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VOL. 40 DOUBLE ISSUE
Davis Dyslexia Association International
ISSUE 3 & 4 • 2005
Announcing ReadOn Interactive Software!
ReadOn is a comprehensive learning tool designed to assist people of all ages to learn to read, or overcome reading problems associated with dyslexia. Unlike other software packages that are purely assistive in nature, ReadOn incorporates specific learning strategies to help people become independent and fluent readers. Reading is a complex process and when this process is not mastered, students will struggle to become independent readers. Regardless of
inspired by the Davis Dyslexia Correction Program and Davis Learning Strategies
In This Double Issue
News & Feature Articles
ReadOn Interactive Software . . . . . . . .1 Waking Up . . . . . . . . . . . . . . . . . . . . . .1 Strategies for Spelling . . . . . . . . . . . . .3 Good Spelling Days and Bad . . . . . . . .4 Do Davis Methods Address Spelling? 5 TPR Language Instruction . . . . . . . . . .6 Famous Dyslexics Remember . . . . . . .11 Testing Out of Special Ed . . . . . . . . . .15 You Want Me to Write a What? . . . . .16 The Best of Both Worlds . . . . . . . . . .17 UC and the SAT Exam . . . . . . . . . . . .18 Davis Launched in Kenya . . . . . . . . . .20 Gerda Berakos-Jeger: In Memoriam .21 Russian Gift of Dyslexia Released . . .23 Dream Test for Picture Thinkers . . . . .25
reading level, ReadOn allows the student to experience reading with minimal supervision and support. Mistakes can be made and risks taken resulting in an increased willingness to read, as well as improved reading ability and a boost in self esteem. The developers of the software are Jane and Phil Mangano who live in West Australia. The initial inspiration for ReadOn was to motivate and assist their daughter after she completed a Davis Dyslexia Correction® Program with Heidi Rose in Adelaide. Their
(Cont’d on p. 14)
Waking Up: The Origin of Concept Mastery
At the age of twelve, I was waking up. I was coming alive in a world that was full of chaos and pain. I have no actual memories of being a Kanner’s baby— of being autistic. I have a sense of it but no actual memories. My sense of it is – as if it were a void. A void that is both everything and nothing at the same time. Mostly, the void is a feeling that is not describable with words other than to say it is the feeling of love—pure, unconditional love. The world I was coming alive in was a terrible place; it was full of chaos and pain. Chaos was everywhere
(Cont’d on p. 10)
by Ronald D. Davis
The Concept of Change: something becoming something else. The balloon full of air becomes empty.
In the Mail . . . . . . . . . . . . . . . . . . . . .2 Book/Software Reviews . . . . . . . .12-13 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . .9 New Facilitators . . . . . . . . . . . . . .26-29 Davis Workshops . . . . . . . . . . . . 30-31
THE DYSLEXIC READER
In the Mail: Letters from Bulgaria
Eastern Europe, called Bulgaria. I found a specialist in Sophia (the capital of our country). She has spent a month or so in Paris, specializing on Dear DDAI: working with dyslexic kids. So I went I’m a mother of a smart and beautiful with my daughter to Sophia to meet 10 years old daughter, Nadia, who with her, she worked with my daughter was diagnosed as dyslexic a year ago. for 5 days, for 2 hours a day. It was We both have worked hard and have really helpful, but far not enough. passed a long way trying to overcome But, as you could guess, I can’t travel the difficulties, but... I’m alone with to Sophia very often, because I’m a my efforts to help my daughter. Her working mum, a widow, and have one teacher doesn’t want to hear my more child—an 8-year old son. explanations, and isn’t cooperative at A friend of mine advised me to all. And in addition there aren’t any get to your site, and to check your qualificated specialist on dyslexia in learning program. I was very interested the town we live, and I doubt there in it, but I don’t know how could I are many of them in our country. learn more about the techniques and We live in a small, poor, methods which will help me to help although very beautiful country in my kid. I did some searching, but
Copyright 2001 Randy Glasbergen. www.glasbergen.com
what I saw was that there is no of your facilitators around here. May you even don’t know that almost nobody in my country have never heard about dyslexia? Doctors, teachers, psychiatrists—very few of them have heard the word “dyslexia” and almost none of them know what is it like. I’m a teacher myself, and to be honest I hadn’t known about dyslexia, up to the time when by chance I found my daughter is dyslexic. I work with 10-18 year old students, and see signs of dyslexia in many of them, but neither their parents, nor their teachers in early classes paid attention to their learning difficulties. I would like to help them all, because I understand that they
(Cont’d on p. 22)
of a correct statement is a
false statement. But the opposite of a profound truth may well be another profound truth.
—Niels Bohr, physicist (1885-1962)
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA. Tel. +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 & 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 & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: email@example.com INTERNET: www.dyslexia.com
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Strategies for Spelling
Reprinted with permission from The Everything Parent’s Guide to Children with Dyslexia ©2004; F+W Publications, Inc., by Abigail Marshall, Adams Media, $14.95 trade paperback.
by Abigail Marshall
A Helpful Hint
When practicing spelling words where the letters are scrambled. at home, observe your child to Your child may enjoy some of these see whether she does better games, but they are counterproductive when asked to orally spell the for learning correct spelling. words as opposed to when writing One technique that sometimes them. This will give you a clue works for children with dyslexia is to learn how to spell the word backwards as to how to best reach your child. If your child does better Building Visual Memory as well as forward. Encourage your with oral spelling, encourage for Spelling child to try to visualize her to say the letters out loud Difficulty with the word in his mind; as she practices writing her spelling is the with a clear mental spelling words. most common and picture, the word can be persistent difficulty spelled backwards by that accompanies “seeing” the letters in dyslexia. Even order and calling off the homophones, such as “their” and after your child letters from right to left. “there,” in the same session. Most people with dyslexia find homophones becomes a capable Word Families and extremely confusing, and they will reader, his writing is Patterns not be able to simply memorize the likely to be riddled Good spellers also difference. It is better if the words are with spelling errors. recognize familiar taught separately with words sharing One reason is the spelling patterns and understand a similar pattern; for example, “there” extreme variability of English morphological word structure, can be taught along with “here” and spelling; almost every “rule” that can including common prefixes, roots, “where.” Make sure your child learns be taught has numerous exceptions, and suffixes. It will be easier for your word meanings along with spelling; and many words simply are not child to learn when words are taught it will aid in memory to associate spelled the way they sound. in groups which share meanings with Good spellers generally have a common pattern or spelling patterns, as strong visual memories for what structure. This is better opposed to individual words look like in print. Try to avoid than learning “rules” words. That is, it study or practice techniques that in isolation, especially may be easier to expose your child to incorrectly with rules that have remember that the spelled versions of the word. Many many exceptions. “ere” sequence is children with dyslexia have strong Make sure that your associated with visual memories, but they will child's word list for words signifying remember erroneous spellings as easily each study session place (“here, there, as correct ones, and they will have no includes only words everywhere”). way to remember which is right. reflecting the pattern Have your child Teachers might try to make spelling being studied. Work with your child’s look up words with irregular patterns homework fun by offering a practice teacher to modify school spelling lists in the dictionary, to learn about the quiz where your child must select the so as to avoid confusion, and limit word derivations and etymology. She correct word from a list of incorrect the number of words being studied. will soon discover other keys to spellings, or find the word in a puzzle Do not try to teach your child spelling—for example, that the word “their” comes from the Old Norse About the author: Abigail Marshall has been theirra. Knowing that some words the manager of www.dyslexia.com website and with similar sounds come from moderator of the Dyslexiatalk.com forum since 1985. different languages will help your She is the mother of a son with dyslexia, now age child understand why they are 22. She has a B.S. degree in applied behavioral sciences and a law degree. She lives in Pacifica, spelled so differently.
THE DYSLEXIC READER
by Abigail Marshall, DDAI Information Services Director
Good Spelling Days and Bad Spelling Days
Question: Sometimes I am really capable to spell well, but other times I cannot even spell my name. What kind of dyslexia might I have? Is there a cure? Answer: It is normal for symptoms of dyslexia to vary—your problem is caused by disorientation, which leads to distorted perceptions and mistakes. On a good day, you will make few mistakes—but on a bad day, you
This is a common experience and question we receive.
will become disoriented and make many mistakes. Some things that can make things worse are stress, fatigue, illness, or emotional upset. You might find this article helpful: The Threshold for Confusion www.dyslexia.com/library/confus.htm Dyslexia is not a disease, so there is no “cure.” A dyslexic person will always have the tendency to disorient as a response to confusion. However, we have simple techniques that a dyslexic person can learn to help control disorientation, and restore the mind to a balanced, focused, oriented state. These are described in Ron Davis’ books The Gift of Learning, and The Gift of Dyslexia.
The Threshold for Confusion
by Ronald D. Davis © 1985
For people who experience disorientation as part of the recognition process, the threshold for confusion is a key factor in how often they disorient. The lower it is, the more easily they will be confused and the more often they will become disoriented. The higher it is, the less easily they will be confused and the less they will become disoriented. This explains why at certain times people can read and spell fairly well, and at other times they can’t. Their threshold for confusion changes. After a person learns to detect and correct his own disorientations, and begins mastering symbols that cause confusion, the threshold for confusion naturally increases. Besides confusion about words and symbols, there are other things in life that can lower the threshold for confusion and affect a person’s ability to maintain orientation. One should be aware of these other sources of confusion and resolve them whenever possible.
Sources of Confusion:
• • • • • • • • • • • • • • • • • • • • • • not enough rest poor diet or not enough food illness, pain, or injury drugs or medicines print size too small print too faint varying print styles and typefaces loud noises specific sounds certain smells poor lighting (can be too much or too little) excess motion (whirling fans, dangling decorations) a change in the orderliness of the environment furniture rearrangement moving households scheduling changes time pressure (being rushed) threats of punishment family strife fear a loss anything that is a reminder of an unpleasant past experience.
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Do the Davis Methods Address Spelling?
Orientation or Alignment: these work to stabilize perception, so that the student is correctly and consistently seeing words accurately, with the letters perceived in correct order and direction. Without a means to eliminate disorientation, dyslexic students end up with multiple and confusing mental pictures for the same word. Spell-Reading and SweepSweep-Spell Reading Exercises: these exercises help ensure that the reader is accurately scanning the letters of each word from left to right, and help build up visual word recognition skills. Good spellers retain a mental image of the correctly spelled word – they know when a word “looks” wrong, and they will try to visualize the spelling if they are unsure. Studies show that dyslexic students usually bypass the “visual word form area” of their brain; these exercises help build up the neural pathways to that area. The Davis methods that have been found to improve spelling are:
by Abigail Marshall
How often have we asked a parent, sibling or teacher, “How do you spell ...?” only to be told, “Look it up!” For all those loving folks who gave this sage advice, here’s a challenge. Look up the following words in a dictionary based on the first spoken sound in the word.
Look it up in the dictionary!
catalog chamois character eight
mnemonic phonics pneumatic psychology
pterodactyl queen tsunami whole
to English spelling that is based on learning rules is that English spelling is inconsistent and the rules simply don’t work. There are too many rules Davis Symbol Mastery: the clay to learn, without any particular modeling to master the combination framework as to when to apply them. of what a word means, what it looks So the rules often lead the student like, and how it sounds is the core of the Davis program, and will naturally down the wrong path, which is why it is very common to see dyslexics result in mastery of the spelling of spelling words phonetically correctly, each word studied. The dictionary skills that are used along with Symbol but with unusual orthography—such as spelling “hows” for “house.” Mastery will help students become Dyslexics tend to have particular more aware of word structure and trouble with words that do not follow word roots, which will also assist in rules such as “eight,” or homophones spelling. such as “their/there.” Again, it is It is very common that after a much more effective to build up Davis program, students are able to do well on weekly spelling tests given visual word memory skills than to try to teach rules. at their school. Over time, spelling No matter what system is improves, especially as the student used, it will take time before marked becomes more adept at reading and is improvement in spelling is seen—as more likely to be exposed to seeing there are so many words and word words correctly in print by being variations to learn. After a Davis oriented. program, with perceptions corrected, The problem with an approach
the student can generally learn more efficiently by any method – although again, “rules” should be taught only if those rules are consistent. A “rule” with many exceptions will simply cause more confusion in the end.
It is a poor mind indeed which can’t think of at least two ways to spell any word.
—Andrew Jackson, Seventh president of the United States (1829-1837)
THE DYSLEXIC READER
TPR (Total Physical Response) Foreign Language Instruction for the Dyslexic Learning Style
by Laura Zink de Diaz, Davis Facilitator in Mt. Vernon, Washington
Because I’m a former language teacher and consultant in TPR and language instruction in general, I’m asked with some regularity about appropriate foreign language instruction for students with a dyslexic learning or thinking style. I’m quick to recommend finding a school or program that includes—or even better —relies on TPR, Total Physical Response, as its principal instructional strategy. I taught in a TPR program for a number of years, in a school where all students (and I do mean all) were required to take a foreign language. In order to make what has traditionally been considered an elective class, a required one, you need to ensure that your instruction is accessible to all students. TPR is. I didn’t originally adopt TPR as a major component of my instructional bag of tricks with dyslexic students in mind. I adopted it with ALL students in mind. Americans are famous for not learning other languages and for believing, not so much that they shouldn’t have to, but that they are not capable. For language teachers, this accepted presumption of incapacity is a huge hurdle, because it keeps many children and adults from even dipping a toe into the language pool! TPR was and is a wonderful way to turn that presumption on its head and show the learner that, not only can we learn, but under the right circumstances, it’s fun!
The research base for TPR dates back to the l960s, and experiments performed with epileptic volunteers whose right and left-brain hemispheres were surgically severed. (The idea was that epileptic seizures began on one side of the brain and migrated to the other, so if they could isolate the event to one side of the brain, the seizures might be less extreme.) After their surgery the volunteers underwent a large number of tests that began to reveal the different functions of the right and left hemispheres. Among the researchers was a psychologist, Dr. James J. Asher, who began to investigate some interesting relationships between language and movement. His work led him to formulate the theory known today as Total Physical Response, or TPR. Here’s the basic idea. As infants, our exposure to language is virtually inseparable from physical activities. People talk to us while tickling us, feeding us, changing our diapers... We are immersed in a language we don’t speak, in an environment that we explore with every part of our body. Our parents and caregivers literally walk and talk us through activities. For example, we learn lots of vocabulary while someone stands behind us at the bathroom sink, soaping our hands until they’re slippery, holding them
under warm water, rubbing or scrubbing, all the while talking about what we’re doing and what it feels like. In this way, movement and feeling are intimately tied to the process of internalizing the language. In the 40 or so years since Dr. Asher began experimenting with foreign language students, TPR has been shown over and over again to be an effective and very natural way to approach language teaching and learning. All students, adults and children, with or without the dyslexic learning style, thrive in a language class that includes TPR. Classes are active—you are not in your seat all period. The focus for the first weeks is on listening and moving in response to what the teacher says. There is heavy emphasis on listening comprehension, because the larger your listening comprehension vocabulary is, the larger your speaking vocabulary will become. The environment is one in which things happen and are talked about. It is also an environment which is purposely kept very free of stress, because we know that language is not acquired under stressful circumstances. Lots of language is learned in happy circumstances, especially while you’re having fun. In most traditional foreign language classes, the underlying organization of the course is a progression through the grammar and syntax rules of the language, from simple to complex. In a TPR class, grammar and syntax are not taught directly. Rather, the teacher designs activities that expose the student to language in context, especially in the
Continued on p. 7
THE DYSLEXIC READER
context of some kind of movement. With enough exposure, the grammar and syntax of any language becomes internalized by the students through synthesis, not analysis. Typically, the initial TPR lessons are commands involving the whole body—stand up, sit down, turn around, walk, stop. Those actions are demonstrated by the teacher, who then invites students to participate with her as she continues to say the words. Fairly soon, the teacher quietly stops demonstrating, and the students realize that they somehow just know what to do in response to the words. There is no translation. There is no such thing not sure what to do. You’re also as cheating—you’re encouraged to encouraged to trust your body, look at what others are doing if you’re because sometimes it knows what to
Total Physical Response (cont’d from p. 6)
do before your brain does! As class proceeds, nouns, adverbs, prepositions are added until before you know it, students are performing commands like, ‘Stand up, walk to the door, open it, stick your tongue out, close the door, turn around, hop to Jessica’s desk, kiss your right knee four times, and lie down on Jessica’s desk.” In fairly short order, students begin to create their own commands and order one another around the room. There’s a lot of laughter, and a lot of learning taking place. It’s not always and forever commands. An expert TPR teacher can teach the indicative, all tenses, idiomatic expressions—everything covered in a traditional class— using these techniques and others that
Continued on p. 8
Dr. James Asher, developer of Total Physical Response (TPR) Foreign Language Instruction
Dr. James J. Asher originated the stress-free Total Physical Response approach to second language acquisition, known internationally as TPR. He developed the approach in 30 years of lab research, resulting in TPR being used successfully in thousands of classrooms with children and adults learning languages such as English, Spanish, French, German, Chinese, Korean, Japanese, Arabic, Hebrew—even the sign language of the deaf! Dr. Asher is a Professor of Psychology and former Associate Dean at San Jose State University, California’s first public institution of higher learning. His undergraduate work was completed at University of New Mexico, a masters and doctorate at the University of Houston, and postdoctoral training at the University of Washington (linguistics), Stanford University (educational research), and the Defense Language Institute in Monterey, California (Arabic). Dr. Asher’s research was supported by grants from the Office of Education, the Office of Naval Research, the Department of Defense, and the State of California. He has published more than 100 articles in academic journals and four books: Learning Another Language Through Actions (now in the 5th edition), Brainswitching: A Skill for the 21st Century, The Super School of the 21st Century: The education you want for your children from preschool through high school. The fourth book recently completed is a historical novel entitled Soldiers, the untold story of the Korean War. He is the recipient of many awards for excellence in teaching, including the highest academic honor of “Outstanding Professor” from San Jose State University. He has demonstrated his world-famous, stress-free approach to second language acquisition in more than 500 elementary schools, high schools, and universities from the University of Alaska to the University of Hawaii, and from Stanford
University to New York University and Cambridge University, in England. The British Broadcasting Corporation filmed and interviewed with him for a documentary showing on worldwide television and in America on the PBS program Nova. His resume is in the 1996 Who’s Who in the West, 1998 Who’s Who in Science and Engineering, and 1998 Who’s Who in America. Dr. Asher is currently developing novel applications of TPR that enable children and adults to enjoy stress-free understanding of mathematics. For demonstrations, please see his books Brainswitching and The Super School of the 21st Century which can be ordered from the TPR catalog. After you have read Dr. Asher’s Learning Another Language Through Actions, he would be pleased to answer your questions. His e-mail address is firstname.lastname@example.org. Ramiro Garcia, author of Instructor’s Notebook: How to Apply TPR for Best Results, makes the same offer. After reading his book, he is pleased to answer your questions. E-mail him at email@example.com.
THE DYSLEXIC READER
dovetail nicely with them. It’s just that the instruction is designed to facilitate language acquisition, not learning a language via analysis, memorization and application of rules. There are two points I’d like to make about TPR before closing. The first is that in a TPR classroom, the focus is not on analysis of linguistic structures, but on internalizing those structures for unconscious use. Traditional foreign language instruction starts with the assumption that we can learn to understand, speak, read and write by analyzing the grammar and syntax of the target language. But consider your native language: you did not need to learn the grammar and syntax of your native language in order to learn to speak it. You learned those structures, unconsciously as you learned to speak. Likewise, we do not consciously use grammar or syntax in understanding, speaking or reading— grammar and syntax are both structures that we study AFTER we have become fluent speakers of our native language. We are more likely to make conscious use of this information to write, or in situations where we must speak in a formal register, but day to day, for most of us, the grammar we have internalized is just that, an internalized framework that we do not access consciously in order to
Total Physical Response . . . (cont’d from p. 7)
creative, for both the teacher and the students. And in this sense it bears a Americans are famous relationship to parts of what we do in a Davis Dyslexia Correction Program. for not learning other languages and for believing, The teacher must overcome her training in the structure of the language and not so much that they design activities that the learning brain shouldn’t have to, but that perceives as real and interesting. Within these real experiences, students are free they are not capable. For to generate all kinds of expressions language teachers, this using the language they’re studying, and accepted presumption of to lead instruction in unique directions. incapacity is a huge hurdle, Often students don’t realize how much because it keeps many they are learning while they are engaged in a TPR activity. They think they’re children and adults from just having fun creating all kinds of even dipping a toe into new utterances and situations in the the language pool! active environment in the room. I think this creativity, the synthetic rather than analytic experience, the low stress, communicate. When we use TPR and generally accepting environment strategies to teach, our goal is truly to engineered by the teacher, are a large be able to understand, speak, read and part of the reason so many students, write the language, not “about” the including those with learning challenges, language. So analysis of language, find TPR classes so effective and learning terminology and all the many enjoyable. There are few other places rules of a language form little or no in most school curriculums where the part of a TPR-based curriculum. To students themselves get to generate the my mind, that is as it should be. Those speech and adapt the activities in the individuals who have a strong desire to classroom to support their own needs know the language of grammarians, and goals. the rules and exceptions, can always Next time, a little more on TPR find a class to satisfy that urge. and the needs of students with a The other point I’d like to make dyslexic learning style. is that TPR instruction is highly
intelligible than “mommy” or “daddy.” Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the child internalizes the patterns and sounds of the target language. When the child has decoded because the parent speaks and the enough of the target language, infant answers with a physical speaking appears spontaneously. response such as looking, smiling, The infant’s speech will not be laughing, turning, walking, reaching, perfect, but gradually, the child’s grasping, holding, sitting, running, utterances will approximate more and so forth. Notice that these “conversations” and more that of a native speaker. continue for many many months before the child utters anything more * Exerpted from www.tpr-world.com
TPR: “It’s all in the way we learn . . . ”*
The secret is a unique “conversation” between the parent and infant. For example, the first conversation is a parent saying, “Look at daddy. Look at daddy.” The infant’s face turns in the direction of the voice and daddy exclaims, “She’s looking at me! She’s looking at me!” Dr. Asher calls this “a language-body conversation”
THE DYSLEXIC READER
my search on finding information about the diagnosis and treatment of dyssemia. I have done quite a bit of research online and have not come up with much.
by Abigail Marshall
Q: Is there a link between learning disabilities and early childhood trauma such as abuse? I am wondering because I have been diagnosed as having a learning disability. Since I have a hard time keeping up with other kids in my grade level I am put into resource classes for some of my subjects. Most of the kids in my class have come from abusive backgrounds. We are all very close and share our stories. I myself came from an abusive home and have lived with my grandparents since the age of two.
A: Dyslexia would not disqualify anyone from going to any college, but in order to get into West Point or any other top college, your son will have to do well academically in high school. At age 8 it is a little early to worry about it - for one thing, by the time your son is 16 he may have long since outgrown his goal of West Point and a military career. General Patton did not learn to read until age 12—so it is also very hard to judge • answers.google.com/answers/ what lies ahead for an 8 year old. threadview?id=358045 I would say that you should just • www.dyssemia.com/ encourage your son to follow his Q: I need to know what would be a dreams wherever they might lead. • www.childtrauma.org/ctamaterials/ suitable font to use for an older Although he ultimately succeeded in trau_CAMI.asp dyslexic student who needs to read a his goals, General Patton failed his • www.leadershipcouncil.org/Research/ handout that I’ve been typing up for math course during his first year at BrDev/brdev.html him. I’m not sure if there is a standard West Point and had to repeat a year. • www.educarer.com/brain.htm font for this. So it is important for your son to know Q: I found your web site on dyslexia A: Ask the student what his preference to be persistent and to keep trying and was hoping you could help me in would be; it varies with the individual. even if the work seems difficult.
A: Early childhood trauma definitely can lead to learning problems. This doesn’t mean that all learning disabilities come from abuse, but studies show that too much stress and trauma actually alters brain chemistry and impairs brain development in children. You should know that even though trauma and abuse affects brain development, the brain is always growing and changing, and you can still overcome your limitations —especially if you are now in a supportive and stable environment. It might take time, but you should realize that while your personal history may explain your limitations, it does not doom you to a lifetime of struggle. Your question and comments show great insight and I hope you will consider a career in teaching or counseling where you can help others. Here are some web sites with helpful information:
The issue isn’t so much what’s easiest in general to read, but what that individual is most comfortable with. Also, issues like type size, line spacing, width of columns, and color of paper can be very important. If A: “Dyssemia” refers to a difficulty in understanding nonverbal language, your student isn’t sure, you might ask him to bring you a sample from a such as information communicated through facial expressions, postures, book or magazine that he finds easy gestures, interpersonal distance, tone to read. A magazine with many of voice, clothing and the like. A per- advertisements should provide a lot of samples of different print sizes, son with dyssemia has difficulty type faces, and background colors. reading social clues, and typically Or you could print out your own also struggles to verbalize their own sample paragraph in several fonts feelings; it is also difficult for them available on your computer, choosing to get the nuances of words and phrases. However, the dyssemic does a fairly large font size (such as 14 pt.) and ask the student which he likes best. Don’t forget to try Comic Sans (a common Windows font) that is a favorite for many. We also have several fonts that can be downloaded for free at www.dyslexia.com/customize.htm# font which are designed for greater readability. Q: My 8 year old son has dyslexia. He has a dream to go to West Point. His favorite general is Patton. Since Patton supposedly had dyslexia and was a graduate of West Point is it safe to assume that they do allow dyslexics into their Academy?
not have difficulty with other verbal communication, such as discussing their own activities or interests. The “dyssemia” label is also frequently applied to children who clearly have a learning disorder that affects their functioning, but where the exact cause of the problem is not known. It can end up being the diagnosis for a child who seems to have a touch of ADHD, or a dash of autism or Asperger’s, and/or anxiety or other verbal or social impairments. For more information, see:
PAGE 10 International Davis Dyslexia Correction Providers
THE DYSLEXIC READER
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 Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Sally Beulke Melbourne +61 (03) 5727 3517 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Australia
Gail Hallinan Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Mosman/Sydney +61 (02) 9968 1093 Linda Houben Sydney +61 438 440 177
and everything, and the pain is what I was. The source of the pain came mostly from the beatings from my father. At my clay pit in the back yard I began making little models of my father and every time he would beat me, I would smash and grind a model of him back into dirt. I made models of my older brother and would smash and grind them back to dirt as well. At times, for reasons I couldn’t understand, I didn’t like anyone in the family so I made models of everybody and smashed and ground everybody to dirt. Mostly, I didn’t like me so a lot of models of me got smashed and ground. Even though I was reacting to my frustration, at the same time something else was happening. In retrospect, I can see that I was actually acting out “change.” I was causing change, and I was beginning to think with the concept of change. My models began to show the concept of change. Instead of just a model of my father, the model would be a model of a beating that would get smashed and ground. Eventually the
Waking Up . . . (cont’d from p. 1)
Mark O’Brien Port Macquarie/Sydney +61 (02) 6582 3633 John Reilly Berala/Sydney +61 (02) 9649 4299 Michelle Roach Sydney +61 (02) 9680 1610
Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766
Eileen McCarthy Manly/Sydney +61 (02) 9977 2061
I believe the potential for
genius in some form exists in all of us, if only we have a foundation on which to build our thinking, and a goal we desire to achieve.
Heidi Rose Pennington/Adelaide +61 (08) 8240 1834 Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Austria
— Ronald D. Davis
models became scenarios, and without realizing what I was doing, I was modeling the concept of “consequence.” Not long after my thirteenth birthday,
Ina Barbara Hallermann Riezlern +43 5517 20012
the beatings stopped. With the ability to think with consequence, I either stopped doing the activity that would cause a beating, or I took myself out of the environment where it could happen. I continued modeling in the back yard, but now the models were showing a different kind of scenario. The models were still very simple but would clearly show different ideas like the passage of time or the sequence of events. Prior to this, my universe was the universe of everything and nothing at the same time. There was no separation of individuals, every thing and every one was just one. When I was modeling the beatings, I separated my self from the everything. So then there were two things, me and everything else. In the modeling of “sequence” the other things began to separate into individuals and things. From the modeling of the ideas, I was making it possible for myself to “think” with the ideas. With my universe newly separated into individual pieces, it was clear that everything and everyone that existed, existed in some place, and also existed in a position in that place. I was making rudimentary models of order. Everything that exists had a beginning and will have an end, when it
Continued on p. 11
The Concept of Time: the measurement of change in relation to a standard. The measurement by the clock is 5 hours, the change is the candle burning down, and the standard is the Earth’s rotation on its axis.
THE DYSLEXIC READER
will no longer exist. Therefore everything exists within its own time frame—its continuum. Where something is, within its time between beginning and end, is its condition. As a mentally deficient teenager I was creating my ability to think with these ideas by modeling them with red dirt and water. Order is the natural enemy of chaos, and when I gained the ability to think with order, the chaos disappeared from my universe. I was fifteen when the chaos disappeared but there was still a lot about the world, the universe, that I couldn’t comprehend. But I had found a way to find it and comprehend it. If I created an idea, or a concept, or a principle in clay, I could think with it, and in so doing, I was also comprehending it. When I was 12, my mother was told I had the intelligence of a chimpanzee. When I was seventeen, my intelligence was tested. I scored 137 points on the IQ test. They said, “Oh my God! He has an IQ! Let’s teach him how to talk in sentences, and let’s teach him how to read.” The speech therapy worked, I learned to speak. The reading
Waking Up . . . (cont’d from p. 10)
Concept Mastery is described in detail in “The Gift of Learning” by Ronald D. Davis. It is a key element of how Davis Facilitators work with clients who have math and attention difficulties, as well autistic clients with Asperger Syndrome.
training didn’t work. When I was 18, I was told that I would never learn how to read, write and spell like a normal human being. They said that when I was being born, the doctor had used instruments that pinched my head and “ruined” my brain. When I learned to speak, words became part of my universe, so when I made a model of an idea, I also began to make the name of the idea. Between the ages of 17 and 27, I created more than a thousand ideas and words in modeling clay. By the time I was 27, my average IQ score had risen to 169. When I began to develop procedures for working with dyslexics, working with clay seemed natural. Most dyslexics really enjoyed it and learned by using it, just like I had. I believe the potential for genius in some form exists in all of us, if only we have a foundation on which to build our thinking, and a goal we desire to achieve.
Marika Kaufmann Lochau +43 (05574) 446 98 Christa Salcher Wien +43 (01) 888 61 44
Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Belgium
Peggy Poppe Borgerhout (Antwerpen) +32 (03) 236 54 24
Edith Rotenberg Houtain-St. Siméon/Liège + 32 (04) 374-27-87 Viki Vandevenne Bonheiden +32 (0473) 30 41 51 Brazil
Ana Lima Rio De Janeiro +55 (021) 2295-1505 Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Canada
Famous Dyslexics Remember
“My father was an angry and impatient teacher and flung the reading book at my head.” –William Butler Yeats (1865-1939) Nobel Laureate, Poet “Since I was the stupidest kid in my class, it never occurred to me to try and be perfect, so I’ve always been happy as a writer just to entertain myself. Thats an easier place to start.” –Stephen J. Cannell, screenwriter, producer, & director
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
Debra D’Aversa Leamington, Ontario +1 (519) 322-1297 Sandy Farrell Hudson, Quebec +1 (450) 458-4777
Terri Fedorchuk Dryden, Ontario +1 (807) 223-7769 Renée Figlarz Montreal, Quebec +1 (514) 815-7827
“Don't think I didn't try [learning at school]. I tried hard. I would start but immediately be lost.” –Pablo PIcasso, Spanish Cubist Painter and Sculptor (1881-1973)
“One of the hardest things in life is having words in your heart that you can't utter. ” –James Earl Jones, actor
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
Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Canada (cont’d)
THE DYSLEXIC READER
The ADHD-Autism Connection
What begins as a mother’s search for understanding, diagnosis and treatment for her own children ends with a challenge to parents, educators, physicians, and researchers to view individuals with ADHD and autistic spectrum disorders with new eyes. Kennedy begins by describing her life as one lived in a laboratory: “My three children are walking, talking examples of the fascinating yet little-known ways that attention deficit disorders and autism are related.” She makes a compelling argument that behaviors be observed—not just the label attached to the individual—in the hope that by recognizing the similarities between ADHD and Asperger’s Syndrome Autism, new and more effective methods of treatment will be devised to deal effectively with characteristics exhibited by these individuals. Namely, (1) social impairments, (2) communication strengths and weaknesses, and (3) behaviors of inattention and hyperactivity. Pointedly, she believes that too often characteristics—especially of the ADHD individual—are dismissed as unmotivated or oppositional behaviors. Kennedy asserts that this assumption can often lead to a more destructive diagnosis of a conduct disorder such as Oppositional Defiant Disorder (ODD); if the ADHD individual had been diagnosed with Asperger’s Syndrome, rather than ODD, a different, more effective treatment approach could be recommended. Those who think with a “Davis” paradigm immediately find themselves on familiar ground while reading the Introduction to Kennedy’s book written by Temple Grandin, author of Thinking in Pictures. Grandin draws attention to the similar characteristics shared by ADHD, dyslexia, and autism: sensory oversensitivity, especially to sound and touch; picture thinking; and difficulty with learning generalizations, i.e. the concept of consequence. Grandin goes on to assert that “many teaching methods that have been developed in the autism community
by Cyndi Deneson, Facilitator/Specialist, New Hope Learning Centers, Inc., Bloomington, Minnesota
Mary Ann Kettlewell London, Ontario +1 (519) 652-0252
Sue Jutson Vancouver, B.C. +1 (604) 732-1516
Helen McGilivray Oakville/Toronto +1 (905) 464-4798
Yuko Kimura McCulloch, Ph.D. Vancouver, B.C. +1 (604) 222-2258
Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-0033 Brenda Osadchy Medicine Hat, Alberta +1 (403) 529-7902 Tina Panaritis Montreal, Quebec +1 (514) 862-9164 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422
The ADHD-Autism Connection: A Step Toward More Accurate Diagnosis and Effective Treatment by Diane M. Kennedy ISBN: 1-57856-498-0 Paperback: 224 pages (in English) Publisher: WaterBrook Press (3.19.2002)
Kendra Rodych Saskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961 Sharon Schachter Thornhill, Ontario +1 (905) 764-6774
Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Kim J. Willson-Rymer Oakville/Toronto +1 (905) 825-3153
China Livia Wong Hong Kong +852-2810-0282
Cyprus Alexis Mouzouris Limassol +357 25 382 090
France Dominique Blaess Le Pecq/Paris +33 (01) 39 76 12 61
Christine Bleus Saint Jean de Gonville/ Genève +33 450 56 40 48
Corinne Couelle Marsannay-le-bois/Dijon +33 (0380) 357 953
Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91
will be useful for students labeled with ADHD.” Kennedy logically guides the reader through definitions of autism, Asperger’s syndrome, and ADHD; problems with current diagnostic practices; developmental stages; life-long effects on careers and relationships; and a current treatment overview. Especially enlightening is a comparative developmental chart identifying social, communication, and behavior manifestations of the above disorders divided into the categories of Birth to 3 years, 3-6 years, 6-12 years, and 12-17 years. It was Marcel Proust who said, “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.” Kennedy has created an excellent resource for those who care for, facilitate and educate individuals with ADHD, autism—and yes, dyslexia. She provides an important reminder and guide to seeing the “person” not just the “label”. Clearly, it is the power of observation of behavior, coupled with the logic and reasoning of knowledge and wisdom, that yields the “art” of working with unique, creative, “disordered” individuals. Kennedy spurs the reader to greater depths of understanding and a desire to continue the search for answers.
THE DYSLEXIC READER
by Abigalil Marshall Carol Nelson-Pollard Paris +33 (01) 46 51 72 63 France (cont’d)
published by Thinkmap, Inc.
I just stumbled on an excellent software program called Visual Thesaurus. “Visual,” unfortunately, does not mean built-in pictures, but if you type in a word, it gives you a mind-map or web of all of the synonyms of the word. The software provides audio pronunciation of the words; you can choose between a British and American accent for the English words. Clicking on the little nodes on the mind map will pop up the definitions of each word along with sample sentences. I ran across Visual Thesaurus when I was looking up the word “oscillate.” I wanted both the definition and possible synonyms. (I’m writing about brain wave oscillations, but didn't want to keep spelling and using that word over and over). Now I have four definitions, four sample sentences, how to say the word in British English, and links to synonyms for each definition. When I click on the synonyms, I get a whole new web of more words and synonyms, as well as all of their definitions and pronunciations too. Plus it’s real fun to click and drag everything around —I can make “oscillate” oscillate (“move or swing backward and forward like a pendulum”). Still stuck for a picture? It turns out that with a simple mouse click I can invoke a Google image source for the word. You can even adjust font size on the program, so the words will be BIG if you like them that way. And yes, there is a spell-check. I would have found my word even if I had started off spelling it “osillate” or “ocilate.” The program also will print a page of the words and definitions you find, and
Odile Puget Annecy/Geneva + 33 (04) 50 41 82 67
Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 Theresia Adler Bannewitz +49 (0351) 40 34 224 Germany/Deutschland
Ute Breithaupt Langenselbold +49 (06184) 93 84 88
Screen shot of “oscillate.”
copy-and-paste options are available with the stand-alone software version or with the advanced option settings available on the on-line version. So basically, about the only thing this software doesn’t do is model the words in clay for you. I’m sure that this software will appeal to both beginning and experienced writers looking for additional computer support for their writing. For me, it is much more userfriendly than a traditional thesaurus. There are two software options. You can buy and download software that you install for US $29.95, or you can subscribe to use the online version for $2.95 a month, or $19.95/year. They offer a free trial so you can see how it works, but it only lets you look up three words. After that, you will need to choose a paid option. Currently, there is an offer that might be of interest to those who speak languages other than English. For a limited time, the publishers are allowing subscribers to also beta-test their international edition without charge, which includes Dutch, French, German, Italian, and Spanish. Where? www.visualthesaurus.com
Cornelia Garbe Berlin +49 (030) 61 65 91 25
Jutta Gorschlüter Muenster +49 (0251) 39 99 53 05 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Wibke Hachmann Freiburg +49 (0761) 13 78 288
Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23
Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234
Ingrid Huth Berlin +49 (0179) 896 8007 Christine Jacob Lörrach +49 (07621) 134 60 Doris Karl-Akova Bremen +49 (0421) 713 30
Rainer Knobloch Röthenbach/Nürnberg +49 (09120) 18 14 84 Inge Koch-Gassmann Buggingen +49 (07631) 23 29
Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26
Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29
THE DYSLEXIC READER
Sabine La Due Stuttgart +49 (0711) 479 1000
Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60
Barbel Preuss München +49 (089) 69 38 03 92
Ursula Rackur-Bastian Idstein/Rheingau-TaunusKreis/Wiesbaden +49 (06126) 565 01 Colette Reimann Landshut +49 (0871) 770 994
Ursula Rittler Stuttgart +49 (0711) 47 18 50 Petra Saeger Storkow +49 (03987) 52106
aim was to provide her with an independent and fun way to carry on with the Davis Reading Exercises. While designing the software, they realized that ReadOn could also be useful for: • Classroom teachers who would like to strengthen the reading skills of all young learners (including dyslexic students) in a computer lab environment. • Parents who want an interactive learning tool to improve and monitor their child’s reading skills. • Anyone (adult or child) who wants a dyslexic-friendly software program for improving reading and comprehension.
ReadOn Interactive Software . . . (cont’d from p. 1)
Inge Starck Battenberg/Eder +49 (06452) 93 28 88 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89
Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33
Phoebe Schafschetzy Hamburg +49 (040) 392 589
Magdalena Vogel-Eichert Bonn +49 (0228) 689 69 70
Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Susanne Wild Paar +49 (08205) 959 08 28 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438 Áslaug Ásgeirsdóttir Mosfellsbaer +354 565-2537 Iceland Greece
Other Features include: • Multi-user support • Personalised settings • Easily networked The methods that formed the foundation • Visual tracking exercises for ReadOn were taken from the book “The • Comprehension support • Auditory feedback Gift of Dyslexia” by Ronald D. Davis. Ron • Customised visual cues for problem words Davis has endorsed this product and given permission for the Davis Reading Exercises, • Create, load, edit and save stories and articles in electronic format the Stops Signs in Reading and Davis • Load text from books and magazines Symbol Mastery Procedures, which are using optical character recognition (OCR) published in the Davis Young Learner Kit View the tutorial and more details at: Instruction Manual, to be included with www.readonsoftware.com ReadOn. The program allows a person to do ReadOn can be ordered from DDAI for each of the Davis Reading Exercises on a US$139.95 plus shipping. computer with texts that are already included, Operating Systems: Windows 98, ME, NT4 or texts which are scanned in or composed (Service Pack 6), Win2000, XP by the user. For Spell-Reading, the “assist” Languages: English only level can be set to sequentially spell each word aloud and say the word, or to highlight To order, write firstname.lastname@example.org or call 1-888-999-3324 (toll-free, Canada/USA). each letter silently and then say the word.
User preferences and options include: • pitch, speed and volume for a variety of voices • sweeping a word once, twice or three times • highlighting and reading word-by-word, a phrase (delimited by punctuation), or a paragraph. • creating a “word bank” of the user’s symbol mastery photos • font style and size, focus word color, and back ground color
Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir Kópavogur +354 554 3452
The options for choosing different texts, colors, voice sounds, and fonts ensure that learners have fun and stay motivated. The easy-to-use and detailed audio-visual tutorial allows independent learning. The ability to create a personal visual dictionary stimulates creativity and provides learners with ownership of the learning process. ReadOn is a valuable tool for classroom teachers, tutors or parents who wish to strengthen the reading and comprehension skills of all types of learners, including dyslexic students. I would recommend ReadOn to anyone who wants a user and dyslexic-friendly software program for improving reading fluency.”
“Excellent! ReadOn is a powerful tool that will improve literacy skills for learners of all ages. I am totally impressed with the different reading styles and options which parallel and complement the Davis Reading Exercises and Davis Symbol Mastery.
ReadOn Software enthusiastically endorsed by Ron Davis
THE DYSLEXIC READER
Asta Valdis Gudmundsdóttir Stykkisholmur +354 863-8268 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Svava Hlin Hákonard Eskifjordur +354 862 1518 Iceland (cont’d)
Our son, Billy, had struggled at the end of 5th grade to read beyond a 3rd grade level. His negative attitude had reached a crisis point. He dreaded special education, which for two years had separated him from peers and failed to advance his reading. He started saying, “I’m dumb” and “I can’t do things because I’m disabled.” We enrolled him in the Davis Dyslexia Correction® Program at New Hope Learning Centers, Inc. with the express goal of moving him beyond special education. After working with Facilitator Margie Hayes in May of 2004, Billy emerged happy and confident, knowing more about his unique abilities. His reading improved right away and it was noted that his fluency improved and he was reading 6th grade material.
Special Education separated a discouraged young boy from his peers—The Davis Dyslexia Correction® Program and New Hope Learning Centers, Inc. reunited him with his classmates!
Testing Out of Special Ed: One Mom’s Story of Success . . .
Sigrun Hauksdóttir Mosfellsbaer + 354 895 6148 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 566-8657
Nora Kornblueh Reykjavik +354-562-1295
Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890
Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437
Speaking of baseball . . . Advice and wisdom from the greats
“You just can’t beat the person who never gives up” –Babe Ruth (1895-1948)
“You hit home runs not by chance, but by preparation.” –Roger Maris (1934-1985)
“Looking at the ball going over the fence isn’t going to help.” –Hank Aaron (1934- )
Over the summer, Billy committed to daily Koosh ball exercises and Symbol Mastery work. He continued to master new trigger words and worked with his “point”. Even his baseball game improved—so much so that coaches wondered what he had done. He told them that “off point” he could tell what the pitcher was going to throw, and when the ball came at him, he went “on point” for an accurate hit! With the start of school, Billy re-stated he did not want to return to special education. We asked the school to re-test him. The testing, along with classroom observations by resource teachers, the principal, the school psychologist and his classroom teacher, determined that he no longer required special education services. His 6th grade year has been a time of growth and preparation for life ahead. His work with Davis techniques continues as he encounters advanced reading vocabularies and more independent work. With the exception of the tools and personal knowledge Billy acquired through Davis, “graduating” from special education was most crucial to healing his self-image and setting him on course toward academic and personal success. It doesn’t get any better than this… —Ann, a Minnesota Mom
A smiling Billy Stout attests to the greatly improved attitude that came with academic and personal success.
Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 845 6956 Ásta Olafsdóttir Vopnafjordur +354 473-1164
Erla Olgeirsdóttir Akranes +354 694 3339
Thor Elis Pálsson Reykjavík +354 533-2772
Hugrún Svavarsdóttir Mosfellsbær +354 698-6465
Thorbjörg Sigurdardóttir Reykjavík +354 862 2021
India Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 Ireland Paula Horan Mullingar +353-444-1613
Kolbeinn Sigurjónsson Mosfellsbær +354 566 6664 / 661-8654
Sister Antoinette Keelan Dublin +353 (01) 884 4996 Maggie O’Meara Clonmel, Co. Tipperary +353 (87) 415 70 99
Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (09) 772-9888 or (052) 272-9532 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Baruch Kassiff Kfar-Saba +972 9 766 2410
THE DYSLEXIC READER
You Want Me to Write a What?
by Heather Vietti
Eve Resnick Kfar Saba/Tel Aviv +972 (09) 766 2140
Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888 Italy Elisa De Felice Roma +39 (06) 507 3570
Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 871
Japan Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 Kenya Debbie Shah Nairobi +254 20 577 493 Lebanon Samar Riad Saab Beirut +961 3 700 206 Malaysia Hilary Craig Kuala Lumpur +603 2096 1342
Mexico Dinorah Stella García Galván Tampico +52 (833) 228 6694
Las Palmas Counseling Ctr Silvia Arana Garcia Cathy Calderón de la Barca Fundamentals Presenter México D.F. +52 (55) 5520 1883 or 5282 4196
Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist DLS Workshop Presenter Graciela Trevino Gonzalez Olga Zambrano de Carrillo DDA-Mexico Director Garza García Monterrey +52 (81) 8335 9435
Thomas Mann hit the nail on the head! To some people, writing papers comes easily and naturally. Unfortunately, I am not one of those people. For me, writing a paper is comparable to asking me to wrestle an alligator. And now my English 101 college teacher has asked me to jump feet first into this quagmire of writing. If she had asked me to choose between the two, I probably would have chosen the alligator! My problem is not lack of ideas or understanding of the topic. It’s getting the ideas and topics out of my head and onto the page. My childhood writing started off a bit backwards. After a few years of going by the name “rehtaeH”—for those not Dyslexic that’s my name backwards—my second grade teacher realized that I was having some problems. I spent the rest of the year re-learning how to read and write via a mirror. Needless-to-say, it put me a bit behind. But Dyslexia does have its up side. Some of the most creative people are dyslexic. For example, Quentin Tarantino, Pablo Picasso and even Thomas Edison are (or were) dyslexic. My mind works exactly the same as some great geniuses. What I lack in writing ability, I more than make up for in creativity. Dyslexia is my gift according to Ron Davis’s book The Gift of Dyslexia! Having a problem with reading, writing, spelling or math does not make me stupid. I may not be an expert in those subjects, but my gift allows me to be curious, highly intuitive, and insightful. I think mainly in pictures instead of words. I have a vivid imagination. I am not disabled. I am realizing my gift of mastery. I am a free writer and I am a free thinker! I just jump in and hope that something legible appears. In fact, I was rather excited when I read in Uncommon Threads by Newman, Bohner, and Johnson, that plunging headlong into a topic is an actual way of developing ideas. I’ll pretend I didn’t read the part
A writer is someone for whom writing is more difficult than it is for other people.
—Thomas Mann, Nobel Prize winning German Author
following that statement of how my process is not necessarily the best or easiest way to go about writing a paper. To my own credit, I must say that I truly do try to write a good paper and I enjoy seeing the end product. I simply lack the confidence in my writing abilities and that is my greatest challenge. I worry that what looks and sounds good to me—I admit to being a bit quirky—may look and sound like a train wreck to someone else. For example, in high school, I would try to follow all the rules and formats to produce what I thought was an “A” paper. Regardless of the effort and time spent, it inevitably came back with a bold and glaring “D”; thus, the beginning of my essay-phobia. Oddly enough, for all the difficulty I experience, I actually enjoy writing. I am a product reviewer for CNE Online. On an issue-by-issue basis, I am responsible for sending request letters to companies for products to review. I then write articles for the magazine critiquing those items. My editor loves my work and very rarely do my pieces get “polished.” I’ve often wondered why can I write reviews without any problems but when asked to construct an assigned essay, my brain becomes mush? The only conclusion I have come to is that my reviews are based on my personal opinions and knowledge and involve something I truly enjoy and care about—children. I know that you are probably asking yourself, “Why would Heather purposely take an English class that involved weekly writing assignments?” The answer for me is simple. I want to be the best that I can be. I did not learn the writing process correctly the first time and now that I am older, and
(Cont’d on p. 19)
THE DYSLEXIC READER
Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Mexico (cont’d)
The Best of Both Worlds
by Michele Siegmann, Davis Facilitator in New Hampshire
It has now been more than four years since I first gave my daughter, Mariah, then aged 8, the Davis Program. She was in third grade and had hit a wall learning to read. Mariah was frustrated and often felt stupid. I had only attended the Fundamentals Workshop and, looking back, it was only half the program that I currently give. Yet Mariah received what she needed and she discovered for herself so many of the applications of her tools. Being a gifted artist, she even figured out for herself that she didn’t have to have Mariah Siegmann showing her artwork her mind's eye at her point when drawing. at an exhibition in May 2005. One year after her program, Mariah tested out of the public school's Special Education Program and was reading at grade level. The Forgotten Bookstore At the beginning of fifth grade, entering a new school, she was given a reading test Mariah Siegmann, July 2004 and heard the comment for the first time that she read well! She made great progress in her The old papery smell, writing skills that year, as well as building Books that will never sell, upon her reading skills. Her artistic skills also The pages too dog-eared and battered, improved. Yellowed and used, but why does that matter? Two days into our year-long boat trip, Sink into an armchair in the cozy store Mariah discovered just how nice it was to Away from the hectic traffic roar. read when it wasn’t required! She read voraciously, about 35 books on her own that There’s intriguing history bound in drab, year. Mariah also started to write poetry for Instructing art books of when to dab, pleasure, keeping a tiny memo book with her The best birdwatchers' guide, at all times so that she could write when the Published diaries in which authors confide, moment struck. Poetry and picture books; Now Mariah is finishing 7th grade. She Sit down, there’s many nooks. has entered three poetry contests and won three times. Mariah’s art continues to develop Aboard a discovery ship and her peers are in awe of what she creates. Let your tuned awareness slip She also writes well and in fact chose to Against the sparkle of water, every sail flies write a challenging paper on the Psychology of Art, which included a section about the From far away: white gleam; function of the right and left hemispheres of picture of the skies. the brain while drawing! Recently, Mariah As you step onto distant land shared with me that she had mentioned to a Between your toes, feel the sand. classmate that she is dyslexic. He said that he couldn’t tell. Of course, I reminded her that Brought back by the swish of a sign she is a corrected dyslexic. After meeting the natives with Mariah said, “Anyway, Mom, thank you.” whom you were to dine. Thank you, Ron Davis, and Charlotte Foster, Now the bookstore’s closed. too, for enabling my daughter to begin to Hat in hand you rose. reach her potential. She now has the best of Characters inert ‘til you read again both worlds, a love of reading and a great When they flow from the Fantasy Den. ability to disorient in order to enjoy the books.
Alejandra Garcia Medina Cuajimalpa, Mexico, D.F +52 (55) 5813 9554
Sociedad de Consultatoria Organizacional Maria Eugenia Gutierrez Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442 Lucero Palafox Veracruz +52 (022) 99 351302
Ana Elana Payro Ogarrio Corregidora, Queretaro +52 442 228 1264 Netherlands 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 Hester Cnossen Veghel +31 (041) 337 5835
Monique Commandeur Uithoorn +31 (0297) 56 88 50 Alexandra De Goede Aerdenhout +31 (023) 524 3263 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963
Leonardus D’Hoore Sluis +31 (0117) 56 29 40 Saskia Dijkstra Amsterdam +31 (020) 463-2753
Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000 Johanna Fokkens Beilen +31 (0593) 540 14 Pérola Gonçalves Amsterdam +31 (020) 636 3637
Jan Gubbels Maastricht +31 (043) 36 39 999 Sue Hillier-Smith Breukelen +31 (0346) 265 059
Judith Holzapfel Deventer +31 (0570) 619 553 Netherlands (cont’d)
THE DYSLEXIC READER
Will Huntjens Horn +31 (0475) 589 238 Mia Jenniskens Eindhoven +31 (040) 245 9458
By Elise Bergerson
University of California and the SAT Exam
Trudy Joling Laren +31 (035) 531 00 66 Helen Kaptein Middleburg +31 (0118) 64 37 73 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782
Edith Kweekel-Göldi Soest +31 (035) 601 0611 Mw. Drs. M.H. Labrujère Zutphen Gelderland + 31 (0)575 543 211 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
Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449
Sjan Melsen Arnhem +31 (026) 442 69 98 Petra Moolhuizen Middelaar +31 (024) 696 3530
Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817
Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Petra Pouw-Legêne Beek +31 (046) 437 4907 Lydia Rogowski Helmond +31 (0492) 513 169
Hanneke Schoemaker Wageningen +31 (0317) 412 437
teachers and unsatisfactory resources, yet students coming out of these substandard schooling environments are expected to compete against more fortunate students through SAT testing. However, this is not the only display of bias in a test that is supposedly standardized. The SAT has failed miserably as an aide to The even more controversial unfair culture determine college admissions. This test is, bias must come into consideration especially and always has been, by the schools who in the an invalid measure of coming years will continue irrelevant criterion placed to grant admittance to upon a lofty pedestal. It is those with an unfair time that the SAT I and advantage. The SAT more narrowly tailored blatantly caters to students SAT II tests be abandoned who grow up in a houseas a university entrance hold where English is requirement. the commonly spoken Luckily, but at all language and one or too slow a rate, criticism more parents are highly of this traditionally educated. Those who revered examination is perform on the SAT with increasing. There are a the most success are large number of colleges raised in an environment and universities where a quick ear for the considering, for the first nuances of English time, the debate against grammar is developed the use of this test. The and a diverse lexicon is most recent opponent to obtained. This is more This test [the SAT] has the use of the SAT as an rare in black and created an entire mindset entrance requirement in Hispanic households and that punishes creative, the UC system is the thus a wide proportion independent thought. influential University of of those applying to a California president UC have a remarkable Richard Atkinson who disadvantage. argues that the SAT is a For a test so biased biased test with little address to the applicant’s and with so many critics, it is difficult to see grasp of specific subjects. Atkinson goes on why this archaic tradition has been upheld. further to note perhaps the biggest and most What even is its purpose? It was a test devised controversial flaw of the test being the disparity to predict first year collegiate grades but there between test scores of those of “well-off” are no studies that have tested the predictive backgrounds and those of a lower sociovalidity of this test in subsequent schooling economic stature. and, in fact, while the test is a reliable one, In fact, if one breaks down the figures, the correlation between collegiate grades and there is a direct linear correlation statistically the original SAT score upon admittance between income and SAT scores that raises consistently decreases. There also seems to immediate alarm. How is it ethical for a test be no formal correlation between a student’s with an obvious economic bias to be used in grade point average and their SAT performance. such circumstances that these tests, the SAT I Women, who tend to receive better grades and II, are used? Few would negate the fact throughout high school, average 40 points that urban areas tend to have a less qualified (Cont’d on p. 19) [Ed. This editorial was written by a California high school student. Although it focuses on the University of California and the Scholastic Aptitude Test (SAT), which is required for entrance by most universities in the US, such examinations also occur in many other countries.]
THE DYSLEXIC READER
lower than men on SATs, as an example. Furthermore, the test isn’t at all predictive of how a student would perform in labs, language classes, history classes, or other more specific academic settings. The SAT I is narrowly tailored to verbal drilling and algebraic equations rather than focusing on the wide range of skills and intelligences obtained throughout an entire high school career. Proponents for standardized testing will retort by claiming that the SAT II picks up where its counterpart is lacking, but the SAT II hardly offers a complete roster of courses with only basic English, math, social studies, science, and with languages such as Arabic and Russian absent. It comes as no surprise that such a narrow-minded test has such a narrow-minded focus. Despite the bias, the questionable validity, and the narrow tailor, the SAT, and standardized testing in general, has an even more ignoble problem. This test has created an entire mindset that punishes creative, independent thought. Highly creative thinkers hopefully wiser, it is time to try again. My goals include concentrating on what is really important in writing a good paper. In regards to organizing and composing, I would like to try out new styles and ideas. I have also set up a support system consisting of my husband and mother to help me see weak spots in my papers and keep me motivated when I get stuck. I intend to develop my gift. I hope to take from this course a complete sense of the writing process. All I can do is my very best and with time, I hope that the bar for my very best can be raised. To quote Calvin Coolidge: “Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan ‘press on’ has solved
You Want Me to Write a What? (cont’d from p. 16)
UC and the SAT Test (cont’d from p. 18)
are penalized for over-thinking the test and conformity reigns as the new preeminent ideal in education. This is dangerous in the context for which this test is being used. As testing becomes the standard by which students are judged, students and schools alike are in peril of forgetting what emphases must be placed on education in favor of an easily definable concrete numerical assignment. Colleges are dismissing the importance of GPA combined with the rigors of coursework. This is especially nonsensical in the arena of the UC system. Why is the system, which determines, and is fully aware of, the standards for each and every California public school so concentrated on these test scores rather than other factors? The test should be offered as a mere option should someone see the opportunity to better represent themselves, through this facet, beyond grade point average. In all other cases, the SAT I and II are, at best, archaic, biased, and problematic ways of determining the worth of a student and should be dismissed by the UC system. and always will solve the problems of the human race.” I am a mother of two beautiful little girls. One already prefers to wrestle alligators than write a paper. But I know that she has the gift of creativity and I will endeavor to help her “press on”. No wrestling in the quagmire for her! Her gift of dyslexia will help her soar into the realms of imagination where no alligators lay in wait. Press on! That will be my slogan for this semester of English 101. My goal is that by the end of this class, I’ll choose the paper over the alligator.
About the author: Heather Vietti is currently a stay-at-home mom, super nanny for two toddlers, full time student, and product reviewer/ forum moderator for CNE. Her passion in life is children and she has been blessed with two wonderful ones. Zoe age 5 and Estie age 3, can be seen in the banner at the top of each page of CNE Online. (first published in Children of the New Earth Online at www.childrenofthenewearth.com)
Netherlands (cont’d) Tonny Stor Heerhugowaard +31 (072) 57 22 771 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Mieke van Delden Leek +31 (059) 4514985
Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22
Annette van der Baan Amsterdam +31 (020) 420-5501 Rieja van der Valk Almelo +31 (0546) 867 537 Hetty van der Well Oss +31 (041) 263 6403
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 Gerard van Poppel Gouda +31 (0182) 535 265
Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941 Karin Van Wulfen Breda +31 (076) 514 4889
Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453 Lia Vermeulen Huizen +31 (062) 3671530
Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163
Christien Vos Tolbert +31 (0594) 511 607
Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485
THE DYSLEXIC READER
Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 4941
Raewyn Matheson Inglewood +64 (027) 411 8350 Margot Hewitt North Canterbury +64 (03) 315 7722
Shelley McMeeken Dunedin +64 3 456 5058
Sandra Moetra Whangarei +64 (09) 435 6822 Kerrie Palma Rodney +64 (09) 425 5941 Lorna Timms Christchurch +64 3 359 8556
Oman Patricia Lynne Hodge Muscat +968 698 596 Philippines Imelda Casuga Baguio City +63 (744) 42 29 01
Portugal Rita Alambre Dos Santos Lisboa 1000-115 +351 (21) 781-6090
Republic of Singapore Phaik Sue Chin Singapore+65 6773 4070 Ann Chua Singapore +65 9843 172
In April 2005, two Davis workshops were offered in Nairobi, Kenya by Davis Dyslexia Association-UK and Dyslexia Africa. The Fundamentals of Dyslexia Correction Workshop was presented by Robin Temple and Drs. Siegerdina Mandeman. The Davis Learning Strategies Workshop for Primary Teachers was led by Drs. Siegerdina Manadema. Debbie Shah, who recently completed her Davis Facilitator Training Program, is the Director of Dyslexia Africa. The driving ethos behind Dyslexia Africa is “to create a world that works for everyone with no exceptions, where every person is self-expressed, loved and valued just as they are and for all they can become.” Its aims are to bring Davis Learning Strategies and the Davis Dyslexia Correction Program first to the local community in Nairobi, Kenya, and ultimately to all of Africa.
Davis Training Successfully Launched In Kenya
Ten nationalities were represented by the 18 participants of the Fundamentals Workshop! Among them, Kenya, Ethiopia, South Africa, Mauritius, Germany, Holland, UK, USA, and India.
(More photos on p. 21)
Constance Chua Singapore +65 6873 3873
South Africa Sara Kramer Capetown +27 (021) 671 4634 María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 Switzerland/CH Spain
Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79
Juliet Banura, certainly makes mastering the alphabet look like fun. Juliet learnt to read at age 42 as a result of the Davis Program.
Two of the attendees at the Davis Learning Strategies Basic Workshop for Primary Teachers. Looks like they’re working hard and having fun!
THE DYSLEXIC READER
Kenya (cont’d from p. 20)
Client Lovell, obviously a talented sculptor, proudly displays Rinturt, his “creation” for the Create-a-Word exercise, and diligently works on his model of “self.”
Monika Amrein Zurich +41 (01) 341 8264
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 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54
Gerda Barokos-Jeger – In Memoriam
On March 9, 2005 DDA-Switzerland lost a dear friend. Gerda Barakos-Jeger passed away after a long and courageous struggle with cancer. Gerda was a Davis Facilitator at Lerninstitut Basel since its inception. As a primary school teacher she came to us in hopes of helping all those struggling children she had had in her classrooms. Her devotion to the principles of Davis shone in her work. Trained in Davis Learning Strategies, she became a valuable mentor to many teachers in Switzerland. Everyone here and abroad who knew Gerda will remember her lovely, quiet humor and her graceful way of being. We miss Gerda, and are thankful that we had the good fortune to have known such a strong and generous person. Below is a verse written by Rainer Maria Rilke. It accompanied Gerda each day of her last months, and she drew great comfort from it. Ich lebe mein Leben in wachsenden Ringen, die sich über die Dinge ziehen. Ich werde den letzten vielleicht nicht vollbringen, aber versuchen will ich ihn.
Heidi Gander-Belz DLS Workshop Presenter Monchaltorf +41 (01) 948 1410 Katharina Grenacher Bern +41 (031) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895
Ich kreise um Gott, um den uralten Turm, und ich kreise jarhtausendelang; und ich weiss noch nicht, bin ich ein Falke, ein Sturm oder ein grosser Gesang. I live my life in ever-widening circles That spread out over all things. Perhaps I will not complete the last one But I will surely try. I circle around God, around the ancient tower I circle for thousands of years; And still I don't know, am I a falcon A storm or a great song.
Christa Jaeger Riehen +41 (061) 641 4667
Ina Kretzer Basel +41 (061) 278 98 88 Consuelo Lang Lumino +41 (091) 829 05 36
Claudia Lendi St. Gallen +41 (071) 288 41 85 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38
Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (061) 701 39 16 Véronique Pfeiffer Zürich +41 (01) 342 22 61
THE DYSLEXIC READER
Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth Mohlin/Basel +41 (061) 851 2685
Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 25 38
aren’t any bit less smarter than an average child their age; most of them are maybe even brighter, but they are struggling, and every single one of their achievement costs them twice more labor. Could you help me? Could you give me any specific directions? Advices? Hope you’ll be so kind and answer me. Thank you very much! [Daniela was encouraged to read “The Gift of Dyslexia” and work from it to help Nadia. Below is the next letter we received from her.]
Letters from Bulgaria (cont’d from p. 2)
Where is Bulgaria?
—Daniella Boneva, a loving and very concerned mother from Rousse, Bulgaria
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 Claudia Taverna Sent +41 (081) 864 9115
Maya Semle-Muraro Stäfa +41 (079) 704 03 07
Andreas Villain Zürich +41 (076) 371 84 32 Iris Webber Bäretswil/Zürich +41 (01) 939 2633
Catherine Warner Geneva +41 (022) 321 70 42
Margit Zahnd Ettingen +41 (079) 256 86 65
Linda Rademan Dubai +9714 348 1687 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Kate Blow Southampton, Hants +44 (02380) 704 734 Jo Broughton Hitchin, Herts +44 (0)1462 435 166 United Kingdom
United Arab Emirates
Susan Duguid London +44 (020) 8878 9652
Sue Bullen Ayrshire, Scotland +44 (01292) 591 797
Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Workshop Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045
Thank you very much for your response!!! After I received it, I got the book “The Gift of Dyslexia,” read it several times, translated some of the chapters into Bulgarian, and went through the correction (Orientation) procedure with my daughter. After she got her orientation point, things started to improve day after day. It is amazing how far she has become for only three months. Now she reads at 3rd grade level (she’s in 4th), quite smoothly but a bit slowly. Her writing became much more correct and much more “readable”. And what is so new and amazing to me is the fact it ISN’T necessary to MAKE her read or write. She used to refuse doing anything for school, she used to cry when I asked her to read 4-5 sentences, but it isn’t a case now. She would read 3-4 pages a day and would write a dictation EVERY day beside her homework and lessons. And she even offered to her brother to help him with learning English words (she doesn’t study English at school)! I’m so thankful for your advice to read the book and to try to help my girl by myself. Now we are working on Word Mastery. She likes working with clay, and it is like a funny game, but it made such a difference! From the other side, my daughter still has trouble with Maths, and now a friend of mine (who I met on the Davis Dyslexia Discussion Board) recommended to read another book – The Gift of Learning. I hope I’ll have that book soon and will be able to work through it with my daughter. With all the best,
Today, I want to share some great news with you. I think I have written that my daughter still has big trouble with math, and a friend of mine (a woman I got to know from your discussion board) advised to try the strategies in “The Gift of Learning.” And she sent me that book. I read it several times, translated most of it and started working on the correction strategy on math. We did Dial energy setting, and had just finished the basic concepts. Yesterday Nadia did in clay her last two basic concepts - ORDER and DISORDER. We are about to start exercises for establishing order. And here is what happened. On Saturday evening we were having dinner when my 8 year old son Bobby asked, “Mum, how many hours are there in a week?” “Well,” said I, “you know how many hours are there in a day...” “Yes, there are 24,” said he. "And you know how many days are there in a week...” “Yes, there are 7 days,” was his answer. “Then you could say how many hours are there in a week.” He said, “There are 7 times 24, I know, but I can’t calculate it.” He was disappointed. And at that moment, completely unexpectedly, Nadia said, “It is 168, so there are 168 hours in a week,” and saying that, she looked at me in complete astonishment. I was in shock, I couldn’t believe. I asked, “How did you do it?” “I don't know, Mum, said Nadia, I just looked at the numbers with my mind eye and —Daniella knew how to do it. I did 7 times 4 is 28 plus 7 times 20 is 140 and it is 168 in all.”
(Cont’d on p. 23)
[Here’s what happened after Daniela read “The Gift of Learning”]
THE DYSLEXIC READER
You can’t imagine how we all looked. Maybe it was a funny picture for somebody who couldn't understand the situation. Nadia couldn’t believe she did it by her own. And asked me again and again, “Mum, did I do it by myself?” and we did many similar tasks, and she did all of them perfectly. On Sunday she got up earlier than usually and asked again to “do that kind of math,” and she still could do them. I can’t describe to
Letters from Bulgaria (cont’d from p. 22)
you how happy my girl was, how were her eyes shining. And she was anxious to go on with exercises, because, “Mum, obviously the strategies in these books really work!” Just had to share this one. Have a nice day! And thank you again!!! —Daniela
Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Maureen Florido Harleston, Norfolk +44 (01379) 853 810
United Kingdom (cont’d)
Nichola Farnum London +44 (0208) 977 6699
Carol Forster DLS Workshop Presenter Gloucester +44 (01452) 331 573 Axel Gudmundsson London +44 (020) 8341-7703
Much anticipated Russian Edition of Gift of Dyslexia Now Available
The Gift of Dyslexia, Russian Edition Publisher: Center for Learning Correction 20 Ha’shhafim, Ra’anana 43724, Israel Tel: +972 09-772 9888 Fax: +972 09-772 9889 Email: email@example.com Price: 59 N.I.S ($14USD)
Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 645
Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545
Judith Jenkinson Old Windsor, Berks +44 (01753) 853 275 Liz Jolly Fareham, Hants +44 (01329) 235 420 Keryn Middleton Barking, Essex, +44 (0208) 507 9164 Madeleine Miles Dereham, Norfolk +44 (01362) 861 136
Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 609 797
Russian-speaking Davis Facilitators
Luba Alibash E-mail: firstname.lastname@example.org Languages Spoken: Russian, Hebrew 3/9 Menachem Begin Street Ramat Hasharon 44837, Israel Tel: 972-9-7729888 Mobile: 052-2729532 Annette Dietrich Languages Spoken: Russian, German Annette Dietrich, Diplom-Forderlebrerin Maurer Lange Gasse 85, A-1230 Wien, Österreich, Tel: 0043/1/888 90 25 Margarita Viktorovna Whitehead DDA-UK Director E-mail: email@example.com Web site: www.dyslexia-kent.co.uk Languages Spoken: Russian, English Dyslexia Kent, Slaney Place, Headcorn Rd, Staplehurst Kent TN12 0DT, England Tel: 01580 890321 Fax: 0870 4320317 Richard Whitehead M.A., M.Phil. DDA-UK Director DLS School Mentor & Workshop Presenter E-mail: firstname.lastname@example.org Web Site: www.dyslexia-kent.co.uk Languages spoken: English, German, Russian, Polish, French Dyslexia Kent, Slaney Place, Headcorn Rd, Staplehurst Kent TN12 0DT, England Tel: 01580 890321 Fax: 0870 4320317
Elenica Nina Pitoska London +44 (020) 8451 4025 Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875 Ian Richardson Blaisdon Longhope, Glos +44 (0145) 283 0056
Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 Judith Shaw St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Dyslexia Kent Richard Whitehead DDA Director DLS Workshop Presenter Margarita Whitehead DDA Director Staplehurst, Kent +44 (01580) 890 321 Lynne Smith Brighton, East Sussex +44 (01273) 723 920
United Kingdom (cont’d
THE DYSLEXIC READER
D Y S L E
Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116
Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 Paul Francis Wright Barton Upon Humber, North Lincs +44 (01652) 636 676 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 United States
I O N
R N I N T E
Based on the Davis Dyslexia Correction methods, this Kit enables parents and tutors of children, ages 5-8, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how to learn” skills.
N A L
Barbara Timmins Solihull +44 (015) 6477 2657
Young Learner Kit for Home-Use
O A S S
The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Checking Your Grammar (softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart
John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Jeannette Myers Sedona +1 (928) 204-1963
The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.
Tamera P. Richardson Mesa/Phoenix +1 (480) 649-7737 x2237
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 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394
The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1-888-999-3324 Note: For older children (ages 9 and up), we recommend the Davis Symbol Mastery Kit.
Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or (909) 241-6079
Learning Disability Resource Clinic Nicole Melton Karen Thorworth-Pongs Diamond Bar +1 (909) 229-5251
THE DYSLEXIC READER
United States/ California (cont’d)
Dream Test for Picture Thinkers
1. Some months have 30 days, some months have 31 days. How many months have 28 days? 6. If you had only one match and entered a cold and dark room, where there was an oil heater, an oil lamp and a candle, which would you light first?
Michelle Palin Santa Cruz +1 (831) 419-8338
Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Terry DeMeo Littleton/Denver +1 (303) 850-7668 Erin Pratt Boulder +1 (303) 775-6464 Crystal Punch Centennial/Denver +1 (303) 850-0581
2. If a doctor gives you 3 pills and tells you to take one pill every half hour, how long would it be before all the pills had been taken?
3. I went to bed at eight o'clock in the evening and wound up my clock and set the alarm to sound at nine o'clock in the morning. How many hours sleep would I get before being awoken by the alarm? 4. Divide 30 by half and add 10. What do you get? 5. A farmer had 17 sheep. All but 9 died. How many live sheep were left?
7. A man builds a house with four sides of rectangular construction, each side having a southern exposure. A big bear comes along. What color is the bear? 8. Take 2 apples from 3 apples. What do you have?
Kristi Thompson DLS Workshop Presenter Walsh +1 (719) 324-9256
9. How many animals of each species did Moses take with him in the Ark? 10. You drive a bus with 43 people aboard from Chicago, stop in Pittsburgh to pick up 7 more and drop off 5, stop in Cleveland to drop off 8 and pick up 4 more, and arrive in Philadelphia 20 hours later. What's the driver’s name?
Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Alice J. Pratt Jacksonville +1 (904) 389-9251
Edwina Stone Sunrise/Ft. Lauderdale +1 (954) 290-5395
Rita & Eugene Von Bon Navarre +1 (850) 939-2313
Georgia Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 685-1122 Illinois Kim Ainis Chicago +1 (312) 360-0805
ANSWERS BELOW. GOOD LUCK! 1. All of them. Every month has at least 28 days. 2. 1 hour. If you take a pill at 1 o'clock, then another at 1.30 and the last at 2 o'clock, they will all be taken in 1 hour. 1 hour. It is a wind up alarm clock which cannot discriminate between a.m. and p.m. 70. Dividing by half is the same as multiplying by 2. 9 live sheep. The match. White. If all walls face south, the house must be on the North Pole. Two apples. I HAVE 3 APPLES, YOU TAKE 2, WHAT DO YOU HAVE? None. It was Noah, not Moses. YOU are the driver. 0-3 4-7 8-9 10 Jumps to conclusions easily. Very gullible. Gets things right half the time. Very good picture-thinking skills. Hard to fool. Primarily a picture thinker. Very logical. Impossible to fool. SCORING 3. 4. 5. 6. 7. 8. 9. 10.
Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280
Kansas Carole Coulter Overland Park/Kansas City +1 (913) 831-0388 Kentucky Rochelle Abner Winchester +1 (859) 513-2662
Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741
United States/ Louisiana (cont’d)
THE DYSLEXIC READER
Christina Martin Slidell/New Orleans +1 (985) 646-2201
Newly Licensed Davis Facilitators and DLS Workshop Presenters
A special welcome to our first Davis facilitators in Kenya, Argentina, Greece and Portugal!
Ana Elana Payro Ogarrio, Bosque de Viena #15, Frac. Colinas del Bosque, Corregidora, Queretaro 76900, Mexico. +52 (4422) 28 12 64. email@example.com
Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772
Debbie Shah co-founded Dyslexia Africa to promote Ann Minkel awareness of dyslexia in Africa Six Lakes/Grand Rapids +1 (989) 365-3176 and to support individuals, schools and other groups with Dean Schalow Manistee the mutual goal of preventing +1 (800) 794-3060 (Toll-Free) and correcting leaning difficulties. Michele Wellman The Breakthrough Learning Alma/Lansing/Grand Rapids Centre in Nairobi, where +1 (989) 463-5276 Dyslexia Africa is based acts as a resource centre Minnesota for teachers, therapists, parents and dyslexics. Cindy Bauer Davis Facilitator Training courses and DLS Plymouth/Minneapolis workshops are arranged in Kenya in conjunction +1 (612) 483-3460 with DDA-UK. A founding parent of the Nairobi Cyndi Deneson Waldorf School, Debbie has sought to find ways Supervisor-Specialist for all children to excel. Ron Davis’ work made Advanced Workshop Presenter her picture complete. “Introducing DLS into all Bloomington/Minneapolis African schools is my dream–no child need ever +1 (888) 890-5380 (Toll-Free) be left behind or excluded because of a learning +1 (952) 820-4673 difference.” The company mission statement “to create a world that works for everyone with no Bernadette Peterson Maple Grove exceptions, where every person is self-expressed, +1 (763) 229-4550 loved and valued just as they are and for all they Virginia Putzke can become” is the driving ethos behind Cold Spring/St. Cloud Dyslexia Africa. “Creating donor partners for +1 (320)-685-7977 local schools and children is the next step in Mississippi implementing further training in Africa.” Debbie M. Elizabeth Cook lives in Nairobi and is the mother of 4 children. Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) Dyslexia Africa, PO Box 152, Nairobi, 00502, +1 (601) 636-2900 Kenya, Africa. +25 (420) 577 493. Missouri Debbie.firstname.lastname@example.org
Cathy Cook Columbia +1 (573) 819-6010 or 886-8917
Hilda Fabiola Herrera Cantu, Pino No. 1710 in 3 Co. La Campiña, Culiacan, Sinaloa CP 80060, Mexico. 52 (8166) 77 15 01 19. email@example.com
Montana Kimberly Bezanson Seeley Lake +1 (406)-677-3076 or 499-0220 Elsie Johnson Kalispel +(406) 257-8556
Patricia Henry Kansas City +1 (816) 361 6563
Linda Jo Price Bozeman +1 (406) 586-8218 Nancy Sitton Whitefish +1 (406) 863-9844
Nebraska Shawn Carlson Lincoln +1 (402) 420-1025
Robin Zeal Whitefish +1 (406) 862-6210
Rita Alambre Dos Santos has a degree in Special Education and Rehabilitation and is our first licensed Facilitator in Portugal! “For past the six years I have been working in multiple areas such as children with Down Syndrome, Autism and Dyslexia. I am the managing director of Fundacao Renascer.” Av. Defensores de Chaves, 85 - 4º Esq., Lisboa 1000-115, Portugal. +35 (121) 781-6090. firstname.lastname@example.org
Silvana Ines Rossi trained with the DDA-Mexico and is the first Davis Dyslexia Correction Facilitator in Argentina. Palestina 1118 2A, Buenos Aires, Argentina. +54 (1148) 65 38 98. email@example.com
Zoe Deliakidou is a graduate from the Dept. of Psychology at Aristoteles University in Thessaloniki, Greece. Ploutarhou 32, Kifisia, Kalamaria, Thessaloniki 55134, Greece. +30 (2310) 43 45 10. Zdel@in.gr
Christien Vos “Working in a Primary School as a teacher, I saw every day frustration of kids, parents and teachers: problems with learning, behaviour and a growing lack of self confidence. In my center, as a Davis Facilitator, I hope I can really help these people by showing them the toolbox of Ron Davis.” Denken in Beeld, de Baander 8, Tolbert Groningen 9356CM, Nederland. + 31 (594) 51 16 07. firstname.lastname@example.org
Corinne Couelle is the mother of a dyslexic child, Laurene. Her tremendous improvement at school after a Davis Program induced Corinne to become a Facilitator so that other French children could benefit from Davis, too. Corinne loves working with kids, receiving friends at home, gardening, discovering and having fun. She is proud and happy to become a Facilitator and hopes she will help many struggling students. She is deeply grateful to Ron Davis for his work and thanks him today, as she done for many months from the bottom of her heart. Action Dyslexie et Difficultés d'Apprentissage, 13 Route de Savigny, 21380 Marsannay-le-bois, France. +33 (380) 35 79 53. email@example.com
Baruch Kassiff “I became interested in Davis after I videotaped Ron’s Presentation in Israel. I started to understand Ron’s ideas about the “Minds Eye” and how to use it to our advantage. It seemed to me to be such a natural way to help people to gain control over their lives. This led to my becoming a Davis Facilitator.” 6/9 Rivka Gruber Street, Kfar Saba, 44471 Israel. +97 (297) 66 21 40. firstname.lastname@example.org
Ina Kretzer Minerva Schulen, St. Alban, Vorstadt 30132, CH-4052 Basel. +41 (061) 278 98 88. Kretzer@minerva-schulen.ch
(Cont’d on p. 27)
THE DYSLEXIC READER
Ann Hassig “I am a former Special Education teacher and was very concerned when my own son had trouble with reading and math. He made the same mystifying mistakes my high school LD students used to make and was in danger of being held back in second grade. I knew the school didn’t have anything to help him so I searched online and found “The Gift of Dyslexia.” In a short time my son was reading on grade level. When “The Gift of Learning” came out I got that and within a month his math was on grade level. He told me recently, ‘I used to think I was stupid and couldn’t do anything. Now I read better and feel I can do anything.’ The improvement in his self-esteem was dramatic. I decided to become a Davis Facilitator so I could help people gain control of their gift and overcome learning problems.” Turning Point Dyslexia Correction, Gouverneur, NY 13642, USA. +1 (315) 287-0531. email@example.com Nicole Cates With degrees in Language and International Trade and Finance, Nicki changed career paths after discovering the Davis Dyslexia Correction Program and the benefits therein. Volunteer work with children in many capacities led to the desire to work with children full-time. After discovering her son Jacob was dyslexic, she trained in 2003 & 2004 to become a facilitator herself. “I feel so grateful to have discovered the Davis Dyslexia Correction Program, seeing the positive changes it makes in so many lives!” She is dedicated and determined to help as many children and people as possible through this program. Nicki has a full-time practice in Southeast Michigan and works with children and adults ages 7 and up. Dyslexia and Learning Solutions, 22777 Harper Avenue, Saint Clair Shores, MI 48080-1868, USA. +1 (586) 801-0772. firstname.lastname@example.org
New Facilitators (cont’d from p. 26)
personal note the Davis Program has also helped her overcome longtime reading, speaking and writing issues. She’s looking forward to starting Open the Door Learning in Santa Cruz, CA and working closely with the Davis Dyslexia Correction Center in Burlingame, California. Open the Door Learning, Santa Cruz, CA 95060, USA. +1 (510) 333-5759. email@example.com Yuko Kimura McCulloch has a PhD from Oxford University in Developmental Psychology. “I came across Davis through Sue Hall, a Facilitator here in Vancouver. She invited my husband and me to hear Ron Davis speak about his life – that was the hook. I have taken the leap from academics to becoming a Davis Facilitator. I am Japanese by birth, but have lived in Hong Kong, Indonesia, Japan and the United Kingdom. Having settled in beautiful Vancouver, Canada, I am looking forward to joining forces with the other Davis Facilitators here to do wonderful things for Davis. I am married and have three children. My middle son is autistic and I am presently trying to orient him using the Auditory Fine Tuning procedure.” 4333 Kevin Place, Vancouver, British Columbia, V6S 2K7 Canada. +1 (604) 222-2258. firstname.lastname@example.org
Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188
New Hampshire Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037
Nancy Cimprich Elmer/Philadelphia +1 (856) 358-3102
Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Ann Hassig Gouverneur +1 (315) 287-0531
Hadar Lily Hellman New York City +1 (212) 781-3689 or +1 (718) 614-8240 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364
Michelle Palin received her degree from George Washington University, Washington, D.C., in Sociology with a minor in Spanish. She has a successful career in the field of social research where she worked with leading research institutions in the country to complete large quantitative and qualitative studies in such topics as cancer, aging, HIV and other diseases. After 10 years in research Michelle decided to find work that was more personally fulfilling. Becoming a certified Davis Dyslexia Facilitator in April 2005 has been the highlight of Michelle’s career. On a
Hadar Lily Hellman was born and raised in New York. She was often reported by her teachers as “not living up to her full potential.” While in acting school she was surprised to find herself still struggling to read and understand plays. A friend suggested she might be dyslexic, yet Hadar found it hard to believe. It wasn’t until she read “The Gift of Dyslexia” that she could identify herself as such. The book truly opened her up and gave her the liberating feeling she was not alone. After completing the Davis Dyslexia Correction Program, her life improved tremendously. “Since then I have had the strong desire to reach out and help others who have had difficulties in school.” Art of Learning, 710 West 173rd Street, #25, New York, NY 10023, USA. +1 (212) 781-3689 or (718) 614-8240. email@example.com Tina Panaritis “I have majored in education and worked as a research coordinator for 17 years. My son completed the Davis Program in 2002. The result of his success with the Davis methods inspired me to become a Davis Facilitator and bring this program to Quebec. My son had low self-esteem and was struggling in school, but since he completed the program it has changed his outlook of himself in a positive way. I am looking forward to helping others benefit from
(Cont’d on p. 28)
North Carolina Gerri W. Cox DLS Workshop Presenter Shallotte/Wilmington +1 (910) 754-9559 Tina Kirby Sanford/Fayetteville +1 (919) 499-0774 Ruth Mills Pineville/Charlotte +1 (704) 541-1733
North Dakota Karen Nelson Bismarck +1 (701) 527-5367
Jean Moser Winston-Salem +1 (336) 765-6310
Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Oregon Gary Ives Portland +1 (503) 238-7449 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694
Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895
South Dakota Kim Carson DLS Workshop Presenter Brookings/Sioux Falls +1 (605) 692-1785
United States/ South Dakota (cont’d)
Carina Little Watertown +1 (605) 886-8415
Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783
Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) Success Learning Center Rhonda Clemons DLS Workshop Presenter Colleen Millslagle DLS Workshop Presenter Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu San Antonio +1 (210) 414-0116
Glyndene Burns Lubbock +1 (806) 781-4891
Susan Lewis Lubbock +1 (806) 771-1385
Amanda Meyer Burleson/Ft. Worth +1 (817) 426-4442
Dorothy Owen Supervisor-Specialist Plano/Dallas +1 (972) 447-8327 or +1 (866) 822-2441 (Toll Free) Paula Roberts Tyler +1 (903) 570-3427 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Laura Warren DLS Workshop Presenter Lubbock +1 (806) 771-7292 Virginia Donna Kouri Mount Pelier/Richmond +1 (804) 883-8867 Angela Odom DLS Workshop Presenter Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Jackie Black Arlington/Everett 1-866-218-1614 (Toll-Free)
Meadowbrook Educational Services Dorothy Bennett Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Aleta Clark Auburn/Tacoma +1 (253) 854-9377
Eugene Von Bon is in a private practice with his wife, this program and change their outlook of Rita. “I have a military service themselves.” Dyslexia-Mastery, Montreal, background unrelated to Quebec, Canada. +1 (514) 862-9164. education, yet uniquely Tina@dyslexia-mastery.com qualified in the broad area of Logistics and Resource Mieke van Delden is a Management, as well as a background in teacher in primary education. Community Theater as a performer, producer and She worked as a remedial director. My hobbies are my recently acquired a teacher and coordinator for children with special needs. Mrs. motorcycle, riding in local area only, and pursuing Nel Ojemann educated Mieke my lifelong goal of obtaining a Private Pilots license. Paradise Learning Unlimited Services in signalising the children’s (PLUS), 2417 Ashwood Way, Navarre, FL 32566. way of perception. She has 850-939-2313. firstname.lastname@example.org also followed the course of ®. Davis Learning Strategies Brenda J. Osadchy is now Mieke has her own office as a Davis provider studying for her Master of called “in-huis” (At Home). “Teaching to trust Special Education from the in what you have is what I call “the Gift.” University of Flinders, Oldenoert 25,Leek, 9351 KT, Nederland. Adelaide, Australia. She has +31 59 451-4985. email@example.com been a special education teacher for over 30 years working with Lia Vermeulen is a remedial teacher with a diverse approach adults and children to solve their ‘reading,’ ‘writing’ and ‘rithmetic’ challenges. The Davis to learning disabilities “tools” are truly life-changing and will continue containing Body and Brain to be an integral part of her classroom’s “nest” Gym, Edukinesiology, NLP, strategies. Using the Davis programs in her and Picture Thinking by Nel private tutoring business, Total Learning Services, Ojemann. “Still there was something missing. The Davis will help her to serve students in her community. Total Learning Services, 8 Poplar Court NE, Program was the answer. It gives an important Medicine Hat Alberta T1C 1R3 Canada. change in the ability to learn successfully. The students gain a higher sense of self-esteem. It is +1 (403) 529-7902. firstname.lastname@example.org a privilege to help them do so.” KWDD, Paula Horan “My background Naarderstraat 225, Huizen (NH), 1272 NJ, is that of a parent of a dyslexic Nederland. +31 (062) 367 1530. child, who improved wonderfully Lia.email@example.com after a Davis Programme. I subsequently trained in this Debra D’Aversa has a B.A incredible method and presently degree in Psychology. “As a see children and adults at mother of three children, two Mullingar. My youngest client of whom are dyslexic and one was 8 and my eldest 68—it’s never too late.” developmentally delayed, I Dyslexia Correction Centre @ Mullingar, could see how my children did not fit into the educational Harbour Street, Mullingar, Ireland. system. After my son completed +353 (044) 41613. firstname.lastname@example.org the Davis Program, I knew that Hetty van der Well my path had been decided. As a Davis Facilitator, “Dyslexia is a word that always I can help other people who have special gifts and catches my attention because of intelligences to use the Davis tools and realize my three dyslexic children. their full potential, too.” Awakening Acorns, After reading “The Gift of Leamington, Ontario, Canada. +1 (519) 322-1297. Dyslexia” I knew that by email@example.com becoming a Davis Facilitator myself, I would be able to not only help my children, Christine Bleus Route de but also others to overcome their learning Choudans, Saint Jean de difficulties and rebuild their self-esteem.” Echt Gonville, 01630 France. Well, Staringstraat 332, Oss 5343 GP Nederland. +33 450 56 40 48. +31 (041) 263-6403. firstname.lastname@example.org email@example.com Hester Cnossen “I am a qualified teacher at a primary school. My specialization is working with children with learning disabilities. With the Davis method I discovered
New Facilitators (cont’d from p. 27) (Cont’d on p. 29)
THE DYSLEXIC READER
Kerrie Palma, herself a United States/ dyslexic, came across the Washington (cont’d) there is a possibility that children really learn to Davis Methods as she searched understand and manage their own problems. That Carol Hern for a solution to her daughter’s makes a big difference with the ‘common’ education dyslexia. Kerrie relates strongly DLS Workshop Presenter Spokane system in the Netherlands.” Hester abc-counseling, to dyslexia being a gift—and Meijerijstraat 24, Veghel 5461 HJ Nederland. Mary Ethel Kellogg is passionate about assisting DLS Workshop Presenter +31 41 337 5835. firstname.lastname@example.org children and adults to be able Spokane Ratnávali de Croock “I worked to view dyslexia in this way. “It is a privilege to Rebecca Luera Fall City/Seattle for many years as a trained nurse in play a small part in helping someone to achieve +1 (800) 818-9056 (Toll-Free) health services. I have always been their goals and pursue their dreams.” Kerrie and +1 (425) 222-4163 her daughter both completed a Davis Correction interested in dyslexia and this Ruth Ann Youngberg increased when one of my nephews Programme and have seen wonderful results. Bellingham Kerrie is part of the first group of facilitators turned out to be dyslexic. Thanks to +1 (360) 752-5723 the lecture about the Davis Dyslexia trained in New Zealand through DDA-Pacific Laura Zink de Díaz and was privileged to have Ron Davis lead the Mount Vernon/Everett method, I discovered my own +1 (360) 848-9792 workshop components of her facilitator training. dyscalculia and decided to train as Kerrie is based at 8 Amanda Lane, Snells Beach, West Virginia a Facilitator. That was a very good decision for my Gale Long Rodney, New Zealand. +64 (09) 425 5941. life. I am doing this work with a lot of enthusiasm Elkview/Charleston Kerrie@picturethinkers.co.nz and I find it very satisfying.” Mangolialaan 14, +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Oudorp 1829 EJ Nederland. +31 (072) 511 6881. Ian Richardson “My Wisconsin email@example.com business name is ‘Glad to be New Hope Learning Dyslexic’ as I love being a Centers, Inc. Carina Little “I was fortunate to picture thinker. I wouldn’t want Darlene Bishop grow up on a ranch in central South to be any other way. I also love Margaret Hayes Dakota as part of a family deep in Milwaukee building and making sculptures, +1 (888) 890-5380 (Toll Free) Christian values. After graduating so when I am not helping other +1 (262) 255-3900 from college with degrees in math picture thinkers realize their and computer science, I started huge potential, I’m in my own workshop teaching math in the public school system. After several years teaching, creating art works.” My web address is www.gladtobedyslexic.co.uk Glad to be raising my four children took precedence over my personal career. I was introduced Dyslexic, The Old Mill, Blaisdon Longhope, This Directory is current Glos. UK GL17 0AH. +44 (0145) 283 0056. as of August 30, 2005. It is to the Davis program when one of my own children subject to change. Between had reading problems in the third grade. The thrill of firstname.lastname@example.org newsletter issues, new watching the lights go on in my little boy and the New Davis Learning Strategies Facilitators are added, and change in his attitude gave me all the incentive I Workshop Presenter occasionally, some become needed to leave mass education behind and become a inactive. However, the Davis Heidi Gander-Belz is a Davis Facilitator.” 17532 454th Avenue, Watertown, Providers list at Davis Facilitator since January, South Dakota 57201-7693. +1 (605) 886-8415. www.dyslexia.com 2002, as well as a school is always up to date. email@example.com teacher for over 20 years. She Margot Hewitt “My background looks forward to working with was as an early childhood teacher DDA-CH to introducing Davis for fifteen years and a trained primary Learning Strategies Workshops school teacher. In all my years of to many Swiss teachers and schools. working with young children, I never Himmelsbergstrasse 41, 8617 Monchaltorf, had the experience or knowledge, to Switzerland. +41 (01) 948 1410. help individuals overcome their firstname.lastname@example.org social or learning differences, or help them reach their potential. We live on a farm and have three children. Two of our Davis Training Programs children are dyslexic, which is the reason I became involved with the Davis Methods. Our son did a The Davis Facilitator Training Program requires approx. 400 hours of Davis Program and we were very encouraged by his course work. progress and so inspired by his facilitator, that I The Davis Specialist Training Program requires extensive experience attended a Fundamentals course. From there I went providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon on to complete my training, which was an amazing case review and adherence to the DDAI Standards of Practice. learning experience. Thanks to the training and Davis Learning Strategies Mentors and Workshop Presenters are support I have received, I now look forward to making experienced teachers and trainers with 2-3 years of specialized training a difference to ‘unique thinkers’ from my home and experience mentoring classroom teachers of children 5- 9 years of age. office.” Unique Thinkers, PO Box 229, Hanmer For information about training and a full directory of Davis providers, Springs, North Canterbury, New Zealand. see www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +64 (03) 315 7722. r.Hewitt@clear.net.nz
New Facilitators (cont’d from p. 28)
THE DYSLEXIC READER
toll-free in the US at 1-888-805-7216.
THE DYSLEXIC READER
Basic Workshop for Primary Teachers
• • • •
This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Included are: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each Strategy and various curriculum activities. ($45 value) • Videotape demonstrating each classroom strategy. ($30 value) • Workshop Kit: includes all the materials needed to start and proceed with confidence working with students: alphabet strip, letter recognition cards, clay, clay cutter, two Koosh® balls, dictionary. ($90 value) • Post-workshop e-mail consultation with a Davis Learning Strategies Mentor, as needed. • Verification of Attendance letter. • Refreshments and deli lunch. Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only)
Would you like to… Improve the reading skills of all the children in your class regardless of their learning style? Manage your classroom more effectively? Prevent the onset of learning disabilities? With research methods that are flexible and easily fit into and enhance any existing curriculum?
call 1-888-805-7216 (toll free) or fax 1-650-692-7075
2005 DATES & LOCATIONS
Canada (Oakville/Burlington, Ontario)
15-16 Oct. 2005
Instructors: Rhonda Clemons & Colleen Millslagle Email: email@example.com Tel: +1 (888) 805-7216
United Kingdom (Staplehurst, Kent)
12-13 Oct. 2005
Instructor: Richard Whitehead Email: firstname.lastname@example.org Tel: +44 (01580) 892 928
11-13 Nov. 2005
Instructor: Heidi Gander-Belz, Language: German Email: email@example.com Tel: +41 (061) 273 81 85
Kingdom of Bahrain
10-12 Sept. 2005
Instructor: Carol Forster Language: English, Arabic Tel: +973 3930 5011 or +973 3968 9601 Email: firstname.lastname@example.orgPoland
25-27 Nov. 2005
Instructor: Richard Whitehead Language: Polish E-mail: email@example.com Tel: +48 598 400 472
Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $44 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216 and ask for Paula McCarthy.
1-3 Dec. 2005
Instructor: Richard Whitehead Email: firstname.lastname@example.org Tel: +44 (01580) 892 928
Visit www.davislearn.com for the most current information.
THE DYSLEXIC READER
Come Learn and EXPERIENCE the Davis Dyslexia Correction Procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
FUNDAMENTALS WORKSHOP OUTLINE
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 and weaknesses; set goals; establish motivation) • Demonstration and Practice Session
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-atPunctuation
Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, 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)
Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures
To register for US workshops call 1-888-805-7216 (toll-free)
2005-2006 FUNDAMENTALS WORKSHOP SCHEDULE
15 - 18 Nov. 2005 Washington, D.C. Presenter: Gerry Grant
6 - 9 Nov. 2006 Dallas-Ft. Worth, Texas Presenter: Gerry Grant 1 - 4 Oct. 2005: Hamburg Presenter: Ioannis Tzivanakis Language: German Dorothy@acomprehensioncenter.com Email: email@example.com Tel: +1 (866) 822-2441 toll-free Tel: +49 (040) 25 17 86 22
24 - 27 Oct. 2005: Lisbon Sponsor: DDA-UK/Rita Alambre Presenters: Robin Temple & Siegerdina Mandema Language: English with Portuguese translation Email: firstname.lastname@example.org Tel: +351 912 226 717
Tel: +1(866) 822-2441 toll-free • 30 Jan. – 2 Feb. 2006 • 10 - 13 July 2006 San Francisco, California Presenter: Cyndi Deneson Email: email@example.com Tel: +1 (888) 805-7216 14 - 17 Mar. 2006 Dallas-Ft. Worth, Texas Presenter: Gerry Grant
7 - 10 Nov. 2005 Addington, Kent Presenter: Siegerdina Mandema & Robin Temple Email: firstname.lastname@example.org Tel: +44 (01580) 892 928
19 - 22 Nov. 2005: Warsaw Sponsor: DDA-UK Email: email@example.com Tel: +48 598 400 472 Presenters: Ioannis Tzivanakis Language: German, Polish
3 - 6 Nov. 2005: Basel Presenter: Bonny Beuret Email: firstname.lastname@example.org Language: German Tel: +41 (061) 273 81 85
24 - 27 Oct. 2005 Halifax, Nova Scotia Presenter: Gerry Grant Email: email@example.com Tel: +1 800-981-6433 toll-free
Tel: +1 (866) 822-2441 toll-free 18 - 21 Sept. 2006 Washington, D.C. Presenter: Gerry Grant
NOTE: All workshops are in English unless otherwise noted.
Tel: +1 (866) 822-2441 toll-free
For updated workshop schedules visit: www.dyslexia.com/train.htm
1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
~ Dys•lex´ ic Read´ er • •
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.
2005-2006 International Schedule
1-4 Oct. 24-27 Oct. 24-27 Oct. 3-6 Nov. 7-10 Nov. 15-18 Nov. 19-22 Nov. 30 Jan-2 Feb 14-17 Mar. 10-13 July 18-21 Sept 6-9 Nov. 2005 2005 2005 2005 2005 2005 2005 2006 2006 2006 2006 2006 Hamburg Lisbon Halifax, Nova Scotia Basel Addington, Kent Washington, D.C. Warsaw San Francisco, CA Dallas/Ft. Worth, TX San Francisco, CA Washington, D.C. Dallas/Ft. Worth, TX Germany Portugal Canada Switzerland UK USA Poland USA USA USA USA USA
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
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30)
U.S. Fees and Discounts
• • • • • $1175 per person $1125 for DDAI members or groups of two or more $1075 if paid in full 60 days in advance Advance registration and $200 deposit required Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units and CEUs available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 PO BOX 46023 Río Volga #308 ote Slaney Place Herne Bay Colonia del Valle Headcorn Road D-22089 Hamburg Auckland, New Zealand 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ. GERMANY Tel: +64 (09) 361 6115 MEXICO Tel: +44 (01580) 892 928 Tel: 49 (040) 25 17 86 22 Fax: +64 (09) 361 6114 Tel/Fax: 52 (81) 8335-9435 Fax: +44 (01580) 890 321 Fax: 49 (040) 25 17 86 24 E-mail: firstname.lastname@example.org or 52 (81) 8356-8389 E-mail: email@example.com E-mail: firstname.lastname@example.org E-mail: email@example.com DDA-CH DDAI-Int’l, Canada & USA DDA-Israel Freie Strasse 81 DDA-Nederland 1601 Bayshore Highway, Ste 245 20 Ha’shahafim St. CH 4001 Basel Kerkweg 38a Burlingame, CA 94010 Ra’anana 43724 ISRAEL SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Tel: 1-888-805-7216 Tel: 972 (0523) 693 384 Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Fax: 1 (650) 692-7075 or (0)9 774 7979 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 E-mail: firstname.lastname@example.org Fax: 972 (09) 772-9889 E-mail: email@example.com E-mail: firstname.lastname@example.org E-mail: Israel@dyslexia.com
Enrollment limited O Classes fill Early O 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 forContinued on page 22 our booklet.
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