Dys•lex´ ic Read´ er • •

Vol. 34


A Typical ADD Scenario
Excerpted from The Gift of Learning by Ronald. D. Davis

Davis Dyslexia Association International

Issue 1 • 2004

Before we dive into the developmental aspect of Attention Deficit Disorder, let me share with you a typical incident that illustrates the general lack of understanding about this condition. The two main characters in this scenario are a boy, five or six years old, who has ADD and his kindergarten teacher. Our boy is a typical ADD child— intelligent, creative, imaginative and hyperactive. He thinks primarily in pictures, and has already spent a lot of time using disorientation to entertain himself. Our teacher chose her profession out of a profound love for children.

News & Feature Articles:

In This Issue

A Typical ADD Scenario . . . . . . . . . . . . .1 An Old Grandma Brings New Hope . . .3 Bad Memory: Learning Times Tables . .6 Viking Spirit: An Aunt’s Saga . . . . . . . .7 What a Difference We are Making . . . .8 Miss Teen Michigan Speaks Out About Dyslexia . . . . . . . . . . . . . . . . .9 Gehirnuntersuchungen zeigen: Legastheniker lesen besser mit alternativen Strategien . . . . . . . . . .11 DDA-CH Beraterinnen-Treff . . . . . . . . .14 Lichtpuntjes in Dyslexie-Oerwoud . . .15 Davis Workshops Approved for Academic Units and CEUs . . . . . . .18

Regular Features:

In The Mail . . . . . . . . . . . . . . . . . . . . . . . .2 Famous Dyslexics Remember . . . . . . .9 Book Review . . . . . . . . . . . . . . . . . . . . .19 New Facilitators & Specialists . . . .20-22 Workshops . . . . . . . . . . . . . . . . . . . . . . 23

But her crowded kindergarten class is quite a handful. Although she has tried hard not to make any judgments, she identified our boy as one of “those children” on the first day of school. He’s a real live wire, and he doesn’t listen to her. His behavior in the classroom makes an already difficult situation even worse. The first few days of school are a difficult adjustment for all of the children, but most of them soon begin to settle down into the routine—except for that boy. If anything, his behavior is actually getting worse. He won’t stay in his chair. He gets into everything. The situation comes to a head during a morning recess. The teacher observes the boy push himself past six or seven other children waiting to climb the ladder of the slippery slide. He just bullies his way past the line of other waiting children, clambers his way to the top, and goes down in front of them. This shocks her. Not only is it rude, it’s dangerous. She cannot allow this kind of behavior to continue. The teacher grasps the boy by the shoulders as he heads back to the ladder to do it again. He tries to squirm loose, but she holds him firmly. She bends down, and in her sternest voice says, “Look at me!” When he does, she says, “What you did is wrong. You are supposed to wait in line until it’s your turn! Do

you understand me? You don’t go down the slide until it’s your turn!” The boy looks her straight in the face, nods his head, and says, “Okay.” The teacher lets go of the boy’s shoulders and stands up. He immediately runs around to the ladder, pushes his way past several other children, climbs to the top and goes down the slide. This really upsets the teacher. Frustrated, she grasps him again and marches him off the playground for a “time out” or whatever other form of discipline the school is allowed to use. The teacher is confused and not sure of what to do next. The boy said he understood her and then did exactly what she told him not to do. Without some form of intervention, behavior modification or perhaps a medication
continued on page 4


Mastery Kit. I have enlisted the help of a retired art teacher and we are about to embark on this adventure, as advised by the Facilitator. I want to thank you for the frank honesty in your evaluation of Kevin and your advisement of deferment. I feel your empathy about unfruitful expenditure is commendable. I also want to thank you for the kind and caring way you spoke to Kevin, my husband and myself. As the mother of a dyslexic with an IQ of 130, I


One month ago a Facilitator at the Reading Research Council did a phone interview to see if my son Kevin would benefit from the Davis Program. Kevin is seven years old and I had wanted to take him to the Burlingame, California Davis center. The Facilitator thought Kevin was too young for the entire program, and that we could start the symbol mastery at home. I have since joined the Davis Dyslexia Association and ordered the Symbol

am very anxious not to see him suffer the way Mr. Davis did. I am looking forward to your newsletters and all the information I can absorb to best help my son. I have referred a friend to your methods, and her son has an appointment with a Facilitator. I thank you again from the bottom of my heart. My son who you interviewed also thanks you!

Copyright 1996 Randy Glasbergen. www.glasergen.com

Sincerely, Suzanne B. Russell

is an artist. The problem is how to remain an grows up.

Every child

and sculptor (1881-1973)

—Pablo Picasso, painter

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: Gideon Kramer. 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: 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.

artist once he

An Old Grandma Brings New Hope


New Hope Learning Centers, Inc. received the following letter dated September 23, 2003. It is presented with permission. Enclosed is a picture of Jacob Prokop (and myself) along with a Davis Dyslexia Correction® Program success story. Jacob and I have worked together ever since his correction program in the spring of his first grade at school in 1999. He went through his 4th and 5th grades with very good grades and is still very motivated; Jacob has for a couple of years, expressed interest in maybe being a doctor or nurse. He says he is not sure yet…but whatever he chooses he thinks he wants to work with "old people" because he really likes talking with them! We are so grateful that we found the Davis Dyslexia Correction® Program and New Hope Learning Centers in time to save Jake. It has been a complete joy for me to work with him these past few years. We have a great bond!! As you recall, Jacob was a struggling reader in his first grade. He was not progressing. His family knew it, his school knew it and so did Jacob. His family suggested that perhaps he was dyslexic, but was told that dyslexia could not be diagnosed until at least 3rd grade. They were determined to find some help for him at that time and not waste two more years. After researching the many methods of working with dyslexia on the Internet, I as Jacob’s grandma, discovered the Davis method for correcting dyslexia. I purchased the book, The Gift of Dyslexia, by Ron Davis and was convinced that this method made the most sense. Then Jacob’s family immediately made an appointment with Cyndi Deneson at

New Hope Learning Centers in Milwaukee, Wisconsin. Although Jacob was very young for the program, he was highly motivated and was accepted after an initial assessment. He went through the Davis Dyslexia Correction® Program during spring vacation of his first grade. In those five days, Jacob went from a reading level of 1-1 to a level of 2-1. He came home each day exhausted, but very excited to go back the next day. He was finally finding some success. His parents and I continued the work with the “trigger words.” During Jacob’s 2nd grade year at school, I went to the Davis Fundamental Workshop taught by Ron Davis and Cyndi Deneson in Minnesota to better understand the methods used with Jacobs’ gift. Jacob has made steady improvement. His teachers in 4th and 5th grade were exceptional. Each read The Gift of Dyslexia, understood the method, and utilized the little things that make such a difference to the success of a dyslexic child. He kept up with his class and looked forward to school. He is doing well in school and out of school. He has many good friends, plays ice hockey and is also an excellent water skier. I am pleased to report that Jacob is now in 6th grade. He is still motivated and a hard worker desiring to do it on his own. It seems that he will again have a successful year with another understanding teacher. I continue to

go to his school once a week, and am always “on call” at home for special help. During the course of his family’s journey with dyslexia, we have put about 25 copies of Ron Davis’ book, The Gift of Dyslexia, into the hands of educators and parents; and have referred several families. Again, we are so very grateful for New Hope Learning Centers and the work of Ron Davis and his personal understanding of how to help others with the gift of dyslexia. Jacob often mentions that he wonders what would have happened to him if we had not found these sources of help. Jacob and his family look forward to growing and moving forward each year. Jacob’s persistence is an example of the success of the Davis Program, New Hope Learning Centers’ efforts, and post-program cooperative support of family, friends, and teachers. Very Sincerely, Mary Ann Link, the old Grandma

PAGE 4 International Davis Dyslexia Correction® Providers

A Typical ADD Scenario . . .
like Ritalin, she cannot see any hope of reaching this boy or imposing any control on him.
continued from page 1

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 O Australia Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Sally Beulke Melbourne +61 (03) 5727 3517

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An Analysis What just occurred confused the teacher. Her conclusion seemed obvious to her based upon her experiential knowledge and understanding of the situation. True, based on her past experience or training, behavior modification or Ritalin may be the only solution she knows of for reaching this boy. But this is not a real solution, because it does not address the real problem. She doesn’t comprehend that her own misunderstanding of ADD might cause her to feel this way. She feels the boy may have acted just to spite her. Her conclusion seems logical, but it’s incorrect. In reality, based on the boy’s tendency to think in pictures, his experiential knowledge and his limited ability to understand what the teacher said to him, he did exactly what she told him to do. For our own understanding, let’s consider that this boy lacks accurate concepts of self and change. His experiential knowledge of consequence is inaccurate, and so are his concepts of time, sequence and order. He has either created inaccurate perceptions of, or entirely missed, these concepts. In the alternate reality he creates by using disorientation, change occurs only at his whim, and there is no such thing as consequence. Simple ideas like “good” and “bad” are interpreted from this perspective. Good is what he likes; bad is what he doesn’t like. Right is what he wants; wrong is what he doesn’t want. Without accurate concepts of change and consequence, nothing is permanent. Therefore, he has no concept of ”before” and “after.” His concept of time is elastic and unreliable in the outside world. Without the concepts of change, consequence and time, the concept of sequence cannot exist. Nor can the concepts of order and disorder.

Word for Word Let’s consider what the teacher said to him, and interpret what his understanding of it might have been from a picture-thinking point of view.

She says, “What you did is wrong!” He thinks: • The word “What” has no mental image, so the word has no meaning for him. • The word “you” means himself. His image for the meaning of this word is the same one he would get from looking in a mirror. • He doesn’t understand the word “did” for two reasons. First, it is the past tense of “do.” He has no sense of “before” or “after,” so past tenses don’t register. Also, this is another word with no image, so it has no meaning to begin with. That word is just a blank spot in his mind, so he is left with only the mirror image of himself. • The word “is” has no mental image of its own. Because it was preceded by the word “you,” the mirror image of himself doesn’t change. • The word “wrong” has no meaning, except perhaps that the teacher doesn’t like him. His mental image is now a picture of her holding him by the shoulders. So the boy’s understanding of this first sentence is a mental picture of the teacher holding him by the shoulders. His interpretation of the image would probably be, “she doesn’t like me.” Then she says, “You are supposed to wait in line until it’s your turn!” He thinks: • The word “you” brings another mental image of himself. • The word “are” produces no image or meaning. The image of himself doesn’t change. • The word “supposed” produces no image, no meaning. No change in the image. • The word “to” produces no image, no meaning. No change in the image. • The word “wait” cannot be understood. Waiting is a function of time. The only concept of time he has is the present, so if he sees any image, it would be of the teacher holding him by the shoulders. • The word “in” produces no image, no meaning. The image of the teacher holding him remains the same. • The word “line” brings an image of a piece of paper with a line drawn on it. Now he sees an image of the teacher


continued on page 5

continued from page 4

A Typical ADD Scenario . . .

holding him, and a piece of paper with a line on it. • The word “until” produces no image, no meaning. No change in the image. • The word “it’s” produces no image, no meaning. No change in the image. • The word “your” produces another image of himself. No real change in the image. • The word “turn,” used as a noun, is a function of time, sequence, and order, none of which he is capable of comprehending. No image, no meaning. No change in the images of himself being held by the teacher and a piece of paper with a line on it. At the end of this sentence, his mental images show the teacher holding him by the shoulders and a piece of paper with a line on it. His interpretation of the images would be that the teacher doesn’t like him, or paper with a line on it. She says, “Do you understand me?” He thinks: • The word “do” produces no image, no meaning. • The word “you” again produces an image of himself. • The word “understand” produces no image, no meaning. • The word “me” produces an image of her holding him by the shoulders. This sentence leaves him with only an image of her holding him by the shoulders. His only understanding is that she doesn’t like him. She says, “You don’t go down the slide until it’s your turn!” • The word “you” brings an image of himself again. • The word “don’t” produces no meaning, no change in the image. • The phrase “go down the slide” changes the image of himself to one of him going down the slide. • The word “until” produces no meaning, no change in the image. • The word “it’s” produces no meaning, no change in the image. • The word “your” simply reinforces the

image of himself. • The word “turn” produces no meaning, no change in the image. The sentence leaves him with the image of himself going down the slide. His understanding is to go down the slide. He says “Yeah!” in answer to this understanding, and promptly carries it out. Up the ladder he goes, pushing his way past the other kids as the teacher stares in disbelief.

O Canada

Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Winifred Bauer Nelson +1 (250) 359-0195

A Two-Way Misunderstanding What the teacher failed to realize was that the boy did exactly what he thought she told him to do, based upon his ability to understand what she said. It’s true that his behavior was rude and possibly dangerous. It should be effectively corrected. But neither a “time out,” detention, other forms of punishment, nor Ritalin will be capable of adding the understanding this boy needs in order to correct his behavior. There is a lot of uncertainty surrounding both ADD and ADHD. It is difficult to diagnose; the cause (etiology) is unknown; and the people who provide the basic observations for a diagnosis are often untrained. While the medical profession can describe how a person with ADD behaves, they are still unsure as to what causes the condition and how to treat it without medications such as Ritalin. While Ritalin may alter the symptoms, it does not address the underlying nature of the problem. Examining ADD Behavior Our understanding of the direct and indirect (developmental) effects of disorientation can explain all of the symptoms of ADD with or without hyperactivity. From that understanding, we should be able to accurately define the condition as: Developmentally inappropriate inattention and impulsivity, with and without hyperactivity, accompanied by spontaneous disorientation. From this new understanding and definition, it is clear that this problem must be addressed from two fronts, because it was created by two contributing factors— the developmental component and recurrent episodes of spontaneous disorientation.O

Rocky Point Academy Ashley Benjamin 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 +1 (780) 489-6225

Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063

Gerry Grant Supervisor-Specialist Advanced Workshop Presenter Waterloo/Toronto +1 (800) 981-6433 (Toll-Free) +1 (519) 221-8484 Jan Hagedorn Garibaldi Highlands/Vancouver +1 (604) 898-5668 or (604) 815-7054 Sue Hall West Vancouver +1 (604) 921-1084 D'vorah Hoffman Toronto +1 (416) 398-6779 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Jeri McLeod Calgary +1 (403) 257-7576 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422 Catherine Smith Oakville/Toronto +1 (905) 844-4144

Kim J. Willson-Rymer Oakville/Toronto +1 (905) 825-3153 O China Lai Wan Livia Wong Hong Kong +852-2810-0282 O Cyprus Alexis Mouzouris Limassol +35-72-538-2094

O France Dominique Blaess Le Pecq/Paris +33 (01) 39 76 12 61

A Bad Memory:
Learning the Times Tables
by Eduardo Cranfield


Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Carol Nelson-Pollard Paris +33 (01) 46 51 72 63

Odile Puget Annecy/Geneva + 33 (04) 50 41 82 67

Eduardo lives in Gran Canaria. At age 10, he completed a Davis Dyslexia Correction and a Davis Math Mastery Program with Laura Shone, Davis Facilitator in Sussex, England.

Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 O Germany/Deutschland Liesbeth Berger-Laming Stuttgart-Vaihingen +49 (0711) 782 3115 Ute Breithaupt Langenselbold +49 (06184) 93 84 88 Andrea Fleckenstein Witzenhausen +49 (05542) 91 16 07

Cornelia Garbe Berlin +49 (030) 61 65 91 25

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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 Ina Hallermann Riezlern +49 (05517) 200 12

Kirsten Hohage Nürnberg +49 (0911) 54 25 18 Christine Jacob Lörrach +49 (07621) 134 60 Doris Karl-Akova Bremen +49 (0421) 713 30

Rainer Knobloch Röthenbach/Nürnberg +49 (09120) 18 14 84

Viking Spirit: An Aunt’s Saga
by Lisa Thatcher, Davis Facilitator in Ohio and Iceland


I have four nephews and one niece. My niece is three years old and no less a Minnesota Vikings football fan than her four older brothers are. I was not surprised then by their collective response when I told them I would be traveling to Iceland to facilitate Davis Programs; “Cool! Can you bring us some real Viking stuff?” Real Viking stuff. How I wish there was some way I could bring home to them the “Viking stuff” that I discovered in Iceland. When I left Iceland the last time, I packed in my luggage some t-shirts, postcards, a recommended saga, and a talisman necklace. While the children were delighted with their gifts, I knew the “real Viking stuff” was not something I could tuck into my carry-on. How could I bring home a palpable energy that I can only describe as – quest? Could I package the undercurrent of determination that I watched swell in a man’s eyes at the moment he felt the first Davis tool working and he realized that he is the one who made it work? Could I bring home the amusing enthusiasm of another man who, grinning from ear to ear, raised his arms in triumph and proclaimed, “I will be the leader of Viking dyslexics!” How would I gift-wrap the humble feeling that came with knowing these noble people were my teachers? Real Viking stuff, it seems to me, is the energy created when curiosity and intention meet. This is what I understand to be the Viking Spirit. I did not find it in souvenir shops or at the Duty Free store at the airport. I found it where Icelandic people were busy learning Davis.
Lisa Thatcher with Ron Davis. Above is a Viking Mask sculpted by Lisa Thatcher.

I had the privilege to work with four men in Iceland, all of whom possess a striking Viking Spirit that each of my nephews would be fortunate to have. As for my niece, I think of my last client, a remarkable young woman. She is bright, philosophical, daring. I hope that my niece will grow up to be just like her some day – for that matter, I hope that I will too. O

O Germany/Deutschland (con’t) 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 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

Barbel Preuss Munchen +49 (089) 69 38 03 92

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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 (06452) 93 28 88 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

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

O Iceland Judith Shaw Mossfellsbaer/Reykjavik +354 586-8180 O Ireland Sister Antoinette Keelan Dublin +353 (01) 884 4996 O Israel Etya Chesler Kfar-Saba/Tel Aviv +972 (09) 768 0267 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185

What a Difference We Are Making
by Raewyn Matheson, Davis Facilitator in New Zealand


Eve Resnick Kfar Saba / Tel Aviv +972 (09) 766 2140

Judith Schwarcz DDA-Israel Director Supervisor-Specialist Ra'anana / Tel Aviv +972 (09) 772 9888 Edna Tune Herzeliah/Tel Aviv +972 (09) 958-3372 O Italy Elisa De Felice Roma +39 (06) 507 3570

Dr. Raffaella Zingerle Corvara In Badia +39 (0471) 83 68 71 O Japan Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 Tina Kirby Okinawa +81(314) 033-4678 O Lebanon Samar Riad Saab Beirut +961 3 700 206 O Malaysia Hilary Craig Kuala Lumpur +603 2096 1342 O Mexico

The following is a speech that my current client made to his class earlier this year. I found it in his draft writing book that he brought with him. The spelling is his own. He is a mature nine and a half year old and is doing very well this week. At the start of the program, Julian said, “I want to read chapter books, therefore I need extra help to do that. When I read chapter books now, I get parts of the story and I have to read it over and over again. That’s why I am doing the Davis course. It will help me understand what the trigger words mean and help make the stories I read easier to understand and make better pictures in my mind. It is making the print easier to see on the page.” We had a brilliant week and Julian made great progress with his reading. He really enjoyed reading a chapter book and when he had finished I asked how he felt about finishing the book. He said, “I am happy and I am glad that I could read it. I could read it because I've gone through the course and I've been on point. I used sweep reading. I'd rather read with sweep reading because it’s easier. The letters don't shoot up all at once at me. I will definitely read another chapter book.” What a difference we are all making to these children!

Raewyn and Julian with Julian’s clay model of the word “the.”

A Speech by Julian Debruyne, of Waitakare, Auckland, New Zealand

Sandra Cecilia Gorozpe Barbara Querétaro +52 (01442) 220 52 48

Las Palmas Counseling Ctr Silvia Arana Garcia Cathy Calderón de la Barca Gabriela Meléndez Zagaceta México D.F. +52 (55) 5202 7913

Good morning class. You are probably wondering what my speech is going to be about. It is something you probably haven’t heard of before. It is the gift of dyslexia. When I was six I could not read more than four lines and I could not write more than half a page. That was pretty frustrating and I felt horrible. My mum was disappointed. She reads lots and finds it easy. The teachers said, “He is fine, it will get better.” But it did not get better. The principal said I was lazy and that Mum had to inundate me with books. But I was

drowning in books. My bedroom was full of books and still I could not make sense of those squiggly black lines on the pages. Mum thort (thought) that sucks and took me out of that school. I had to go to heaps of tests to find out why it was so hard for me to read. Some tests were hard and some tests were easy and some were fun. All of the people who tested me said that I was probily (probably) dyslexic. With that I joined a very cool group like Einstein, Bill Gates, Tom Cruise and Leonardo Davinch (Da Vinci). There are many types of dyslexia. Most dyslexics think in pictures rather than in words. It makes us hard to consitrat (concentrate) on written words. We would be better at reading the Egyptian hyroglifixcs (hieroglyphics) because they are like lots of pictures. Dyslexia is not a disability but actually a gift, because you can learn to think in words and still be able to think in pictures, but it can be hard work. I had to do special activities like saying the arfibet (alphabet) backwards. Some activities are fun like consintration (concentration) games. My favorite consintration game was Rush Hour. After four months of these activities, we really consintrated on reading and writing. It still was hard work, but it was easier than before. Now I can make sense of those black squiggles on the pages. Thank you.

Miss Teen Michigan Speaks Out about Dyslexia
Nineteen-year-old college student Ciji Hans of Niles, Michigan, is currently Miss Teen Michigan International 2003. Participation in pageants began in South Bend, Indiana for Ciji when she was five years old and was crowned “Miss Sweetheart.” The downside of participation in pageants for Ciji has always been her frustration with expressing her thoughts in words when being interviewed by pageant judges. She assumed that her problems with speaking were related to her issues with reading. However, it wasn’t until she read The Gift of Dyslexia that she began to understand the connection between the two for her Ciji went through the Davis Dyslexia Correction® Program at the Michiana Dyslexia Correction Center in Goshen, Indiana, about two weeks before participating in the Miss Teen International Pageant in Chicago, Illinois. She wanted to use the theme of “the gift of dyslexia” as her platform speech, so she and I spent an extra day together in which I helped Ciji formulate answers for questions she might be asked by the pageant judges on this topic.
by Myrna Burkholder, Davis Facilitator in Michigan


O Mexico (con’t)

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

Famous Dyslexics Remember
“I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.” –Winston Churchill

With great relief, Ciji’s stepmother reported that Ciji performed very well at the pageant. Although she was not crowned Miss Teen International, her stepmother said that Ciji answered her questions about dyslexia very easily for the judges, and she presented herself at the pageant with new-found self-confidence. Ciji’s next responsibility as Miss Teen Michigan is speaking to groups of children and teachers in Michigan about the gift of dyslexia. She is looking forward to having this opportunity to do so, not only because of the positive message but also because she is no longer afraid of being listened to by others!O

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 O Netherlands Kees Blankendaal Wijk bij Duutstede +31 (0343) 573 061

Ineke Blom Dorpstraat +31 (020) 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

“I had to train myself to focus my attention. I became very visual and learned how to create mental images in order to comprehend what I read.” –Tom Cruise

Monique Commandeur Uithoorn +31 (0297) 56 88 50 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963

“You should prefer a good scientist without literary abilities to a literate one without scientific skills.” –Leonardo da Vinci

“I grew up in a school system . . . where nobody understood the meaning of learning disorder. In the West Indies, I was constantly being physically abused because the whipping of students was permitted.” –Harry Belafonte

Leonardus D'Hoore Sluis +31 (0117) 56 29 40 Saskia Dijkstra Amsterdam +31 (020) 463-2753

Marijke Eelkman Rooda-Bos Gouda +31 (018) 251-7316 Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000

For Young Learners
Designed for K-3 Teachers and Homeschooling Parents

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.

Recommended materials for classroom implementation:
• • • • • • •

Kit price: $119.95

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
Quantity 0-5 6-10 11-20 21-40 More than 40

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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Gehirnuntersuchungen zeigen: Legastheniker lesen besser mit alternativen Strategien
Lesefähigkeiten. Bei den legasthenischen Probanden war das Gegenteil Gehirnforscher haben herausgefunden, dass erwachsene der Fall: Je stärker das links-hemisphärische Muster, desto Legastheniker, die gute Leser wurden, andere neuronale schwächer der Leser. Im Gegensatz dazu korrelierten stärkere Bahnen benutzen, als Nicht-Legastheniker. Diese Forschung Lesefertigkeiten bei Legasthenikern mit einer größeren zeigt, dass es zwei unabhängige Systeme für das Lesen Aktivierung von Arealen in der rechten Hemisphäre, gibt:Eines, das typisch für die Mehrheit der Leser ist, und ein während bei Nichtlegasthenikern ein stärkerer Gebrauch anderes, das effektiver für den legasthenisch Denkenden ist. der rechten Hemisphäre mit verringerten Lesefähigkeiten übereinstimmte. NIMH Studie mit erwachsenen Legasthenikern Die beiden Forscher, Judith Ramsey und Barry Horwitz, Vergleich von Leseergebnissen von Kindern, die ab vom National Institute of Mental Health wendeten die Kindergartenalter beobachtet wurden. Positronen Emissions Tomography (PET) an, um den Ein Forscherteam, geleitet von Sally Shaywitz an der regionalen Blutfluss im Gehirn (rCBF) zwischen Yale University, hat bestätigt, dass Legastheniker, die gute legasthenischen und Leser wurden, ein anderes Gehirnnutzungsmuster haben, nicht-legasthenischen als Nichtlegeasthenische Leser Männern zu vergleichen. und auch Legastheniker, die Die legasthenischen noch schlecht lesen. Probanden hatten in ihrer Die Forscher benutzten das Kindheit mit Legasthenie zu funktionale Magnetresonanzkämpfen und zeigten immer Verfahren (FMRI), um die noch einige legasthene Gehirnaktivität bei 20jährigen Symptome beim Lesen, legasthenischen Männern und ihre Lesefertigkeit war Frauen zu berechnen, die aus insgesamt umbeständig. einer Gruppe stammten, die Einige Worterkennungsseit dem Kindergarten bzw. Verständnisaufgaben beobachtet wurde. Alle bewältigen die legasthenischen Personen legasthenischen Männer so hatten eine Geschichte von gut wie oder sogar besser als die Kontrollgruppe. starker Leseschwäche in der frühen Kindheit. Die Männer in der Studie wurden aufgefordert, einige Während einige der Studenten ihre ganze Schulzeit Ein-Wort Leseaufgaben und Entscheidungs-Aufgaben hindurch mit dem Lesen kämpften (“anhaltend schwache auszuführen. Leser”), verbesserten sich andere im Laufe ihrer HighSo sollten sie ihre Fähigkeit zeigen, Wörter phonetisch school-Jahre und wurden fehlerfreie Leser mit großen zu erlesen (z.B. das Aussprechen eines Pseudo-Wortes wie Verständnisfertigkeiten (“fehlerfreie, verbesserte Leser”). cazot) und in weiteren Aufgaben ihre Fähigkeit bezogen Legastheniker beider Gruppen wurden ebenso wie darauf, die unregelmäßige, nicht lautgetreue Aussprache Nichtlegastheniker aus der Kontrollgruppe aufgefordert, von realen Wörtern zu erkennen (z.B. das laute Lesen von Leseaufgaben auszuführen, die phonologische Verarbeitung Wörtern wie pharaoh oder choir). (Unwort Reimtest) und Bedeutungsbestimmungen Als der Zusammenhang von der Gehirnaktivität mit der (Semantiktest) beinhalteten. Während des (Unwort-) Lesefähigkeit untersucht wurde, beobachteten die Forscher Reimtests (reimen sich leat und jete?) zeigten beide eine spannende umgekehrte Beziehung zwischen legasthenischen Gruppen eine geringe Aktivierung der linken Lesefähigkeit und cerebralen Blutflussmustern. Bei der hinteren und temporalen Gehirnareale (orig.: left posterior nichtlegasthenischen Kontrollgruppe entsprach eine stärkere and temporal) im Vergleich zur Kontrollgruppe. Wobei die Aktivierung von linkshemisphärischen Lesesystemen, Legastheniker, die bessere Leser waren, auch eine größere einschließlich des linken Gyrus angularis, besseren
von Abigail Marshall, Übersetzung von Sonja Heinrich

Brain Scans Show Dyslexics Read Better with Alternative Strategies

continued on page 12

O Netherlands (con’t) Jan Gubbels Maastricht +31 (043) 36 39 999 Judith Holzapfel Deventer +31 (0570) 619 553 Will Huntjens Horn +31 (0475) 589 238

continued from page 11

Helen Kaptein Middleburg +31 (0118) 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

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 (0264) 42 69 98 Petra Moolhuizen Middelaar +31 (024) 696 3530

Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817

Aktivität von rechtstemporalen Arealen und rechts- und linkshemisphärischen Frontalarealen zeigten. Beim Semantiktest (“Sind Korn und Reis aus derselben Kategorie?”) zeigten die anhaltend schwachen Leser eine ähnliche Gehirnaktivität wie die nichtlegasthenische Kontrollgruppe trotz der Tatsache, dass ihre Leseleistung signifikant schwächer war. Wie die Kontrollgruppe aktivierten die anhaltend schwachen Leser linke hintere und temporale Areale. Im Gegensatz dazu umgingen die verbesserten legasthenischen Leser dieses Gebiet vollkommen. Diese Forschungsarbeit weist darauf hin, dass bei legasthenischen Lesern die linkshemisphärischen Areale, die mit der phonetischen Entschlüsselung im Zusammenhang stehen, unwirksam sind. Während ein nichtlegasthenischer Leser solche Wege als wirkungsvolle Wege fürs Lesen empfindet, wird der legasthenische Leser vollkommen in einen neuronalen Verkehrsstau verstrickt. Im Gegensatz dazu: Legastheniker, die diese Denkpfade umgehen und sich mehr auf Gehirnareale verlassen, die in das nonverbale und analytische Denken involviert sind, sind in der Lage fähige Leser zu werden. Haupterkenntnisse für das Schulwesen Diese Bildstudien über das Gehirn zeigen, dass Lehrmethoden, die bei einer großen Mehrheit der Schulkinder gut funktionieren mögen, kontraproduktiv sein können, wenn sie bei legasthenischen Kindern angewandt werden. Wenn legasthenische Kinder denselben umgekehrten Mustern folgen, wie ihre

erwachsenen Gegenstücke, dann wird sich die Lesefähigkeit verringern statt zu vergrößern, während ein legasthenisches Kind in Folge von phonetischen Verfahren sich mehr daran gewöhnt linkshirnige Pfade zu benutzen. Eine neue Studie von Forschern der Georgetown University über die Leseentwicklung scheint diese Möglichkeit zu untermauern. Die Forscher fanden heraus, dass jüngere Kinder, wenn sie Lesefertigkeit erwerben, “eine entwicklungsbedingte Abnahme in der rechten Hirnhälfte zeigen.” Der Gehirn-Scan-Nachweis zeigte, dass der Leselernprozess ganz und gar nicht die Zunahme der Fähigkeit einschloss, linkshemisphärische Pfade zu benutzen, sondern vielmehr nur eine Verringerung der Fähigkeit die entsprechenden rechtshemisphärischen Areale zu gebrauchen. Für die Mehrheit der Schüler, die in der Studie beobachtet wurden, ging eine solche Entwicklung mit verbesserter Lesefähigkeit einher. Wenn jedoch das umgekehrte Muster, das bei legasthenischen Erwachsenen beobachtet wurde, auch auf Kinder übertragen werden kann, muss solch eine Entwicklung bei 15-20 % der Kinder, die in das legasthenische Profil passen, zu einer geringeren Lesefähigkeit führen. Die rechte Hemisphäre ist der Ort, wo viele nonverbale Denkvorgänge stattfinden, einschließlich der Fähigkeit, ein wahrgenommenes, geschriebenes Wort mit dem Gegenstand den es darstellt, zu verbinden. Ebenso ist die rechte Seite mehr auf die Analyse von Raum und geometrischen Umrissen und Formen spezialisiert, und sie ist der Ort der kreativen Denkaktivität. So könnte man annehmen, dass eine Einbindung der rechten
continued on page 13


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

continued from page 12

Gehirnuntersuchungen . . .
Hemisphäre in den Leseprozess eine höhere Sicherheit bei der Wiedererkennung visueller Wort- und Buchstabenformen, bei der Verbindung von Wörtern mit sensorischen Eindrücken ihrer Bedeutung und bei der Benutzung von Kontextinformationen, um eine Bedeutung herauszubekommen, zur Folge hätte. So kann es auch sein, dass eine Lesemethode (Anweisung), deren Effektivität durch Untersuchungen mit nichtlegasthenischen Kindern erwiesen wurde, ein Rezept für Misserfolg sein kann, wenn sie auf legasthenische Kinder übertragen wird. Dies könnte angeborenen physischen Unterschieden in der Gehirnstruktur zugeschrieben werden, die von vielen Forschern beobachtet wurden. Es könnte ebenso von einer entwicklungsbedingten kognitiven Präferenz und einem vorherrschenden visuell-räumlichen Lernstil herrühren. Bei nichtlegasthenischen Kindern könnte die Verlagerung auf linkshemisphärische Areale, die wichtig sind für die phonetische Decodierung, einen direkten Weg zum Lernen und Verstehen liefern. Im Gegensatz dazu kann dies für das legasthenische Kind durchaus ein Weg ins Niemandsland sein. Anstelle der Entwicklung von linkshemisphärischen Nervenbahnen, verbunden mit der Ausbildung und Anwendung von phonetischen Nervenbahnen, könnten legasthenische Kinder einen Unterrichtsansatz benötigen, der die Wort und Bild verbindenden und problemlösenden Fertigkeiten der rechten Gehirnhälfte unterstützt. Im Gegensatz dazu können Lehrmethoden, die auf intensivem oder systematischem Drill von phonetischen Fähigkeiten oder Lauterkennungs-Strategien beruhen, die zum Teil mit dem Ziel verbunden sind, im legasthenischen Gehirn “die Leitungen neu zu verlegen,” sowohl neurologisch als auch psychologisch schädlich für das legasthenische Kind sein. Solche Herangehensweisen mögen geradezu die Anwendung von Denkstrategien verstärken, die genauso geeignet sind die Lesefähigkeit zu verringern, wie sie zu verbessern, während sie sowohl das Ausmaß an Schädigung als auch die Höhe der Frustration vergrößern.


Typical brain

O Netherlands (cont.) Tonny Stor Heerhugowaard +31 (072) 57 22 771

Karima P.A. Turkatte Amsterdam +31 (020) 696 4379

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

Annette van der Baan Amsterdam +31 (020) 420-5501 Rieja van der Valk Almelo +31 (0546) 867 537

Annemarie van Hof Utrecht +31 (030) 65 86 700 Drs. Marian J.A. van Leeuwen Woudenberg +31 (033) 286 3506 Sjakkelien Van Lier Deventer +31 (0570) 600 008

Dyslexic brain Davis Theorie und Methoden Davis-Lernstrategien® und DavisLegasthenie-Korrektur® betonen eine kreative, auf Bedeutung basierende Vorgehensweise, für den Erwerb von grundsätzlichen Lesefertigkeiten. Kinder (und Erwachsene) benutzen Knete, um den Inhalt, der mit der Wortbedeutung verbunden ist, gleichzeitig mit den Buchstaben eines jeden Wortes zu formen. Diese Herangehensweise verstärkt wahrscheinlich die Anwendung von rechtshemisphärischen Fähigkeiten, die entscheidend zu sein scheinen für die Leseentwicklung bei legasthenischen Schülern. Mit älteren Kindern und Erwachsenen erzielen die Methoden des Davis-Legasthenie-Korrekturprogrammes üblicherweise sehr schnelle Fortschritte in der Lesefähigkeit. So scheint es, dass die Fertigkeiten, die Legastheniker brauchen um fähige Leser zu werden, zu jeder Zeit leicht erworben werden können. Die Gehirnstrukturforschung stellt eine Wegkarte bereit, der einfach durch die Anwendung von Unterrichtsformen gefolgt werden kann, die helfen, die natürlichen Denkmuster und Gewohnheiten von legasthenischen Lernenden zu verstärken, statt zu versuchen, legasthenisch Lernende zu zwingen, wie Menschen zu denken, deren Gehirne einfach anders strukturiert sind als ihre.O The English version of this article was published in Vol. 33 of The Dyslexic Reader.

Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Karin Van Wulfen Breda +31( 076) 514 4889

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 O New Zealand Raewyn Matheson Inglewood +64 (027) 411 8350 Shelley McMeeken Dunedin +64 3 467 5058 Lorna Timms Christchurch +64 3 359 8556 O Oman

Patricia Lynne Hodge Muscat +968 698 596 Phaik Sue Chin Singapore +65 6773 4070

O Republic of Singapore

O Republic of Singapore (con’t) Ann Chua Singapore +65 9843 1726

DDA-CH Beraterinnen-Treff
von Elisabeth Raberger


DDA-Switzerland Facilitor Meeting

Constance Chua Singapore +65 6873 3873 O South Africa Sara Louise Kramer Capetown +27 (021) 794 5778 Carine van Vuuren Johannesburg +27 (082) 410 0139 O 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 O Switzerland/CH

Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264

Gerda Barakos-Jeger Dornach +41 (061) 701 80 60

Lerninstitut Basel Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA-CH Director Ruth Froels +41 (061) 272 24 00 Priska Baumgartner Wettingen +41 (056) 426 28 88

Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Vicki Brignoli Lumino +41 (091) 829 05 36 Beatrice Conti Wolfisberg +41 (062) 636 2146

Regula Dürr Basel +41 (061) 321 60 32 Ursula Fischbacher Orpund +41 (032) 355 23 26

27-28 September 2003 im Bildungszentrum Matt in Schwarzenberg. Neunzehn Beraterinnen und die Leiterin der DDA-CH, Bonny Beuret, trafen sich an einem strahlend schönen Herbsttag zu einem intensiven Austausch ihrer Erfahrungen. Als erste Vortragende berichtete uns Denise Gabriel von ihrer präventiven Arbeit mit kleinen Kindern. Denise berücksichtigt auch den körperlich-psychischen Zustand der Kinder, die in ihre Lernpraxis kommen. So arbeitet sie, als unterstützende Massnahmen, z.B. auch mit SchüsslerSalzen, Brain-Gym und Spielpädagogik. Die Werkzeuge, mit denen sie mit ihren 5–7 Jahre alten Legasthenikern arbeitet, sind der Energieregler, das ABC kneten und Kooshbälle werfen – ähnlich wie bei den Davis-Lernstrategien. Welche Kinder kommen zu Denise? Kinder, bei denen man vermutet, dass sie eine Legasthenie entwickeln könnten oder einfach Kinder die „irgendwie nicht glücklich“ sind und deren Eltern bereit sind, die Kinder intensiv zu unterstützen, bevor sie richtig mit der Schule anfangen. Am Abend fand unser geschätzter „Kreativ-Marktplatz“ statt. Es war ein reger Austausch von Ideen, Erfahrungen, selbst kreiertem, die Beratung unterstützendem Material. Es ist immer wieder beglückend, wie grosszügig die meisten Beraterinnen „auf dem eigenen Mist gewachsene“ Erfahrungen und ihre Ideen grosszügig der Runde zur Verfügung stellen. Geben bereichert eben. Am nächsten Tag berichteten Bonny und Gabi über die Arbeit der DDA-CH. Wir merken immer wieder, wie wenig wir Beraterinnen über die grosse Arbeit des Basler Teams wissen. Wir erfahren nur immer wieder, wie zuverlässig und gründlich dort all unsere Anliegen behandelt werden. Wir in der Schweiz sind sehr dankbar für die Hingabe, mit der im DDA-CH-Zentrum gearbeitet wird. Es stärkt uns sehr effizient den Rücken. Der daraufhin folgende Beitrag von Bonny beweist aufs Schönste, wie Bonny uns mit allen Mitteln „unter die Arme

Swiss facilitators at play.

greift,“ denn sie informierte Schritt für Schritt darüber, wie sie selbst eine Präsentation gestaltet. Da wurde intensiv mitgeschrieben, denn beinahe alle Beraterinnen betreten mit dem Leiten einer öffentlichen Veranstaltung Neuland. Anschliessend bot Ursula Rackur eine Fülle von Information an über ihre Arbeit mit Legasthenikern und über ihre Präsentations-Veranstaltungen. Auch hier hat Ursula grosszügig ihre Erfahrungen mit allen getauscht. Nach dem Mittagessen besprachen wir noch anstehende und neu aufgekommene Themen. Müde, aber mit viel neuen Impulsen traten wir am späten Nachmittag den Heimweg an.O

English Summary: Elisabeth Raberger, a facilitator in Switzerland, writes a short report about Switzerland's annual meeting of Davis Facilitators held near Lucerne in Septermber, 2003. It was a weekend full of good cheer and bright sun, with thankfully enough time to savor the pristine air of the Alpine foothills and the ringing (or roaring depending on how disoriented one gets) of the cowbells as a backdrop. This event has become almost a tradition for many of us here in Switzerland: lots of discussion, lots of laughter, lots of looking back... and forward into the future.

Lichtpuntjes in Dyslexie-Oerwoud
Rays of Hope in the Dyslexia Jungle
by Annet van der Baan, Davis Facilitator in Amsterdam, Netherlands


O Switzerland/CH (con’t) Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410

Motivatie Als kersverse Davis-Counselor wil ik de aandacht vestigen op de dyslectici onder ons en met dit schrijven een aantal zaken op een rij zetten waar een dyslecticus binnen het Nederlandse onderwijs mee te maken heeft. In het Nederlandse onderwijs krioelt het van diverse aanpakken voor kinderen met leesproblemen; dit is onder andere rijkelijk geïllustreerd door Robin Temple in zijn boek Dyslectische kinderen - een praktische handleiding voor ouders. Ouders van dyslectische kinderen zien vaak terecht door de bomen het bos niet meer als een school met de verontrustende mededeling komt, dat er toch iets ‘mis’ blijkt te zijn met de leesvaardigheid van hun kind. Als fervente Davis-Counselor zou ik zeggen: “kom onmiddellijk een Davis-counseling doen”. Maar zo gaat het in onderwijsland meestal (nog) niet. Reden om eens helder op een rij te zetten waar scholen, leerkrachten en ouders van dyslectische kinderen doorgaans mee te maken hebben. Een jaar van verzamelen uit diverse informatiebronnen resulteerden in een overzicht van 10 (licht)punten in onderstaand document. De lijst is tevens geschikt voor scholen, waarbij het natuurlijk uiterst handig is, je eigen informatie en motivatie over de Davis-counseling mee te geven. Ervaring op een lagere school Mijn ervaring in het werken op een basisschool is, dat van de vijf kinderen uit een groep 3 die voor extra begeleiding bij mij komen, er zo'n drie tot vier kinderen een leesachterstand hebben, omdat - even in mijn eigen woorden uitgedrukt - de zogenaamde 'leeskwab' nog niet 'geconnect' is, zoals later in groep 3 vaak ineens wél blijkt te gebeuren. Het zou triest én geld- en tijdverspillend zijn om déze kinderen al zo snel dyslectisch te verklaren. Voor de andere één of twee 3de groepertjes geldt, dat je vanuit een ‘Davislook’ onmiddellijk ziet dat ze desoriënteren, verward raken door hun vermogen tot beelddenken en de klassieke verhaspelingen maken, zoals : letteromkeringen, woordbeeldverwisselingen, geen zogeheten ‘auditief geheugen’ manifesteren of te kampen hebben met

Katharina Grenacher Bern +41 (031) 382 00 29 Ursula Hirzel Egler Stäfa +41 (01) 926 2895

Christa Jaeger Riehen +41 (061) 641 4667

Melle kijkt met trots naar zijn zelf gemaakte alfabet. With pride Melle looks at his self created alphabet.

Susanne Jeker Olten +41 (062) 296 45 30 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

‘woordvindingsproblemen’ (zoals dit in de rapportage van een leerkracht wordt genoemd). En dát is naar mijn mening hét moment dat een Davis-Counselor zou kunnen inspringen, om een weliswaar goedbedoeld begeleidingstraject - van soms jaren - dat veelal aanspraak maakt op het auditieve vermogen van een kind, te voorkomen. Of nog beter - als brug naar het onderwijs - als Davis-Counselor te werken aan de wortels van het verschijnsel dyslexie, zodat het dyslectische kind georiënteerd en met eigen ‘Control’ de traditionele hulpprogramma’s gemakkelijk en zonder stress kan volgen. Erkenning Voor die Davis-counselors die zich bezig willen gaan houden met de erkenning van de Davis-methode door het College van Zorgverzekeringen [CVZ] het volgende; In de Teleac-uitzending afgelopen maart 2003 in het programma ‘Bij ons thuis’, kwam het Dyslexieprotocol 6 ter sprake, uitgegeven door het Ministerie van Onderwijs voor alle basisscholen in Nederland. In dit lijvige boekwerk staat stap voor stap beschreven aan welke bepalingen een school zich moet houden om een dyslectisch kind te begeleiden. Uit onderzoek van Teleac bleek, dat slechts 15% van de ondervraagde basisscholen zich hieraan houdt. De rest van de ondervraagde scholen zei geen tijd of gekwalificeerd personeel te hebben. Voor de ‘CVZ’-counselors is het belangrijk om te weten, dat in de inleiding van dit
continued on page 16

Sandra Moschtaghi Basel +49 (0172) 81 57 351 Margrit Niederhauser Liestal / Basel +41 (061) 921 47 12

Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (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 (041) 495 25 38

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

O Switzerland/CH (con’t) Anne-Marie Schafflützel Wädenswil-Au / Zurich +41 (01) 781 19 93 Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Claudia Taverna Sent +41 (081) 864 9115

Lichtpuntjes . . .
Dyslexieprotocol6 een hoofdstuk wordt gewijd aan ‘alternatieve methodes’, waarbij onder andere het ‘Beelddenken’ zoals in Nederland geïntroduceerd door Nel Ojemann, als zeer af te raden methode/uitgangspunt wordt gepresenteerd. Reden voor de ‘CVZ’- counselors om maar eens tot een goed omschreven begrip over nut en werking van het beelddenken te komen.
continued from page 15


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 +41 (079) 256 86 65 O United Kingdom Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Hertfordshire +44 (01442) 252 517 Kate Blow Romsey, Hampshire +44 (01794) 515 714 Susan Duguid London +44 (020) 8878 9652

Tot slot Naar mijn idee is het belangrijk om in ons vak te weten waar een dyslectisch kind in het Nederlandse onderwijs mee te maken heeft of krijgt. Ik ben dan ook sterk voorstander om bruggen te slaan vanuit de Daviscounseling naar de gangbare toegepaste dyslexiemethodes binnen en buiten het Nederlandse onderwijs en de specialisten die daarmee werken. Dit is naar mijn mening vooral bevorderlijk voor het ‘verstaan’ van een gecounseld kind - met name door leerkrachten -, en last but not least dat stukje erkenning voor ons werk als Davis-counselor. Tot slot als ‘hart onder de riem’ [jij beelddenker: zie jij bij deze woorden óók zo'n raar plaatje?], sluit ik af met de volgende woorden van Marcel Proust: “De ware ontdekkingsreis is geen speurtocht naar nieuwe landschappen,maar het waarnemen met nieuwe ogen.”

Melle en Annet hebben even een leuke ontspanning met alle dieren. Melle and Annet take a break with all the animals.

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

Informatie Over Dyslexie

• een vergroot lettertype van te lezen teksten; • opgaven op cassetteband of CD-rom1 Daarnaast bepaalt het dyslexiebeleid van een school welke andere voorzieningen er zijn om met leerstof, proefwerken en schoolexamens (bv. Entree- en Citotoets op een lagere school) om te gaan.1 Tevens biedt een dyslexieverklaring de mogelijkheid voor de middelbare school voor extra studiefinanciering: voor een H.B.O. en universitaire opleiding kan dit worden aangevraagd bij Informatie Beheer Groep, telefoonnummer: 050 - 599 77 55. 4. Dyslexiebeleid van een school Voor dyslectische kinderen is het heel prettig als een school een unaniem, dus door alle leerkrachten aanvaard en toegepast dyslexiebeleid voert. Te denken valt aan een aantal afspraken, die in bijgaand voorbeeld van een dyslexieprotocol vermeld staan.5

1. Wanneer komt een kind in aanmerking voor een dyslexieverklaring? Volgens de Stichting Dyslexie in Nederland kan dyslexie pas worden aangetoond als een leerling gedurende een half jaar minstens drie keer per week 20 minuten à een half uur extra leeshulp krijgt en ondanks die intensieve hulp niet vooruitgaat met lezen.2+7

Axel Gudmundsson London +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 645 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806

2. Dyslexieverklaring Een dyslexieverklaring kan worden opgesteld door een daarvoor gespecialiseerde orthopedagoog of psycholoog. Duur van het onderzoek ongeveer 2 à 3 dagdelen. Kosten variëren, maar komen zo rond de 8oo euro. De dyslexieverklaring bestaat uit twee delen: • de dyslexieverklaring, die altijd geldig blijft • een onderzoeksrapport, dat verjaart na twee jaar.1 3. Voordelen van een dyslexieverklaring Een dyslectisch kind heeft volgens de wet, recht op extra voorzieningen in het onderwijs, te weten: • extra tijd bij proefwerken en examens

5. Andere extra mogelijkheden dankzij een dyslexieverklaring Met een dyslexieverklaring kan iemand ingesproken studie- en vakboeken op CD-rom bestellen bij de FNB [Federatie Nederlandse Blindenbibliotheken] te Amsterdam. Kosten: 90 euro per jaar of 50 euro per jaar als er incidenteel gebruik van wordt gemaakt. Telefoonnummer FNB: (0468) 468 468. Voor ingesproken romans en kinderboeken is geen dyslexieverklaring nodig en kan men lid worden van de NLBB (Nederlandse Luister- en Braille Bibliotheek) in Den Haag. Telefoonnummer NLBB: 070 - 3381 555.1 6. Entree- en Citotoets Met een dyslexieverklaring kan iemand
continued on page 17

continued from page 16

Lichtpuntjes . . .

gebruik maken van de ingesproken Entree- en Citotoets. Sinds kort kunnen deze alleen aangevraagd worden bij het Cito-Instituut. Het antwoordblad van de Cito-toets is behoorlijk onoverzichtelijk voor een dyslecticus; daardoor kan hij of zij fouten maken bij het invullen. Volgens Paul van Dam, hoofd afdeling Basisonderwijs CITO, is er geen enkel bezwaar om de toetsboekjes te fotokopiëren voor een dyslecticus, zodat deze de antwoorden in het toetsboekje kan aangeven. De leerkracht mag hierna de antwoorden uit het toetsboekje overbrengen op de computerantwoordbladen.1

per jaar indien geen gebruik gemaakt wordt van het lezen van kranten.1

O United Kingdom (con’t.) Anna Mead Winchester, Hampshire +44 (07951) 642 759 Keryn Middleton Barking, Essex, +44 (0208) 507 9164

10. Zorgverzekeringen Sinds kort is het bekend geworden, dat het afnemen van een dyslexieverklaring en de behandeling van dyslexie niet vergoed gaat worden via de Zorgverzekeringen. Dit zou overigens alléén van toepassing zijn geweest als de dyslexiebehandeling werd uitgevoerd door een erkend instituut, zoals een Iwal in Amsterdam.O Bronvermelding: 1. Balans mei 2001, september 2002, januari 2003 2. Jeugd in School en Wereld, Jaargang 87, nummer 8, april 2003 3. Lezing FNB over dyslexie, april 2003 4. www. ministerie van VWS.nl 5. Dyslexieprotocol - Jaap Prins, Greijdanus College - Meppel 6. Wentink, H & Verhoeven, L (2001) Protocol leesproblemen en Dyslexie Nijmegen. Expertisecentrum Nederlands 7. Leij,A. van der, Struiksma, A.J.C. & Ruijssenaars, A.J.J.M. (2000)Dyslexie, Classificatie, diagnose en dyslexieverklaring. Bilthoven: Stichting Dyslexie Nederland

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

Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Barbara Timmins Solihull +44 (015) 6477 2657

7. Daisy-speler Met een dyslexieverklaring kan men sinds 1 januari 2003 gebruik maken van de Daisy-speler met de Victor Reader Pro (hardware). Dit is een mobiel apparaat voor werk of het volgen van onderwijs, waarop ingesproken CD's kunnen worden afgeluisterd. Dit wordt vergoed door het GAK, mits er een dyslexieverklaring én een lidmaatschap bij de FNB Amsterdam is. Kosten Daisy-speler: 475 euro.1 De Daisy-speler zou heel handig zijn op een school, zodat ook andere dyslectische kinderen hiervan gebruik kunnen maken. Dit zou dan bewerkstelligd kunnen worden, via een kind dat voldoet aan bovenvermelde voorwaarden. 8. ‘Speak-out’ In de toekomst wordt het ook mogelijk om tekst naar spraak om te laten zetten door een computer, ontwikkeld door de FNB, ‘Speak-out’ genoemd. De verwachting is, dat dit september 2003 op de markt verkrijgbaar is. Kosten: 200 euro.3 Andere software waarmee spraak door de computer kan worden omgezet naar tekst of andersom zijn Texthelp en Dragon. Informatie hierover: www. texthelp.com en www.spraakherkenning.nl.2 9. www.anderslezen.nl Op deze website van de FNB staan digitale tekstbestanden van alle reeds ingelezen studieboeken voor alle nivo's van onderwijs. Kosten abonnement: 90 euro per jaar of 70 euro

English Summary: Annet van der Baan, an experienced remedial teacher in primary education, has recently become a Davis Facilitator in the Netherlands. She has thoughtfully provided dyslexic children, their parents and their teachers, with ten “rays of hope” that she has discovered do exist for dyslexics in the Dutch school system. When a child is officially diagnosed with dyslexia, he or she has the right to receive special dispensations during examinations, such as extended time, use of audio cassettes/CD players and no ‘marking down’ of mistakes in the use of written or spoken language or only once per mistake. Annet has found that there are important differences between schools in the Netherlands, in what provisions they are able or willing to provide. So she recommends parents to do the necessary research before sending their dyslexic child to a particular school. She also describes new technical possibilities such as a ‘daisy player’ for playing books on CD and speech recognition software and their cost. In most cases parents themselves are required to cover the costs of extra equipment or software that their dyslexic child may need to use in school.

Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Richard Whitehead DDA-UK Director Cranbrook, Kent +44 (01580) 713 094

Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 O United States Alabama Paula Morehead Birmingham +1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale/Phoenix +1 (623) 203-1890

John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Jeannette Myers Sedona +1 (928) 204-1963

O United States/Arizona (con’t.) 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

In October 2003, all USA workshops and courses which are part of the Davis Facilitator Training and Licensing Program were approved by California State University at Hayward (CSUH) for undergraduate, graduate or continuing education units. Students attending Davis workshops and courses in the United States may now also register for and receive these units. All total,
Course Quarter Units 3 7000-7699 Units TED 7614

Davis Facilitator Training Workshops and Courses Approved for Academic Units and Continuing Education Units by California State University at Hayward


37 quarter units (or 26 semester units) may be earned. The approved workshops and courses, units, course numbers and fees are listed below in the order in which they may be taken. Fees for these units are in addition to regular course fees charged by DDAI. For details, please contact Maria Fagioli at 1-888-805-7216.
8000-8999 CEUs CSUH Fee $108 DDAI Admin Fee $45

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside (909) 653-9251

Fundamentals Workshop

7700-7999 Units TED 7996

Basic Field Assignments & Practice Meeting Advanced Workshop Advanced Field Assignments & Practice Meeting

EXSP 8065 EXSP 8310 6 units EXSP 8311 EXSP 8091 EXSP 8308

5.5-6 3 6 21

TED 7091 5.5 units TED 7094 TED 7093 TED 7560

TED 7790 6 units TED 7791 TED 7796 TED 7799

$216 $108 $216 $756

$45 $45 $45 $45

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

3 Training Pod Weeks & Final Field Assignments

Crystal Punch Englewood/Denver +1 (303) 850-0581 Kristi Thompson Walsh +1 (719) 324-9256

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 Georgia Bill Allen Marietta/Atlanta +1 (770) 594-1770

These are upper division undergraduate, or post-baccalaureate level courses. Applicability toward any degree programs (e.g., graduate course work, programs at other universities) is subject to determination by that academic department or university. These units are most commonly used by teachers toward salary increment. They are also used for the California Clear Credential and some can be applied toward supplementary authorizations. These courses are graduate level courses; they cannot be applied to an undergraduate degree. The applicability for graduate credit is subject to the approval of the

7000-7699 Units

academic major department. Transfer to another University is subject to approval by the other university. Students need to submit a course description and check with their graduate program advisors to determine eligibility and transferability from CSUH.

8000-8999 Units

7700-7999 Units

A CEU is a nationally recognized unit of measurement for any of a variety of noncredit programs which may apply toward professional relicensure, promotion, or career advancement. These units are not approved for academic degree credit but usually are applicable toward salary increment for teachers and other educators. These vary among school districts. O

BOOK REVIEW www.nichecoach.com by Bill Foster, Business & Executive Coach,
The subtitle of this book is 75 Practical Tips for Balancing Life, Love, Kids, and Career, and the book is written as a manual-a how-to-do-it book. One of the unique features of this book is that it is all encompassing, covering all phases and stages of a person's life. This ranges from Personal Wellness, Family Time, and Working Mothers, all the way to Professional Skills. In the section on Personal Growth and Development, one of Gahrmann's tips includes, “Simply say NO." Saying "NO," or rather the inability to say no, is one of the main obstacles that prevent most people from living the lives they want to lead. The difficulty most people have, according to the author, is that that they want to be liked, want to help, be needed, or just avoid disappointing or hurting others. The author goes on to describe her own situation when she was writing this book and was doing the researching and interviewing. A public official in her town she was interviewing asked her if she would participate, perhaps even lead, a committee to address some the issues she was uncovering that impact a super busy parent. Walking her talk, she politely declined. Another way the author describes is to postpone the decision by learning to automatically respond and say, "I'll get back to you on that." The reason for this is to put some space between the request and your response. In other words the objective is to give oneself time to consider and to get comfortable with saying "No." In the Section on Professional Skills the author starts off with one titled, Reclaim Wasted Time at Work. In this chapter she describes how to look at one's day--more specifically writing down one's tasks and the put then in some sort of priority order, after eliminating the ones not really necessary and delegating those items that can and should be done by someone else. Above all, Gahrmann suggests setting up a system, writing it down, and then following it. Another chapter in this section is titled, Act with Integrity. It is this writer’s belief and to a large extent, experience, that this in one of the most critical items in the business world today. All one has to do is to read the business section, let alone the front page, of almost any newspaper to see what the lack of integrity has been and how it is impacting the


O United States/ Georgia (con’t.)

Succeeding as a Super Busy Parent
by Natalie R. Gahrmann
Price: $14.95 Softcover: 218 pp.

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

Purchase the book from Amazon.com: http://www.amazon.com/exec/obidos/ASIN/0 741413167/nichecoachcom/

business world. Integrity involves the knowledge of what is right and what is wrong, the ability to avoid the wrong, and then the willingness to stand up and do what is right. In our culture one is either in integrity or out of integrity and there is no middle ground. The author goes on to cite instances where individuals are out of integrity; for example, if they continue to work excessive hours while saying their family is their priority. Another instance includes stealing someone else's idea without giving them credit or not apologizing when someone has been wronged. The bottom line here is that integrity is when the actions one takes are in alignment with one's beliefs and when one takes full responsibility for one's actions. This book also gives the reader two additional steps at the end of each chapter. In the first the author cites a related activity so that the reader can follow through to discover what he/she can do and how to handle what is to be learned from reading the chapter. The second step is listing of recommended resources, so that, if need be, the readers can get more material or guidelines to further explore and chart their actions. All in all, it is this writer's opinion that "Succeeding as a Super Busy Parent" is more than a book to be bought and put on a kitchen shelf--it is worthwhile investment for any parent to buy and then to read and use to find success as a parent.O

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

O United States (con’t.) Mississippi Mississippi Dyslexia Center M. Elizabeth Cook 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

Newly Licensed Davis Facilitators, Specialists and Workshop Presenters
Heidi Rose “Over fifteen years of working with young children, I have refined my style of teaching – one based on trust and respect for a variety of learning styles. As a Facilitator I look forward to building connections with many people, helping them to value the way they learn and having fun along the way. Learning Solutions Australia, 36 Ward Street, Pennington, S.A. 5013, Australia. +61 (08) 8240 1834. hrose@chariot.net.au


Congratulations and welcome to our growing international family of Davis providers!

is truly an enriching experience.” Mind Over Dyslexia, 2097 Duncan Road, Oakville, Ontario L6J 2S1 Canada. 1 (905) 464-4798. Helen@mindoverdyslexia.ca

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

Lorna Timms “I have been amazed, inspired, excited and humbled by Davis and I am very proud to become a Facilitator. I trained with a wonderful team in Australia under the guidance of outstanding supportive Specialists, I am looking forward to continuing my Davis journey by bringing Davis to the South Island of New Zealand along with my friend and colleague Shelley McMeeken. Learning with Difference, 455B Johns Road, Christchurch 5, New Zealand. +64 3 359 8556. lorna.timms@xtra.co.nz

Sharon Roberts decided to join the ranks of the growing number of Davis program providers after witnessing the huge success her son achieved following the completion of a program and mastering all the trigger words. “Derek has achieved independence I only dreamed about. He just keeps getting better and better. My greatest desire is to help others like Derek achieve their goals or dreams and discover their destiny.” She will be working from Dyslexia Solutions Canada, Ltd. 420 Weber Street North, Suite 101, Waterloo, Ontario, N2L 4E7, Canada. 1 (519) 746-8422. shroberts@rogers.com Jan Hagedorn After watching students enrolled in the Davis program transform, Jan enrolled in a personal program. Impressed with her own success and the success of her students she pursued the facilitator training. Jan is excited to offer the Davis program, which creatively awakens and nurtures the talents and gifts within each individual, while providing specific tools to attack areas of confusion and frustration. This program has had a dramatic positive impact on Jan personally and the students she works with. Jan, a mother of 3, provides programs from her home. Box 3813 Garibaldi Highlands, British Columbia, V0N 1T0, Canada. 1 (604) 898-5668 or 1 (604) 815-7054. jhagedorn@shaw.ca

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 Edwina Stone Skillman +1 (609) 333-0618

New York Carla C. Niessen Clintondale/Poughkeepsie +1 (845) 883-5766 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

Shelley McMeeken “I have been interested in learning difficulties for many years as I searched for help for my daughter. When I read “The Gift of Dyslexia” something clicked. My daughter has completed a program with great success. I have completed the training and am passionate about being able to offer real help for people with learning difficulties.” Learning with Difference, 25 Prestwick Street, Maori Hill, Dunedin, New Zealand. +64 3 467 5058. shelley@dyslexia.net.nz Helen McGillivray has a Bachelor of Applied Science in Child Studies and a degree in Education. “After 17 years of teaching, the past 10 years in Special Education, I am grateful to have come across the Davis Program. It is the missing link that utilizes the talents behind these struggling individuals and provides the solutions to their learning differences. I feel privileged to be a Facilitator of the program and I look forward to sharing this experience with clients of all ages. Helping others, discover, and help themselves,

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

Christine Noiset has been a teacher and therapist for 24years. The magnificent results obtained with the Davis Program for my daughter, after numerous therapies with no effect, gave me the motivation to train as a Davis Facilitator. My goal is to benefit children and adults with the Davis program in Switzerland and Belgium. Avenue Du Censuy, 10, CH-1020 Renens, Suisse. +41 (021)-634 3510 or (079) 332 2775. chrisnois@freesurf.ch

Margit Pleger “I am a nursery-school teacher and have worked with handicapped people for a long time. Through my foster son, a dyslexic, I came into contact with Das Legasthenie Institute in Hamburg. The Davis program helped him to overcome his difficulties. I was so enthusiastic about this week that I made up my mind to attend a training course to become a Davis facilitator. Today I offer the Davis program in my own practice, and in addition to that, give evening classes for illiterate adults.” Amundsenstr. 51, D-58300 Wetter, Germany. +49 (02335) 84 87 60. margitpleger@web.de

Guilaine Batoz Saint-Martin “Dyslexic myself and mother of a dyslexic son, my life changed when I read the “Gift of Dyslexia.” I am happy now to be able to put my enthusiasm and my technical ability to help others.” Guilaine speaks both French and English. 5 rue de Fonvielle, La Bastidonne 84120, France. +33 (0490) 08 98 56. guilaine.batoz@wanadoo.fr


borrow Ron’s book and when I came back from Italy I found out that in two days the course started! Many quick decisions have been made and now I am ready to do this wonderful job!” Atelier "Rollecate", Tesschenmacherstr. 9, CR 7415 Deventer, Netherlands. +31 570 600 008. sjakkelien@planet.nl Priska Baumgartner trained with DDA-Switzerland. She speaks both German and French. Bruhlstrasse 6, 5430 Wettingen, Switzerland. +41 (056) 426 28 88.

O United States (con’t) North Dakota Karen Nelson Bismarck +1 (701) 527-5367

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

Ina Hallermann is herself dyslexic and has been a teacher for more than 20 years. The principles of her work are learning with heart and senses and providing methods for selfhelp which include the human being and his surroundings as a whole. Ina speaks German, English, French and Greek. Ganzheitliche Lernförderung, Eggstr. 11, D87567 Riezlern, Germany. +49 43 5517 20012. Inge Starck “As a mother of two little children, I learned by chance about the Davis Methods. Suddenly it was clear to me, that this was exactly what I wanted to do. I wonder everyday about the successes possible by this method.” Erfurter Strasse 45, D-35088 Battenberg/Eder, Germany. +49 (06452) 93 28 88. inge.starck@t-online.de

Sjakkelien van Lier “My background is working with mentally handicapped people. I am also an Art Therapist, just by coincidence (or shall I say, it had to happen because it ‘fits’ me so well, someone asked me to help her dyslexic daughter. I told her I did not know anything about dyslexia. One day before I went to Italy on Holiday I could

Kate Blow “I came to Davis through my son James’ success with his program; which led me to address my dyslexia at Centre Dyslexia Winchester. My career as a florist behind me, I studied counseling and worked as a support tutor. I evangelize Davis wherever I go and am never happier than when I am facilitating a program and making a difference. Making a Difference Dyslexia Correction, 24 Woodley Lane, Cupernham, Romsey, Hampshire, S051 7JN, United Kingdom. +44 (01794) 515 714. kateblow@hotmail.com

Phyllida Howlett qualified as a teacher, brought up three children (one of whom is dyslexic), went to college to gain computer IT skills and qualifications, and then returned to University to complete a degree in advisory and counseling work. She originally came to the Davis method to help family and friends with dyslexia only to discover that she is very dyslexic herself. “The Davis method was the only method which made any sense to me. When I began the training I realized the extent of my own dyslexia and the ways in which it has affected my life. Working with clients and witnessing their relief and delight as they recognize their gift for what it is, is a truly rewarding experience” Phyllida works from her home in West Wales. Dyslexia West Wales, Greenwell Park, Crundale, Haverfordwest, Pembrokeshire, SA62 4DH, United Kingdom. +44 (01437) 766 806. phyllida@supanet.com

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 Paula Roberts Tyler (903) 570-3427

Laura Warren Lubbock +1 (806) 771-7292 Virginia Donna Kouri Rockville +1 (804) 749-8791

continued on page 22

Angela Odom Midlothian/Richmond +1 (804) 833-8858 or (804) 744-0321

Washington Dyslexia Correction Center of Washington Marilyn Anderson Aleta Clark Auburn/Tacoma +1 (253) 854-9377

O United States/ Washington (con’t)

New Davis Licensees . . .
Edwina Stone “I was a manager in data processing before I ‘retired’ to be a stayat-home mom. I spent the summer between my son’s fourth and fifth grade researching why my son could not read and what to do about it. I rejected all approaches until my husband brought home “The Gift of Dyslexia.” The results were indeed dramatic. I knew that changing someone as my son had been changed was what I wanted to do. I questioned if my background was ‘suited.’ I realized that in my twenty-five year career I taught, studied people to find out what they were thinking and feeling, and helped them to develop tools and ideas. These are the same skills that I hope to use in my Davis career.” Facilitated Learning Center of Princeton, 847 Route 601, Skillman, New Jersey 08558, USA. 1 (609) 333-0618. flcprinceton@netscape.net
continued from page 21

Meadowbrook Educational Services Dorothy Bennett Jackie Black Renie Royce Smith Spokane & Everett +1 (800) 371-6028 (Toll-Free) +1 (509) 443-1737 or +1 (425) 252-8488 Marlene E. Easley Bellingham +1 (360) 714-9619 Kathy Hawley Wenatchee +1 (509) 662-9121

strong desire to help people with learning challenges, I could not resist becoming a Davis Facilitator. 8301 Attica Drive, Riverside, CA 92508, USA. 1 (909) 653-9251. hirst4@charter.net


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 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 (262) 255-3900 O This Directory is current as of January 8, 2004. 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. O

David Hirst has been married for 12 years and is the father of two girls. He has a BS degree in PE/Health Science. He has a large home office to see clients in. “We were fortunate to come across the Davis Program. It turned our oldest daughter from a nonreader to grade level in a short amount of time. Growing up dyslexic, I was desperate to have her not go through what I did. My daughter and I have both gone through the program with amazing results. Having an educational background and a
The Davis Facilitator training program requires approximately 400 hours of course work. The Davis Specialist program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. Davis Learning Strategies School Mentors and Workshop Presenters are experienced teachers and trainers who have had two-three years of specialized training and experience mentoring classroom teachers of children ages 5- 9 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.

Paula Roberts is a certified elementary education teacher with a minor in reading. She has taught in public and private classrooms with fifteen years of experience. She became interested in the Davis Dyslexia Correction Program through her daughter’s success with the methods. She has chaired community projects such as the Summer Reading Camp of Tyler, which provided a camplike atmosphere for over 100 children and furnished free books to encourage reading. With her minor in reading, Paula was always drawn to the students that struggled with reading. The Davis Methods were the missing piece of the puzzle that helped the students that had not responded to conventional reading instruction. She believes that each person is uniquely created and as a Facilitator she strives to work with their special talents. Accelerated Solutions for Dyslexia, 1203 South Chilton Blvd. Tyler, TX 75701, USA. 1 (903) 570-3427. solutiondyslexia@aol.com

Renée van der Vloodt has been in private practice as a Davis Facilitator since February 1999. “I am thrilled to hear that I have been accepted for licensing as a Specialist! The training had been hugely inspiring as it deepened my understanding of our work. It has fed a lot back into my practice, and that in turn gives very real experience as a basis for my Specialist work.” Renée is fluent in Dutch and English and provides Specialist services for DDA-UK and its Professional Members. Leckhampstead West, 57 Reigate Road, Reigate, Surrey, RH2 0QT United Kingdom. +44 (01737) 240 116. rvdv@btopenworld.com

New Davis Specialist

New Advanced Workshop Presenter

Gerry Grant completed his Advanced Workshop Presenter training with Ron Davis in October 2003. Dyslexia Solutions Canada Ltd., Suite 101, 420 Weber Street North, Waterloo, Ontario, N2L 4E7 Canada. 1-800-981-6433. ggrant@dyslexia.ca

Come Learn and EXPERIENCE the Davis Dyslexia Correction procedures!
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

Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis Workshop Outline
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

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) 29 January - 1 February
Presenter: Ioannis Tzivanakis Language: German Location: Kassel, Germany Contact: info@dyslexia.de Phone: +49 (040) 25 17 86 22

To register for US workshops call 1-888-805-7216 (toll-free)
23 - 26 September 3 - 6 November

23 - 26 February

Presenter: Bonny Beuret Language: German Location: Basel, Switzerland Contact: info@dda.ch Phone: +41 (061) 273 81 85

31 January - 3 February
Presenter: Bonny Beuret Language: English/French Location: Geneva, Switzerland Contact: info@dda.ch Phone: +41 (061) 273 81 85

Presenter: Cindy Deneson Language: English Location: Houson, Texas USA Contact: dorothy@dfwdyslexia.com Phone: +1 (866) 520-8858 and +1 (817)919-6200

1 - 4 March

30 Sept - 3 October

7 - 10 February

Instructors: Robin Temple & Siegerdina Mandema Language: English Location: Addington, Kent UK Contact: davisUK@dyslexia.com Phone: +44 (08700) 132 945

Presenter: Cindy Deneson Language: English Location: Denver, Colorado USA Contact: dorothy@dfwdyslexia.com +1 (866) 520-8858 and +1 (817)919-6200

Instructors: Robin Temple & Siegerdina Mandema Language: English Location: Addington, Kent UK Contact: davisUK@dyslexia.com Phone: +44 (08700) 132 945

Presenter: Gerry Grant Language: English Location: Atlanta, Georgia USA Contact: dorothy@dfwdyslexia.com Phone: +1 (866) 520-8858 and +1 (817) 919-6200

25 - 28 November

22 - 25 April

16 - 19 February

Instructors: Robin Temple & Siegerdina Mandema Language: Dutch Location: Amersfoort, Nederland Contact: holland@dyslexia.com Phone: +31 (0475) 302 203

Presenter: Bonny Beuret Language: Geman Location: Basel, Switzerland Contact: ch@dyslexia.com 41 (061) 273 81 85

27 - 30 October

12 - 15 July

Presenter: Gerry Grant Language: English Location: Boston, Mass., USA Contact: dorothy@dfwdyslexia.com Phone: +1 (866) 520-8858 and +1 (817)919-6200

Instructors: Siegerdina Mandema & Robin Temple Language: Dutch Location: Amersfoort, Nederland Contact: ddaned@plex.nl Phone: +31 (0475) 301 277

Presenter: Cindy Deneson Language: English Location: Burlingame, Cal., USA Contact: training@dyslexia.com Phone: 1 (888) 805-7216

For updated workshop schedules visit:



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

~ Dys•lex´ ic Read´ er • •



Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis

Fundamentals of Davis Dyslexia Correction Workshop
29 Jan - 1 Feb 31 Jan - 3 Feb 7 - 10 Feb 16 - 19 Feb 23 - 26 Feb 1 - 4 March 22 - 25 April 12 - 15 July 23 - 26 Sept 30 Sept - 3 Oct 27 - 30 Oct 3 - 6 Nov Kassel Geneva Kent Amersfoort Houston, Texas Denver, Colorado Basel Burlingame, Cal. Basel Kent Boston, Mass. Atlanta, Georgia

2004 International Schedule

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.

U.S. Course Schedule

Germany Switzerland UK Nederland USA USA Switzerland USA Switzerland UK USA USA

U.S. Fees and Discounts

• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (Lunch break 12:00-1:30) • $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units and CEUs available

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

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: germany@dyslexia.com DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: 972 (053) 693 384 Fax: 972 (09) 772-9889 E-mail: Israel@dyslexia.com DDA- México 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 Tel: +44 (08700) 132 945 or (0870) 443 9059 Fax: +44 (08700) 469 658 Email: uk@dyslexia.com

DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E:mail: ddai@dyslexia.com

Enrollment Limited N Classes Fill Early N 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