial first step. Psychological tests which emphasize visual processes rather than verbal skills aid in identifying hyperlexia. Hearing, neurological, psychiatric, blood chemistry and genetic evaluations can be performed to rule out other disorders but are not needed to identify hyperlexia. The future of a hyperlexic child depends on developing his/her language expression and comprehension skills. Intensive speech and language therapy and early intervention programs can help achieve this objective. The child’s reading skills should be used as a primary means of developing language. It is important to teach the child appropriate social skills. Providing opportunities for the child to interact with children whose behavior is more socially appropriate is one way to accomplish this. Parent, teachers and other professionals should work together to develop programs for each child to reach his/her fullest potential.
Resources on Hyperlexia Reading Too Soon? by Susan Martins Miller

Hyperlexia is a syndrome observed in children who have the following characteristics: • A precocious ability to read words, far above what would be expected at their chronological age or an intense fascination with letters or numbers. • Significant difficulty in understanding verbal language. • Difficulty in socializing and interacting appropriately with people. In addition, some children who are hyperlexic may exhibit the following characteristics: • Learn expressive language in a peculiar way, echo or memorize the sentence structure without understanding the meaning (echolalia), reverse pronouns. • Rarely initiates conversations. • An intense need to keep routines, difficulty with transitions, ritualistic behavior. • Auditory, olfactory and / or tactile sensitivity.

Improve Children's Reading Skills and Creative Talents
with 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 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%

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Kleintjes Leren Lezen
Doctoraalscriptie pedagogiek P.L. Gonçalves

Afgelopen april is Perola Gonçalves afgestudeerd in de pedagogiek aan de Universiteit van Amsterdam. Haar doctoraal onderzoek ging over het effect van de Davis Leer methode voor scholen op vorderingen en de beleving ten aanzien van de leervoorwaarden. U krijgt nu een verslag van de belangrijkste feiten van dit onderzoek en van enkele wetenswaardigheden over de onderzoekster Perola Gonçalves. Perola is altijd al geïnteresseerd geweest in thema’s betreffende de pedagogiek. Na haar middelbare school begon ze met de studie pedagogiek, maar verruilde die na een jaar voor wiskunde omdat ze de studie niet interessant genoeg vond. De studie wiskunde beviel haar

goed, maar ze zag zichzelf toch eerder in een baan op het vakgebied van de pedagogiek dan op dat van de wiskunde. Daarom vervolgde ze na drie jaar wiskunde, de studie van haar eerste keuze weer. Perola ontmoette Siegerdina Mandema en ze liep een week mee met een Davis counseling. Ze was erg onder de indruk en ze begon naast haar studie pedagogiek ook de opleiding voor Davis counselor. In de studie kon ze haar interesse in de Davis methode nog verder naar voren laten komen in de keuze van haar doctoraal onderzoek. Afgelopen april heeft ze dit onderzoek met succes afgesloten in de vorm van haar doctoraalscriptie “Kleintjes leren lezen”. Met de opleiding voor Davis counselor is ze in principe ook klaar, maar omdat Perola nu voor ruim een half jaar op reis is, begint de

dda-CH BeraterInnen-Treff vom 21./22. September 2002
Hintergründe, welche jede von uns zur Ausbildung als DavisBeraterin brachte. Nach einem feinen Mittagessen erhielten wir viele gute Informationen und Anregungen von Tinka Altwegg und Veronika Beeler zu den Themen „wie gestalte ich meine eigene Rolle als DavisBeraterin“, „wer ist unser Auftraggeber“, „wie lautet mein Auftrag“ und „welche Fallstricke ergeben sich, wenn wir das nicht im Bewusstsein haben?“. Hier durften
Fortsetzung auf Seite 13

certificatie procedure pas als ze weer terug is in april. In de toekomst wil Perola actief gaan counselen. Haar bijzondere interesse gaat uit naar de invloed die ouders hebben op hun kind. Ze heeft vaak gesprekken met ouders en kleit ook regelmatig met ze. Verder wil ze gebruik maken van het feit ze relatief makkelijk ingang vindt bij leerkrachten en remedial teachers. Nazorg, de begeleiding van de kinderen na de counseling, heeft ook haar speciale aandacht. Het onderzoek vond plaats in het schooljaar 2000/2001 op een openbare basisschool in Dordrecht met leerlingen van groep 2. De juffrouw die in plaats van de 1,5 uur gangbaar leesvoorwaarden onderwijs de kleuters 1,5 uur Davis Leer Methoden gaf, is Lenie de Jager. Lenie had op dat moment zelf al het grootste deel van de opleiding tot Davis counselor gevolgd. Vòòr het onderzoek heeft ze verder de cursus Davis Leer Methoden gedaan. In de volgende zes punten worden het onderzoek en de resultaten samengevat: Wat is de Davis Leer Methode (DLM)? • De activiteiten: Davis focussen, Symbol Mastery & Davis leesoefeningen
continued on page 12

Nachdem wir uns alle erfolgreich durch den Nebel gekämpft hatten, konnte unser erstes BeraterinnenTreffen beginnen. Der Beginn widmete sich dem gegenseitigen Kennenlernen. Hierbei erfuhren wir vor allem Motivation und

v Netherlands (cont.) Lydia Rogowski Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Sue Hillier-Smith Breukelen +31 (0346) 265 059 Tonny Stor Heerhugowaard +31 (072) 571 6562 Karima P.A. Turkatte Maria Hoop/Roermond +31 (0475) 302 554 Monique Ubachs Zutphen +31 (0575) 541 625 Rieja van der Valk Almelo +31 (0546) 067 537 Annemarie van Hof Utrecht +31 (030) 252 3069 Drs. Marian J.A. van Leeuwen Woudenberg +31 (033) 206 3506 Gerard van Poppel Gouda +31 (0182) 535 265 Willem Van Ulsen Groningen +31 (050) 542 3941 Marijke van Vuure Andijk +31 (0228) 592 536 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Karin van Wulfen Breda +31 076 514 4889 Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 v New Zealand Raewyn Matheson Inglewood +64 (027) 411 8350 Wendy Wilson Auckland +64 (09) 428 4669


Kleintjes Leren Lezen . . .
continued from page 11

• Karakteristieken van de methode die overeenkomen met in de literatuur genoemde kenmerken van goede methodieken: het aanleren van meerdere leesstrategieën via gevarieerde instructie; leren door zelf te creëren en experimenteren; concreet werken met materiaal; afgestemd op het tempo van het kind; aandacht voor het emotionele welbevinden van het kind.

woordenschattaak en drie klankbewustzijnstaken. • Schalen: er is één letterkennisschaal (totaalscore van de vier tests) en er zijn drie belevingsschalen geconstrueerd (‘ algemene schoolbeleving’, ‘beleving leesvoorwaardenonderwijs’ en ‘verwachting t.a.v. leren lezen’) geconstrueerd. • Data-analyses: er werd gebruik gemaakt van multivariate variantieanalyses met herhaalde metingen (interactie-effecten) en van Pearson’s Productmoment correlatietoetsen.

Theoretisch kader: Belangrijkste resultaten: • Probleemstelling: in hoeverre heeft de • Uitvoering van het Davis programma: DLM gunstige invloed op de ontwikkeling de DLM bleek niet zo intensief van letterkennis en de beleving van leren geïmplementeerd als oorspronkelijk de lezen bij kinderen uit groep 2? bedoeling was. De variabele ‘snelheid van • Operationeel maken van letterkennis: benoemen van letters’ was daardoor niet 1. Letters kunnen herkennen. 2. Letters langer bruikbaar. kunnen benoemen. 3. Snelheid van • Toetsing van hypothese 1: De benoemen. experimentele groep bleek meer • Operationeel maken van beleving: letterkennis te hebben opgebouwd in de bepaalde activiteiten als meer of minder loop van het jaar dan de controle groep. plezierig ervaren Hypothese 1 werd aangenomen. • Theoretisch kader: aan de hand van het • Toetsing van hypothese 2: De model van Boekaerts (Learning and experimentele groep is het leesvoorwaarden Instruction, I, 1-17 onderwijs in de loop van het 1991) “De experimentele groep jaar leuker gaan vinden dan de controle groep. Wat bleek meer letterkennis betreft de ontwikkeling van Belangrijkste hypothesen: te hebben opgebouwd in de algemene schoolbeleving • 1-ste: De kinderen uit de loop van het jaar dan en de verwachting t.a.v. de DLM-groep zullen leren lezen bleken de twee de controle groep. meer letterkennis groepen niet te verschillen. opbouwen in groep 2 Hypothese 2 werd Hypothese 1 werd dan de kinderen uit de gedeeltelijk bevestigd. aangenomen.” controle-groep • Toetsing van hypothese 3: • 2-de: Zij zullen tevens Tussen de belevingsaspecten een positievere beleving ontwikkelen van en de letterkennis werden positieve relaties het voorbereidend leesonderwijs en van gevonden. Eén van de drie verbanden bleek school, evenals een positievere verwachting significant. Hypothese 3 werd gedeeltelijk t.a.v. leren lezen dan de controle groep bevestigd. kinderen. • 3-de: Tussen de belevingsaspecten Conclusie en beperkingen: enerzijds en de letterkennisaspecten • Voorzichtige conclusie: op grond van de anderzijds bestaan, op de nameting, resultaten kan vastgesteld worden dat de positieve relaties. DLM op beide aspecten uit de probleemstelling een effect blijkt te hebben Methode van onderzoek: bij deze onderzoeksgroep. • Onderzoeksgroep: er zaten 11 kinderen • Beperkingen: a) Er was slechts één juf in de experimentele groep (DLM) en 13 per groep. Het is onduidelijk of het kinderen in de controle groep (gangbaar gevonden effect moet worden leesvoorwaarden onderwijs) toegeschreven aan de DLM of aan het • Drie metingen gedurende het schooljaar: enthousiasme van de juf die de DLM heeft de kinderen werden één voor één getest ingevoerd. b) Kleine steekproefomvang • Testbatterij: vier letterkennistaken; twee (resp. 11 en 13) c) Minimale bepaling van ‘snelheid van benoemen’ taken; een de belevingsaspecten. schoolbelevingstaak; een passieve continued on page 13


v Oman Patricia Lynne Hodge Muscat +968 698 596 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Ann Chua Singapore +65 9843 1726 Constance Chua Singapore +65 6873 3873 v South Africa Sara Louise Kramer Capetown +27 (021) 794 5778 v Spain Conquista del Lenguage María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 La Llave del Don Silvia María Sabatés Rodrigo Madrid +34 (091) 378 2331 v Switzerland/CH Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen 41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Lerninstitut Basel Gerda Barakos-Jeger DLS School Mentor Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA - CH Director Nic Carter Supervisor-Specialist Denise Gabriel Sandra Moschtaghi Jürg Peter Supervisor-Specialist Workshop Presenter Margrit Zahnd Basel +41 (061) 272 24 00 Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Vicki Brignoli Lumino +41 (091) 829 05 36

Kleintjes Leren Lezen. . .

helemaal in het kleien op, behalve één kind waarvan de ouders kleien kinderachtig continued from page 12 vonden. Lenie zei dat ze zelf ook veel baat Ondanks het feit dat het onderzoek vrij had bij de methode: “door de kinderen te veel beperkingen had, geven de uitkomsten zien kleien, weet ik hoe ze in het leven van het onderzoek wel aanleiding tot staan. Daardoor kan ik adequater op ze vervolg onderzoek op grotere schaal. Want reageren”. Een lastig punt was de ondanks het feit dat er met een klein aantal terughoudendheid van de collega’s die niet kinderen werd gewerkt, werd er een open stonden voor een nieuwe methode significant effect gevonden (bij een omdat ze tevreden waren met de gangbare betrouwbaarheid van a = 0.05, hetgeen in methodieken. Wat hen wel interesseerde de wetenschap een veel toegepaste en vrij was om kinderen die problemen hebben strenge norm is) op de onder 5. genoemde met taal, met deze methode te helpen. hypothesen. Tot besluit nog enkele uitspraken van Dat er op de verwachting t.a.v. leren kleuters uit de experimentele groep. lezen geen significant Meerdere kinderen zeiden verschil werd gevonden, “ik zie een rijtje letters in wijt Perola aan het feit dat “Een kleuter uit groep mijn hoofd”. De doos met deze vraag voor kleuters 1 vertelde enthousiast klei-letters bleek vaak heel van 5 te abstract is. Ze dierbaar. Eén kind zei “de aan zijn ouders: vermoedt dat ze het zich letters zijn mijn vrienden” nog niet kunnen inbeelden “Straks als ik groot en een ander toen het de of lezen al dan niet leuk ben, mag ik ook letters nieuw gemaakte letter in de zal zijn. doos stopte: “kom maar De betreffende school in kleien.” lettertje, je mag bij je Dordrecht stond in eerste vrienden gaan slapen”. Een instantie nogal kleuter uit groep 1 vertelde terughoudend tegenover de Davismethode. enthousiast aan zijn ouders: “ Straks als ik Lenie de Jager was erg blij met de groot ben, mag ik ook letters kleien”. Er resultaten en ze gaat er mee door om de was ook een jongetje dat de oefening van groep van oudste kleuters via DLM het het “Davis Focussen” aan zijn vader ging voorbereidende leesonderwijs te geven. leren toen zijn vader vanwege moeheid Enkele maanden na het onderzoek heeft geen spelletje met hem wilde doen. Uit al Perola een kort interview met Lenie gehad deze reacties blijkt de betrokkenheid van de om na te gaan hoe de kinderen in de klas kinderen. van Lenie en haar collega’s op het Davis Lezers die graag meer informatie willen programma hebben gereageerd. hebben over dit doctoraal onderzoek, Lenie vertelde dat de kinderen met kunnen contact opnemen met het plezier aan het kleien van de letters hebben secretariaat van DDA Nederland. v gewerkt. Bijna nooit kreeg ze te horen ““ik English Summary wil dit niet doen”” zoals bij andere Perola Gonçalves studied maths and the “moeilijke werkjes”. education at the University of Amsterdam, Lenie heeft de indruk dat het “Davis where she completed her Ph.D. thesis in April Focussen” en het werken met klei een 2002. speciaal bewustzijn van en een bepaalde She came across the Davis approach when vertrouwdheid met de (letter)beelden op she was invited to observe a Davis Dyslexia gang heeft gebracht bij de kinderen, Correction Program given by her friend, waardoor ze zich veilig voelden bij het Siegerdina Mandema. She was so impressed by leren. Op deze manier de letters aanleren, what she saw during the 5-day program that she ervaart zij als natuurlijk en decided to train to become a Davis Facilitator vanzelfsprekend. Dit in tegenstelling tot de alongside doing her university studies and chose voorafgaande jaren waarin ze met de to do her doctoral thesis on the application of reguliere methode werkte. Kinderen hadden the Davis Learning Strategies in kindergarten. The purpose of Perola's research was to toen vaak zoiets van “nu ben ik groot en determine the beneficial effects of using the moet ik letters leren en dat is iets Davis Learning Strategies (DLS) on the moeilijks”. Volgens Lenie creëerde de development of alphabet knowledge and DLM minder stress bij haar kleuters. Ze preliminary reading skills (such as phonic kreeg namelijk reacties als “ O, makkie” en awareness and vocabulary) in 5-year-olds in a “ weet!!” als ze over (het kleien van) de letters begon. De kinderen gingen continued on page 14

v Switzerland/CH (cont.) Beatrice Conti Wolfisberg +41 (062) 636 2146 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410 Marianne Gertsch Steffisburg +41 (033) 437 75 65 Katharina Grenacher Bern +41 (031) 382 00 29 Ursula Herrli Au/Wädenswil +41 (01) 781 13 35 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667 Susanne Jeker Olten +41 (062) 296 45 30 Käthi Kamm Wettswil a/A +41 (01) 700 16 33 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Renate Löffel Basserdorf +41 (01) 836 96 59 Yvonne Preisig Thalwil/Zurich +41 (01) 720 32 70 Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 495 2538


Gedanken über das „Meistern“
von Wiebke Janssen, Davis Beraterin

Ein grosser Bestandteil der Arbeit von Ron Davis befasst sich mit dem Meistern von Wörtern, Konzepten und Symbolen. Was genau bedeutet das ? Was ist der Unterschied zwischen „Meistern“ und „Beherrschen“? Bei den Handwerkern ist ein Meister derjenige, der soviel gelernt und genügend Erfahrung hat, um die volle Verantwortung für sein Tun zu übernehmen und auch andere in seiner Kunst zu unterweisen. Eine Aufgabe gemeistert zu haben bedeutet, dass sie erfolgreich beendet wurde, dass alle aufgetretenen Schwierigkeiten gelöst werden konnten. Etwas zu beherrschen kann zweierlei bedeuten: Einerseits, dass etwas sehr gut getan werden kann. Andererseits kann es bedeuten, dass die Herrschaft über andere oder anderes an sich gerissen wird, was einen negativen Aspekt beinhaltet. Wie aber ist das „Meistern“ im Sinne von Ron Davis zu verstehen? Ich denke, dass es sowohl den Rahmen des Begriffs „Meistern“ als auch den des „Beherrschen“ sprengt, da das Ergebnis tiefgreifender und umfassender ist. Es geht über das blosse „Gut können, Erfahrung haben, sicher im Tun sein“ hinaus. Das Meistern von Wörtern, Konzepten und Symbolen bewirkt die Oeffnung eines Raumes, der vorher

verschlossen war. Der brach und unnütz nicht nur keine Bereicherung der Persönlichkeit darstellte, sondern sogar als Ballast, als persönlichkeits behindernd wirkte. Durch die Oeffnung dieser Räume im Denken und Fühlen wird Behinderndes in Befruchtendes umgewandelt. Diese Räume können nun betreten und vernetzt werden mit anderen. Möglichkeiten öffnen sich nach vielen Seiten. Es entsteht ein schöpferischer Akt, der Ressourcen in positiven Handlungs- und Denkweisen öffnet. Diese können holistisch in die Persönlichkeit desjenigen eingehen, der diesen meisterhaften Prozess durchlaufen hat. Ein Prozess, der Freiheit schafft! Dieses ist ein wahres Geschenk, das Ron Davis uns gemacht hat, das in seiner Tragweite wohl nie so genau ausgelotet werden kann. Vielen Dank. v
Wiebke Janssen, Hausbergstrasse 22, D-61231 Bad Nauheim

English Summary: Here in this brief article, German Facilitator, Wiebke Janssen shares her thoughts with us about that all-important notion of “mastery.” In the German language there are two words for ‘mastery’: “meistern” and “beherrschen”. Wiebke explains their usage and shows how Ron Davis’ concept of mastery goes beyond both. In spite of the limited implementation of the Davis Learning Strategies in the experimental group the data revealed that the experimental group developed significantly more alphabet knowledge and a more positive experience of preliminary reading education than the control group. As expected, no specific effect of the use of Davis Learning Strategies was found on phonological awareness and vocabulary. It was concluded that the introduction of children to the Davis Learning Strategies in Kindergarten seems to have beneficial effects, but more research, in other settings with several different teachers, is needed to support these initial findings. v

Kleintjes Leren Lezen . . .
continued from page 13

Dutch Kindergarten class ('Group 2 in Holland). The Davis Learning Strategies were given to a group of eleven children and the development of their reading skills was compared with the development of reading skills in a control group of thirteen children, who were taught in the traditional way. The children were tested on different aspects of their preliminary reading skills and general experience of being at school on three occasions during the school year: once before and twice after the start of the Davis Learning Strategies program.

Es ist leichter, starke Kinder zu bauen als gebrochene Menschen zu reparieren.
—Frederick Douglass, Sklave, Verfechter der Sklavenbefreiung, Dozent und Autor (1818 - 1895)


v Switzerland/CH (cont.)

Links oder rechts?

Auf der Suche nach einer Problemdefinition von Ioannis Tzivanakis 2

Elisabeth Rudolf von Rohr Olten +41 (062) 293 46 66 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Helena Strohbach Rüti +41 (055) 240 21 67 Claudia Taverna Sent +41 (081) 864 9115 Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Iris Webber Bäretswil/Zürich +41 (01) 939 2633 Anna-Maria Wieland Affoltern a.Albis +41 (01) 761 16 19 Esther Wieland Sils i.D./Pratval +41 (081) 651 30 22 v United Kingdom Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Hertfordshire +44 (01442) 252 517 Centre Dyslexia Laurie Challoner Anna Mead Lin Seward Supervisor - Specialist Winchester, Hampshire +44 (01962) 859 999 Susan Duguid London +44 (020) 8878 9652 Georgina Dunlop Jane E.M. Heywood Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045

In meiner Funktion als Ausbilder von Mut aufbringen, einigen ausgewählten angehenden Legasthenietherapeuten vertrauten Personen einzugestehen, dass sie komme ich mit einem großen Spektrum “keine Ahnung haben, was oder wo links von Lernproblemen in Berührung. Diese und was oder wo rechts ist... keine Ahnung, Probleme sind sowohl kognitiver – d.h. die warum man gerade hier (oder dies) zeigt, Wahrnehmung und das Denken betreffend – wenn man links sagt, und hier (oder dies) als auch körperlicher Natur. Genauer gesagt zeigt, wenn man rechts sagt...”. ist fast jedes Lernproblem eine Mischung Manchmal wird auch gefragt, was denn aus beiden und sehr oft auch aus mehreren eigentlich das ist, das einen Ort oder einen Bereichen, wie z. B. dem psychischen oder Gegenstand, der sich z.B. links befindet, zu psychologischen Bereich, dem sozialen so einem Gegenstand macht? “Was ist denn Bereich etc. daran (an diesem Gegenstand oder an Von einer Teilnehmerin während einer diesem Ort) links? Es macht einfach keinen Ausbildungseinheit wurde ein recht weit Sinn für mich!” Die richtige Antwort zu verbreitetes Problem-Phänomen dieser Frage macht dann auch den Anfang angesprochen; die Unsicherheit bei der und gleichzeitig den größten Teil unserer Unterscheidung zwischen ‚links‘ und Problemlösung aus! ‚rechts‘. Die Lösungsstrategie, die hier Worin besteht also die Schwierigkeit, erarbeitet wurde, hat sich seitdem in vielen links von rechts zu unterscheiden? Was ist Fällen als erfolgreich erwiesen. Dieser das verwirrende Element, welches diese Strategie liegt zunächst ein genaues Schwierigkeit auslöst, oder andersherum, Verstehen des Begriffs “Verwirrung” und was ist der fehlende Inhalt, die fehlende darauf aufbauend ein genaues Verstehen Information oder der fehlende Sachverhalt, des spezifischen Problems zu Grunde. Dies welcher entdeckt, verinnerlicht und ist für jegliche Art der Beseitigung von gemeistert werden muss, um die benannte Verwirrungsauslöser ein hilfreiches Schwierigkeit einfach aufzulösen? Vorgehen, so dass es sich durchaus lohnen Bevor ich meine Antwort skizziere, kann, den Begriff möchte ich kurz “Verwirrung” und deren “Worin besteht also die aufführen, warum ich in Auflösung einmal genauer der Hauptfrage absichtlich Schwierigkeit, links von und bewusst von zu betrachten. verwirrendem Element rechts zu Was ist das Problem? spreche, was ich dann unterscheiden?” Viele, wenn nicht alle, gleich als fehlende von der Schwierigkeit der Information oder Links-Rechts-Unterscheidung (im fehlenden Inhalt oder Sachverhalt folgenden LRU) Betroffene sind meistens bezeichne. Dies tue ich mit dem Anliegen, nicht in der Lage, den Grund anzugeben, meine Vorgehensweise bei der der das LRU-Problem verursacht. Es ist Problemlösung zu begründen. Daher geht ihnen nicht bewusst, was wirklich los ist. es im folgenden zunächst darum, was Sie erleben vielmehr die Situation, in der Verwirrung ist und was zur Beherrschung das Problem auftaucht, in einem Zustand von etwas nötig ist. der Verwirrung und der Unsicherheit. “Manchmal weiß ich, was links und was Verwirrung, Ent-wirrung und rechts ist, und manchmal nicht...”, meinen Beherrschung einige der Betroffenen und wundern sich Das Verb verwirren meint ja im dann gleich: “...Ich weiß ehrlich nicht, wörtlichen Sinne etwas wirr machen. Mit woher das kommt!...” Andere wiederum anderen Worten die Ordnung von etwas wissen überhaupt nicht, was links und was durcheinander bringen oder zur Unordnung rechts ist, tun dann aus purer Not und verwandeln. Wenn wir davon sprechen, Scham – verständlicherweise - so, als ob dass eine Person verwirrt wird, dann haben sie es wüssten, und entwickeln die wir es unmittelbar mit dem Zustand dieser ausgefallensten Strategien, um damit Person zu tun, welcher mit dem Substantiv durchzukommen und nicht ertappt zu Verwirrung bezeichnet wird. werden. Und es gibt auch welche, die den
Fortsetzung auf Seite 16

v United Kingdom (cont.) Hilary Farmer Oxford, Oxon 44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699 Carol Forster Gloucester +44 (01452) 331 573 Pauline Royle Poulton-le-Fylde, Lancashire +44 (01253) 899 875 Judith Shaw Stourbridge, West Midlands +44 (01384) 440 980 Laura Shone Ilford, Essex +44 (020) 8924 5755 Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Jenny Summerton Sutton Coldfield, West Midlands +44 (0121) 354 4847 Barbara Timmins Solihull +44 (015) 6477 2657 Drs. Renée van der Vloodt Reigate, Surrey +44 (01737) 240 116 Richard Whitehead Cranbrook, Kent +44 (01580) 713 094 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 v United States Alabama Paula Morehead Birmingham 1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix 1 (602) 274-7738 Nancy Kress Glendale/Phoenix 1 (623) 203-1890 John F. Mertz, Jr. Tucson 1 (877) 219-0613 (Toll Free) 1 (520) 219-0613 Tamera P. Richardson Mesa/Phoenix 1 (480) 664-9274


beseitigen oder ent-wirren, indem wir ein klares und deutliches Bild oder Verständnis Fortsetzung von Seite 15 von diesem Wort bekommen und es uns Der Zustand der Verwirrung wird im dann so vollständig aneignen, dass es Erleben durch ein charakteristisches Gefühl unseren Kommunikationsfluss in der definiert. Dieses Gefühl der Verwirrung ist Zukunft in keinster Weise stören kann. und wird als Störung einer gewissen Im zweiten Beispiel ist das verwirrende inneren Ordnung empfunden und Element wieder ein leeres Bild. Da die wahrgenommen. Eine innere Unordnung zwei Ansprachen gleichzeitig stattfinden entsteht in einem, wenn er verwirrt wird. bzw. “abgeschossen” werden, heben sie Versetzen Sie sich z.B. in diese Situation sich gegenseitig auf. Als Betroffener nehme hinein (Beispiel 1): Sie sind in einem ich beides in seinem Inhalt nicht wahr. Gespräch mit jemandem, verstehen alles, Mein leeres Bild ist die Summe zweier für was Sie von ihm hören; befinden sich also mich inhaltsloser (weil nicht in einer bestimmten inneren bzw. wahrgenommener) Aussagen. Die dadurch gedanklichen Ordnung und Klarheit, die für entstandene Verwirrung kann ich enteine gelingende Kommunikation notwendig wirren, indem ich dafür sorge, dass die ist. Nun hören Sie plötzlich von Ihrem zwei Aussagen wiederholt werden und zwar Gesprächspartner (in einem Satz so, dass ich jede einzelne von den beiden eingebettet) das Wort aufmerksam wahrnehmen Interzeption! Wie fühlen “Logischerweise sollte kann; also in einer Abfolge: Sie sich in dem Moment, man also Verwirrung eine nach der anderen. Erst in dem Sie dieses Wort dann habe ich das vorher dadurch auflösen, dass entstandene leere Bild mit hören und z.B. nicht verstehen? Löst es nicht man das verwirrende Inhalt aufgefüllt. Verwirrung oder Verwirrt werden kann ich Element zunächst mindestens eine kleine also von einem Reiz (x), Lücke aus? Stört es nicht wenn dieser den korrekten entdeckt und dann Ihre Gedanken oder Ihre Fluss oder das intakte beseitigt.” gedankliche Ordnung? Funktionieren meines Trübt es nicht Ihre Wahrnehmungsprozesses gedankliche Klarheit? beeinflusst oder stört, und deshalb von mir Oder stellen Sie sich vor (Beispiel 2), in verändert oder verzerrt, falsch oder auch einer hektischen Situation von zwei gar nicht aufgenommen wird. Dieser Reiz Personen gleichzeitig und sehr vehement (x) kann mich deshalb verwirren, weil und fordernd angesprochen zu werden. (a) mir etwas (x) an seinem Aussehen Haben wir hier nicht eine ähnliche, wenn befremdlich vorkommt oder gar nicht nicht stärker verwirrende, d.h. die innere vertraut ist (wenn (x) gegenständlich ist), Ordnung störende Situation? oder Demnach könnten wir im Allgemeinen (b) ich ein Wort (x) in seinem sagen, dass Verwirrung der Zustand ist, in Aussehen, Laut oder Inhalt nicht kenne dem ich mich in meiner – für eine (was sich auch auf einen Satz oder eine bestimmte Situation erforderliche – inneren längere Aussage übertragen lässt), oder Ordnung gestört fühle. Gestört fühle, weil (c) die Art und Weise, in der ein diese Störung der inneren Ordnung Geschehen (x) stattfindet oder sich ein natürlich zeitgleich auch entsprechende Sachverhalt (x) präsentiert, mein Emotionen verursacht und entstehen lässt. Wahrnehmungsvermögen überfordert oder So fühlt man sich unsicher oder verloren; sogar sprengt. manchmal sogar ängstlich. Wenn ich nun als Betroffener in diesen Logischerweise sollte man also Fällen (a), (b) und (c), die Verwirrung Verwirrung dadurch auflösen, dass man das auflösen will, dann muss ich erstens verwirrende Element zunächst entdeckt und (a) entweder das Glück haben, dann beseitigt. herausfinden zu können was (x) ist, oder In unserem ersten Beispiel wäre das ich lasse es mir erklären von jemandem, verwirrende Element das leere Bild, das in der es weiß, zweitens unserer Vorstellung entsteht, wenn wir ein (b) brauche ich entweder ein unbekanntes Wort sehen oder hören, wie z. Wörterbuch oder eine kompetente Person B. “Interzeption”. Die durch dieses Wort (bei längeren Aussagen reicht dann allein entstandene Verwirrung können wir

Links oder rechts? . . .

Fortsetzung auf Seite 1 7



Links oder rechts? . . .
Fortsetzung von Seite 16

ein Wörterbuch nicht mehr aus, weil es auch um den Komplexitätsgrad der Syntax geht) und drittens (c) muss ich entweder mich bzw. meine Wahrnehmung der Geschehensstruktur (d.h. den Erfordernissen der Situation anpassen, oder ich muss dafür sorgen, dass sich das Geschehen in einer neuen und veränderten bzw. meiner Wahrnehmung und meinem Wissen adäquaten Art und Weise wiederholt. Zusammengefasst und verallgemeinernd können wir festhalten, dass wir ein verwirrendes Element, das uns gegenwärtig verwirrt oder künftig verwirren kann, dadurch in seinem Eintreten auflösen oder seine Eintretensmöglichkeit vermeiden, dass wir uns das Wissen aneignen (1) darüber, was nötig zu wissen ist, wie bei (a) und (b), und (2) darüber, wie mit einem Geschehen oder mit einer Situation umzugehen ist, wie bei (c), damit die entsprechende oder potenzielle Verwirrung nicht stattfinden kann. Wenn wir nach diesen vorangegangenen Überlegungen zu unserer LRU-Problematik zurückkehren, können wir unsere Frage genauer stellen bzw. in mehrere Teilfragen unterteilen:

(I) Was beim LRU-Problem ist das verwirrende Element? (II) Was ist der fehlende Inhalt, welches Wissen muss angeeignet werden, um die Verwirrung aufzulösen und unmöglich zu machen? (III) Gibt es in allen Fällen von LRUProblemen nur ein verwirrendes Element oder mehrere bzw. unterschiedliche? (IV) In welcher Weise hängt das fehlende Wissen mit der Wahrnehmung zusammen? Erst wenn wir diese Fragen klar und eindeutig beantworten können, haben wir die Basis für die Lösung des Problems. v
1 Der folgende Text ist ein Auszug aus dem Booklet “Links vs. Rechts: ein Problem und eine Lösung” von I. Tzivanakis (erhältlich bei Lifelearn GmbH, 2 I. Tzivanakis ist Sprachwissenschaftler, Lernforscher, Ausbilder und Trainer in den DavisMethoden und leitet die Davis Dyslexia Association Deutschland (

California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis DDA-International Director Ray Davis Ronald D. Davis, Founder Sharon Pfeiffer Specialist Trainer DLS Workshop Presenter Dee Weldon White Lexie White Strain Burlingame/San Francisco 1 (800) 729-8990 (Toll Free) 1 (650) 692-8990 Janalee Beals Orange 1 (877) 439-7539 (Toll Free) 1 (714) 547-4287 Janet Confer Rancho Santa Margarita/San Clemente 1 (949) 589-6394 Richard A. Harmel Marina Del Rey/Los Angeles 1 (310) 823-8900 Jeannette Myers Fallbrook/San Diego 1 (760) 723-2989 Dwight Underhill El Cerrito/Berkeley 1 (510) 559-7869 Colorado Kathy Bacon Loveland/Boulder 1 (970) 669-0170 Terry DeMeo Littleton/Denver 1 (303) 850-7668 Crystal Punch Englewood/Denver 1 (303) 850-0581 Carol Stromberg Collbran/Grand Junction 1 (800) 290-7605 (Toll Free) 1 (970) 487-0228 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg 1 (813) 956-0502 Dyslexia Plus Alice J. Pratt DLS Workshop Presenter Gwin Pratt Jacksonville 1 (904) 389-9251 Georgia Bill Allen Marietta/Atlanta 1 (770) 594-1770 Scott Timm Woodstock/Atlanta 1 (770) 516-6683

English Summary: Left or Right?: A Search for a Definition to the Problem. The problem in telling left from right is a common problem. This article explains why and how we first need to clearly define the problem and the cause for left-right confusion, before we can go about solving it.

dda-CH Treffen. . .
Fortsetzung von Seite 13

wir alle von der langjährigen Tätigkeit dieser beiden Beraterinnen profitieren. Die Gruppenarbeiten, die diese Themen ergänzten, förderten auch den Austausch unter den einzelnen Teilnehmerinnen. Der von Christa Jaeger am Abend gestaltete „Marktplatz der Ideen“ hat uns allen viele neue Ideen und Lösungsansätze gezeigt. Hier waren alle Teilnehmerinnen aufgefordert, ihre eigenen „Erfahrungsschätze“ vorzustellen oder in irgendeiner Form etwas mitzubringen, was die anderen interessieren könnte. Wie vielfältig und interessant dies war, zeigt allein die Tatsache, dass wir erst um 23.00 Uhr aufhörten. Am Sonntag stellten Bonny Beuret und Gabi Lichtenhahn den heutigen Stand des Verbandes vor. Gemeinsam wurde erarbeitet, welche Erwartungen an die dda-CH gestellt werden und welche Dienstleistungen

wünschenswert sind. Es hat sich u.a. gezeigt, dass die Bemühungen um IV-Anerkennung und/oder Uebernahme der Kosten für das Davis-Programm durch die Schulpflegen verstärkt werden müssen. Hierzu sind die VerbandsmitgliederInnen um ihre Mithilfe gebeten. Auch wäre eine jährliches Beraterinnentreffen, wie hier erstmals durchgeführt, wünschenswert. Die anschliessende Schlussrunde hat einstimmig ergeben, dass wir uns alle über dieses Treffen und den wachsenden Kontakt zu anderen Beraterinnen gefreut haben. Die Impulse, die aus den vielen Ideen hervorgingen, haben uns sowohl persönlich wie auch für unsere Arbeit als Davis-BeraterInnen bereichert. Müde, glücklich und vollgepackt mit neuen Anregungen für unsere eigene Tätigkeit machten wir uns auf den Heimweg. Herzlichen Dank allen, die zum erfolgreichen Gelingen dieses Treffs beigetragen haben.
Maya Semle-Muraro, Gartenstrasse 7, 8712 Stäfa

Hawaii Scott Shedko Honolulu 1 (808) 377-3177 Illinois Kim Ainis Chicago 1 (312) 360-0805 Indiana Jodi R. Baugh Cloverdale/Terre Haute 1 (765) 526-2121 Myrna Burkholder Goshen/South Bend 1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines 1 (515) 270-0280 Kansas Carole Coulter Overland Park/Kansas City 1 (913) 831-0388 Louisiana Wendy Ware Gilley Baton Rouge 1 (225) 751-8741 Michigan Ann Minkel Six Lakes/Grand Rapids 1 (866) 330-3671 (Toll-Free) 1 (989) 365-3176 Dean Schalow Manistee 1 (800) 794-3060 (Toll-Free) Minnesota Cindy Bauer Plymouth/Minneapolis 1 (612) 483-3460 Virginia Bushman Albany/St. Cloud 1 (320) 845-6455 Cyndi Deneson Supervisor-Specialist Advanced Workshop Presenter Bloomington/Minneapolis 1 (888) 890-5380 (Toll-Free) 1 (952) 820-4673 Mississippi Mississippi Dyslexia Center M. Elizabeth Cook Nancy F. McClain Vicksburg/Jackson 1 (866) 632-2900 (Toll Free) 1 (601) 636-2900 Missouri Patricia Henry Kansas City 1 (816) 361 6563 Montana Elsie Johnson Kalispell 1 (406) 257-8556


Defining Statement

Emily Carambelas, 14, likes to look up words in the dictionary — but when she looked up dyslexia, she saw a definition she did not like. Emily's MerriamWebster's Collegiate Dictionary defined dyslexia as "the impairment of the ability to read." "That is only part of the puzzle," she says she thought at the time. "It does not explain the whole picture." She should know. Emily has dyslexia. She did something few people ever would think to do: She wrote to MerriamWebster Inc. and asked that the definition be changed. The dictionary publisher said yes. "I expected a form letter saying, 'Thank you for your input,' but when they wrote back and said they were actually going to change it, I was shocked," the eighthgrader says. Dyslexia is a medical condition that affects upward of 20 percent of the population, according to the Baltimorebased International Dyslexia Association, which defines dyslexia as one of several distinct learning disabilities. "It is a specific language-based disorder," the IDA's Web site reads, "of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities." Emily's quest started last year when her teacher at Jemicy School in Owings Mills, Md., suggested that Emily prepare for a national conference in New Mexico by writing an essay about having dyslexia. "After reading Webster's Dictionary's definition of dyslexia, I find that I really do not believe that it helps one learn or grasp the concept of dyslexia [It] is not the full truth and doesn't tell the reader anything about dyslexia," Emily wrote in a letter last May. Because Emily was busy like most middle school students — she plays piano and three sports — it was six months before she found time to write MerriamWebster with her suggestion. In her letter asking the publisher to consider changing its definition of dyslexia, Emily — an aspiring comedic actress whose favorite subjects are natural

science and math — suggested that her definition of the disorder should be used instead. Emily's definition read: "a learning dysfunction caused by a neurological based confusion in the brain. Varying in degrees, dyslexia is often familial and can affect reading, writing and mathematics The exact cause is unknown." After writing the letter, Emily handed it to her mother — sealed — and asked her to mail it. "I was truly amazed at how strongly she felt about it that she decided to write it," says Missy Carambelas, Emily's mother. "I was even more amazed, though, that they wrote back." "I agree that the definition of dyslexia should be updated," Joan Narmontas, a researcher with Merriam-Webster wrote in an August reply to Emily's letter. "I have recommended [a new definition] be used as the entry for dyslexia in the [upcoming] 11th Edition of Merriam-Webster's Collegiate Dictionary." When reached later by phone, Ms. Narmontas says hearing from schoolchildren is not unusual when contacts are made in the context of a class project. Rarely, if ever, she adds, does the publisher receive letters from children — or even adults — writing of their own volition. "I think a lot of people do not even bother," she says. Ms. Narmontas suggested the following definition to editors at Webster's: "a variable, often familial, learning disability involving difficulties in acquiring and processing language that is typically manifested by a lack of proficiency, especially in reading, spelling and mathematics." "Emily made some good points, and it was the impetus for the revision," she says. "Letters can and do make a difference, as it did in her case." Merriam-Webster updates its collegiate dictionary series once every 10 years. The current 10th edition — which contains more than 215,000 definitions on 1,600 pages — is the most popular dictionary being sold today, according to The new 11th edition is expected next year, so Emily's recommendations will be
continued on page19


v United States/Montana (cont.) Nancy Sitton Whitefish 1 (406) 863-9844 Nebraska Shawn Carlson Lincoln 1 (402) 420-1025 Nevada Barbara Clark Gardnerville/Carson City 1 (775) 265-1188 New Hampshire Michele Siegmann Mason/Manchester/Boston 1 (603) 878-6006 New Jersey Nancy Cimprich Elmer/Philadelphia 1 (856) 358-3102 Charlotte Foster Supervisor-Specialist Bernardsville/Newark 1 (908) 766-5399 New York Carla C. Niessen Clintondale/Poughkeepsie 1 (845) 883-5766 Wendy Ritchie Hilton/Rochester 1 (585) 233-4364 North Carolina Gerri W. Cox Shallotte/Wilmington 1 (910) 754-9559 Erin Pratt Asheville 1 (828) 231-2400 Elizabeth Ratliff Cary/Raleigh 1 (919) 461-3948 Ohio Lisa Thatcher Mount Vernon/Columbus 1 (740) 397-7060 Oklahoma Christina Martin Tulsa 1 (866) 492-0700 (Toll Free) 1 (918) 492-0700 Pennsylvania Marcia Maust Berlin/Pittsburgh 1 (814) 267-6694 South Dakota Kim Carson Redfield/Aberdeen 1 (605) 472-0522

Nick’s Dial
by Carol Hern, Davis Learning Strategies Workshop Presenter

Dial Setting is one of the Davis tools used by Facilitators during an individualized Davis Program. It is also one of procedures we teach to teachers in the Davis Learning Strategies Basic Teacher Workshop. Its purpose is to enable students to become aware of their energy levels and to “set their dial” at the optimum levels for any given task. Teachers find it a very useful tool for classroom management, and children quickly learn how helpful it can be for

improving their performance in any given activity. Davis Facilitators find it an essential tool for helping clients control their ADD symptoms, and to “slow down” to improve reading accuracy and comprehension. One of the fun ways I taught my grandson, Nick, age 5, to learn and use his dial was to take photos of him doing different activities and pasting them on his personal Dial. We both had a lot of fun with this project. v Jemicy, a private elementary school in Baltimore that educates dyslexic children from across Maryland. Miss Alexander, who now teaches science at the Barnesville School, a private day school in northern Montgomery County, says she was not surprised when her former student contacted her to tell her what she had done. "She never let dyslexia get in her way of doing assignments, and she is one of the most creative students I have ever encountered," Miss Alexander says. "I am very, very proud of her." v
Copyright 2002 News World Communications, Inc. Reprinted with permission of The Washington Times

Defining Statement . . .
continued from page 18

implemented "fairly soon," Ms. Narmontas says. The decision to write was a no-brainer, Emily says, even though she has kept her success fairly quiet — telling only a few close friends, the principal of her school and a former teacher. "Dyslexia affects everything I do," says Emily, who was diagnosed with the disorder when she was five. "But there is nothing I can't do because of dyslexia." "Emily is just that kind of person where she would take on a big company like Webster's," says Caroline Alexander, Emily's sixth-grade science teacher at

Texas Success Learning Center Rhonda Clemons Colleen Millslagle Tyler/Dallas 1 (866) 531-2446 (Toll Free) 1 (903) 531-2446 Kellie Brown Ft. Worth 1 (877) 230-2622 (Toll Free) 1 (817) 989-0783 Susan Dickens Leander/Austin 1 (512) 515-5591 Shannon Liverman Sonora/San Antonio 1 (915) 277-0895 Dorothy Owen Supervisor - Specialist Dallas 1 (817) 919-6200 Laura Warren Lubbock 1 (806) 771-7292 Virginia Donna Kouri Rockville/Richmond 1 (804) 749-8791 Angela Odom Midlothian/Richmond 1 (800) 652-8476 PIN#3586 (Toll-Free) 1 (804) 833-8858 Washington Dyslexia Correction Center of Washington Marilyn Anderson Aleta Clark Auburn/Tacoma 1 (253) 854-9377 Meadowbrook Educational Services Dorothy Bennett Jackie Black Renie Royce Smith Spokane & Everett 1 (800) 371-6028 (Toll-Free) 1 (509) 443-1737 or (425) 252-8488 Marlene E. Easley DLS School Mentor Bellingham 1 (360) 714-9619 Cascade Learning Solutions Meliesa Hawley Kathleen Hawley Wenatchee/Bellevue 1 (509) 662-9121 Dyslexia Mastery Center Carol Hern DLS Workshop Presenter Mary Ethel Kellogg DLS Workshop Presenter Spokane 1 (509) 363-1771


Newly Licensed Davis Facilitators, Specialists and Workshop Presenters
Congratulations and welcome to our growing international family of Davis providers! A special welcome to our first Davis Facilitators in Malaysia, Indonesia, and Hong Kong, China!
Donna Kouri is an Educator and is familiar with many learning styles and strategies. “I am especially interested in working with any child or adult who sincerely wants to better their life and discard learning problems.” Mid-Atlantic Dyslexia Center, 16367 Pouncy Tract Road, Rockville, VA 23146, USA. (804) 749-8791. Karin Van Wulfen is a mother of two boys. “ I am thirty-nine years old. I have a large background as a school teacher, several years as a remedial teacher and I am happy to be a Davis Facilitator!” Karin speaks both Dutch and English. Minckelersstraat 1, 4816 AD, Breda, Nederland. +31 076 514 4889. Margit Geuss is a teacher at a Fachoberschule. She was inspired to become a Davis Facilitator as a result of her own success with the Davis methods as well as those of her students. Vernetzte Kommunikation, Schmuzerstrasse 16, D-82405 Wessobrunn, Germany. +49 (08809) 163034. Helen Kaptein “I started a business in helping people with learning/emotional problems after having finished several disciplines, such as: Sportmassage, N.E.I., Natuurgeneeskundige and Neurofit. I like to work with children very much. In search of a pleasant, playful and effective method, the Davis Program caught my eye and this I’ve finished my training. I have learned a lot and met dear colleagues. I hope to be a busy Davis facilitator.” Helen speaks Dutch, German, English and a little Spanish. St. Pieterstraat 31, Middleburg, 4331 E, Nederland. +31 118 64 37 73. Paddy Carson followed her sons lead to discover the Davis program. Impressed by her sons blossoming abilities she persued the Facilitator training. Paddy has a degree in education and has done volunteer work in schools. She provides programs from home. 15925-109 Avenue, Edmonton, Alberta, T5P 1B6, Canada. (780) 489-6225. Sjan Melsen read “The Gift of Dyslexia” 5 years ago. “In this book I recognized a lot of myself and my dyslexic family. After following the Davis Program for myself I became interested in becoming a Davis Facilitator. Now I enjoy providing dyslexics the tools to help themselves, so they can feel the specialty of their own gift of dyslexia.” Hertshoornstraat 6, 6813 EJ Arnhem, Nederland. +31 264 42 69 98. Ineke Blom has had more than 20 years experience as a primary school teacher. In addition to teaching she has her own practice. Ineke became aware of the Davis Methods after her son did a correction program. She really appreciated the chance to work with younger children in such a positive and helpful way. Dorpstraat 43, Ilpendam1452 PG, Nederland. +31 20 436-1484. Rieja van der Valk is the mother of five. “After 20 years of teaching I made the switch to providing therapy. The goal of my new work was to discover the resources of energy and power in one’s self. Through a new governmental policy I was offered the chance to reintegrate and reeducate myself in whichever field I chose. I chose the Davis Methods. Now I am filled with enthusiasm in guiding others, helping them discover themselves and their very own point of orientation.” Puuntgaaf, Achterhoeksweg 2, 7608 RE Almelo, Nederland. +31 (0546) 067 537. Jan Gorman has a son who completed a Davis Program in 2001. Encouraged by his success, after many other programs had failed. Jan trained to become a Facilitator so she could bring the program to others. 44 Epping Avenue, Eastwood NSW 2122, Australia. +61 (02) 9874 7498. Elizabeth Martin has a B.Ed. specializing in Elementary and music education from the university of British Columbia. “I have taught at all elementary levels with the majority of my experience in the early primary grades both in Canada and internationally. I am a mother of four and have been living in Southeast Asia for almost nine years.” Jalan MPR II, No. 1, 12430 Jakarta, Indonesia. +62 (21) 764 4845.

THE D YSLEXIC READER Hilary Craig, a native from Ireland, obtained her undergraduate degrees in Australia and Canada and her Master’s degree in the United Kingdom. She further specialized in English as a Second Language and also qualified as an Elementary Science Consultant. Her 28 years of work in education has been gained in elementary schools, high schools and colleges in five continents. During these years Hilary became aware of the difficulties experienced by many students and set out to make a difference. C-0801, Block C, 2 Jalan Mont’Kiara, Mont Kiara, Kuala Lumpur 50480, Malaysia. +603 2096 1342. Iris Webber is a teacher and mother of four. Hof, 8344 Bäretswil, Switzerland. +41 (01) 939 2633. John Reilly “Based at home but more than happy to come to your home, be it in the country or interstate. I’ve worked in the construction industry most of my life and found commuting by Harley to be a relaxing way to greet each day. My work is totally supported by my wife, Liz, and our three children. A Dyslexic, 81 First Avenue, Berala, Sydney, NSW, 2141, Australia. +61 (02) 9649 4299. Davis Fundamentals Presenter: Gerry Grant operates a successful private practice providing Davis Programs near Toronto, Canada. He successfully completed his apprenticeship with Ron Davis in October, 2002 and is now qualified to present Fundamentals of Davis Dyslexia Correction Workshops. He is actively working with DDAI to train more Facilitators in his capacity as a Specialist and Workshop Presenter. Davis Specialist: Gabriela Scholter has her private practice in Stuttgart, Germany. She completed the nine phases of her Specialist training in October, 2002 at the Davis Training Center in Burlingame, California. As a Specialist, she is now qualified to supervise students through the Field Assignment, Practice Meeting, and Training Pod Week phases of Facilitator training. Davis Workshop Presenters: Robin Temple of Maria Hoop, Netherlands, Ioannis Tzivanakis of Hamburg, Germany, and Jürg Peter of Basel, Switzerland all completed their training with Ron Davis in 2001, and are now qualified to present three Davis Workshops: Fundamentals, Advanced, and Mastery of Motivation & Responsibility.
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 twothree years of specialized training and experience mentoring classroom teachers of children ages 5 - 9 years old. For information about training or a full directory of Davis providers, see, or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

v United States/ Washington (cont.) Jo Del Jensen Oak Harbor/Anacortes/ Seattle 1 (360) 679-9390 Rebecca Luera Fall City/Seattle 1 (800) 818-9056 (Toll-Free) 1 (425) 222-4163 Sharon Polster Bainbridge Island/Seattle 1 (206) 780-8199 Ruth Ann Youngberg Bellingham 1 (360) 671-9858 West Virginia Gale Long Elkview/Charleston 1 (888) 517-7830 (Toll Free) 1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Pamela Kretz Milwaukee 1 (888) 890-5380 (Toll Free) 1 (414) 774-4586 v This Directory is current as of November 25, 2003. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However the Davis Providers list at is always up to date. v

Carrie Cheung speaks Chinese (Cantonese and Putonghua),as well as English. Flat F. Eighth Floor, Block 2, 101 Pokfulam Road, Hong Kong. +852 90 111 736. Elsie Johnson has revered the differences that make us who we are through her lifetime. From childhood as one of six children whose dad could explain and teach aerodynamics, but was intimidated by simple math calculations, through two decades of teaching in public and private schools, at colleges and private practice from New England to Montana with students from ages 4 to 64, I’ve sought and used methods and tools to match strategies to students that have the sparkle of ‘learning differences’ that thwart success. How sensible to understand Ron Davis’ firsthand explanation of how those sparkles are the unique composition of each of us as a diamond with brilliance to share. Ron’s tools find and address the cause, and connect the dots of my previous searching to make a clear picture of how to help. Providing correction programs gives the power to choose one’s own options in life, so my business is named Learning Options. I provide custom programs to all age levels, from New England to Montana marveling with each experience at the shimmer and glow emitted by clients, reflected and shared by their support persons at home and in our schools. I love the irony of how such serious business can be such fun and bring such light to so many.” Learning Options, 131 North Haven Drive, Kalispell, MT, 59901, USA. (406) 257-8556.

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. 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.

Feedback from Teachers

"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. It also helped develop the little finger muscles for being able to move on to coordinate paper-pencil activities. Assigning each child a storage box for creating the alphabet over time also fit and accomplished the development of ownership, responsibility, and a sense a pride in all the children. 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 "There has been a remarkable improvement in reading, writing, spelling and math progress with my students. Growth in self-confidence is tremendous. These students have been given practical skills that equal success." —DD, Elementary Teacher, Greater Vancouver Distance Education School, Canada

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. 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!

Mar 31 - Apr 3, 2003 June 23-26, 2003 July 14-17, 2003 July 14-17, 2003 August 18-21, 2003 August 18-21, 2003 Jakarta, Indonesia San Francisco, California San Francisco, California Madison, Wisconsin San Francisco, California Toronto, Canada

Visit the newly designed

website at:

Call 1-888-805-7216 for US Registration Call +65 6310 1032 for Indonesia Registration Call 1 (905) 844-4144 for Canada Registration Call 1 (888) 890-5380 for Wisconsin Registration

Three Academic Units Available - US only

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)

11-14 January 2003 (English) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: Phone: +41 061 273 81 85 13-16 January 2003 (English) Instructor: Cyndi Deneson Location: Burlingame, California Contact: Phone: +1 (888) 805-7216 20-23 Feb 2003 (English/Spanish) Instructor: Ron Davis Location: Monterrey, Mexico Contact: Phone: +52 (81) 8335 9435 27 Feb - 2 Mar 2003 (English) Instructor: Robin Temple & Siegerdina Mandema Location: Tonbridge, Kent, UK Contact: Phone: +44 (08700) 132 945 20- 23 March 2003 (German) Instructor: Ioannis Tzivanakis Location: Meran, Italy Contact: Phone: +49 (040) 25 17 86 22 11-14 April 2003 (German) München (Munich), Germany Instructor: Ioannis Tzivanakis Contact: Phone: +49 (040) 25 17 86 22 12-15 May 2003 (English) Sydney, Australia Instructor: Bonny Beuret Contact: Phone: +61 (02) 9968 2678 18-21 May, 2003 (English) Auckland, New Zealand Instructor: Bonny Beuret Contact: Phone: +61 (02) 9968 2678 29 May-1 June 2003 (English/French) Instructor: Bonny Beuret Location: Geneva, Switzerland Contact: Phone: +41 061 273 81 85 8-11 July 2003 (English) Instructor: Cyndi Deneson Location: Burlingame, California Contact: Phone: +1 (888) 805-7216 13-16 September 2003 (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: Phone: +41 (061) 273 81 85 2-5 October 2003 (English) Instructor: Robin Temple & Siegerdina Mandema Location: Tonbridge, Kent, UK Contact: Phone: +44 (08700) 132 945

For updated workshop schedules visit


~ Dys•lex´•ic Read´ er •

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



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 23 for more workshop details.
DDA-Australia 18 Bullecourt Ave. South Mosman Sydney NSW 2088 AUSTRALIA Tel: + 61 2 9968 2678 Fax: +61 2 9968 2059 E-mail: DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail:

2003 International Schedule
Basel California Monterrey Kent Meran Munich Sydney Auckland Geneva California Basel Kent Switzerland United States Mexico UK Italy Germany Australia New Zealand Switzerland United States Switzerland UK Jan 11-14 Jan 13-16 Feb 20-23 Feb 27-Mar 2 Mar 20-23 Apr 11-14 May 12-15 May 18-21 May 29-Jun 1 July 8-11 Sept 13-16 Oct 2-5

U.S. Course Schedule

• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (Lunch break 12:00-1:30) • $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

U.S. Fees and Discounts

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
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: DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail:

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

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