Dys•lex´ ic Read´ er • •

~
Vol. 33

The

Davis Dyslexia Association International

Issue 4 • 2003

Brain Scans Show Dyslexics Read Better with Alternative Strategies
By Abigail Marshall

Scientists studying the brain have found that dyslexic adults who become capable readers use different neural pathways than nondyslexics. This research shows that there are two independent systems for reading: one that is typical for the majority of readers, and another that is more effective for the dyslexic thinker. NIMH Study of Dyslexic Adults Researchers Judith Rumsey and Barry Horwitz at the National Institute of Mental Health used positron emission tomography (PET) to compare regional cerebral blood

flow (rCBF) among dyslexic and nondyslexic men. The dyslexic subjects had childhood histories of dyslexia and continued to show some symptoms related to reading, but their overall reading ability varied. For some word recognition and comprehension tasks, the dyslexic men scored as well as or better than controls. The men in the study were asked to perform several single-word reading and decision making tasks. They were asked to perform some tasks that relied on their ability to sound out words (such as pronouncing a pseudo-word such as cazot) and some tasks that relied on their ability to recognize irregular,

nonphonetic spellings of real words (such as reading aloud words like pharoah or choir). When brain activity was correlated with reading ability, the researchers observed an intriguing inverse relationship between reading ability and cerebral blood flow patterns. For nondyslexic controls,
continued on page 4

Dreams Coming True in Iceland
by Alice Davis, DDAI Director

In This Issue
News & Feature Articles:
Brain Scans . . . . . . . . . . . . . . . . . . . . . . .1 Dreams Coming True in Iceland . . . . . . .1 Back to School Tips for Teachers . . . . .3 Word Master According to Humpty Dumpty . . . . . . . . . . . . . . . . . .9 Das Phänomen“Widerstand” in der Davis-Beratung . . . . . . . . . . . . . . . . . .11 Es ist nicht alles Gold was glänzt 11 In Memory . . . . . . . . . . . . . . . . . . . . . . . .15 Her Sparkle Has Returned . . . . . . . . . . .16 Movies In My Head . . . . . . . . . . . . . . . . .17 The Gift of Learning . . . . . . . . . . . . . . . .19

Ron and I visited Iceland in August to help Axel Gudmundsson and Lesblind.com launch the Icelandic edition of The Gift of Dyslexia and to participate in the first presentations of the Davis Learning Strategies and Fundamentals Workshops in Iceland. The country and its people are fantastic. Iceland has natural beauty everywhere in the form of sea, fjords, mountains, glaciers, lava formations, waterfalls, and lakes. The air is crystal clear and clean. The people are warm, friendly and

extremely interested in our work. The Lesblind.com Team of Axel, Örn, Hilder, Judith Shaw and Laura Shone have done an incredible job of introducing The Gift of Dyslexia and Davis Dyslexia Correction to Iceland. One measure of their success is that the English edition of Ron’s book has been the #2 bestseller at Amazon.com in Iceland for the past several months, just behind Harry Potter! To meet the demand Axel generated in February, 2003 with lectures and press coverage, several Facilitators have had the opportunity to travel there to do
continued on page 14

Regular Features:

In The Mail . . . . . . . . . . . . . . . . . . . . . . . .2 Famous Dyslexics Remember . . . . . . .18 Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Book Review . . . . . . . . . . . . . . . . . . . . . .19 New Facilitators & Specialists . . . . .20-22 Workshops . . . . . . . . . . . . . . . . . . . . . . . 23

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THE DYSLEXIC READER

IN THE MAIL
Week One Report from Two Icelandic Teachers
August 28, 2003 Dear friends and fellow teachers, I have been using the Davis Learning Strategies now for one week with my first grade students and I have already made one discovery. One of my students is very active even though he hasn’t been diagnosed with hyperactivity or anything like that. I couldn’t get him to do the Release or the Focusing, he was just all over the classroom. So I decided to use the Dial-Setting, and guess what? He told me that his Dial was at a 9! I asked him if he could put it down to 5 or 6 and he said that he would try. In the next lesson he sat still for almost 20 minutes, and he tried the Release but didn’t quite get the Focusing. Today he was like another person, he sat still the whole time and did what I asked of him. I’m so pleased and I have to say if your students are having a hard time calming, do the Dial before anything else, because at least for my classroom it made the rest possible. I wonder how everybody else is getting on with this? Hope to hear from you all soon. Bye, Sigrún Baldurdóttir Hellissandi Hello all you wonderful people!! How very exciting Sigrún! This was just what I needed to hear, as I will meet my Special Needs students tomorrow. They are 3rd graders and have many problems I am told. Dora and Steinunn and me have been preparing letter boards, buying clay and cardboard boxes from the pizza place. Dora has already begun applying the program to maths for the young ones by making circles, triangles and squares, then the signs and numbers later on. It’s so clever of her; the signs are a real trouble in maths for some pupils. I have already given my 7th graders Release and after the first giggling and peeping, they have relaxed about it and I look forward to seeing the rest work for them! Love, Áslaug

In all affairs it's a healthy thing now and then to hang a question mark on the things you have long taken for granted.

Copyright 1996 Randy Glasbergen. www.glasergen.com

—Bertrand Russell

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, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: 1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: http://www.dyslexia.com/ The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.

THE DYSLEXIC READER

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Back to School Tips for Teachers
How to create a positive experience in the classroom for dyslexic students
by Mary Ellen Schutz (originally posted to the Davis Dyslexia Discussion Board, www.dyslexiatalk.com

I have two highly-intelligent, artistic, athletic, kind-hearted, sociable children...both of whom happen to be dyslexic...both of whom experienced dramatic, sustainable improvements in reading, writing, and math using Davis techniques. What follows is some base information that I now give all my children’s general classroom teachers at the beginning of each year. Even without specialized training, each and every teacher can make it possible for dyslexic children to have a positive experience in the classroom. Yes...it takes a little thought and planning... Yes...it takes a little understanding... But the pay off is 1,000 fold... What can a teacher expect to see in dyslexic students? Deep thought — My children think primarily with meaning of language (as opposed to the sound of language). They can offer deep insight and complex analysis of topics. Intuitive thought — “Picture thinking” occurs at the rate of 32 ideas or concepts per second, inside the subliminal band. It is anywhere from 400 to 2,000 times faster than verbal/sequential thought, which occurs at the rate of speech (with an upper intelligible limit of 4 to 5 words per second). My children often come to the right conclusion, but require assistance in slowing their thoughts down to a rate that allows them to “view” the process they used to reach the conclusion. Verbal discussion of the linear, sequential process for reaching the conclusion and written outlines often helps. Discussion helps my children to transition to verbal

conceptualization, the mode of thinking required to present their thoughts in coherent, written form. When writing, checking in with an adult every few paragraphs and prompts for intermediary punctuation, help slow their thinking down, improving the overall written piece. Curiosity — My children’s rapid rate of thought allows them to consider more options and pose more questions in a given period of time. The flip side of this coin is boredom and difficulty transitioning. If a topic is of interest to them, my children will delve deeper into the idea. If the topic is not of interest or confusing, they will find something else more interesting to think about and/or do. In either case, this trait often triggers (consciously or unconsciously) their ability to distort perception. On the plus side, the distortion blocks out distractions. On the minus side, those blocked distractions may include movement of the class to the next task or topic. A quick check to see if they are with you at transition times (and attracting their attention if they are not) usually ensures that they get the next piece of information and follow your direction. Ready grasp of complex ideas — My children’s high intelligence and comparative mode of learning allow them to rapidly grasp and

analyze complex issues and ideas. They often can master a concept faster than the typical verbal/sequential thinker can conceive it. This is particularly true if the lesson includes a kinesthetic component. It is, however, a twoedged sword. If new ideas and issues are first presented without relative context, the confusion they experiences can be so intense and profound that they can be left disoriented and incapable of learning until that confusion is resolved or dismissed. Sense of humor and drama — My children are fun to work with. They want to learn, delight in new discoveries, and respond to positive reinforcement. Their creativity and imagination add a sense of humor and drama to the classroom. Their strong opinions add to the dynamics of any group discussion. Inventive and literal phonetic spelling — With limited experience reading text with the letters in their proper position and orientation, my children’s spelling of even regular words can be imaginative and inconsistent. Spelling for most irregular words and words known to trigger dyslexic disorientation (most of the words on the Dolch and Sitton sight word lists) is just now coming within their grasp. They only recently gained enough experience
continued on page 7

PAGE 4 International Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is now available from more than 300 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm Australia
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THE DYSLEXIC READER

Brain scans. . .
continued from page 1

increased right brain use corresponded with reduced reading ability. Comparison of Reading Outcomes among children followed since kindergarten A team of researchers led by Sally Shaywitz at Yale University has confirmed that dyslexic individuals who become good readers have a different pattern of brain use than either nondyslexic readers, or dyslexics who still read poorly. The researchers used functional magnetic resonance imaging (fMRI) to evaluate brain activity among 20-year-old dyslexic men and women selected from a group that had been followed since kindergarten. All the dyslexic subjects had a history of severe reading impairment in early childhood. However, while some of the students continued to struggle with reading throughout their school years (“persistently poor readers”), others improved by their high school years, becoming accurate readers with strong comprehension skills (“accuracy improved readers”). Dyslexic subjects from both groups as well as non-dyslexic control subjects were asked to perform reading tasks involving phonological processing (non-word rhyming test) and ascertaining meaning (semantic category test). During the nonword rhyming test [“Do leat and jete rhyme?], both dyslexic groups showed less activation of the left posterior and temporal areas of the brain as compared to the control group. However, the dyslexics who were improved readers also had greater activation of right temporal areas and both right and left frontal areas. For the semantic category test [“Are

stronger activation of left hemispheric reading systems, including the left angular gyrus, corresponded to better reading skill. For dyslexic subjects, the opposite was true: the stronger the left-hemispheric pattern, the poorer the reader. In contrast, increased reading skill for dyslexics was correlated with greater reliance on right brain systems, but for non-dyslexics
Control Men (n=14) r=+.62

Brenda Gayle Baird Brisbane 61 (07) 3341 3471 Sally Beulke Melbourne 61 (03) 5727 3517 Catherine Churton DDA-Australia Director Supervisor-Specialist 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 Austria Annette Dietrich Wien 43 (01) 888 90 25 Gabriele Klug Baden 43 (2252) 214 56 Christa Salcher Wien 43 (01) 888 61 44 Bahrain Sameera Sadiq Al Baharna Manama 973 555 201 Belgium Edith Rotenberg Liege 32 474 812 899 Bolivia Maria Ormachea La Paz 591 (02) 792 945

115

110

105

100 95 .74 .76 .78 .80 .82 .84 .86 .88 .90

110 105 100 95 90

Dyslexic Men (n=17) r=-.69

Reading Ability

85 80 75 70 65 60 .70 .75 .80 .85 .90 .95 1.00

Increased Left Brain Blood Flow

Dyslexic brain

Typical brain

Brain scans suggest that in dyslexic brains, information flows along a different pathway, bypassing the left-brain area where sounds are mapped to words. continued on page 5

THE DYSLEXIC READER

PAGE 5
Brazil Ana Lima Rio De Janeiro 55 (021) 2295-1505 Canada Wayne Aadelstone-Hassel North Vancouver 1 (604) 988-7680 Winifred Bauer British Columbia 1 (250) 359-0195 Ashley Benjamin Alberta 1 (866) 685-0067 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 Catherine Smith Oakville/Toronto 1 (905) 844-4144 Kim J. Willson-Rymer Oakville/Toronto 1 (905) 825-3153 China Carrie Cheung Hong Kong 852 90 111 736 Lai Wan Livia Wong Hong Kong 852-2810-0282 Cyprus Alexis Mouzouris Limassol 35-72-538-2094 France Dominique Blaess Le Pecq/Paris 33 (01) 39 76 12 61

Brain scans. . .
continued from page 4

reading ability for the 15-20% of children who fit the dyslexic profile. The right hemisphere is where many corn and rice in the same category?”] the nonverbal thought processes take place, persistently poor readers showed brain including the ability to associate a activity very similar to the nondyslexic perceived written word with the object it control group, despite the fact that their represents. The right hemisphere is also reading performance more specialized for the was significantly analysis of space and “...teaching methods that geometrical shapes and impaired. Like the control group, the may work well for a large forms, and is the site of persistently poor majority of schoolchildren creative mental activity. readers activate left Thus, a right-hemispheric may be counterproductive involvement in the reading posterior and temporal systems. In contrast, when used with dyslexic process might suggest the improved dyslexic higher reliance on children.” readers bypassed this recognizing visual word area entirely. and letter shapes, on This research suggests that for dyslexic associating words with sensory impressions readers, the left brain areas associated with of their meanings, and on utilizing phonetic decoding are ineffective. While a contextual information to discern meaning. non-dyslexic reader finds such pathways an Thus, it may be that reading instruction efficient route to reading, the dyslexic that is effective and supported by research reader essentially becomes entangled in a involving non-dyslexic children, may be a neural traffic jam. In contrast, dyslexics recipe for failure when imposed on who bypass these mental pathways, relying dyslexic children. This may be due to more on areas of the brain involved in innate physical differences in brain nonverbal thought and in analytic thought, structure which have been observed by are able to become capable readers. many researchers. It may also result from a developmental cognitive preference and a Impact of Findings for Education predominantly visual-spatial learning style. These brain imaging studies show that For typical, nondyslexic children, teaching methods that may work well for a reliance on left hemispheric systems large majority of schoolchildren may be important for phonetic decoding might counterproductive when used with dyslexic provide a direct bridge to learning and children. If dyslexic children follow the comprehension. In contrast, for the dyslexic same inverse pattern as their adult child, this may essentially be a bridge to counterparts, then as a dyslexic child nowhere. Rather than development of leftbecomes more adept at using leftbrain system pathways associated with hemispheric pathways implicated in learning and applying phonic pathways, phonetic processing, reading skill will be dyslexic children may need an educational diminished rather than enhanced. approach that bolsters the word-picture A recent study by Georgetown associative and problem-solving skills of University researchers studying reading the right hemisphere. development seems to confirm this In contrast, teaching methods based on possibility. Researchers found that as young intensive or systematic drill in phonemic children gain proficiency in reading, they awareness or phonetic decoding strategies, show “developmental decreases in the right which are premised in part on a desire to hemisphere.” Brain scan evidence showed “rewire” the dyslexic brain, may be that the process of learning to read did not neurologically as well as psychologically involve growth in ability to utilize leftharmful to dyslexic children. Such hemispheric pathways at all, but rather only approaches might simply emphasize diminishment of ability to use the reliance on thinking strategies that are as corresponding right hemispheric areas. For likely to diminish reading ability as they the typical students who were observed in are to improve it, increasing both the the study, such development corresponded degree of impairment and the level of with improved reading ability. However, if frustration. the inverse pattern observed in dyslexic adults holds true in children, then such development would lead to diminished continued on page 6

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Jennifer Delrieu Voisins le Bretonneux/Paris 33 (01) 30 44 19 91 Valentine Galliot-Appia Aubergenville/Paris 33 (01) 30 99 53 59 Carol Nelson-Pollard Paris 33 (01) 46 51 72 63 Odile Puget Gex/Geneva 33 (0450) 41 82 67 Germany/Deutschland Liesbeth Berger-Laming Stuttgart-Vaihingen 49 (0711) 782 3115 Ute Breithaupt Langenselbold 49 61 846-1874 Andrea Fleckenstein Witzenhausen 49 (05542) 91 16 07 Cornelia Garbe Berlin 49 030 61 65 91 25 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 Freiburg 49 (0761) 13 78 288 Das Legasthenie Institut Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg 49 (040) 25 17 86 23 Kirsten Hohage Nurnberg 49-91-154-2518 Christine Jacob Lörrach 49 (07621) 134 60 Wiebke Janssen Lilienthal 49 (04298) 466 836 Doris Karl-Akova Bremen 49 (0421) 713 30 Rainer Knobloch Leinburg/Ortsteil Diepersdorf 49 (09120) 18 14 84

THE DYSLEXIC READER

Brain scans . . .
continued from page 5

The Importance of Learning Meaning
Researcher Sally Shaywitz followed the progress of students from kindergarten through high school graduation. Some students identified as struggling readers in primary years remained persistently poor readers throughout their school years; whereas others became accurate readers with strong comprehension skills by the time they were in high school. Using fMRI brain scanning technology, Dr. Shaywitz discovered that the improved readers had developed strong compensatory strategies that distinguished them from the persistently poor readers. The good readers had more advanced vocabularies and used context and semantic skills to gain meaning from text. The poor readers appeared to rely solely on phonetic decoding strategies and memory, without having developed good word analysis skills. Dr. Shaywitz wrote: “These findings have important educational implications and are of special relevance for teaching children to read. Consistent with our knowledge of the components of reading, children need to be able to sound out words to decode them accurately, and then, they need to know the meaning of the word, to help decode and comprehend the printed message. Both the sounds and the meanings of words must be taught.” Davis Learning Strategies are designed to integrate well with any curriculum already in place at a school. At the primary level, the Davis tools provide an easy and direct way to develop cognitive skills and enable children to learn word meanings at the same time as they are introduced to other decoding strategies. These provide the foundational skills that later enable at-risk children to overcome barriers to learning and to become capable readers. Davis Symbol Mastery is specifically geared to building strong analytical skills for discerning word meaning. The emphasis on dictionary skills — looking the word up, reading the definition, practicing using the word in sentences, modeling the meaning in clay — all require the student to both think about meaning and develop an analytical framework that will provide a lifelong pathway to effective learning.

Davis Theory and Methods Davis Learning Strategies® and Davis Dyslexia Correction® emphasize a creative, meaning-based strategy for acquisition of basic reading skills. Children (and adults) use clay to model the concepts that are associated with word meanings at the same time as modeling the letters of each word in clay. This approach probably builds reliance on the right-hemispheric abilities that seem crucial for reading development among dyslexic students. With older children and adults, Davis Dyslexia Correction methods routinely produce very rapid progress in reading ability. Thus, it seems that the skills needed for dyslexics to become able readers can be readily acquired at any time. The brain scan research provides a road map that can be followed simply through application of educational approaches that help reinforce the natural thinking patterns and habits of the dyslexic learners, rather than try to force dyslexic learners to try to think like people whose brains simply are structured differently than theirs.

References: Brown, WE, Eliez S, Menon V, et al (2001). Preliminary evidence of widespread morphological variations of the brain in dyslexia. Neurology 56: 781-783. Horwitz B, Rumsey JM, Donahue BC (1998), Functional connectivity of the angular gyrus and dyslexia. Neurobiology: 95: 8939-8944. Rumsey, JM, Horwitz, B, et al (1999): A functional lesion in developmental dyslexia: left angular gyral blood flow predicts severity. Brain and Language, 70: 187-204. Shaywitz SE, Shaywitz BA, Fulbright R, et al (2003). Neural Systems for Compensation and Persistence: Young Adult Outcome of Childhood Reading Disability. Biological Psychiatry 54:25-33. Turkeltaub PE, Gareau L, Flowers DL, et al (2003) Development of neural mechanisms for reading. Nature Neuroscience 6: 767-773, at 769

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Germany/Deutschland (cont.) 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 0 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 Petra Saeger Storkow / Berlin 49 (03987) 15 21 06 Gabriela Scholter Supervisor-Specialist Stuttgart 49 (0711) 578 28 33 Inge Starck Battenberg/Eder 49-645-293-2888 Marietta Tieben Haren 49 (05934) 70 47 37 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

Back to school . . .
continued from page 3

Shut down — For my children, resolving confusion is not a matter of fitting the pieces into the puzzle correctly, to recognize some misspelled words. As but of getting the pieces to work with in the they are exposed more consistently to text first place. Since they think primarily with while properly oriented, see their work the meaning of language, when they face immediately generated to a printed page, confusion, they face profound confusion. and progresses with Symbol Mastery of They cannot always explain which piece is trigger and irregular words, their spelling missing. Since context and meaning are begins to show improvement. Formal their primary recall tools, when they “don’t morpheme- and rule-based spelling get” something—the entire picture is blank. instruction can be expected to speed the Add the fact that, for my children, process. Allowing the use of a spell writing has never been a matter of merely checker, a talking dictionary, and providing jotting down thoughts. It is comprised of editing assistance all improve the end the incredibly arduous tasks of reducing the product. Continued morpheme-based speed of thought by a factor of 400 to spelling instruction can be expected to 2,000, breaking the thought into pieces, speed their progress. arranging the pieces sequentially so they Inconsistent application of writing can be presented in a linear fashion, conventions — Summarily, automatically, breaking the information into individual and unconsciously dismissed from their sounds, selecting the appropriate 2 visual buffer as a meaningless source of dimensional symbols to represent the confusion, my children sounds, and finally “saw” punctuation on reproducing the symbols the page for the first in the proper size, shape, “Odd and obvious time during the Davis questions are, generally, not orientation, and order. reading intervention. A Add difficulties combination of meant to annoy, but are real decoding symbols and experience with attempts to fill the gaps left translating linear punctuation “present” information into useable, by disorientation...” on the page, tutorial multidimensional work using the Davis thought. Picture-At-Punctuation My and other dyslexic children face technique and editing support, have incredible amounts of frustration daily. allowed my children to include beginning, Faced with constant corrective feedback, ending and some intermediary punctuation. overwhelming confusion, frustration, and Keyboarding (rather than expending energy humiliation, an overwhelming sense of drawing individual symbols) and viewing inability, and resistance to even starting the their encoding work as a printed page allow school day can build. In the past, this has them to apply writing conventions more led to tardiness, anger, deterioration in selfconsistently. esteem and social interaction, morbid Knowledge gaps — While attempting to depression, and shut down. resolve confusion, while deep in thought, and while intentionally accessing and What can a teacher do to help? manipulating data in the sensory buffers, dyslexic children become disoriented. Their Be cognizant of the signs of inner clocks speed up or slow down. Their disorientation — When my children are senses of balance and movement reverse. learning, they are relaxed, alert, and the Their brains are not “seeing” what their task at hand has their attention; they are eyes see or “hearing” what their ears hear. willing participants in learning activities. While disoriented, my children missed Intense concentration; daydreaming; information that was presented, leaving vacant, dull eyes; balking at tasks; unexpected gaps in their knowledge base. disruptive, avoidance behaviors; confused, “Everybody knows…” and “Everybody dazed looks; fidgeting; frustration; and learned that in…” are not valid tense muscle postures all are indications assumptions. “Odd” and “obvious” that something has triggered disorientation. questions are, generally, not meant to My children were taught orientation, annoy, but are real attempts to fill the gaps focusing and relaxation techniques during left by disorientation and the difference in their reading and math interventions. thinking modes. continued on page 8

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Germany/Deutschland (cont.) Angelika Zeller Bichl 49 (08857) 91 68 Iceland Judith Shaw Mossfellsbaer/Reykjavik 354 586-8180 Ireland Sister Antoinette Keelan Dublin 353 (01) 884 4996 Indonesia Elizabeth Martin Jakarta 62 21 769 4845 Israel Etya Chesler Kfar-Saba/Tel Aviv 972 9 768 0267 Goldie Gilad Kfar Saba/Tel Aviv 972 (09) 765 1185 Eve Resnick Kfar Saba / Tel Aviv 972 (09) 766 2140 Judith Schwarcz DDA - Israel Director Davis Specialist Ra'anana / Tel Aviv 972 (09) 772 9888 Edna Tune Herzeliah 972 9 958-3372 Italy Elisa De Felice Roma 39 (06) 507 3570 Dr. Raffaella Zingerle Corvara In Badia 39 (0471) 83 68 71 Japan Helen Brittle-Matsuki Tokyo 81 (03) 3795 5997 Tina Kirby Okinawa 81-314-033-4678 Lebanon Samar Riad Saab Beirut 961 3 700 206 Malaysia Hilary Craig Kuala Lumpur 603 2096 1342

THE DYSLEXIC READER

dimensionally rearrange their ideas at least half a dozen times in the blink of an eye, continued from page 7 coupled with the inconsistencies in their Remind them to use those tools. Help them inner clock, contribute to their global identify and remove the source of the sequencing deficiencies. The concepts of confusion. Leave the confusion unresolved, time, change in relation to a standard, permit excessive concentration, and they sequence, and order vs. disorder were may enter a “hypnotic state” that impedes formally introduced during the Davis Math learning and induces migraine headaches. Mastery® intervention. Participation in Provide context — For visual-spatial labs; debates; discussions about text, learners, the sound of the name of a concepts and processes; allow them to concept is not synonymous with the “see” the sequence of events and convert concept, nor is sound their key tool for their thoughts into ideas that can be recall. Briefly prefacing a new concept or expressed in coherent, written form. issue with contextual information generally Provide assignment checklists or allows my children to transition and rubrics — Checklists compensate for prepare to receive new information. For global sequencing deficiencies and details example, you might introduce a new missed due to disorientation. They allow science topic with something along the my children the opportunity to meet your lines of, “Today, we will be studying how a expectations for a complete assignment. plant reacts to light and Support the use of the the role of light in plant planner for daily food production. Key to assignments and “When editing is required, reminders. understanding plant food production is a process Be lenient with provide editing assistance called photosynthesis.” spelling and writing With those two brief that tackles one deficiency conventions — Save sentences, a concrete, the heavy editing for at time...” comparative context for “show pieces” and the new concept is major projects. established, the relative Understand that, while importance of the new concept is set, and neatness counts, when my children are the name and sound of the new concept is thinking at their best, their most creative, presented. A setting for learning is deepest in thought and analysis, their established. dyslexia and dysgraphia are at their worst. Provide positive reinforcement and Poor handwriting, misspellings, and the encouragement — With encouragement absence of punctuation do not necessarily and positive feedback that leverages reflect amount of time, effort or thought put existing knowledge and accomplishments, into a piece of work. When editing is my children are hard working students. required, provide editing assistance that They truly want to learn. Beyond that, they tackles one deficiency at time, a needs to know that, regardless of their content/organizational pass, a punctuation spelling mistakes and labored reading, their pass, and a spelling pass. Allow the use of teachers see them as smart. When children word processor spelling and grammar sense that you believe in them, when they checkers, the talking speller/dictionary/ KNOW, that you KNOW he or she is an thesaurus. Accept dictated and keyboarded intelligent, full member of your learning assignments. community, they will go the extra mile. Provide talking books — My children’s You can expect tremendous things of them dyslexia is not yet fully corrected. They and they won’t back down or disappoint still face a myriad of words that are you. When they do not get positive input, understood conceptually, but not yet my children shut down and will not even recognized in print. They have many attempt tasks they believes they can’t do. dyslexic trigger words to master. These Provide kinesthetic/social learning contribute to a slow reading rate, difficulty opportunities — My children’s best decoding text, and low reading stamina. learning occurs in hands-on, interactive Talking books, read along activities, the settings. Illustrations, models, talking dictionary, Davis Symbol Mastery dramatizations, and real world examples and Picture-at-Punctuation exercises, all improve understanding of new concepts continued on page 9 and terms. The ability to reorder and multi-

Back to school. . .

THE DYSLEXIC READER

PAGE 9

Back to school. . .
continued from page 8

contribute to their becoming an independent reader. They allow my children to expend their energy learning concepts rather than decoding symbols. Allow them to opt out of embarrassing read-aloud situations. Allow the use of a calculator and manipulatives — Concrete, comparative learning is an asset when analyzing complex mathematical and scientific problems, but a liability when attempting rote memorization. My children are capable of mathematical analysis, understand the arithmetic operations, but have difficulty retaining math facts. Use of the Davis Grid technique and Symbol Mastery of mathematical symbols and terms are improving their computational skills. Use of a calculator and/or manipulatives prevents the underlying calculations from undermining the learning of new concepts. Require homework only to the extent that it is necessary for evaluating knowledge/grasp of materials — My children expend tremendous amounts of

energy coding and decoding information during the school day. Repetitive, practice assignments, designed for learning by conditioning, add to their exhaustion and frustration, not their knowledge base. As for the Davis specifics...yes, you can help a child in a couple of half-hour sessions a week. After school may or may not be the best time, since most dyslexic children have expended ~10x as much effort as verbal, sequential learners, just to make it through the school day. My children do their on-going Symbol Mastery work during the school day, during what for most students would be a study hall. Mastering a word generally takes 20-45 minutes and our facilitator recommended that these children master four words a week. Some kids can do more...some kids less. Davis’ new book, The Gift of Learning, describes Dial-Setting. It has been a very useful tool for my children...useful not only in school, but to calm themselves when they were injured or upset about anything...to pick themselves up when they were tired and had to accomplish that one last thing.

Mexico Sandra Cecilia Gorozpe Barbara Querétaro 52 (01442) 220 52 48 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 Graciela Trevino Gonzalez Olga Zambrano de Carrillo DDA - Mexico Director Garza García, Monterrey 52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas 52 (833) 213 4126 Lucero Palafox Veracruz 52 (022) 99 351302 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 Netherlands

Word Mastery According to Humpty Dumpty
by Lewis Carroll

“I don’t know what you mean by ‘glory,’” Alice said. Humpty Dumpty smiled contemptuously. “Of course you don’t—till I tell you. I meant ‘there’s a nice knock-down argument for you!’” “But ‘glory’ doesn’t mean ‘a nice knock-down argument,’” Alice objected. “When I use a word,” Humpty Dumpty said, in a rather scornful tone, “it means just what I choose it to mean— neither more nor less.” “The question is,” said Alice, “whether you can make words mean so many different things.” “The question is,” said Humpty Dumpty, “Which is to be master? That’s all.”

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 Christien De Smit Sluis 31-11-746-1963

Improve Children's Reading Skills and Creative Talents
with Kits

Designed Especially for K-3 Teachers and Parents of Children Ages 5-8
Each Kit includes: • Sturdy Nylon Briefcase • Reusable Modeling Clay (2 lbs.) • Kindergarten & Grade One Manual or Grades Two & Three Manual • Webster's Children's Dictionary (Hardcover) • Checking Your Grammar (Softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip (upper & lower case) • Stop Signs for Reading Chart What is different in each Kit is the Manual. These include suggested curriculum, lesson plans, and activities appropriate for each grade level and age. Teachers or home-schooling parents who teach multiple grade level students may purchase a combination kit, containing both Manuals for $149.90. Previous purchasers of the Davis Symbol Mastery Kit may purchase either Manual separately for $29.95 each.

Kit price: $119.95

Recommended materials for classroom implementation:
• • • • • • • One Kit per teacher or aide Four Koosh Balls per Classroom Six Letter Recognition Card sets per classroom One Alphabet Strip per student Six Punctuation & Styles Booklets per Classroom Six Dictionaries per Classroom One Pound of modeling clay per student

ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies® Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies® Teacher Kit with both Manuals $149.90 Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Webster’s Children’s Dictionary (Hardcover) $17.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US (not including shipping charges)

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THE DYSLEXIC READER

PAGE 11

Das Phänomen“Widerstand” in der Davis-Beratung
—The Phenomenon of “Resistance” in Davis Facilitation
von Astrid Grosse-Mönch Dipl.Psychologin, Davis Berater, Buxtehude, Deutschland

Widerstand: Haltung oder Kraft, die einer anderen Absicht entgegenwirkt. resistance: attitude or strength which counteracts (stands opposite) another intention.

Es ist nicht alles Gold was glänzt
All that Glitters is not Gold
von Ute Breithaupt, Davis Berater, Langenselbold, Deutschland Ich hatte einmal einen Bericht über eine Frau gelesen, die nach dem Davis-Programm mehr Probleme hatte als früher. Das fand ich sehr beeindruckend, dass man auch einmal von negativem Ausgang des Programms hörte. Sonst hört man immer nur wie gut es jedem tut, dass jeder seine Legasthenie beseitigen kann und alles eitel Sonnenschein ist. Ich möchte ihnen heute von unserer Tochter Anja erzählen. Bis zu Beginn des fünften Schuljahres hatte ihr Klassenlehrer an Anja nichts auszusetzen. Sie ist halt ein bisschen langsam, aber so lieb, musste ich mir immer wieder anhören. Auf meine Frage, ob er bemerkt hätte, dass Anja das was sie liest nicht versteht, verneinte er großzügig. Im fünften Schuljahr bekam Anja eine Klassenlehrerin, die damals vor 30 Jahren noch Legasthenie studiert hatte. Sie rief mich an und fragte mich, ob ich wüsste, dass Anja Legastheniker ist. Ich
continued on page 12

Entwickeln wir keine falsche Bescheidenheit: das “Wunder” geschieht immer: unsere Klienten können nach einer Beratungswoche fließend lesen und (Wörter) fehlerfrei schreiben, weil sie wissen, wie sie ihre Aufmerksamkeit herstellen und erhalten können. Und sie wissen, wie sie ihre Verwirrung beherrschen können. Oder sie haben ihre Rechenschwäche überwunden und ein Zahlen- und Operationsverständnis entwickelt. Trotzdem gibt es manche, die ihr neu erworbenes Wissen und Können nicht nutzen und versanden lassen – wie kommt das? In meinen zahlreichen Nachsorgeterminen bin ich auf (glücklicherweise wenige) Fälle gestoßen, in denen es offensichtlich einen Widerstand gegen den Behandlungserfolg gibt. Dieses Konzept des “Widerstandes” wurde von Freud gefunden und beschreibt genau dieses Phänomen: das unbewusste Boykottieren des Behandlungserfolges, weil das Erreichen des Behandlungszieles ein anderes wichtiges Element im Leben des Klienten stören würde. Bei diesem wichtigen Element kann es sich z.B. um die Beziehung eines Paares handeln, die (durch irgendwelche Umstände) im Gleichgewicht gehalten wird. Meine 40 jährige Klientin A stellte nach einer überaus erfolgreichen Beratungswoche fest, dass irgendetwas sie anschließend daran hinderte, die Symbolbeherrschung auszuüben. In unserem Nachsorgegespräch wurde deutlich, dass die fehlerhafte Rechtschreibung der einzige Bereich in ihrem Leben war, in dem sie ihren Mann um Unterstützung bitten konnte – alles andere erledigte sie autonom – während er ihre Unterstützung in mehreren Bereichen in Anspruch nahm. Die 35 jährige Klientin B brach sich die Hand, um nicht kneten zu können (okay, das ist meine Interpretation). Sie war buchstäblich nicht in der Lage, ihr Leben “in die Hand zu nehmen” und brauchte die Legasthenie, um für sich das Scheitern ihrer Beziehungen und ihrer Berufstätigkeit zu erklären. Wenn sie die Legasthenie überwinden würde, müsste sie auch für die übrigen Problembereiche in ihrem Leben Verantwortung übernehmen….. Wenn ein Kind sich nach der erfolgreichen DavisBeratung nicht in der gewünschten Richtung verändert, stellen wir manchmal fest, dass die Mutter die Verantwortung nicht beim Kind gelassen hat, sondern Druck ausübt – obwohl ich diesen Punkt in der Beratung immer anspreche. Woran liegt das?
continued on page 13

PAGE 12
Netherlands (cont.) Leonardus D'Hoore Sluis 31 (0117) 56 29 40 Saskia Dijkstra Amsterdam 31-020-463-2753 Marijke Eelkman RoodaBos Gouda 31-18-251-7316 Jan Gubbels Maastricht Judith Holzapfel Utrecht 31 (030) 271 2814 Will Huntjens Horn 31 (0475) 589 238 Helen Kaptein Middleburg 31 118 64 37 73 Carry Kuling Heemstede 31 (0235) 287 782 Drs. Marianne Kuster Alkmaar 31 (072) 51 24 301 Edith Kweekel-Göldi Soest 31 (035) 601 0611 Imelda Lamaker Hilversum 31 (035) 621 7309 Tineke Leijh Zutphen 32 (0575) 543 211 ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA - Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop 31 (0475) 302 203 Karin Meij Amsterdam 31 (020) 679 9152 Sjan Melsen Arnhem 31 264 42 69 98 Petra Moolhuizen Middelaar 31 (024) 696 3530 Marianne Oosterbaan Zeist 31 (030) 691 7309 Ineke Pijp Groningen 31 (050) 542 0817

THE DYSLEXIC READER

Es ist nicht alles. . .
continued from page 11

Ute und Anja fiel aus allen Wolken. Na klar, Anja drehte ein paar Buchstaben und Zahlen, aber ihr Hauptproblem lag auf dem Gebiet der Zeit. Sie wurde nie fertig. Egal um was es ging. Hausaufgaben waren zum Beispiel erst nach sechs Stunden und hartem Kampf fertig. Morgens wurde sie nie im Bad fertig. Andererseits war sie nicht dumm. Sie hat ein fantastisches Namensgedächnis und einen unbeschreiblich guten Orientierungssinn. Aber sollte sie trotzdem Legastheniker sein? Als erstes ging ich in eine Buchhandlung und ließ mir alles über Legasthenie ausdrucken, was es an Büchern auf dem Markt gab. Ich suchte mir die Bücher: „Legasthenie als Talentsignal“ und „Legasthenie und Begabung“ aus. Die Titel sprangen mir direkt ins Auge. Im Oktober 2000 besuchten wir ein Davis Programm. Wir lernten viel und es wurde vieles auch ein bisschen besser. Aber eine endgültige Lösung schien es für Anja noch nicht zu sein. Ich begann mit der Ausbildung zum Davis-Berater, um noch mehr Informationen zu bekommen und Anja außer mit Koosh-Ball-Spielen und Auslösewörter kneten, weiterhelfen zu können. Wir hatten vorher nie etwas anderes an Therapien gemacht und meiner Meinung nach war die Davis-Methode genau das was Anja brauchte. Aber der Kurs den Anja und ich gemacht hatten, schien noch nicht ganz die Lösung von Anjas Problemen in der Schule zu sein. So nach und nach arbeiteten wir uns mit Knete durch die Schulprobleme. Hat schon mal jemand „die vier Fälle“ in Knete entstehen lassen? Das ist eine sehr interessante Arbeit. Auch die Zeiten oder die

verschiedenen Winkel aus der Mathematik sehen in Knete toll aus. Anja kann sich alles merken, was sie jemals aus Knete gemacht hat. Aber auch diese Schulinformation in Knete entstehen zu lassen, war noch nicht die Lösung. Anja ist immer noch ziemlich langsam in der Schule. Auch durch kneten der Grundkonzepte lösten sich ihre Probleme in Mathematik nicht. Sie versteht nicht immer was der Lehrer sagt und kann deshalb die Hausaufgaben oft nicht alleine erledigen. Dadurch, dass sie so langsam ist, möchte aus ihrer Klasse kaum jemand mit ihr zusammen in einer Gruppe arbeiten. Ein weiteres Problem ist, dass Anja manchmal sehr launisch ist, ohne es zu bemerken. Das schreckt die anderen Kinder natürlich auch ab. Mit Orientierung Loslassen und Energieschalter ist an Anjas Problem nicht heranzukommen. Sie müsste sich 30 Mal im Unterricht orientieren, um sicher zu sein, dass sie immer da ist und die richtige Energie hat. Vor einem Jahr hat mich die Schule angesprochen, ob ich nicht den Förderunterricht für die extremsten Fälle der Schule übernehmen möchte. Sie meinten damit die extremsten Legastheniker denen sie mit ihrem Förderunterricht nicht helfen können. Anja hatte sich dafür eingesetzt und Werbung für mich gemacht. Wen wundert es, dass Anja einer von diesen extremen Legasthenikern war. Vor zwei Wochen hatte ich Anja das Thema: „wollen“ gegeben. Anja ist inzwischen so weit sich selber etwas aus dem Wörterbuch zu erarbeiten. Sie einigte sich mit mir auf die Erklärung: den Wunsch etwas zu tun. Während ich mit den anderen Kindern arbeitete, brütete sie, wie so oft, vor sich hin und spielte nur mit der Knete herum. Als ich wieder zu ihr kam, war sie noch nicht weiter. Wir sprachen etwas über das Wort wollen. Sie kannte es eigentlich ganz gut. Sie will zu Hause immer sehr viel und durch ihr Talent jemanden so lange verbal zu bearbeiten, bis sie ihren Willen durchgesetzt hat, dachte ich nicht, dass dieses Wort so schwer wäre für sie. Tja, da hatte ich mich aber getäuscht. Sie machte ein paar Knetfetzen und kreiste sie mit einer Knetschlange ein. Das Wort hatte sie schon vorher geknetet. Ihrer Meinung nach war sie fertig. Wir sahen uns die Definition noch einmal an und dann knetete Anja noch eine Kugel und ließ einen Pfeil von den
continued on page 13

THE DYSLEXIC READER

PAGE 13

Das Phänomen“Widerstand”. . .
continued from page 11

Im Fall des mittlerweile stark lernbehinderten 11 jährigen C fand die Mutter offensichtlich ihren Lebenssinn in der (unglaublich aufwändigen) Versorgung dieses Kindes: sie hatte ihren (interessanten) Beruf aufgegeben, um die Familie zu versorgen, und die Beziehung zu ihrem Mann war unbefriedigend. Eine zunehmende Autonomie dieses Sohnes hätte ihrem Leben seinen Sinn geraubt. Was können wir Davis-Berater tun, wenn wir solche Hindernisse erkennen? Wir sollten keinesfalls die Flinte ins Korn werfen und unseren Teil an der Verantwortung für das vollständige Gelingen des Programms abgeben. Dann manchmal reicht es, unsere Beobachtungen auszusprechen, damit sie den Klienten bewusst werden. Meine Klientin A z.B. hat sich daraufhin entschieden, ihre Legasthenie zu überwinden

und ihren Mann in anderen Bereichen um Unterstützung zu bitten, um das Gleichgewicht in der Beziehung zu erhalten. Manchmal reicht es, den zentralen Begriff zu kneten, im Fall meiner Klientin B “Verantwortung”, um eine Änderung auf der Verhaltensebene zu erzielen. Manchmal ist es notwendig, Klienten an eine Beratungsstelle zu verweisen, damit die grundlegende Problematik dort behandelt werden kann. English Summary: This article discusses the phenomena that cients sometimes do not use their learned abilities and tools from a succesful Davis counseling week to overcome their dyslexia. This “resistance” happens when other client-goals in the client’s life that are important to the client would be destroyed by their dyslexia success. This conflict can be overcome when the client becomes aware of the resistance and the reason for it. „müssen“ und „an sich arbeiten“. Die Moral von der Geschicht´ Geben Sie nie die Hoffnung auf. Manchmal ist es einfacher als man denkt. Es liegt an uns den richtigen Schlüssel zu finden, um eine weitere Tür in die Welt zu öffnen. Und denken sie immer daran: Nichts ist unmöglich. Nicht bei jedem Legastheniker ist es so schwer, wie man aus vielen Berichten im Dyslexic Reader liest, aber manche werden vielleicht auch so einen EXTREMLegastheniker zu Hause haben. Seien sie stolz auf ihn. Er hat erstaunliche Talente, über die ich hier noch gar nicht gesprochen habe und auf die ich fürchterlich neidisch bin. P.S. Anja hat mir die Erlaubnis gegeben diesen Bericht schreiben zu dürfen. English Summary: Ute Breithaupt is a Davis Facilitator living in Germany. She originally got involved with Davis, like so many of us, discovering she had a dyslexic child. Ute writes about their long, hard struggle after completing the correction program. In the end after much post-program frustration, Ute’s daughter, Anja, made a real discovery about herself in modeling that little trigger word “want.” Ute describes her daughter’s frustrations and joys here. Her message: never give up hope, even when the journey is arduous.

Netherlands (cont.) 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 Amsterdam 31 20 696 4379 Monique Ubachs Zutphen 31 (0575) 541 625 Annette van der Baan Amsterdam 31-020-420-5501 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 Juchke van Roozendaal Oss 31-41-269-0328 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 Karin Van Wulfen Breda 31 076 514 4889 Astrid Zanen-vander Blij Aerdenhout 31 (023) 524 3485

Es ist nicht alles. . .
continued from page 12

Knetfetzen zu der Kugel gehen. Die Fetzen wollen eine Kugel werden. Ihre Definition war: Wollen bedeutet einen Wunsch zu tun. Eine Woche später gab ich ihr die Aufgabe das Wort wollen noch einmal zu kneten und diesmal sollte sie sich selber in das Bild mit einbringen. Das gleiche Spiel begann. Sie saß davor und brütete. Plötzlich begann sie zu kneten. Sie machte eine Knet-Anja und ein Pferd. Anja hat den Wunsch zu reiten. Wir sprachen dann noch über den Wunsch im Mathe-B-Kurs zu bleiben, was nur funktioniert, wenn sie bessere Noten erreicht. Es ist der Wunsch etwas zu tun. Haben sie schon einmal das Leuchten gesehen, dass jemandem anzusehen ist, wenn er etwas vollkommen verstanden hat? Anja hatte gemerkt, dass es nicht reicht etwas nur zu wollen, man muss auch etwas dafür tun. Seit einer Woche spielen wir Morgens vor der Schule wieder Koosh-Ball. Anja braucht das unbedingt, um gut gelaunt aus dem Haus zu gehen. Sie besteht darauf, dass ich mir dafür Zeit nehme. Abends besprechen wir manchmal kurz EnglischVokabeln und Mittags fragt sie mich wenn sie in Mathe nicht weiterkommt. Inzwischen ist dies nicht mehr sehr oft nötig. Weitere für Anja wichtige Worte waren:

PAGE 14
New Zealand Raewyn Matheson Inglewood 64 (027) 411 8350 Oman Patricia Lynne Hodge Muscat 968 698 596 Republic of Singapore Phaik Sue Chin Singapore 65 6773 4070 Ann Chua Singapore 65 9843 1726 Constance Chua Singapore 65 6873 3873 South Africa Sara Louise Kramer Capetown 27 (021) 794 5778 Carine van Vuuren Johannesburg 27 082 410 0139 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 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 Sandra Moschtaghi 41 (061) 272 24 00 Mieke Blommers-Friederichs Basel 41 (061) 378 9060 Vicki Brignoli Lumino 41 (091) 829 05 36 Beatrice Conti Wolfisberg 41 (062) 636 2146

THE DYSLEXIC READER

Dreams Coming True. . .
continued from page 1

assessments and provide correction programs. Besides Axel, Judith and Laura, they include John Reilly from Australia, Lisa Thatcher and Kim Ainis from the US, and Nichola Farnum, Jane Heywood, Carol Forster, and Richard Whitehead from the UK. Axel worked wonders in two month’s time to translate, format and publish the book right on schedule for release on Ron’s birthday, August 8. This included formulating the Icelandic Trigger Word list! You can see the cover in glorious color at www.lesblind.com. He then worked further wonders by arranging two feature articles about Ron and the book in Morgunblaðið, the country’s leading newspaper, and a segment on TV2 Evening News, one of the two top TV channels in Iceland – all in one week’s time! He then filled an auditorium in Reykjavik with 650 people to hear Ron lecture on Saturday, August 9. Axel also arranged for Ron to be a guest speaker at the 3rd Annual Conference of the Education Society in Iceland which also featured Dr. Ellen Winner and Dr. Howard Gardner as guest

Humor Corner
I was driving with my three young children one warm summer evening when a woman in the convertible ahead of us stood up and waved. She was stark naked! As I was reeling from the shock, I heard my 5-yearold shout from the back seat, "Mom! That lady isn't wearing a seat belt!"

speakers. Dr. Winner teaches at Boston University and is author of Gifted Children: Myths and Realities. Dr. Gardner teaches at Harvard University and is world famous for his theories on multiple intelligence. We were honored to meet both of them at the conference as well as at a Chamber of Commerce dinner honoring Icelandic educators and Dr. Gardner. The Davis Learning Strategies Basic Teacher Workshop, presented by Sharon Pfeiffer with Laura Warren, was attended by 21 teachers representing 5% of the schools in Iceland. During the upcoming 2003-2004 school year, three UK Facilitators, Richard Whitehead, Carol Forster and Jane Heywood will do their Davis Learning Strategies School Mentor training by working with these teachers. The Fundamentals of Davis Dyslexia Correction Workshop, presented by Cyndi Deneson, was attended by 28 students and hosted by a primary school in Mossfellsbær. Of these 28 students, 24 are already committed to doing the entire Facilitator Training Program which will run through May 2004 and be supervised by Davis Specialists: Cyndi Deneson, Charlotte Foster, Robin Temple and Siegerdina Mandema. On Friday, August 15, Axel publicly presented the Minister of Education with free copies of The Gift of Dyslexia for every school in Iceland. This event was covered by both TV stations and the press. The Dream for Iceland is that The Gift of Dyslexia will shortly become the #1 non-fiction bestseller in the country, and that all the schools in Iceland will be using Davis Learning Strategies within the next three years. A part of that dream is to interest researchers in doing a longitudinal study of the impact of all this on Icelandic society (crime, drug use, productivity, educational excellence) over the next 1015 years. Please join us in celebrating the first steps of realizing the Lesblind.com Team’s dream of conquering dyslexia in Iceland with the Davis methods. Thanks to them, we are living this dream.

THE DYSLEXIC READER

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Switzerland/CH (cont.)

In Memory
Nel Ojemann
25 May 1914 - 6 July 2003
Nel was a pioneer in promoting the concept of dyslexic picture-thinking in Holland through her active participation in Beelddenkers (Picture Thinkers' Society). She also developed the use of the World Game for assessing picture-thinking learning styles. She spent the last 40 years researching and teaching this assessment method which presents a person with a bagful of toy figures and the simple instruction to "create a village" with them. She was a good friend and inspiration to DDAI and all the DDA-Nederland Facilitators. Her passing is a loss to us, but she is probably now teaching the World Game to the angels.

Ursula Fischbacher Orpund 41 (032) 355 23 26 Edith Forster Ettenhausen 41 (052) 365 45 54 Denise Gabriele Rapperswil 055 210 27 73 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 Sandra Moschtaghi Basel 49 172 81 57 Margrit Niederhauser Liestal / Basel 41 (061) 921 47 12 Jurg Peter Dornach 061 701 39 16 Elisabeth Raberger Baden 41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars 41 (024) 495 38 20 Doris Rubli-Osterwalder St. Gallen 41 (071) 245 56 90 Benita Ruckli Sigigen 41 495 2538

"Conversation between two picture thinkers"

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Switzerland/CH (cont.) 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 Andreas Villain Zürich 41 (076) 371 84 32 Catherine Warner Geneva 41 (022) 321 70 42 Iris Webber Bäretswil/Zürich 41 (01) 939 2633 Margit Zahnd Ettingen 079 256 86 65 United Kingdom Catherine E. Armstrong Thame, Oxon 44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Hertfordshire 44 (01442) 252 517 Susan Duguid London 44 (020) 8878 9652 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

THE DYSLEXIC READER

Her Sparkle Has Returned
by Cindy Baum

Our daughter Caitlin was diagnosed in public school kindergarten as having a learning disability that seemed to primarily affect her reading and spelling skills. Although no one could tell me exactly what the disability was, it was apparent that she was unable to do the level of work that was expected of an average student. She was able to compensate enough so that she held her own as a low-average student until fifth grade when it became more stressful and more difficult for her to keep up with reading and an understanding of what was being taught. I began researching learning disabilities because I could not get straight answers from her teachers and because the remediation offered at school wasn’t helping to my satisfaction. The more I read about dyslexia, the more I realized that most of what she struggled with seemed to fit that description. My frustration grew as I was told by school personnel that dyslexia was just a general term for all learning disabilities. However, when I found the website for the Davis Dyslexia Association International®, I was more convinced than ever that my daughter’s learning disability was specifically dyslexia. Words moved around on the pages she tried to read and sometimes disappeared altogether. She would spell something, convinced it was correct, only to have it marked wrong because what she spelled correctly in her mind came out wrong on paper. Focusing in class was becoming more of a problem, but I knew from her ability to focus and be attentive at home that her problem wasn’t “attention deficit.” Studying for spelling tests was a burden because even if she was able to memorize the list of words the night before the test, she was often not able to recall them the next day. She tried to compensate by teaching herself the sign language alphabet and secretly spelling the words in sign language under her desk before writing them on paper. It helped some, but not consistently. The stress from trying to compete with “normal” students caused her to become physically ill at school with frequent visits to the nurse’s office because of headaches and upset stomach. She also went to school each day full of fear that the teacher would

ask her to read something out loud in front of the class. The stress continued at home because she often had two or more hours’ worth of homework to do. Much of it was simply catching up on what she hadn’t been able to complete in class. I often found myself frustrated as well because we were both tired at the end of the day, and I was at a loss as to know how to help her do better. I went back to the Davis website to find someone who could test our daughter and help her with the learning disability. I feel so fortunate that a Davis Facilitator, Myrna Burkholder, was in a neighboring town. December 2000 marked the turning point for my daughter and me as we began the Davis Dyslexia Correction® Program with Myrna. Caitlin, then 11 years old, was leery of yet another program because nothing had helped in the past beyond short term. I was apprehensive because I wanted this to work for her and was afraid it might not. But as the sessions progressed, I was more and more convinced that Myrna had targeted Caitlin’s problems and knew how to help her overcome them. And for me it was enlightening to learn what dyslexia really is and what was going on in Caitlin’s mind as she tried to read or spell. Although Caitlin was the focus of Myrna’s instruction, I also was taught how to work with the program. I think parental involvement is key to the program, especially with younger children. I needed to learn to recognize when Caitlin wasn’t able to focus or why she couldn’t work through a sentence when reading aloud and
continued on page 17

THE DYSLEXIC READER

PAGE 17

Her sparkle . . .
continued from page 16

Movies In My Head
By Olivia Cody I watch movies each day and night Without ever turning on a T.V. In my brain I see so clearly as can be in Just yesterday I watched a leprechaun Counting his gold on the dewy ground. This morning I saw flower fairies Dancing, spinning and tweirling all around. Tonight I dream of a sneaky elf Hopping in and out of trees above. Tomorrow I may think of a unicorn Fluttering in meadows with my dove. I’m glad to be dyslexic, I like my brain the way it is. With miniature Movies In My

United Kingdom (cont.) Axel Gudmundsson London 44 (020) 8341-7703 Tessa Halliwell Leicestershire UK 44-0150-941-2645 Anna Mead Winchester, Hampshire 44 (07951) 642 759 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 Laura Shone Ilford, Essex 44 (020) 8924 5755

what to do when that happened. By the end of the five-day program, Caitlin had improved her reading skills and gained confidence in her own abilities. She now had some tools to fall back on; she continued to progress after completing the program. It has been two years since going through the Davis Dyslexia Correction® Program. We made the decision to homeschool after fifth grade since the approach the public school took with learning disabilities differed from what she needed. We decided her study time could be better spent with me teaching her in light of what we learned through the program and because I could work with her during the day when she could focus better. We are now in our second year of homeschooling. Caitlin is 13 and is doing mostly seventh-grade-level work, with some modifications for the grade she would be in had she remained in public school. She is able to work independently, with help from me as needed. She does still have days when she struggles with reading or math and has to work harder to focus. But the beauty of home-schooling is that we can stop, breathe, and refocus. We are able to fall back on the mental tools learned through the Davis program. However, the “off” days are fewer as time goes on. I’ve watched Caitlin go from becoming increasingly withdrawn and depressed to getting her sparkle back. For the first time she is reading for entertainment, something I only dreamed of two years ago. We sometimes get a book on tape, as well as a copy of the book so she can read along when listening to the tape. She is even looking ahead to planning for college, whereas before she could only hope to get by and end schooling as soon as possible. I wish I had learned about dyslexia and the Davis program sooner in Caitlin’s schooling because I think it would have spared her a lot of stress. But I am grateful we found it because dyslexia isn’t an illness that can be cured. Rather, it is something that can be managed very effectively. In March 2003, Caitlin entered a watercolor painting in an academic and art fair sponsored by Michiana Christian Home Educators (MCHE) and won the trophy in her age group for the art category. She has been enjoying art lessons with a professional artist.

Head.

Lynne Smith Brighton, East Sussex 44 (07986) 546 468 Barbara Timmins Solihull 44 (015) 6477 2657 Drs. Renée van der Vloodt Reigate, Surrey 44 (01737) 240 116 Evelyn White Surrey UK 44 01932 230 624 Richard Whitehead Cranbrook, Kent 44 (01580) 713 094 Rachel Williamson Hassocks, West Sussex 44 (01444) 245 260 United States

Before 10 year old Olivia even stepped foot through our doors, we knew from mom that Olivia was very gifted and very creative. It became evan more apparent when we met Olivia and she worked with Facilitator Margie Hayes at our center. Olivia completed the Davis Dyslexia Correction Program at New Hope Learning Centers, Inc. during the week of April 21, 2003. Olivia’s gifts don’t just stop with her writing abilities. She is highly imaginative, has an innate ability to problem solve in her head, and is empathetic beyond her years. It was our privilege to work with Olivia and we encourage her to continue to touch other people’s lives with her gifts.

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

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United States/Arizona (cont.) Tamera P. Richardson Mesa/Phoenix 1 (480) 664-9274 California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis, DDAI 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 Kristi Thompson Walsh 1 (719) 324-9256 Carol Stromberg Collbran/Grand Junction 1 (800) 290-7605 (Toll Free) 1 (970) 487-0228 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg 1 (813) 956-0502 Rita Von Bon Pensacola Beach 1 (850) 934-1389 Dyslexia Plus Alice J. Pratt DLS Workshop Presenter Gwin Pratt Jacksonville 1 (904) 389-9251

THE DYSLEXIC READER

by Abigail Marshall, DDAI Information Services Director

Is Dyslexia hereditary? There is a hereditary component for dyslexia, but it is not strictly inherited. Rather, what is inherited is a tendency that is influenced by other factors, such as environment and early school experiences. Also, at least eight different genes have been implicated in playing a role in the development of dyslexia. These genes do not directly cause dyslexia, but probably are related to other mental or neurological issues that in turn may influence the development of dyslexia. None of these genes are on the X or Y chromosomes, and so they are not sex-related. Thus, it is impossible to predict whether a child with dyslexic parents will develop dyslexia, and there simply is no way to establish the odds, any more than you can predict whether the child of a musician will have musical talent. Given that dyslexia is usually accompanied by extraordinary talents, and the fact that associated reading problems can be easily corrected with the Davis methods, inheriting dyslexia might not be such a bad thing. Here is a quote by Dr. Simon Fisher, one of

the scientists involved in human genome research at the University of Oxford in the UK: “As an aside, it is worth being healthily sceptical when you read any exciting media reports stating that ‘Scientists find the gene for dyslexia’. Such stories have already appeared a few times over the years (on some occasions in reference to our own work), and have often claimed that this is the first time that a ‘gene for dyslexia’ has been identified. What these news stories should have said was: ‘some scientists think they have identified a region on a chromosome where there might be a gene which influences dyslexia’. The latter might not sell newspapers, but is a good deal more accurate, since no-one has yet isolated a specific gene that predisposes to dyslexia; at least not at the time of writing - February 2003. (Even once identified, such genes are not really ‘genes FOR dyslexia’, although this terminology is sometimes used as a convenient shorthand. They are most likely to be genes involved in some fundamental aspects of brain function....)” http://www.well.ox.ac.uk/~simon/dyslexia/ dys_study5.shtml

Famous Dyslexics Remember
I hated school . . . . One of the reasons was a learning disability, dyslexia, which no one understood at the time. I still can't spell . . . --Loretta Young I was one of the 'puzzle children' myself -a dyslexic . . . And I still have a hard time reading today. Accept the fact that you have a problem. Refuse to feel sorry for yourself. You have a challenge; never quit! --Nelson Rockefeller When I had dyslexia, they didn't diagnose it as that. It was frustrating and embarrassing. I could tell you a lot of horror stories about what you feel like on the inside. --Nolan Ryan

Having made a strenuous effort to understand the symbols he could make nothing of, he wept giant tears . . . --Caroline Commanville, on her uncle, Gustave Flaubert

THE DYSLEXIC READER

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Georgia Bill Allen Marietta/Atlanta 1 (770) 594-1770 Scott Timm Woodstock/Atlanta 1 (866) 255-9028 (Toll-Free) 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 Christina Martin Slidell/New Orleans 1 (985) 646-2201 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 Cyndi Deneson Supervisor-Specialist Advanced Workshop Presenter Bloomington/Minneapolis 1 (888) 890-5380 (Toll-Free) 1 (952) 820-4673 Bernadette Peterson Maple Grove 1 (763) 229-4550

BOOK REVIEW Carolina by Gerri Cox, Davis Facilitator, Shallotte, North
This short, easy reading book is an absolute "must read" for any educator or parent dealing with a student who has lost interest in academic achievement. So often, the only books available are ones that tell us about all the problems and offer generic, unrealistic and outdated solutions. This “plain spoken” publication actually tells you practical and simple ways to tackle and deal with the real issues these students face in today’s world! Ms. Stevens shows us ways to “add salt to the hay” to make these students motivated and “thirsty” for knowledge! Available in our catalog or at www.dyslexia.com/bookstore/

Getting The Horse To Drink: How To Motivate Unmotivated Students by Suzanne H. Stevens
Price: $9.95 Softcover: 70 pages

The Gift of Learning by Ronald D. Davis
The sequel to Ron Davis' worldwide best seller, The Gift of Dyslexia, was released to bookstores by Penguin Putnam/Perigee on August 5, 2003. Parents and teachers who have been working with students using the techniques from The Gift of Dyslexia will find that this new book provides additional exercises they can use to improve basic learning skills other than reading. The other two R's and the A The Gift of Dyslexia covered the Davis Correction Procedures for Reading in detail, but only touched on 'Rithmetic, 'Riting and Attention problems. The new book focuses on the other three basic learning difficulties children and adults experience in school. Disorientation in one form or another is seen as a major factor that prevents students from learning efficiently. Motivation & Responsibility The main prerequisite for success with the Davis Methods is a willingness to participate. The student must want a meaningful improvement in life skills. In the new book, Ron discusses how to uncover an individual's own perception of the problem and offer a potential solution that will rekindle motivation to learn. Solving ADD and ADHD The Davis Methods have produced dramatic improvements in attention span

New book presents a unified theory of learning disability
and study skills without the use of drugs. Ron discusses how disorientation affects both the "hyper" and "daydreamer" varieties of ADD. The Energy Dial exercise is presented as a way students can adjust their energy levels to different situations. Math: Numbers vs. Numerals This difference is explained as a link between reading dyslexia and math problems: A student can easily see that there are four of something (a number), but doesn't automatically make the connection with the symbol 4 (a single numeral). The new book presents twenty exercises, mostly done with clay models, that allow a student to learn math in real world terms. Then numerical symbols are introduced, and the student learns to work out problems symbolically using a pencil and paper. Legible Handwriting Ron discusses various possible causes for illegible handwriting and presents procedures to correct most of them once the student is able to achieve orientation easily. Besides pencil and paper, the exercises use clay models, "giant" writing on poster paper with a marker, and tracing paper to copy handwriting models. $14.95 Softcover Order from www.dyslexia.com Bookstore or call 1-888-999-3324.

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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 Linda Jo Price Bozeman 1(406) 586-8218 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 Lynn Chigounis Montclair 1 (973) 746-5037 Nancy Cimprich Elmer/Philadelphia 1 (856) 358-3102 Charlotte Foster Supervisor-Specialist Bernardsville/Newark 1 (908) 766-5399 New York Carla C. Niessen Clintondale/Poughkeepsie 1 (845) 883-5766 Wendy Ritchie Hilton/Rochester 1 (585) 233-4364 North Carolina Gerri W. Cox Shallotte/Wilmington 1 (910) 754-9559 Erin Pratt Asheville 1 (828) 231-2400 Elizabeth Ratliff Cary/Raleigh 1 (919) 461-3948 North Dakota Karen Nelson Bismarck 1 (701) 527-5367

THE DYSLEXIC 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 Cyprus! Alexis Mouzouris is the father of four and CoDirector of The Speech & Learning Correction Centre in Limassol, Cyprus. He speaks Greek, English and Hebrew. “Facing dyslexic children for several years and often spending a lot of weekends at seminars I would return to the office empty handed. That is why, when I read “The Gift of Dyslexia” I was so excited that finally I could have “something”, a “tool” in order to help them in a specific way. The Davis Theory about perceptual talent and the gifts that dyslexic children possess made sense. Implementing the tools during practice has given me enlightenment and encouragement to continue. I am now convinced that dyslexic children and adults have the opportunity to successfully face the academic system and get out of the corner.” The Speech & Learning Correction Centre, Gialousas 72, 3071 Limassol, Cyprus. 35-72-538-2094 or 35-79-9441260. dyslexia.cyp@cytanet.com.cy Lai Wan Livia Wong is a speech therapist and an audiologist, providing habilitation and rehabilitation services for those who have communication and hearing difficulties. She speaks Cantonese, English and Mandarin. “For some years, ‘dyslexia’ had only been a definition in the textbook until two years ago. I browsed through the Internet and ordered “The Gift of Dyslexia”. This changed my clinical and personal life dramatically. I was amazed how Ron had utilized simple tools and materials to foster so many positive changes in many dyslexics’ lives. In my clinical experiences, I often find great difficulties helping dyslexic or dyspraxic clients using traditional treatment methodologies. From the first course of the Davis Facilitator training to the Final Field Assignment, I could visualize the power of the Davis Program. All the clients that I had worked with, no matter they are children or adults, showed me more sparkles in their eyes day by day. I am proud of being the first speech therapist in Hong Kong to be a Davis Facilitator. I hope that I would help more people in the near future.” Melody Speech & Hearing Institute, Room 905 Manning House, 48 Queen’s Road Central, Hong Kong. 852-2810-0282. livia@melodyhk.com Winifred Bauer “I used fighting as an old solution, battling against anything that got in my way or confused me. I was successful in school, yet failed to claim the full scope of the gifts I was born with. When I finally gave up the fight, there was room to grow. I grew into a person who loves to discover, explore and learn as a vital part of living. ‘Not knowing’ became an ally, not an enemy. The Davis Dyslexia work is a perfect reflection of the need to celebrate our gifts, not fight against them. I believe we are all born fully equipped to learn everything we need to know to have a great life. My experience as an educator, a learning facilitator and a parent confirms to me that learning is our natural tendency. Musically trained, I understand and honor perfect balance of tonalities in orientation. As cofounder of Leonardo Learning, I serve the needs of a diverse constituency. We can allow the fighting to stop, replace the old and build anew.” Leonardo Learning, 622 Front Street, Suite 808, Nelson, British Columbia, V1L 4B7, CANADA. 1 (250) 359-0195. winib@shaw.ca Tina Kirby “As a guidance counselor for the last four years, I have had the opportunity to work with many different children and their families. Sometimes, I was frustrated because I felt like I could not give my parents and students the answers that they were desperately seeking. Now, I know I have the answers with the Davis Dyslexia Correction Program! I am proud to be embarking on a new journey as a Davis Facilitator. As a Facilitator, I have a chance to help all of the student sand adults who were struggling or have struggled during their school years. With the Davis Program, the clients will have the tools and information they need to truly shine, and I, too, will also be inspired and positively affected by their glow.” PSC80 Box 17114, APO, AP 9367-0072. 81-314-033-4678 (Okinawa, Japan) ja1kirby@momo2000.com Christien De Smit has many years of experience in the field of education with children. She is also a Hapto-therapist. She will be providing Davis programs along with fellow Facilitator, Leo D’Hoore. D’Hoore-de Smit Dyslexie Counselors, Merseniersstraat 6, NL-4524 DV Sluis, Netherlands. 31-11-746-1963. dhoore@zeelandnet.nl Marijke Eelkman Rooda-Bos is an elementary school teacher and a remedial teacher. “I like to counsel people who are creative and have difficulties with reading, calculation, etc. It is a joy to see them benefit by their talent to orient and thus learn, communicate and find their way in life.” Beeld aan’t Word, Van Swietenstraat 22, AJ 2801Gouda, Netherlands. 31-18-251-7316. mjerbos@wxs.nl Annette van der Baan is an art teacher and works at a primary school to help children with learning disabilities in Amsterdam. She has always been interested in children who have special needs. In her private surroundings there

THE DYSLEXIC READER
are a lot of dyslexic people. She is not dyslexic herself but became interested in the problems of dyslexics in their learning process at school. Because of a friend, who is dyslexic and became a Davis Facilitator, she read “The Gift of Dyslexia” and became very interested in training to become a Davis Facilitator herself. “The Davis method gives so much more, than only working on the skill for better reading. It takes up the whole personality, which is so important, to develop the self-image of a person. I want to guide a lot of children and adults with their dyslexia problems and to give them more understanding about their Gifts as picture thinkers.” Dyslexie in Beeld, Nieuwe Kerkstraat 23C, 1018 DW Amsterdam, Netherlands. 31-020-420-5501. A.C.G.Vanderbaan@chello.nl Juchke van Roozendaal “I have always been passionate about perception. After having completed my Masters degree in Psychology, I worked at the Department of Developmental Psychology at the University of Nijmegen and performed hundreds of observations of mother-child interaction and of attachment behavior of young children. After completing several courses in Kinesiology I have had many clients who tried to work out their perceptions of reality. The reality does not exist; reality is what a person perceives as his or her reality. The Davis program provides me with the opportunity to help people handle their learning disabilities from the perception point of view. It is great to experience the healing power of imagination!” Beethovengaarde 89, 5344 CD Oss, Netherlands. 31-41-269-0328. juchke.van.roozendaal@xs4all.nl Tessa Halliwell BSc, M.A. has taught Science in secondary schools for many years. She has always been interested in how people learn. She says “A friend in the right place at the right time gave me Ron’s book to read. It made so much sense, answered so many questions that I could not resist the opportunity to become a Davis Facilitator. Now I know why those I have failed to teach, I can facilitate to succeed.” 119 Cotes Road, Barrow upon Soar, Leicestershire, LE12 8JP, United Kingdom. 44-0150-941-2645. info@dyslexialeics.co.uk Ashley Benjamin is originally from Montana, but currently resides and works in Calgary, Alberta, Canada. “I enjoy people, riding horses, and working with cows and other animals. I have thoroughly enjoyed working with and training with DDAI.” Rocky Point Academy, 124 Partridge Court, Calgary, Alberta, T3Z 3M2, Canada. 1 (866) 685-0067. info@rockypointacademy.com Inge Starck Erfurter Strasse 45, D-35088 Battenberg/Eder, Germany. 49-645-293-2888. inge.starck@t-online.de Saskia Dijkstra knows dyslexia from personal experience, as her Father, son and herself are dyslexic. “As a Facilitator I prefer to work with teenagers and with adults.” Zuider IJdijk 105, 1095 KN Amsterdam, Netherlands. 31-020-463-2753. Evelyn White of Walton on Thames, Surrey, graduated from London University and has lived in the area for 30 years, bringing up two children and working as a computer programmer. Her involvement with DDAI began when she read Ron’s book and discovered its effectiveness. Evelyn’s desire is to help children and adults to overcome their learning difficulties, and to this end she is providing reading, maths and ADHD programs for both children and adults. Dyslexia Surrey, 53 Kings Road, Walton-on-Thames, Surrey, KT12 2RB, United Kingdom. 44 01932 230 624. info@dyslexia-surrey.co.uk Edna Tune specializes in teaching math and science to talented students and to students with learning problems. She speaks Hebrew, English and German. 9 Halilach Street, Herzeliah, 46601 Israel. 972 9 958-3372. tuneedna@isdn.net.il Ute Breithaupt is a mother of two. “My children taught me about dyslexia, dyscalculia, hyperactivity, hypo activity, and problems with school. A “chance” told me about the Davis program. Now I am a Davis Facilitator. My wish for you: that you also find the answer for your problems. The Davis tools helped us.” Lerwelt, Bendergasse 4A, D63505 Langenselbold, Germany. 49 61 846-1874. breithaupt.ute@freenet.de Kirsten Hohage “The existence and importance of the mind’s eye has in a way been familiar to me as well as part of my work, raising three kids and running a Waldorf Kindergarten school; long before I read Ron Davis’ book. It seems natural then for me to do the training to be a Davis Facilitator particularly because it appeared to be the answer to my own dyslexia as well.” Therapeutische Lernberatung, Ligusterrweg 29, 90480 Nurnberg, Germany. 49-91-154-2518. p-hoh@t-online.de Lynn Chigounis is an Educator who has taught at the Elementary and Junior High levels for 15 years. “As a classroom teacher, I have always felt we were missing some essentials about children with difficulties. I couldn’t put my finger on it, but I knew we weren’t providing them with the proper tools to be successful. In my search for better ways to teach children struggling in the

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Ohio Lisa Thatcher Mount Vernon/Columbus 1 (740) 397-7060 Pennsylvania Marcia Maust Berlin/Pittsburgh 1 (814) 267-6694 South Dakota Kim Carson Redfield/Aberdeen 1 (605) 472-0522 Tennessee Sheri Howard Harrison 1 (423) 432-4582 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 Lampasas/Austin 1 (512) 556-6990 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 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

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United States / Washington (cont.) Kathy Hawley Wenatchee 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 Pam Kretz Milwaukee 1 (888) 890-5380 (Toll Free) 1 (414) 774-4586

THE DYSLEXIC READER
classroom, I discovered The Gift of Dyslexia and my intuitions about these children were confirmed. To understand dyslexia as a talent, rather than a disability, sheds a new light on their learning differences. The Davis Program offers dyslexic individuals a new reality and the tools for successful learning. I look forward to helping more people understand this ‘new perspective in learning’ and experience in success.” New Perspectives in Learning, 320 Claremont Avenue #A-14, Montclair, NJ 07042, USA. 1 (973) 746-5037. LMCSophia@hotmail.com Sheri Howard “I am a Training and Development Specialist at McKee Foods Corporation – manufacturer of Little Debbie snack cakes and employer of 6,000. Several years ago I was a project coordinator of a reading improvement program that we offered our employees. Over time I became increasingly frustrated with the program. Despite incredible determination and persistence, the employees that struggled the most, improved the least. I could not accept that they were incapable of learning and I became convinced there was something missing in the methodology we were using. I went looking for something else. I found it! The Gift of Dyslexia. Now, in addition to my usual responsibilities, I will be able to provide the Davis Program to our employees and to their family members. I will also provide the program in my home for clients outside the company.” Dyslexia Solutions: Discovering the Gift, 8928 Bear View Lane, Harrison, TN 37341-7664, USA. 1 (423) 432-4582 or (423) 344-2246. readtome@comcast.net Bernadette Peterson has been in the field of education for the past 18 years. First as an elementary school teacher and then, after completing her Masters in Curriculum and Instruction, as an Assistant Principal. One of her former students completed the Davis program and when he came back to school he could read, write and spell. As a result of his success and realizing the potential to help others who were struggling; Berny began her Facilitator training only to find out she was dyslexic also. Berny has completed the Davis Dyslexia Correction Program. She plans to use her “gifts” to help children and adults. 12472 89th Place North, Maple Grove, MN, 55369, USA. 1 (763) 229-4550. berny49@earthlink.net Kristi Thompson has been married for 14 years and is the mother of two children. “I have a Bachelors Degree in Physical Education and a Masters Degree in Special Education. I was introduced to the Davis Methods through one of my resource students who had a correction program. Finally, everything made sense! Now, with Davis training, I can reach those students that I couldn’t before. I plan to provide Davis Programs from my private practice in my hometown. Also, I am contracted to provide Davis Programs with my local school district. When not working, I can be found gardening or horseback riding on our ranch. Turning Point Learning Center, PO Box 117, Walsh, CO 81090, USA. 1 (719) 324-9256 or (719) 324-5400 ext.202. jtfarms@ria.net New Davis Specialist Judith Schwarcz, Director of DDA-Israel. “After reading The Gift of Dyslexia six years ago, I decided to explore the Davis method of correction. I studied for two years, becoming a Facilitator in 1999. Because I have lived with the ‘gift’ of dyslexia all my life, I have dedicated my time and experience trying to help others who have the same needs to realise, as I had, that the ‘problem’ can be corrected by the use of the Davis “tools.” Working as a Facilitator and seeing the dramatic and positive changes in children and adults on completion of the Davis Correction Program, I realised that my goal to spread Davis was incomplete. I embarked on becoming a Specialist so as to open the door and enable more children and adults to reach their true potential and achieve whatever goal they desire. I became a Specialist in May 2003 and I am extremely pleased to be able to continue my mission by helping train more Davis Facilitators.” New Davis Dyslexia Association-UK Directors. DDAI is very happy to announce that effective August 1, 2003, Richard and Margarita Whitehead have become the new Directors of DDA-UK. Their offices are in Cranbrook, Kent, England. As DDAUK, they will be organizing and providing all future Davis Facilitator Training and Davis Learning Strategies workshops in the United Kingdom and the Republic of Ireland. For full information on DDA-UK services, call 41 08700 132 945 or visit http://uk.dyslexia.com/

This Directory is current as of April 30, 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.

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/providers.htm or call 1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

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 - 2004 WORKSHOP SCHEDULE
1-4 October 2003 Presenter: Robin Temple & Siegerdina Mandema Language: English Location: Addington, Kent, UK Contact: DavisUK@dyslexia.com Phone: 44 (08700) 132 945 2-5 October 2003 Presenter: Ioannis Tzivanakis Langauge: German Location: Kassel, Germany Contact: germany@dyslexia.com Phone: 49 (040) 25 17 86 22 9-12 October 2003 Presenter: Ron Davis Language: English, with Spanish Translation Location: Monterrey Mexico Contact: mexico@dyslexia.com Telephone: +52 (81) 8335-94-35 27-30 November 2003 Presenter: Siegerdina Mandema and/or Robin Temple Language: Dutch Location: Amersfoort Nederland Contact: holland@dyslexia.com Telephone: +31 (0475) 302 203 8-11 December 2003 Presenter: Gerry Grant Language: English Location: Kichener, Ontario, Canada Contact: ggrant@dyslexia.ca Phone: 1 (800) 981-6433 Toll-Free or (519) 746-8422 12-15 Jan 2004 Presenter: Cyndi Deneson Language: English Location: Burlingame, California Contact: training@dyslexia.com Phone: 1 (888) 805-7216 31 Jan - 3 Feb 2004 Presenter: Bonny Beuret Language: English/French Location: Geneva, Switzerland Contact: ch@dyslexia.com Phone: 41 (061) 273 81 85 7-10 Feb 2004 Presenter: Robin Temple & Siegerdina Mandema Language: English Location: Addington, Kent, UK Contact: DavisUK@dyslexia.com Phone: 44 (08700) 132 945 16-19 February 2004 Instructors: Siegerdina Mandema and/or Robin Temple Language: Dutch Location: Amersfoort Nederland Contact: holland@dyslexia.com Telephone: +31 (0475) 302 203 22-25 April 2004 Presenter: Bonny Beuret Language: German Location: Basel, Switzerland Contact: ch@dyslexia.com Phone: 41 (061) 273 81 85

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

The

~ Dys•lex´ ic Read´ er • •

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

PRESORTED STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who Should Attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 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: australia@dyslexia.com DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41 e-mail: ch@dyslexia.com DDA-Deutschland c/o Montessorischule Kassel Jörg Rieger Rasenalle 83, 34128, Kassel GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: germany@dyslexia.com DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: 972 (053) 693 384 Fax: 972 (09) 772-9889 E-mail: Israel@dyslexia.com

2003 - 2004 International Schedule
1-4 Oct 2003 2-5 Oct 2003 9-12 Oct 2003 27-30 Nov 2003 8-11 Dec 2003 12-15 Jan 2004 31 Jan - 3 Feb 2004 7-10 Feb 2004 16-19 Feb 2004 22-25 Apr 2004 Kent Kassel Monterrey Amersfoort Ontario California Geneva Kent Amersfoort Basel UK Germany Mexico Nederland Canada United States Switzerland UK Nederland Switzerland

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 Río Volga #308 ote Colonia del Valle 66220 Garza Garcia N.L MEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389 E-mail: mexico@dyslexia.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: 31 (0475) 302 203 Fax: 31 (0475) 301 381 E-mail: holland@dyslexia.com DDA-UK The Corner House Offices High Street Cranbrook, Kent TN17 3DF Email: uk@dyslexia.com Tel: 08700 132945 or 0870 443 9059 Fax: 08700 469658 DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E:mail: ddai@dyslexia.com

Enrollment Limited Classes Fill Early Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask for our booklet

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