Dys•lex´ ic Read´ er • •
Davis Dyslexia Association International
Issue 2 • 2003
Dear Frustrated Mom
by Wendy Gilley, Davis Facilitator, Louisiana
In response to: I have a 10-year-old daughter with dyslexia. She is having a difficult time in public school. The teachers are talking about holding her back. I recently took her out of the Special Education program which consisted of taking her out of class for one hour a day for math. It was confusing for her to go back into the classroom and catch up with the rest of class. Kids made fun of her. The teachers are fighting me on this. I have explained this way of teaching her is not working but they don't understand. I am concerned for my daughter; she is having a hard time. She has had absentees because of stomach aches and headaches and we are in trouble for this now, too. I need help outside the school for her,
In This Issue
News & Feature Articles:
Dear Frustrated Mom . . . . . . . . . . . . . .1 Tears, Frustration & Towels . . . . . . . . .2 Really? Hurray! I Have Dyslexia . . . . .4 Derek’s Story . . . . . . . . . . . . . . . . . . . .6 The Misunderstood Sword Master . . .6 Dyslexia Mountain . . . . . . . . . . . . . . . .9 La Puerta de las que???? . . . . . . . . .11 Ball and Chain . . . . . . . . . . . . . . . . . .14 Why I Needed to Know . . . . . . . . . . .14 Defusing Confusions with Clay . . . .15 New DLS Workshop . . . . . . . . . . . . . .19
Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . .8 F & A . . . . . . . . . . . . . . . . . . . . . . . . . .12 Book Reviews . . . . . . . . . . . . . . .5, 7, 18 New Facilitators & Specialists . . .20-21 Workshops . . . . . . . . . . . . . . . . . . 22-23
but I’m not sure what is available that will deal with her dyslexia. No teacher goes into teaching for the money. All start out with rose-covered dreams of going out into the world and making a tremendous difference for all of mankind by educating young minds with unique and innovative techniques. They all From "Upside-Down Brilliance" by Linda Silverman. See book begin teaching review on page 7. enthusiastic and onfire. But... some conflicting information out there. It become disillusioned and eventually is hard to separate the truly teaching becomes a mind-sapping, successful from the snake oil some energy draining, monotonous chore. people tout as a “cure” for dyslexia. They have been discouraged in so As a teacher I was never offered any many ways by administrators, ways to help a student with dyslexia; parents, the community and students children with dyslexia were sent to a that they are afraid to take chances resource classroom and I never knew on something new. The old saying what took place there; nothing once bitten twice shy really sums up positive seemed to happen for the how many of them feel. Others are child academically but whatever very overworked and it is hard to took place in that dreary find time to address the specific “temporary” building was what the learning styles of each individual school system thought best for the student. In some schools the student. I didn’t even know enough curriculum is “etched in stone” and to question the techniques, if any, deviations are really frowned upon; that were being used. the only thing teachers are to teach I recently found my notebook is how to pass the standardized test from my graduate level class, that determines how good a job the “Teaching Reading to Gifted school appears to be doing educating Students,” and this was the complete its pupils amount of information I was taught Some teachers know absolutely about teaching dyslexic students: nothing about dyslexia; some don’t “Dyslexia is a disorder of the brain, even believe it exists. Many teachers perhaps caused by injury to the brain truly want to help but don’t know before, during or shortly after birth where to begin. There is so much
continued on page 3
THE D YSLEXIC READER
Tears, Frustration and Towels Needing Rescuing
—A Story of New Hope for One Dyslexic Learner
can’t I be like other kids? It doesn’t matter how hard I try, I still get bad grades! The kids at school make fun of me and they say, ‘Why can’t you get good grades Jenna, don’t you study?’” Like most Davis Facilitators, we at New Hope Learning Centers hear stories like this on a regular basis. While some may be more heart wrenching than others, most tell the same story of tears and frustration. Jenna completed the Davis Dyslexia Correction Program in March, 2002 at New Hope Learning Centers in Milwaukee, Wisconsin. When Margie Hayes began working with 6th grader, Jenna, she had been assessed at a 2nd grade reading level. After orienting her and getting the response, “Is this cool!” Jenna was able to read at a 4th grade level. Mom was amazed at Jenna’s ability to turn her disorientation on and off at will. Later that night at the hotel, Jenna couldn’t wait to demonstrate her “gift” for Mom. She noticed a cardboard sign hanging over the towel bar in the bathroom. Jenna read, “Please RESCUE the towels.” Realizing that didn’t make sense, she checked her orientation, and then saw the words, “Please REUSE the towels.” She then excitedly picked up a card by the telephone and read in her original slow, stumbling manner, then paused, closed her eyes, checked her orientation, and continued to read fluently without making mistakes. Jenna began to jump up and down, “I get it Mom! I can do this!” By the fourth day of the Davis Program, Jenna was reading at a 6th grade level. After finishing the program and going back to the “real world,” Jenna began reading a series of children’s classics finishing four in three weeks. She told her Mom, “I like reading more than I like watching TV!” The Davis Program Jenna received opened up a whole new world for her. For Jenna, tears of frustration have turned to smiles of joy and new hope…and “reused towels!”
Adapted from a story by Jenna’s mom - Julie Bourbon – Palatine, Illinois
Copyright 1996 Randy Glasbergen. www.glasergen.com 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: firstname.lastname@example.org INTERNET: http://www.dyslexia.com/ The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.
Tears of anger and frustration streamed down her cheeks as she sat before a pile of books at the dining room table. Homework needed to be completed for the next school day. A worn looking folder contained below average and failing grades on quizzes and tests needing Mom’s signature. “I’m so dumb!” Jenna wailed. “What’s wrong with me, Mom? Why
THE D YSLEXIC READER
Frustrated Mom . . .
continued from page 1
—Charles W. Eliot, educator (1834-1926)
or a genetic mutation that takes place at conception or sometime during fetal development. There may be a hereditary component. Little is known of the etiology (a big word for cause) of dyslexia which manifests itself in a learning disability where a child has much difficulty with tasks that involve reading and writing. Letters are reversed and words spelled backward, handwriting is illegible and the student is incapable of oral reading. Many of these children are gifted despite their dyslexia but to succeed in school and in the workplace they will either have to out-grow it or learn to work around it. In the future medical science may eventually discover a medication to control the symptoms, in the same way that Ritalin helps the hyperactive child. Surgical techniques may be developed to remove damaged brain tissue or insert an implant device to help these unfortunate students. At the current time there is no known treatment for dyslexia.” This was written 10 years ago and I truly believed what I was taught; after all my instructor was an acknowledged expert in the field. When my own daughter was found to be dyslexic, this information was unacceptable. My husband, Katie’s teachers, principal, many friends, family members, and I began searching for answers. One of the parents at Katie’s school actually gave a large grant to the school to provide the Scottish Rite Program to dyslexic students at the school. None of the students made any significant progress and the grant was not renewed. During Katie’s Scottish Rite Program we realized she wasn’t improving her reading. My husband went online and discovered the book The Gift of Dyslexia, ordered it through the Davis web site and read it. He became enthusiastic about the Davis Program. He thought I could read the book and do the program with Katie since I am a teacher. I read the book and thought that if
it was that easy surely colleges and Universities would teach these methods in education courses. I also knew that even if the program did work for Katie I could not provide it to her; our personalities clash way too much and I was too emotionally invested in the problem. Finances were a big concern at this time but my husband felt so strongly about giving her this opportunity that he took a hardship withdrawal from his retirement plan to pay for the Program, the travel to and from Dallas (Kellie Brown was the closest Davis provider to us), and six nights worth of hotel and food. I reluctantly
. . .it is worth every second and every penny if it helps your child succeed in school.
agreed to take Katie because it was so important to her father and she really liked the idea of using Koosh Balls and clay to help her with her reading. The positive change was clear after the first three hours of the Program. When I took her to lunch that day she absolutely bubbled over with excitement. After we ate she asked to go to a religious book store that was nearby and she picked out a book to read while we were at the hotel. The Davis Program has been miraculous for Katie. Her Scottish Rite Instructor wanted to know why Katie was the only one of her students to show a significant improvement with reading and writing. Several of the children have now completed a one week Davis Program and are showing great improvement. I became such a believer that I wanted to learn everything I could about the Davis Program. The children I worked with during my training all experienced positive results during their program. The only child who hasn’t had continued success is a child who never used his techniques once he left my office. The parent didn’t seem to understand
his son’s lack of improvement in school. I asked a few questions and found that no Fine-tuning was done at home and no trigger words have been attempted. It reminds me of the Soloflex my husband bought. We spent the money on the machine and assembled it. He used it a couple of times, but never the way it was intended. He never started to look like the well-built guy on the commercial. It wasn’t the Soloflex’s fault. It is probably a great tool but it can’t possibly work if it isn’t used. The point I am trying to make is: find someone to help you. Attempt to get your teacher and principal on board, and work toward progress. Please consider a full Davis Program. It is a large investment in both time and money but it is worth every second and every penny if it helps your child succeed in school (it is the best investment we have ever made for anything). But even more important is – it will help her believe in herself. Life can be good for your daughter and your family. It is probably really hard to see that right now, but schoolwork can be easy. Homework doesn’t have to be a nightmare and school can be a fun place to be. I will pray for both you and your daughter and for her teachers so that maybe they will be willing to find some way to really help your child. w
Books are the quietest and most constant of friends; they are the most accessible and wisest of counsellors, and the most patient of teachers.
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 www.dyslexia.com/affil.htm 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 v Canada Wayne Aadelstone-Hassel North Vancouver 1 (604) 988-7680
THE D YSLEXIC READER
Really? Hurray! I Have Dyslexia!
this day reading takes me two to three times longer than the average person, but I have only one grade school memory do I ever remember what I have read. In that’s worse than when my kindergarten one of the battery of dyslexia tests my teacher refused to call on me even though memory of spoken or written word was my hand was patiently up… I peed my 95% accuracy in recall of long and favorite rainbow-colored, checked jumpers complicated pieces even several days after in front of everyone (hey, it was the reading it. 1970’s–every body wore them!). The I graduated from college with high memory I doubt will ever be erased from marks, climbed the career ladder with my mind though, is the memory of success in positions intensely focused on disrupting my class daily by getting up writing and communication, but somehow, from my desk to make that long, agonizing dyslexia still dogged me. Although I was walk down the hall to the functioning without any “Remedial Reading Room.” visible signs of dyslexia, I was It’s not what you think. I fully cognizant that being don’t think my peers ever dyslexic shaped me in both teased me because I went to good and difficult ways, and the remedial reading room. reading still took longer than it In fact, I think many were should. jealous they were stuck in All of that is changing now, class while I was off on and the reason is just as some mysterious adventure. extraordinary as the result. A You see, in grade school, few months ago a friend I was pretty much an A recommend I check out the student in everything book The Gift of Dyslexia. I’ll except penmanship and, the admit, I was skeptical. I had dreaded, reading. Spelling already been through a battery should have also been on of specialists and books that list, but, er um, I kinda claiming they knew “just what cheated on spelling tests, to do” for me. So, I and my mom, being the grudgingly entered the book’s only non-dyslexic in the title into the search engine, house, was the human which led me to the Davis Kellee K. Sikes dictionary at home. Truth Dyslexia Association site. be told, the remedial room What I read on that site was not a mysterious adventure, it was a compelled me to get the book from my torture chamber. I spent my time there local library and read it in a day. I am an vacillating between crying and wanting to avid reader, but reading a book in a day punch people’s lights out for making me do was a first for me. I went from thinking things that I failed at repeatedly. And boy, “Yeah, it’s a drag, I’m dyslexic” to did I hate failing! Like most dyslexics I “Hurray, I am dyslexic!” was extraordinarily successful at most Author Ronald D. Davis, with the help things I put my mind to, so failure in the of Eldon M. Braun, uses The Gift of remedial room was hard to take. Dyslexia to explain how dyslexia is truly a By Junior High, between Apple Works gift allowing dyslexics to accomplish a Spell Checker (God bless spell checkers!) great many things in a way non-dyslexics and a highly developed memory, reading would find hard to do. He proposes the and spelling slow ceased to be a noticeable genius of the great dyslexics everyone problem. Penmanship, well, that is another cites, Leonardo da Vinci, Albert Einstein, story. Truly, my Apple IIE computer had a Henry Ford, Whoopi Goldberg, W.B. huge impact on my academic life. By the Yeats… is not in spite of their dyslexia, but time I was in college, even the best because of it. specialist had a hard time detecting my According to Davis, it is widely believed dyslexia. I had learned how to cope so well, that as humans we either think in terms of that the only noticeable dyslexic trait was verbal conceptualization or nonverbal the amount of time I would take to read. To continued on page 5
by Kellee K. Sikes
THE D YSLEXIC READER
Really? Hurray!. . .
continued from page 4
conceptualization. Most people, whether they realize it or not, think in terms of sound, or verbal conceptualization. Dyslexics think in terms of pictures, or nonverbal conceptualization. This brings us to one of my favorite, new-found facts! The rate a verbal conceptualizer can think is limited to the speed at which words can be composed in a linear fashion. The average is about 150 words per minute, or 2.5 words per second. A nonverbal conceptualizer, like a dyslexic, has the ability to think in a non-linear way, with pictures, anywhere from 400 to 2,000 times faster than a verbal conceptualizer. As nonverbal conceptualizers, dyslexics are very aware of their surroundings, often find “day dreaming” an effective way to problem solve, and can be very gifted at finding creative solutions to difficult, multifaceted problems at lighting speed. The problem arises when the dyslexic talents collide with areas where dyslexia makes the task more difficult, like reading. Excitingly for us dyslexics, our teachers and our friends, Davis has discovered a
program that helps dyslexics discover how to use dyslexia when it is helpful and how to turn it off when it is not. The book defines dyslexia, discusses successes shared and problems faced by many dyslexics, and gives detailed instructions on how to uses Davis’s procedure to overcome the difficulties of dyslexia. It is amazing— absolutely nothing like any other expert dyslexia advice I have ever received. I am nothing short of amazed by what Davis’s program is doing for me! No! Paul Popiel is not going to pop out and offer you a related product! I am completely serious! If you don’t believe me, check out the web sites in the sidebar, or check the book out from your local library. What have you got to lose? Only the chance to fully use one of the greatest gifts you could ever have! w
Kellee K. Sikes is a contributing editor for LiNE Zine and Principal of Pioneer Technologies. With the gift of dyslexia she founded Pioneer Technologies, Inc. to shares her lightening fast troubleshooting abilities and secrets for success with her clients through business analysis, project management, and business development. Share your dyslexia story with her at email@example.com. Copyright (c) 2000-2001 LiNE Zine www.linezine.com)
v Canada (cont.) 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 Sher Goerzen British Columbia +1 (604) 290-5063 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
After a two-year absence from our catalog and bookstores, we are pleased to have this very useful book back in print! “In my job, I frequently talk to parents concerned about their children’s school problems. Most feel confused and overwhelmed by an array of often contradictory information. Robin Temple’s book is the first book I have seen that really focuses on guiding parents through this maze. The book explains the various approaches and treatments available in direct and easy-to-understand terms, and provides some guidelines for evaluation. The book also offers practical guidance and suggestions for addressing the many emotional issues faced by parents and their dyslexic children. I highly recommend this book.” –Abigail Marshall “This is the first book I’ve been able to find that explains what dyslexia is like from my child’s point of view. The author takes you through an amusement park where each
Your Child: Dyslexia
by Robin Temple
Price: $9.95 Softcover: 146 pages ; Publisher: Scholastic Reference ISBN: 1843330466
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 Carol Nelson-Pollard Paris +33 (01) 46 51 72 63 v Germany/Deutschland Odile Puget Gex/Geneva +33 (0450) 41 82 67
“ride” allows a non-dyslexic person to be able to imagine one of the symptoms of dyslexia. It dispels the myth that dyslexia is just “words and letters that reverse themselves.” As a parent of a dyslexic child and a teacher who works with dyslexic students, I recommend this book to all of the parents of my students. I also highly recommend it for teachers of dyslexic students.” –James Gilley, Baton Rouge, Louisiana
v Germany/Deutschland (cont.) 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
THE D YSLEXIC READER
by Gerry Grant, Davis Program Provider, Waterloo, Ontario
The Sword Master that was Misunderstood
To me my childhood was full of wonder, And not what others suggest - just a series of blunders. For my imagination would carry me from day to day, As I would don my cape and sword for play. I fought hundreds of bad guys and many crooks And got many of them with my famous left hook. To me I was Zorro or a Musketeer fighting crime, To them, I was inattentive, aggressive and out of line. Tying my shoelaces and printing was difficult to do, Following math and instructions was very hard too. But lucky for me, my parents thought I was great And saw that my flare for drama, could possibly be my fate. So in the meantime, my mom kept herself busy Having me tested and probed until I got dizzy. I tried different teachers and was even home schooled, For my lack of understanding, had them all fooled. Because deep down inside I knew that I knew, It’s just that putting it in words was very hard to do. But I continued to work as hard as I could, For effort and determination, I understood. But soon even this crime fighter met his defeat. For I didn’t possess the weapon to fight the failure I would eventually meet. So I continued on in spite of the pitfalls, Until one day someone showed me, how to carry the ball. With a point, and a dial and a feeling of release, I conquered the failure. Misunderstanding stormed in defeat. And while I continue to create many dreams, It’s now because of choice, not to escape adults’ screams. So with all sincerity, I thank Ron for getting the ball rolling, So that people like me can have reports that are glowing. Thank you Ron They may have won the battle, but we have won the war! By Derek Roberts
I had the pleasure of meeting Derek in the fall of 2000. Derek was 12 at the time and he and his Derek mother had very similar goals for the Davis program. His mother was spending every evening helping Derek with his homework. She estimated she spent about 15 hours a week with Derek helping him. Her goal for the program was that she would spend less time with him. Derek’s goal was to be more independent and to not have to rely on his mom so much. This was a perfect fit and we scheduled a week so that I could provide Derek with a program. The program was a success as far as Derek was concerned. One of the last comments Derek made to me when he left the office was that he “felt like a genius”. During the subsequent weeks Derek and his mom kept in touch and told me that his average went up about 8% and that he was working with almost no assistance on his mom’s part. Here we are two years later and he is maintaining a B+ average with little help from his mom. What is more amazing is that at one point in his academic career, his mother was told that Derek would not be able to manage in school and should go into a program designed to provide “Life Skills”. In late January 2003, Ron Davis was in Waterloo, Ontario, Canada to copresent an Advanced Workshop with me. I asked Ron if he would be interested in doing a public lecture and he graciously agreed to do one. When Derek found out Ron was coming to Waterloo he asked if he could present Ron with a poem he wrote. Not only did he present Ron with the poem, but he read it to him in front of over 150 people attending the lecture. He read it beautifully and I think Ron and I were the only ones who noticed that he checked his orientation a few times. When he was done, there were not many dry eyes in the room. I feel privileged to have witnessed this and I hope by reading the poem, you too can have the feeling of being a part of a great evening. w
THE D YSLEXIC READER
v Germany/Deutschland (cont.) 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 Petra Saeger Storkow / Berlin
BOOK REVIEW by Abigail Marshall
Upside-Down Brilliance is Dr. Linda Silverman’s in-depth exploration of the visual-spatial learning style. It is a phenomenal book, with excellent information for parents, for teachers, and for researchers. A little history: Linda Silverman is an Educational Psychologist and author of the leading text book, “Counseling the Gifted and Talented”. For many years, her focus was on working with highly gifted children. In her work, she discovered that many of the most extremely gifted children she assessed also tended to favor a non-linear, spatial learning style. Some of these children also had difficulty with sequential, language-based tasks, despite their extreme giftedness. Dr. Silverman coined the phrase “visual-spatial learner” (VSL) to describe these children, and the focus of her work soon shifted to an exploration of this learning style. In Upside-Down Brilliance, Dr. Silverman takes her readers on an engaging journey through her work and her findings. The book is full of the type of in-depth, technical information that psychologists and educators will find crucial in applying her work, such as detailed explorations of assessment and testing issues — interspersed with a conversational tone filled with anecdotes and examples, illustrated throughout with delightful and very apt cartoons (the work of Buck Jones), that will entice parents and picture-thinking adults. Added to that is a very healthy dose of practical advise and suggestions for parents and teachers. To me, one of the most significant results of Dr. Silverman’s research is the fact that fully one-third of all schoolchildren appear to be strong visualspatial learners, while less than a quarter are strongly auditory-sequential. (The remainder have heterogenous or mixed learning styles). This illustrates the strong need for educational reform, as most schools are geared to the auditorysequential student (who learns best by listening and step-by-step instruction). Unfortunately, the group of students who learn well primarily by this approach is surprisingly small — no wonder so many students fall through the cracks! Parents of dyslexic children will be
Upside-Down Brilliance: The VisualSpatial Learner by Linda Kreger Silverman DeLeon Publishing, 2002 Price: $24.95 ISBN: 1-932186-00-X
interested in Dr. Silverman’s exploration of the overlap of her work with Ron Davis’, and reports on the experiences of teachers who have implemented Davis methods in their classroom. Dr. Silverman presents detailed information, drawing on findings of brain researchers as well as her own studies, to show why traditional teaching methods, such as phonetic approaches to reading, leave many visual-spatial learners frustrated and confused. I can’t recommend this book enough. It is the book that parents should start out with when their kids are young - and the books that parents of dyslexic kids should keep to answer the question “what do we do now?” after the reading issues or other academic problems associated with dyslexia are addressed. Basically, if you are the parent (or teacher) of a VSL, this is the guidebook you need to have. If you don’t know whether your kid is a VSL, then this is the book you need to have to find out. (And if your academically struggling kid has recently been assessed by a professional who reports that the child is “verbal” - this is the book you need to provide the foundation for a second opinion, as Dr. Silverman busts a few myths about the widely-used WISC-III assessment test).w
*Note: there are two places you can get this book - at the DDAI website (www.dyslexia.com) or Dr. Silverman’s site (www.gifteddevelopment.com).
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
v Israel Eve Resnik Kfar Saba / Tel Aviv +972 (09) 766 2140 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 Lebanon Samar Riad Saab Beirut +961 3 700 206 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 Susana Palafox Naucalpan, Edo. de Mexico +52 (55) 5251-3037 Sociedad de Consultatoria Organizacional Maria Eugenia Gutierrez Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442
THE D YSLEXIC READER
by Abigail Marshall, DDAI Information Services Director
Is it ok to try orientation if you’re not sure if the child is dyslexic? And can you do it without actually saying what you are doing with a 9-year-old? I think my son may be dyslexic, but he is very sensitive and I don’t really want to say anything about dyslexia to him yet. I’m afraid that if I am mistaken he’ll end up feeling badly about himself. You need to do the Perceptual Ability Assessment first; you can do Orientation with anyone who is comfortable with the Perceptual Ability Assessment, but that is the way to determine whether Orientation Counseling is appropriate. You MUST have your son’s permission and understanding to do any of these methods — he needs to understand what he is doing and why, and he needs to WANT to try this approach in order to help himself. Otherwise, you would be wasting your time and his — he could not possibly learn to use his mind’s eye and orientation point without understanding what the benefit would be in doing so. You do NOT have to use the word “dyslexia” or any negative words that you think would upset him. You could introduce the idea by talking about how some people think with pictures more than words, and ask him whether he sees mostly pictures in his mind or hears mostly words when he thinks. If he doesn’t know or says he thinks in pictures, you could go on to say that sometimes picture-thinkers get confused about letters and words, and you found a book that explains a special thing that only picture-thinkers can do, that is supposed to also help get over the confusion with letters and words. (I’m assuming he has a reading problem and is aware of it — you should describe the “problem” in terms he understands and would want help with - for example, it could be “reading out loud” or “remembering what they read” instead of “confusion”). At this point, you could ask, “would you like to try this thing?” He might have some questions, which you could answer based
on what you’ve read. If he says he wants to try, then you could say is, “the first thing we have to do is find out if you are good at picture-thinking” (or use another positive statement to describe the assessment). If he seems reluctant even with a very gentle, positive approach, don’t push him. He can do Davis Orientation if and when he is ready, not before. It would be nice if we parents could wave a magic wand to make our kids get oriented and focused whenever we thought they needed it — but the reality is that the mind’s eye is something that can only be controlled and used by the person who is doing the thinking. What are the statistics about the percentage of “gifted” children with learning disabilities or dyslexia? Linda Silverman of the Gifted Development Center reports that 1/6 of the children who come to them for testing for giftedness have some sort of learning disability: “Gifted children often have hidden learning disabilities (dual exceptionalities). One-sixth of the gifted children who come to us for testing have some type of learning disability—usually undetected before the assessment—such as auditory processing weaknesses, difficulties with visual-perception, writing disabilities, spatial disorientation, dyslexia, and attention deficits. Giftedness masks disabilities and disabilities depress IQ scores. Higher abstract reasoning enables children to compensate to some extent for these weaknesses, making them harder to detect. However, compensation requires more energy, affects motivation, and breaks down under stress or when the child is fatigued.” http://www.gifteddevelopment.com/ Whatwe’velearned%2079-02.htm Steven Zecker, Associate Professor of Learning Disabilities Northwestern University, says that gifted children are as likely as any others to have learning disabilities, and cites a figure of 4-7% of
continued on page 9
THE D YSLEXIC READER
the population: Underachievement and Learning Disabilities in Children Who Are Gifted www.ctd.northwestern.edu/resources/ articles/Zecker.html Researchers also estimate that, of all children, 2-5% are gifted with learning disabilities: Gifted children make up 5-7% of the overall student population www.nagc.org/Policy/testimon.html, so by extrapolation this figure would suggest that 1/3 - 1/2 of gifted students have LDs. Research: Diamonds in the Rough, Lisa Fine, Education Week, www.ldonline.org/ld_indepth/gt_ld/ diamond_in_the_rough.html The Tennessee Initiative for Gifted Education Reform (TIGER) reports that 10% of the special needs students in Tennesses are gifted; whereas 2% of the overall student population is gifted. (In other words, you are 5 times more likely to find a gifted child in a special ed classroom in Tennessee than in a regular classroom). www.giftedtn.org/tiger/docs/ tigerbackground.pdf Here is another good article: Gifted and Learning Disabled: Twice Exceptional Students, Dawn Beckley, University of Connecticut, www.ldonline.org/ld_indepth/ gt_ld/nrcgt.html
See pages 12-13 for Q&A in German.
At first, Stress, beyond reach. Tensity, beyond reach. But as the days went by. . . Monday - starting to climb the hill. Tuesday - almost at the top. Wednesday - just an inch to go. Thursday - at the top, but still more to claim. Friday - half my claim, The flagpole is complete. And now the mountain is claimed. My flag flies high, And the mountain of dyslexia is conquered.
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 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Monique Commandeur Uithoorn +31 (0297) 56 88 50 Mine de Ranitz Driebergen +31 (0343) 521 348 Leonardus D'Hoore Sluis +31 (0117) 56 29 40 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
By William Banister, aged 8
William's Facilitator is Georgina Dunlop, Dyslexia Correction Centre, Ascot, Berkshire, England
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
Kids are Like a Box of Chocolates, you never know. . .
While working for an organization that delivers lunches to elderly shut-ins, I used to take my fouryear-old daughter on my afternoon rounds. She was unfailingly intrigued by the various appliances of old age, particularly the canes, walkers and wheelchairs. One day I found her staring at a pair of false teeth soaking in a glass. As I braced myself for the inevitable barrage of questions, she merely turned and whispered, "The tooth fairy will never believe this!" From Good Clean Funnies http://www.gcfl.net
Improve Children's Reading Skills and Creative Talents
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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)
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THE D YSLEXIC READER
La Puerta de las que ????…..
Cuando me enteré del Centro llamado La Puerta de las Letras y mi mamá me insistió a tomar el Programa Davis, dije:”¡No!, están locos”, yo no estoy retrasado ni tengo problemas de aprendizaje y menos soy disléxico….. Después de algunas semanas pensé “que puedo perder, ya lo he intentado todo, cursos de memoria, lectura rápida, etc.” Mi problema era que perdía la atención muy rápidamente y al contestar un examen no podía acomodar en orden lógico el material que según yo, ya había estudiado. Me pasaba todo el día y toda la noche “estudiando” una sola materia, le dedicaba cinco o seis horas por día y no veía resultados, así que decidí tomar el Programa y esta es mi experiencia: El periodo escolar de Agosto a Diciembre de 1997 fue para mi uno de los más difíciles que he cursado, me encontraba estudiando el tercer semestre de la carrera de Médico Cirujano y Partero en la Universidad de Monterrey, cursando dos de las materias más difíciles de la sección conocida como “Ciencias Básicas”, estas materias eran Bioquímica Médica y Fisiología, en donde se incluye Cardiología, Hemodinamia y Metodología. Pasaba los días en la universidad y las noches en vela y nunca veía resultados, examen que presentaba era examen que reprobaba!!, realmente era decepcionante para mí (y para mi familia). Como resultado, reprobé dos materias, prácticamente tenía que repetir el tercer semestre. Antes de iniciar el semestre de Enero a Mayo de 1998 decidí tomar el Programa Davis. No quiero profundizar en el
contenido del programa, pero ejercicios que en un principio me parecían tontos, tales como formar el significado de las palabras en plastilina, fueron cambiando mi forma de razonar, la dinámica del punto me ayudaba a orientarme y sobretodo a detectar cuando me estaba desorientando. Cuando acabe el Programa no sentía muchos cambios fuera de los ya antes mencionados, pero “casualmente” empecé a sentirme más seguro de mí mismo y eventualmente, a mejorar en el rendimiento escolar, por ejemplo ya no necesitaba estudiar seis horas para una materia, mi tiempo se redujo a dos horas diarias por materia, eso significo más y mejores horas de sueño, lo que se vio reflejado en las calificaciones, ya que obtuve al final del semestre 80 de calificación en las materias que el semestre de Agosto a Diciembre del 97 había reprobado
con 60. A partir de que acabe el curso he logrado mejorar en el aprovechamiento de todas mis actividades, en Febrero del 98 logré la cumbre del “Iztaccíhuatl” segunda montaña más alta de México: 5280 metros sobre el nivel del mar. En Mayo competí en una carrera de ultra distancia de tres días de duración, atravesando sierras y ríos de Nuevo León, logrando el onceavo lugar de 100 corredores y todo esto debido a que lograr acomodar mi punto de orientación a la hora de estar entrenando y aprovechar el 150% de mi esfuerzo en el tiempo dedicado a mis actividades. Aparte actualmente llevo un promedio de 8.5, el promedio más alto que he logrado desde que entré a la Universidad. Los cambios no los noté inmediatamente pero ahora los he
continued on page 14
v Netherlands (cont.) 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 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 Christa Wiersma Den Haag +31 (070) 355 3388 Koos Wijnen Asten +31 (0493) 69 81 21 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163
THE D YSLEXIC READER
Übersetzung von Sonja Heinrich
Wie hoch ist laut Statistiken der Prozentanteil „begabter“ Kinder, die eine Lernbehindeurng oder Legasthenie haben? Linda Silverman vom Gifted Developmentcenter berichtet, dass 1/6 der Kinder, die bei Ihnen an einem Test für (Hoch-) Begabung teilnehmen, eine Art der Lernbehinderung haben. „Begabte Kinder haben häufig eine versteckte Lernbehinderung (doppelte Ausnahme). 1/6 der Kinder, die zu uns für eine Testung kommen, haben eine Art der Lernbehinderung – in der Regel bis zur Testung unbemerkt – wie z.B. auditive Verarbeitungsschwäche, Probleme bei der visuellen Wahrnehmung, Rechtschreibprobleme, räumliche Desorientierung, Legasthenie und Aufmerksamkeitsdefizit. Die Begabung maskiert die Lernbehinderung und diese drückt das IQ – Ergebnis. Mithilfe von anspruchsvollem, abstraktem, logischem Denken können Kinder zum Teil diese Schwächen kompensieren, und dies macht es schwieriger, sie zu entdecken. Wie dem auch sei, Kompensation erfordert ein hohes Maß an Energie, beeinflusst die Motivation und bricht unter Stress oder Müdigkeit ganz zusammen.“ www.gifteddevelopment.com/ Whatwe’velearned%2079-02.htm Steven Zecker, außerordentlicher Professor der Learning Disabilities Northwestern University, sagt, dass „begabte“ Kinder mit der gleichen Wahrscheinlichkeit wie alle anderen eine Lernbehinderungen haben, und nennt eine Zahl von 4-7% der Bevölkerung: www.ctd.northwestern.edu/resources/arti cles/zecker.html Forscher schätzen ebenfalls, dass von allen Kindern 2-5% (hoch-)begabt sind und eine Lernbehinderung haben: Begabte Kinder machen einen Anteil von 5-7% aller Schüler aus www.nagc.org/Policy/testimon.html, eine Hochrechnung dieser Zahl würde also
bedeuten, dass 1/3 bis die Hälfte der begabten Schüler Lernbehinderungen haben. Quelle: Diamonds in the Rough, Lisa Fine, Education Week www.idonline.org/ld_indepth/gt_ld/ diamond_in_the_rough.html Die Tennessee Initiative für Gifted Education Reform (TIGER) berichtet, dass 10% der Sonderschüler in Tennessee (hoch)begabt sind, während 2% aller Schüler (hoch-)begabt sind. In anderen Worten, man findet wahrscheinlich fünf mal mehr begabte Kinder in einer Sonderschule in Tennessee als in einer regulären Klasse. www.giftedtn.org/tiger/docs/ tigerbackground.pdf Hier noch einige interessante englische Beiträge: Begabt und lernbehindert: Twice Exceptional Students, Dawn Beckley, University of Connecticut. www.idonline.org/ld_indepth/ gt_ld/nrcgt.html Ist es O.K. die Orientierung anzuwenden, wenn man nicht sicher ist, ob das Kind Legastheniker ist? Und kann man sie bei einem 9 jährigen anwenden, ohne genau zu sagen, was man da tut? Ich denke, mein Sohn ist Legastheniker, aber er ist sehr sensibel und Ich ich möchte ihm noch nicht unbedingt irgendetwas von Legasthenie erzählen. Ich habe Angst, dass er – sollte ich mich irren – er am Ende über sich verunsichert ist. Sie müssten zuerst eine Wahrnehmungsdiagnose durchführen; die Orientierung kann man bei jedem anwenden, für den die Wahrnehmungtsdiagnose einfach und angenehm ist, aber das ist der Weg festzustellen ob die Orientierungsberatung angebracht ist. Sie MÜSSEN die Zustimmung ihres Sohnes und auch Sein Verständnis für die Situation haben, um diese Methoden anwenden zu können. Er muss verstehen,
continued on page 13
THE D YSLEXIC READER
F&A . . .
continued from page 12
Why I Needed to Know
by an adult dyslexic
—John W. Gardner, Autor und Erzieher (1912-2002)
For me to know that I was dyslexic was to help me answer the age old question... "who am I?" To take away the lies I told myself when I compensated, to understand why I do things so differently than others is to help remove the blinders I placed on myself. I don't need to know so I can be labeled by others. I don't need to know so I can do better in school (I am... lets say... over 21). I do need to know so I may know myself better. I need to know so I don't have to feel dumb, stupid or deficient when I don't perform as others do. There is more I want to say. More that I want you and others to hear, but words are not my forte... and now I know that it is "okay". That is why I needed to know.
Als Alexander der Große Diogenes besuchte und ihn fragte, ob er irgendetwas für den berühmten Lehrer tun könne, antwortete Diogenes: ‚Geh mir nur aus der Sonne‘. Vielleicht werden wir eines Tages wissen, wie man Kreativität fördern wird. Bis dahin ist das beste, was wir für kreative Männer und Frauen tun können, ihnen aus der Sonne zu gehen.
was er da tut und warum und er muss diese Methode ausprobieren WOLLEN, mit dem Ziel sich selbst zu helfen. Andernfalls würden Sie ihre und seine Zeit verschwenden – er wäre nicht in der Lage, zu lernen, sein geistiges Auge und seinen Orientierungspunkt richtig anzuwenden, ohne zu verstehen, was für einen Vorteil das für ihn hätte. Sie brauchen NICHT das Wort „Legashtenie“ oder andere negative Wörter zu benutzen, von denen Sie denken, dass sie ihn verunsichern könnten. Sie könnten es ihm nahebringen, indem Sie darüber reden, wie einige Menschen eher in Bildern denken als in Worten, und ihn fragen, ob er überwiegend Bilder in seinen Gedanken sieht oder Worte hört, wenn er denkt. Falls er das nicht weiss oder aber sagt, er denkt in Bildern, könnten Sie weitermachen und sagen, dass manchmal „Bilder-Denker“ von Buchstaben und Worten verwirrt werden und Sie ein Buch gefunden haben, das eine spezielle Sache erklärt, die nur „BilderDenker“ tun können und die vermutlich auch hilft die Verwirrung durch Buchstaben und Worte zu überwinden. (Ich nehme an, dass er ein Leseproblem hat und sich dessen bewusst ist—sie sollten das „Problem“ mit Begriffen beschreiben, die
er versteht und für die er gerne Hilfe haben würde. Zum Beispiel könnte das sein „laut lesen“ oder „sich daran erinnern, was gelesen wurde“ anstelle von „Verwirrung“) An diesem Punkt könnten Sie fragen:“Möchtest du das mal ausprobieren?“ Er dürfte einige Fragen haben, die Sie -basierend auf dem, was Sie gelesen haben- beantworten können. Wenn er sagt, er möchte das versuchen, könnten Sie sagen, „zuerst müssen wir herausfinden, ob du gut darin bist, in Bildern zu denken“ (oder verwenden Sie eine andere positive Begründung, den Sachverhalt zu beschreiben). Falls er abgeneigt scheint, selbst wenn sie eine sehr vorsichtige Herangehensweise gewählt haben, drängen Sie ihn nicht. Er kann die Davis-Orientierung anwenden falls und wann er dazu bereit ist, jedoch nicht vorher. Es wäre schön, wenn wir Eltern einen Zauberstab schwingen könnten und unsere Kinder damit dann orientiert und fokusiert wären wann immer wir denken, dass es notwendig ist.—aber die Realität ist, dass das geistige Auge etwas ist, das nur von der Person kontrolliert und angewendet werden kann, die auch selbst denkt. Viel Erfolg.
See page 8 for Q&A in English.
v Netherlands (cont.) 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 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 Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA - CH Director Denise Gabriel Sandra Moschtaghi Jürg Peter Supervisor-Specialist Workshop Presenter Margrit Zahnd Basel +41 (061) 272 24 00
v Switzerland/CH (cont.) Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Vicki Brignoli Lumino +41 (091) 829 05 36 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 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 Margrit Niederhauser Liestal / Basel +41 (061) 921 47 12 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
THE D YSLEXIC READER
Ball and Chain
by Christine East, Davis Facilitator Kingsbridge, England
I carried out a Davis Dyslexia Correction Programme with a woman, Penny, aged 42. On the morning of the last day, she had made a chain out of clay and attached a ball to one end and a strap to the other. This model was just placed on the table with no explanation. In the afternoon, when I carried out the last interview, she responded to the question, ‘What changes have you noticed about yourself in the last week?’ in the following way. First of all, she said, “I feel more comfortable with being dyslexic because I’ve got a better understanding of how it all works and what happens.” She then brought her previously made ‘time line’
model of herself and the model of the ball and chain and placed them in front of herself. She attached the ball and chain to the ankle of the model of herself and put it by the ‘past’ on the time line. This, she said, was how her dyslexia had affected her all her life. She then detached the ball and chain and placed the model of herself on the ‘present’ mark of the time line. Then she placed the ball (detached from its chain) in the arms of the model of herself and placed the model on the ‘future’ part of the time line. She said, “The ball and chain are not attached to my leg now, and in future, I can pick up the ball and have fun with my dyslexia.” This beautifully simple explanation of the changes that had occurred for Penny in the week of the Programme moved me to tears. My thanks to Ron and to DDAI for giving me the training to be able to facilitate this kind of freedom for an adult person with dyslexia. w important changes but “casually”, he began to feel more confident about himself, and in school his grades began to improve a lot. That meant to him more hours for himself and more hours to sleep. At the end of that semester his school average was 80%, and he improved in all his subjects. After finishing the Program, he climbed Iztaccihuatl, the second highest mountain in Mexico (5280 meters above sea level). It was part of a competition that lasted 3 days where he had to go across rivers and climb mountains. He finished in 11th place, out of 100 competitors. He says that putting his orientation point on its place, helped him a lot to do all this. He invites everybody that wants to try the Davis program to go through “La Puerta de las Letras” - The Door to the Letters.
La Puerta . . .
continued from page 11
empezado, por lo que a cualquier persona que este en duda acerca del programa, atrévanse a cruzar “La Puerta”, sabrán a lo que me refiero.w
Dedicado a TODO el personal de “La Puerta de las Letras” Antonio García 19 años Monterrey, Nuevo León. México
English Summary This article is about a 19-year-old boy, who was not sure about taking or not the Davis Program. He was attending premedical school and at the end of this third semester he flunked, so he decided to go to “La Puerta”. At the beginning he didn’t notice any
sand, but write the good things that happen to you on a piece of marble.
Write the bad things that are done to you in the
THE D YSLEXIC READER
v Switzerland/CH (cont.) Benita Ruckli Sigigen +41 495 2538 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 Anne-Marie Schafflützel Wädenswil-Au / Zurich + 41 (01) 781 19 93 Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Helena Strohbach Rüti +41 (055) 240 21 67 Claudia Taverna Sent +41 (081) 864 9115
Defusing Confusions with Clay in the UK
Davis Facilitators Nichola Farnum and Nicky Bennett-Baggs at the Healing Arts Festival in London (November 2002).
The Davis Dyslexia Correction Programme has now been available in the United Kingdom for five years. The British edition of the book which describes the thinking behind, and the procedures used – The Gift of Dyslexia by Ronald D. Davis – is now on library bookshelves and gaining recognition in many parts of the country. The foundation of the Davis theories and methods is that dyslexics tend to think primarily with pictures vs. words and learn best through using experiential, hands-on methods. When given learning tools that allow them to bridge the gap between their natural way of thinking and the world of words and symbols, they can succeed in traditional education. The picture-thinking ability of dyslexics means they often have many talents in the areas of the arts, architecture, sports and engineering but have encountered difficulties with letters and words, and possibly numerals, all their lives, difficulties which the majority who are word thinkers do not experience. The programme, which consists of 5 days’ one-to-one tuition with a follow-up day about 2 months later, gives participants the tools to enable them to focus accurately on the basic symbols of our language, the letters and numerals. Once they have the tools, Davis Facilitators enable clients to
work with the wonderfully tactile medium of non-drying clay to gain mastery of the 217 ‘trigger words’ in our language. These are the words which, when encountered in a text, trigger confusion because dyslexics are missing mental pictures of their meanings. Thus, as picture thinkers, they are left with many blanks when reading and lose comprehension. When the symbol mastery has been completed on all these words – and this takes commitment and time – then the dyslexic can truly be considered to have corrected his/her dyslexia. There are currently 22 licensed Facilitators and another 15 in training throughout the UK, with a ‘Fundamentals’ basic training course planned for March 2003. The Fundamentals course gives participants a personal experience of what Ron Davis describes in his book. Christine East, who did her Fundamentals course in October 1999 says, “I found it fascinating and fun and it really brought Ron Davis’s theory to life. Having tried out the methods with dyslexic students at the Secondary School where I work on a one-to-one basis, I was inspired to make every effort to complete the 400-hour Facilitator training programme. By the end of 2000, I was a licensed Facilitator.”
continued on page 16
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
v United Kingdom (cont.) Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon 44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699 Carol Forster Gloucester +44 (01452) 331 573 Axel Gudmundsson London +44 (020) 8341-7703 Keryn Middleton Barking, Essex, +44 (0208) 507 9164 Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 609 797 Elenica Nina Pitoska London +44 (020) 8451 4025 Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875 Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 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
THE D YSLEXIC READER
Defusing Confusion . . .
an enormous amount to offer and he also had a burning ambition to go into continued from page 15 Pharmacology. Dyslexic, but able to gain Testimonials are being received regularly meaning from written text quite by Facilitators working in all parts of the successfully, he suffered from a basic lack UK, making it very clear that it is not just of numerical understanding. None of the in the areas of reading, spelling, writing methods offered by the College helped and and Maths that clients are experiencing Terence was also frustrated by the lack of improvement. Because the programme is understanding by all the tutors he dealt holistic, and the causes of the dyslexia are with. He came across the book ‘The Gift of addressed, issues of self-esteem and Dyslexia’ and found everything that is said emotional well-being are understood and so appropriate to his situation that he was dealt with. fired with determination to have a Davis A 35-year-old computer programmer Maths programme himself. wrote to Facilitator, Renee van der Vloodt: Terence got in touch with his local “I don’t know if you’re aware of the impact facilitator, Christine East, and such was his the programme has had on me and my life, energy and perseverance that he persuaded and is continuing to have. It is a his FE College to pay for the programme. fundamental change that affects every Christine, who has facilitated many clients, aspect of my life.” reports that his grasp Renee also heard of how to use the Because the programme is Davis tools was so from a 19-year-old client one year after holistic, and the causes of the positive and fast and the programme who he described how the dyslexia are addressed, issues change occurred so said: “All my life people have treated of self-esteem and emotional graphically that she me like a Third World was amazed. She says, country; they gave me well-being are understood and “The wonderful thing fish and said ‘eat’. dealt with. about Ron Davis’s You taught me how to programme is that you fish and I have come simply follow the back to thank you for it.” course laid down precisely by RD himself Mrs. Alison Banister wrote to Jane and it works. Terence simply followed and Heywood who facilitated the programme understood everything in the Maths for her son William (aged 7): “Thankfully programme and then turned around and we heard about Ron Davis and his book, began to teach me, the facilitator, some of ‘The Gift of Dyslexia’. What a different the advanced stuff. It was like watching a approach to hear dyslexia referred to as a miracle unfolding.” gift. The week-long course is just simply Included here is part of a letter written amazing! For us it was a miracle. William by Terence (with all the spelling and has now been taught special techniques to grammatical errors) after his programme. enable him to read, and we were given He is now attending college and doing a training to enable us to continue the Bath University Foundation Course: techniques at home. The course is “I have just completed the ‘Davis individualised and I cannot recommend it correction program’ with christen east. And enough.” found the wall of difficuIty that surrounds Richard a 24-year-old client of Richard my learning has gone. I found it a Whitehead wrote to him: “The programme revelation that such a simple program changed my life. I used to feel that being could be so effective in animating problems dyslexic was a real burden. Now I feel as if that I have had since I started school, if it I can do anything I want to in life.: wasn’t for my drive to become a scientist I Terence, aged 27, was working as a would of given up and would never of hairdresser while studying at a College of learnt of my new learning potential. Further Education in order to go on to “Because I have learnt that I am a university and study Pharmacology. Having picture thinker I am able to store vast been dubbed ‘stupid’ at school, Terence amounts of information using clay, which nevertheless knew that he had ability and
continued on page 1 7
THE D YSLEXIC READER
Defusing Confusion . . .
continued from page 16
was used in the program to correct the backwards-reverse letters that I used to write. I now use it to learn the names of complex organic compounds and chemical names and how they are repented (sic) in the chemists language.” Terence always expresses himself directly and straight from the heart. He did not do the programme to correct his spelling and grammar – just his basic maths for Chemistry studies – and that is why he
is quoted verbatim here. He finished his letter as follows: “I believe that now that after completing the Ron Davis program nothing can stand in my way, I have so much confidence that I can finish my master degree in pharmacology…. Every dyslexic can be corrected if they have the determination to be corrected.” More information and a complete list of Davis Facilitators in the UK can be found at http://uk.dyslexia.com/ w
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 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
The English Language
Let’s face it. English is an odd language. There is no egg in the eggplant, No ham in the hamburger, And neither pine nor apple in the pineapple. English muffins were not invented in England. French fries were not invented in France. We sometimes take English for granted, But if we examine its paradoxes we find that Quicksand takes you down slowly, Boxing rings are square, And a guinea pig is neither from Guinea nor is it a pig. If writers write, how come fingers don’t fing? If the plural of tooth is teeth, Shouldn’t the plural of phone booth be phone beeth? If the teacher taught, Why didn’t the preacher praught. If a vegetarian eats vegetables, What the heck does a humanitarian eat!? Why do people recite at a play, Yet play at a recital? Park on driveways and Drive on parkways? You have to marvel at the unique lunacy Of a language where a house can burn up as It burns down, And in which you fill in a form By filling it out, And a bell is only heard once it goes off! English was invented by people, not computers, And it reflects the creativity of the human race (Which of course isn’t a race at all). That is why When the stars are out they are visible, But when the lights are out they are invisible. And why it is that when I wind up my watch It starts, But when I wind up this poem It ends.
v United States (cont.) 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 Hawaii Vickie Kozuki-Ah You Ewa Beach / Honolulu 1 (808) 685-1122 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 Cold Spring/St. Cloud 1 (320)-685-7977
THE D YSLEXIC READER
BOOK REVIEW by Abigail Marshall
Learning Disabilities: There is a Cure
A Guide for Parents, Educators and Physicians by Addie Cusimano
Achieve Publications, 2001 ISBN 0-615-12053-9
Worry...is the misuse of the imagination.
This is a book about good teaching. It is also a book with a very bad title. The title is bad because it is misleading, and it simply doesn’t reflect what the book is about. A more appropriate title would be “Effective Strategies for Teaching Students with Learning Difficulties” — because that is in fact what the book does present. The author, Addie Cusamino, does not present either a theory or a treatment for overcoming learning disabilities; rather, she presents an array of teaching strategies. In fact, she seems to question whether learning disabilities even exist, and seems to advocate improved teaching in elementary school as a way of addressing all problems associated with learning disabilities. In an early chapter she argues that accommodations at the college level should never be needed, because these students’ needs should be addressed through primary level teaching at the appropriate time. The author is an experienced teacher and reading specialist, now retired, who essentially has put together a short book summarizing the types of strategies she has found to be effective. Most of the strategies are conventional approaches, and in fact the author clearly relies mostly on teaching materials published or produced by others –
her claim to success is based on what she terms her “eclectic” approach in combining various materials to meet the needs of individual students. The strength of this book is that it provides a good analytical framework to evaluate students’ learning needs, as well as a large number of suggested strategies and approaches in a brief, well-organized format. Because she focuses on different elements of learning – visual perception, visual memory, auditory perception, auditory memory, eye-hand coordination – the book would probably be extremely helpful to the teacher or tutor who is simply looking for new tools and strategies, or wondering what they have missed along the way. In fact, the strategies she offers are in no way limited to students with diagnosed learning disabilities. Especially in the chapters on improving written expression and advanced thinking and study skills, she offers ideas very appropriate for gifted learners and advanced elementary and high school students who are working at a level far beyond remedial. Like the author’s own characterization of her approach, the book is eclectic – some ideas and suggestions seem more appealing than others. Some of the strategies seem to be extremely useful for students with learning difficulties, whereas others seem inappropriate, based on a seeming failure to recognize the magnitude of difficulties some students face. In part this stems simply from the fact that the book does not offer detailed or in-depth exploration of any one approach, but rather gives an overview, touching very lightly in some areas. I do think this book would be helpful as a source of ideas for classroom or resource teachers, and certainly useful for homeschooling parents – as long as the readers are aware that the book doesn’t offer any “cure” at all, but rather describes dozens of good, solid teaching methods that have worked for the author and her students. w
THE DYSLEXIC READER
Introduction to Davis Learning Strategies (DLS) Teacher Kit
Description: A one-day workshop for teachers who are familiar with and interested in implementing the Davis Learning Strategies Teacher Kits in their classrooms. Objective: A basic working knowledge of how to implement Davis Learning Strategies and an opportunity to ask questions and get feedback from an experienced classroom teacher. Focus is on K-3 implementation, but all teachers are welcome. Prerequisites: Previous purchase and familiarity with DLS Teacher Kit and Manual. For full benefit, the participants should purchase the Kits 4-6 weeks prior to the workshop, read the Manual and try out some of the procedures. Kits must be brought to the Workshop. Dates: June 30, 2003 or August 12, 2003 Schedule: 9:00am-4:00pm. Lunch break between 12-1. Presenter: Sharon Pfeiffer, Director of DLS training internationally. Kit Cost: $119.95 (plus $9.90 CA sales tax) for a K-1 or Grades 2-3 Teacher Kit. Additional Manual $29.95. Workshop Cost: $175. Early registration: $160. Group rate for two or more: $145 each. Location: Davis Training Center, 1601 Bayshore Hwy., Suite 144, Burlingame, California.
v United States/ Minnesota (cont.) 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, MT (406) 257-8556 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
Mail to DDAI, 1601 Bayshore #245, Burlingame, CA 94010 or FAX to: +1 (650) 692-7075 To register by phone call +1 (888) 805-7216
Workshop Registration Form (Please Print Clearly)
all prices in US Dollars
Enroll me in the Introduction to Davis Learning Strategies Teacher Kit Workshop on: q June 30, 2003 (early registration discount deadline April 30, 2003) q August 12, 2003 (early registration discount deadline June 12, 2003) Enclosed is my payment: q Check q Credit Card q School District Purchase Order for: q $129.85 ($119.95+$9.90 CA sales tax) for q K-1 q Grades 2-3 Teacher Kit (check one) q $162.27 ($149.90+$12.37 CA sales tax) for Teacher Kit with both Manuals PLUS: q $160 full payment for early Workshop registration q $50 deposit for Workshop registration ($125 balance due upon attendance) q $145 group rate for Workshop Registration Other group member(s):
q Amex q Discover
Number ________-_________-________-________ Expiration Date: ____/____ Name as it appears on card: Print: Signature:
Ship my Kit and send my receipt and confirmation to: Name Address City Phone: E-mail: State/Province/Country Alternate phone: Postal Code
Elizabeth Ratliff Cary/Raleigh 1 (919) 461-3948
v United States (cont.) North Dakota Karen Nelson Bismarck 1 (701) 222-0326 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 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 (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
THE D YSLEXIC READER
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 Facilitator in Lebanon!
Samar Riad Saab, M.A. “I am a Lebanese Child Psychologist. I speak three languages: Arabic, French and English. I went through the French system, then the American system for my BA in Psychology and then the British system for my Master’s degree in Child Development and Education. I have worked as an Elementary Teacher and a School Psychologist. I run my own clinic specialising in dyslexia using the ‘old method of therapy’. I always prayed that a miracle therapy would be developed, since I was not convinced with the results. My prayers were answered when I came across Ron Davis’ book: The Gift of Dyslexia. I went through the training in Singapore, very far away from home, simply because I believed in the Davis Method. Now that I am licensed, I hope I’ll be able to help people find themselves and have, at last, a smile of achievement on their face.” Impressive Minds, PO Box 11-4895, Verdun Street, Beirut , Lebanon. +961 3 700 206. firstname.lastname@example.org Eve Resnick “I have been working Special Education as an English teacher in Israel for 20 years. Since English is a second language here, there are the additional problems of learning a different alphabet, reading from left to right instead of right to left (in Hebrew), and lack of basic vocabulary. These challenges led me to Davis in search of tools to help my students. Now I’m looking for a balance between working as a Davis Facilitator and remedial teaching. I work both at home and at the Center for Learning Correction.” 6 Rivka Guber Street, Kfar Saba, Israel 44471. +972 (58) 805 058 or +972 (9) 766 2140. Kassiff@attglobal.net Lieneke Charpentier is a single parent, she has a 15-year-old dyslexic son and a 9-year-old daughter with Down’s Syndrome and dyslexia. “Reading The Gift of Dyslexia was for me finding my goal in life: helping gifted but troubled children and adults to find their genius inside so together we can help the world become a better place for everyone.” Dolfein Instituut voor Leerproblemen, Vosseweide 25, 3437TA, Nieuwegein, Nederland. +31 306 04 15 39. L.email@example.com Maria Eugenia Gutierrez plans to provide the Davis Program along side her sister, Maria Lourdes. She speaks both Spanish and English. Sociedad de Consultoria Organizacional, Blvd. A. Lopez Mateos #2892, 1 Piso, Mexico City, D.F. PC 01090, Mexico. +52 55 95 8442 or 52 56 83 1319. firstname.lastname@example.org Sher Goerzen has been a teacher for over a decade, the last four years in a learning assistance position. Even before going into education she was interested in Autism and different learning styles as a volunteer with nonreading adults. Her interest in the Davis Program grew out of a passion for supporting all learners to reach their full potential and a growing frustration in never finding the root cause of their difficulties. After seeing one student at her school reach grade level reading and comprehension in a few short months, following a Davis program, she knew she wanted to become a Davis Facilitator. “It makes sense and fills in pieces for me that no other program had offered.” Sher is willing to travel abroad to help spread knowledge of the Davis Program. Mastering Dyslexia, 12443 216th Street, Maple Ridge, British Columbia, V2X 5K4, Canada. 1 (604) 290-5063. email@example.com Elenica Pitoska was born in Macedonia where she completed her degree in Pure Mathematics and trained/worked as a secondary school teacher. “I came to London in 1987 where I also taught maths and physics both in private and state secondary schools. After seeing the positive changes in my son’s self-esteem together with the significant improvement in his social and academic skills, I left the classroom and decided to train as a Davis Facilitator.” Elenica speaks English and Macedonian. 89 Hanover Road, London, NW10 3DL, England. +44 (020) 8451 4025. firstname.lastname@example.org Maria Lourdes Gutierrez speaks both Spanish and English. Sociedad de Consultoria Organizacional, Blvd. A. Lopez Mateos #2892, 1 Piso, Mexico City, D.F. PC 01090, Mexico. +52 55 95 8442 or +52 56 83 1319. email@example.com Susana Palafox plans to provide the Davis Program from her private practice. She speaks both Spanish and English. Fuente de Diana #75, Tecamachalco, Naucalpan Edo. de Mexico, CP 53950, Mexico. +52 55 52 51 30 37 or 55 52 45 03 19. firstname.lastname@example.org Karen Nelson has a daughter and three nephews who have completed the Davis Program. “After seeing how successful it was for them and the changes it made I decided to become a Davis Facilitator. I will provide the program in my home.” Creative Solutions Dyslexia Center, 1750 Country West Road, Bismarck North Dakota 58503,U.S.A. (701)-222-0326. email@example.com Monique Commandeur, Pr. Christinalaan 95, 1421 BG Uithoorn, Nederland. +31 (0297) 56 88 50. firstname.lastname@example.org
THE D YSLEXIC READER
Janice Scholes has a B.Ed in Psychology, a Diploma in Mathematical Education and the RSA Diploma for Teachers of Pupils with Specific Learning Difficulties. She has taught in several schools as a class teacher, ethnic minority teacher and Special Needs teacher. She became interested in the Davis Methods in her search for a truly multi-sensory approach to dyslexia. After the Fundamentals Workshop she knew that she had found a unique Program to address the root cause of dyslexia and various other learning difficulties. 21 Clough Lane, Hightown, Liversedge, West Yorkshire, WF15 8AD, England. +44 (01274) 87 47 12. email@example.com Axel Gudmundsson became interested in the Davis Method through personal experience. “My wife is dyslexic and her life was transformed by completing the program some years ago. During my training, I discovered that I am dyslexic as well, even though in my case it did not manifest in severe learning difficulties. My background is in the creative arts, media and social services. I have graduated from studies in counseling and psychotherapy and I find this complements my work as a Davis Facilitator.” Axel is tri-lingual and can facilitate in Danish, English and Icelandic. Dislexic, 6 Chestnut Avenue, London, N8 8NY, England. +44 (020) 83 41 77 03. firstname.lastname@example.org Fionna Pilgrim works part-time at Hearter Montessori. “The directress and staff have been very supportive throughout my training and the atmosphere is very welcoming for clients young and old. My early traini ng was in nursing and I have a dyslexic daughter who has benefited greatly from a Davis Program.” Dyslexia at Hearter Montessori, West Cliffe School, Skipton Road, Keighley, West Yorkshire, BD21 4TJ, England. +44 (01535) 609 797. email@example.com Margrit Niederhauser “Again and again in more than 20 years of teaching (also with children having special needs), children gifted with dyslexia have come to my attention. Through preventative measures (recognizing and using this gift), I would like to spare younger children unnecessary frustration. I desire to acquaint adult dyslexics with the Davis Method, providing them with a tool with which to orient themselves and to take advantage of their dyslexic gift. For me it is important that as many dyslexics as possible attain a positive self-image.” Kettigerweg 6, CH-4410 Liestal, Switzerland. +41 (061) 921 47 12 Petra Saeger Burgwaller Strasse 3, D-17268 Storkow, Germany. Keryn Middleton “Three years ago, whilst working as a childminder, I met a mother with a son struggling at school. I offered to help and thought I’d better look into dyslexia first. The only remotely ‘reading friendly’ book in the library was The Gift of Dyslexia. I read it and was hooked. When I inquired as to training costs, I thought, ‘Too expensive, maybe I’ll try teaching instead.’ I got a job as a special support assistant in a secondary school and enrolled at University to do a teaching degree. The course was canceled due to lack of interest! Talk about working in mysterious ways, even I can take a hint that size. So, here I am, supported by my husband, my 2 young children, (even though it meant Dad cooking and looking after them whilst I was living it up in Winchester during my training) and my ever patient Bank Manager. My way forward now is with providing Davis programs.” 8 Lambourne Gardens, Barking, Essex, IG11 9QB, United Kingdom +44 (0208) 507 9164. firstname.lastname@example.org Anne-Marie Schafflützel is the mother of dyslexic children. She decided to become a Davis Facilitator when her son started the Davis Program. She provides the program from her home. im Maiacher 1, CH-8804 WädenswilAu, Switzerland. + 41 (01) 781 19 93. email@example.com Leonardus D’Hoore has a therapeutic background in adult education and haptonomie. He speaks 3 languages and works with both children and adults. Merseniersstraat 6, 4524 DV Sluis , Nederland. +31 (0117) 56 2940 or +31 (0117) 46 1963. firstname.lastname@example.org
v United States/ Washington (cont.) 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 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 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 Milwaukee 1 (888) 890-5380 (Toll Free) 1 (414) 774-4586 v This Directory is current as of February 24, 2003. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However the Davis Providers list at www.dyslexia.com is always up to date. v
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 www.dyslexia.com/affil.htm, or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.
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!
2003 DATES & LOCATIONS
29 May-1 June June 23-26, July 14-17, July 14-17, August 18-21, August 18-21, 2003 2003 2003 2003 2003 2003 Monterrey Mexico San Francisco, California San Francisco, California Madison, Wisconsin San Francisco, California Toronto, Canada
Visit the newly designed
Call 1-888-805-7216 for US Registration Call +65 6310 1032 for Indonesia Registration Call 1 (905) 844-4144 for Canada Registration Call +52 (81) 8335-9435 for Mexico 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)
2003 WORKSHOP SCHEDULE
11-14 April 2003 Instructor: Ioannis Tzivanakis Language: German Location: Munich, Germany Contact: email@example.com Phone: +49 (040) 25 17 86 22 12-15 May 2003 (English) Sydney, Australia Instructor: Bonny Beuret Language: English Location: Sydney, Australia Contact: firstname.lastname@example.org Phone: +61 (02) 9968 2678 18-21 May, 2003 (English) Instructor: Bonny Beuret Location: Auckland, New Zealand Contact: email@example.com Phone: +61 (02) 9968 2678 29 May-1 June 2003 Instructor: Bonny Beuret Language: English/French Location: Geneva Switzerland Contact: firstname.lastname@example.org Phone: +41 061 273 81 85 8-11 July 2003 Instructor: Cyndi Deneson Language: English Location: Burlingame, California Contact: email@example.com Phone: +1 (888) 805-7216 30 Aug 2003 - 2 Sept 2003 Instructors: Bonny Beuret Language: English Location: Sydney, Australia Contact: firstname.lastname@example.org Phone: +61 (02) 9968 2678 5 Sept 2003 - 8 Sept 2003 Instructors: Bonny Beuret Language: English Location: Melbourne, Australia Contact: email@example.com Phone: +61 (02) 9968 2678 13-16 September 2003 Instructor: Bonny Beuret Language: German Location: Basel, Switzerland Contact: firstname.lastname@example.org Phone: +41 (061) 273 81 85 2-5 October 2003 Instructor: Robin Temple & Siegerdina Mandema Language: English Location: Tonbridge, Kent, UK Contact: DavisUK@dyslexia.com Phone: +44 (08700) 132 945
For updated workshop schedules visit www.dyslexia.com/ train.htm
~ Dys•lex´•ic Read´ er •
1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who Should Attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • 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: email@example.com DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: firstname.lastname@example.org DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: email@example.com DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com
2003 International Schedule
Munich Sydney Auckland Geneva California Sydney Melbourne Basel Kent Germany Australia New Zealand Switzerland United States Australia Australia Switzerland UK Apr 11-14,2003 May 12-15 May 18-21, 2003 May 29-Jun 1, 2003 July 8-11, 2003 Aug 30-Sept 2, 2003 Sept 5-8, 2003 Sept 13-16, 2003 Oct 2-5, 2003
U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
U.S. Fees and Discounts
• $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA- 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: firstname.lastname@example.org DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: email@example.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: firstname.lastname@example.org
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm