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Dys•lex´ ic Read´ er • •
Davis Dyslexia Association International
ISSUE 3 & 4 • 2007
Davis Honored at World’s First Dyslexia Discovery Exhibit
Excerpted from www.dfnz.org.nz THE WORLD’S FIRST EVER DYSLEXIA Discovery Exhibit was officially opened to the public on April 29, 2007 by Cookie Munchers Charitable Trust as an initiative in support of the work of the Dyslexia Foundation of New Zealand. The DDE is an outdoor gallery experience located at 21 Worcester Boulevard, on the main city square of Christchurch, New Zealand. This world-class exhibit was created in collaboration with Richard Taylor, Weta Workshop, Mackenzie Thorpe, Ron Davis, the Britten family, and Paul
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OPENING DAY OF THE DYSLEXIA DISCOVERY EXHIBIT
IN THIS ISSUE
News & Feature Articles
Rhythm Proficiency . . . . . . . . . . . . . . .3 The Achiever’s Journey . . . . . . . . . . . .6 New DVD Films Highlight Davis Program and Methods . . . . . . . . . . . .8 Free Audio Books from Librivox.org . . .9 Famous Dyslexics Remember . . . . . . . .9 Telling it Like it Is . . . . . . . . . . . . . . .11 ReadOn Receives iAward . . . . . . . . . .12 From the Heart . . . . . . . . . . . . . . . . .13 Recent Recommendations from The Lazy Readers’ Book Club . . . . . . . . .14 Cause for Celebration in New Zealand . . . . . . . . . . . . . . . . . .19 Diary of a Success Story . . . . . . . . . .23
Valedictorian Celebrates Dyslexia
By Mary Kay Frasier, Facilitator, Des Moines, Iowa, and Kayla Heetland
In the Mail . . . . . . . . . . . . . . . . . . . . . .2 Q&A . . . . . . . . . . . . . . . . . . . . . . .16-18 New Davis Licensees . . . . . . . . . .27-29 Davis Workshops . . . . . . . . . . . . . 30-32
When Kayla Heetland was in the third grade, she read at only a first grade level. She couldn’t do math on paper, had very poor handwriting and couldn’t read directions well enough to do her homework. Fortunately, Kayla had the opportunity early in her school career to do a Davis Dyslexia Correction Program with Facilitator Mary Kay Frasier of Des Moines. Mary Kay helped her turn her dyslexia into a positive. Kayla worked hard to complete the follow-up clay work and exercises, and in the course of many months, her difficulties with reading and writing diminished greatly. Kayla
says, “Dyslexia will always affect the way I live my life, but this program taught me how to correct my problems and overcome not being able to read, write or do math.” On May 26, 2007, Kayla graduated from Van Meter High School as Valedictorian of her senior class. Kayla also was selected to receive the Governor’s Scholar award. And she has
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Kayla Heetland, Valedictorian.
THE DYSLEXIC READER
In the Mail:
in every school in the district. The program has changed my son’s life. We do not say that lightly, either. My Letter to Facilitator Sher Goerzen, son, Darren, has changed so much Davis Facilitator in Maple Ridge, BC, since you have been working with Canada and the Coquitlam School him. Darren was going through a very District: tough time with school. He was reading far below the reading level for a grade First and foremost let me say “thank you” for all that you do. We really felt 4 student. Part of his behaviours and acting out were because he realized there was no better way to start this that he was getting farther and farther letter to you and the district of Coquitlam for all that you have done. behind all his peers. We were at a loss as to how to We can not begin to tell you the help him with his reading and spelling. change it has made to our child. We attended a meeting with the This program most definitely administrator of Ranch Park cannot stay on the shelf as a “pilot project.” This should be implemented Elementary, Mrs. Ponsart, the
Copyright 2001 Randy Glasbergen. www.glasbergen.com
“Never never never give up!”
–Winston Churchill (1874-1965) Prime Minister of Great Britain during WWII
classroom teacher, Mrs. Wong, and our resource Teacher, Mrs. Baboi, with the concerns we were having and the possibilities that we were going to have to hold our child back a year because he was clearly not ready for grade five. This was not an option we took lightly, but under the circumstances, felt we were running out of options within a school system that really did not have the resources to help our child. We realize that the district, like all others, is facing enormous cutbacks, but it would be to a child’s loss to not have this program available. We know that our child is not the only one that will benefit from this program if it continues on. We know we were very fortunate to have had this opportunity for our child and believe me, my thank yous will only go a small way to show you how much it was valued. Darren’s reading and confidence in himself has improved to such an amazing degree. As we all know, children all learn in different ways and this program allows children to learn in a way that works for them. That is truly amazing. Sincerely, Tracey Mathieson & Warren Williams
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 260, 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: Laura Zink de Diaz, Alice Davis & Abigail Marshall. 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 trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Getting the student to play accurately is one of the biggest challenges for the music teacher attempting to teach a student with dyslexia.
By Geoffrey Keith
When Betty Atterbury tested LD and non-LD children for rhythm perception and performance she found that “learning-disabled readers perceived simple same and different rhythm patterns similarly to normal readers, but they perceived difficult rhythm patterns less than normal readers. Learning-disabled readers also reproduced rhythm patterns less than normal readers” (p. 267).1 Similarly, when Janet Gilbert studied the motor skills of LD and non-LD students she found, “lower mean performance by learning-disabled children on every subtest except compound factors…” (p. 151).3 Compound factors were when the tests were combined. Perhaps the dyslexic’s ability to multitask may explain the higher test score in this area. When a student with dyslexia reads text or solves a math problem, if he does not understand what he has read, then he can always go back and read the passage or problem again. It is not ideal for him to do this, because this will lead to slow reading speeds, etc., but in music you cannot go back. Music is an art form that takes place in time. If, while performing or reading music, the student goes back to a previous note, he changes the piece of music. Music is demanding. In order to sight read music, a musician has to be able to instantly recognize and execute the note, and put it in its proper place within the rhythmic structure, all at glance. Janet Horvath, in her injury prevention manual Playing (less) Hurt,
teaching music is to break tasks into small, manageable steps. I usually have a student clap the rhythm before “Musicians are able to trying to read the notes. I continue execute 38 notes in this practice with the student right up three seconds. That is until she is ready to start playing and more than twice the counting. If a student seems to have number of letters a trouble “seeing” the notation, have her proficient typist can count and point at the notes. Pointing at the notes helps the student see that execute in the same her action is linked to the symbols on amount of time.” the page. For young students, a good in three seconds. That is more than introduction to rhythm is to use rhythmic twice as much” (Horvath, p. 24-25).4 syllables. Students pick these up very One of the secrets of sight reading quickly, because the syllables are so is the rhythm. My first year ear-training intuitive. Atterbury has this to add, “ teacher at U-Mass Lowell, Prof. L. the addition of syllables (ta, ti-ti, etc.) Vasta, said that a student often feels aided the rhythm pattern ability of all he needs to work on the notes first children in the study… the results of and then rhythm, but the opposite is the present study suggest that the true; the student needs to work on the addition of rhythm syllables to rhythm first, and then notes have a nonmelodic rhythm patterns makes way of falling into place. performance easier for children” Unfortunately, with dyslexic (p. 266).1 students, the notes do not always fall Rhythmic syllables are not a into place, so we need a way for them permanent solution. Unlike counting, to perform accurate rhythms when they do not give the student an working on the notes. indication of what beat he is on within One of the best strategies for the bar. Ronald Davis has said that students with dyslexia often have a problem with time, sequence, and
Figure 1. Rhythmic syllables, a good introduction to rhythm for young students.
offered this illustration of the demands of playing an instrument, “A highly proficient typist can type 60 words a minute. Typing 60 words a minute… translates roughly into five letters per second, 15 letters per three seconds. Frank Wilson, admired neurologist and author of Tone Deaf and All Thumbs and The Hand, in a 1994 lecture at an American Symphony Orchestra League conference, calculated that musicians are able to execute 38 notes
THE DYSLEXIC READER Figure 2. A visual and tactile explanation of rhythm as devised by the author.
order. “Children who have an inherent sense of these three concepts can learn and understand math …Without an understanding of these underlying concepts, there will never be any real understanding of the subject or its principles” (p. 43).2 In order for students to truly understand rhythm, they also have to understand time, sequence, and order, and we have to teach the student in a way that is visual and concrete. Davis defines sequence as, “…the way things follow each other, one after another in amount, in size, in time, or in importance” (p. 43).2 It took me two years to devise a visual image for sequence, but I finally came up with the image of children lined up in school (Figure 2). I picked this because it is universal. All school age kids line up in school, and even home-schooled children will have experienced standing in line at a store. The script for explaining this model to young students goes like this: “C is the first guy (or gal) in the line, D is the second guy in the line, E is the third guy in the line, and F is the fourth guy in the line. See that bar line? It means that we now have a new line. What are we lining up for?” At this point I will have the student pick a “line:” for the bus, art, music, lunch, etc. Let’s suppose the student has just chosen “lunch” as the activity we are lining up for. I continue, “See the E, he is a big guy, he is taking up
Figure 3. Davis Symbol Mastery style for defining rhythm.
students in the style of Davis’ Symbol Mastery. Symbol Mastery’s strength seems to lie in its ability to make a symbol real for the dyslexic student. The clay gives solidity and texture to something that is abstract in nature (Figure 3). Abstract language (such as: love, anger, and joy) does not necessarily bring up mental images. Conversely, concrete language will bring up real two places in the line. He is taking up and solid images (such as: her fingers intertwined with mine, his face went both beat 1 and 2.” (The parenthesis red and he clenched his fists, I could around the count number helps show smell Grandma’s cookies as I walked that the note is held in beat 2.) “The up the front path). Mathematic and F is also a big gal, she takes up two places in the line, beats 3 and 4. Now phonetic symbols are abstract. They are ink on a page, not real objects. Clay, by linking into the tactile sense, keeps “In order for students the symbols from flipping around. to truly understand Clay turns a symbol into a real object. In other words, it resolves the ambiguity rhythm, they also have of the stimulus, changing it from an to understand time, unstable object into a stable figure. sequence, and order... I have found that the clay also Symbol Mastery’s helps the students distinguish the strength seems to lie in lines and spaces on the staff better, its ability to make a understand notes and relationships on symbol real for the the instrument better, and name the dyslexic student. The rhythmic symbols more accurately. It is therefore a very useful tool, but it is clay gives solidity and not as effective at helping the student texture to something to actually execute the rhythms. that is abstract in One way to think of rhythm is as nature.” a series of events organized around a beat. Many students do not seem to we’re lining up for gym, see the G, intuitively feel the steady beat. Instead, he’s a really big note, he’s been working they see each note as an “event,” and out; he’s so big he takes up the whole often give each event the same length line.” With older children I trim the regardless of what rhythmic value the cute language, and for adults I simply note shape is supposed to have. I have begin with, “This is how I explain come to realize that in order for such rhythm to my young students.” students to perform rhythm accurately, I have used clay to work with they need to be provided with all the
THE DYSLEXIC READER
“One way to think of rhythm is as a series of events organized around a beat.”
rhythmic information in the “counting” and a way to know when to clap and when not to. In other words, all the divisions of the measure and all the subdivisions of the beat need to be incorporated into the student’s counting without confusing him. I use a system I call Extended Counting. Many lesson book series–such as Fast Track Bass, Guitar Rock Shop, Alfred’s Basic Guitar Method, and the FJH Young Beginner Guitar Method– introduce new rhythms by placing parentheses around selected beats and parts of beats. I use parentheses comprehensively, and have also added the element of rests. Extended Counting will not teach students to perform on a steady beat, but it will help them see how the rhythmic events are organized. If the teacher claps and/or counts with the student during every lesson, the student eventually develops an internal sense of pulse. The teacher can act as a flexible metronome, focusing on getting the student to perform each measure with a steady pulse, then each line, then the whole piece.
Figure 5. Extended counting at the quarter and eighth note levels.
Figure 6. Extended counting at the quarter and sixteenth note levels.
Figure 4. Is the bug on the front or back of the box? With an unstable object, the mind will perceive the object as switching spacial orientation. Dyslexics have visual imaginations that are so powerful that symbols—such as those in reading, math, and music—act like unstable objects.
Basically, you write out all of the beats, “ands”, “e”s, and “a”s under the rhythm. Then you place parentheses around all of the parts of the beat that the student does not clap on. In other words, if the count is outside a set of parentheses the student claps; if the count is inside, the student does not clap (Figure 5). By giving the student all of the beats and subdivisions and a guide for when to clap, he should be able to execute the rhythm without any undue problems. For rests, draw a line, a slash, or an X through the count to indicate that you are inserting silence. The student should move his hands to “feel” the missing beat, but not make a sound. This is called “physicalizing” the beat. Extended Counting works equally well with 8th and 16th notes (Figure 6). Use Extended Counting until the student has gained proficiency with rhythm. When the student has gained mastery, Extended Counting, or for that matter, writing in any counting numbers, will be unnecessary. However, keep in mind that, assuming the student is oriented, it will take two to five years to get to this point.
References 1. Atterbury, B. W. “A Comparison of Rhythm Patter Perception and Performance in Normal and Learning Disabled Readers, Age Seven and Eight.” Journal of Research in Music Education. 31.4 (1983a): 259-70. 2. Davis, Ronald D., and Eldon M. Braun. The Gift of Dyslexia. New York: Perigee, 1997. 3. Gilbert, J. P. “A Comparison of the Motor Skills of Nonhandicapped and Learning Disabled Children.” Journal of Research in Music Education. 31.2 (1983): 147-155. 4. Horvath, Janet. Playing (less) Hurt. Kearney: Morris, 2002. About the author Geoffrey Keith received his music degree from U-Mass Lowell in 1993 and now runs his own music lesson studio, Success Music Studio, specializing in multisensory strategies for teaching music to young students, students with dyslexia, AD/HD, and visual-spatial learning styles (successmusicstudio.com). He has taught music for the last 18 years, nine of them working with multisensory strategies; he is also a visual thinker.
THE DYSLEXIC READER
The Achiever’s Journey
By Genevieve Dawid
understood figures and numbers. I kept the same school reading book for weeks on end; one of my worst struggles was with writing my name. Then one Christmas, my elder brother, who was a great artist, received a drawing set. He would do a drawing and then run and show Mum. When it came to my turn, instead of trying to create a picture, I took the note pad and drew each of the letters Background of of my name over the whole page–but “Transcending the Mind” not in the right order nor in a straight line, as I didn’t know how. When I look back, I was quite a When I ran to show Mum what privileged child in more ways than I had drawn, she looked closely at it one. I had a wonderful family, and friends, lived in a lovely house, with a and was obviously thinking about what I had done. Then she said, “Well look large garden to play in. We went on marvelous family holidays by the sea, at that, you do know the letters of your and traveled abroad, something I adored. name, don’t you?” She then asked me if I could try and put the letters in the I didn’t have a private education but right order and in a straight line. As I went to a local school close to home that was known as ‘state of the art.’ It didn’t know how to do either of those was a beautiful new school, set on acres things, I shook my head.
Genevieve Dawid was born dyslexic and dyspraxic, her feet “the wrong way round.” Her early life challenges in learning to cope with dyslexia led her to explore and adopt some unique ways of coping, which she discovered worked not just for dyslexia but were applicable in all areas of life including education, confidence-building, relationships, and later on, career development. While still at school, she found herself sharing her strategies with other students, and this was just the beginning of her journey as a personal mentor. Because they proved so popular and effective, she gradually improved these methods further, to the point where she developed them into a service and gained a well earned reputation within the corporate sector. Genevieve has been working as a consultant, mentoring senior managers in the corporate sector internationally now for nearly a decade. Genevieve recently published The Achiever’s Journey, a special self-mentoring book, providing readers with tried-and-tested ways of learning long-term disciplines and habits to enable them to achieve what they desire in all areas of their life. It also includes a partial biography of her extraordinary life experiences. She has graciously given us permission to reprint a portion of her book, below.
of land, and was one of the reasons my parents moved into the area. However, for all this idyllic childhood, and the wonderful new facilities the school had to offer, learning was a nightmare for me as a child. I just hated trying to learn and so school was a place where I didn’t achieve. I had no idea how other children knew the answers to questions and
“You have to know your own mind to identify the problem, before you can go forward, and then you will go forward with speed.”
Mum took a ruler and wrote the letters in the right order in a row, so I could see just that one word on the paper. Instantly, I could see the word. Using a ruler I copied the letters in order, again and again, until I got it. I had finally learned how to spell my name! Next Mum got my school reading book and used a card to cover everything on the page, revealing only one word at a time. I could now start to make sense and learn each word. We progressed to me holding a card under each word to separate them so I only saw one word at a time. In this way, during the school holidays, Mum actually taught me to read. I returned to school thrilled that I could now read and write and was instantly taken out of the additional remedial class. Can you believe it, the teachers were furious with my parents and accused them of interfering with my learning! At that time, the education authorities appeared not to welcome interference from parents in their child’s education and despite the fact that for the first two years at that school their methods hadn’t worked for me, they didn’t like it that my parents had found a way to help me. With practice at home in the evenings, within weeks I could read any book a child of my age should be able to read. It was like a miracle. I continued to have some difficulty with spelling and grammar. My mathematics was poor and every new thing that I started to learn was incredibly difficult for me, but my parents had proved to me that there was always going to be a way for me to be as good as my peers. They just needed to help me identify the problem and together we would find the answer by finding an alternative way to learn. This was a revelation to me. That Christmas, a simple plain sheet of paper and pen allowed me to transcend what was in my mind–to see a solution to something that I knew was a problem, but couldn’t explain. From then on I always had an exercise book and pen nearby, and by using the page like a mirror to reflect what was in my mind, the problem was copied as a visual image on a page.
THE DYSLEXIC READER
Seeing it on the page enabled my parents and me to identify and resolve the problem. You have to know your own mind to identify the problem, before you can go forward, and then you will go forward with speed. Gradually my mother found many ways of teaching me, and these are some of the things that I developed further and are included in this book.
As my education continued, I still found the school’s teaching methods virtually impossible to learn from and almost gave up. I learned in secret at home and to cure my boredom whilst at school, I talked through nearly all my lessons. I started to share the benefits of transcending the mind with my classmates using paper and pencil to jot down spontaneous words and drawings. By the time I hit senior school, the education of my peers had developed “Without realising it, well and I was now helping them I had begun to mentor through all sorts of teenage problems, other people . . . little did and encouraging them to achieve by I know then that I was getting them to know themselves better training for my own and find creative ways to develop future work as a mentor.” themselves, their futures and careers. Without realising it, I had begun to mentor other people. Most of what I did with them involved writing and drawing spontaneously. Little did I know then that I was in training for my own future work as a mentor. Although I did not achieve very good qualifications at school, by the time I started college at sixteen I was As I got older, I started to fortunate that the lecturers identified interpret my mind through writing and within days that I had learning drawing. What became really interesting difficulties and gave me the help I was that many other people found it needed to progress. I then thrived at useful, including those without any college and did extremely well in learning difficulties at all. I couldn’t my examinations. believe it, what a revelation to find Since then, whether working with out that others didn’t really know their those starting out in their career or own minds either! those at the very top, I have used this
If you liked this taste of The Achiever’s Journey, you can purchase the book at Amazon.com or at Ms. Dawid’s website, www.theachieversjourney.com.
same technique of transcending the mind through spontaneous words and drawings. Everyone has benefited from understanding and getting to know themselves better on paper, through this method. Sometimes this has completely changed people’s lives. Happily, I discovered very recently, that the process of putting thoughts down on paper in words and images, is now no longer considered silly, but recognised as a highly effective tool.
–From The Achiever’s Journey by Genevieve Dawid www.theachieversjourney.com
Baited or Bated?
Cruel Clever Cat
Sally, having swallowed cheese, Directs down holes the scented breeze, Enticing thus with baited breath Nice mice to an untimely death.
From A Dash of Garlic by Geoffrey Taylor, 1933
Ever heard someone say, “I’ll be waiting with bated breath?” A lot of people spell it “baited,” and in Taylor’s clever poem about that sneaky cat, he shows us what the phrase means when we write it that way.
But it really should be spelled “bated.” The problem is that we no longer use that word in modern English. “Bated” is a shortened form of the verb “abate,” which means “to reduce in amount, degree, intensity; to lessen; to diminish.” Our breathing abates–slows down–when we’re anxious, awe-struck or terrified. But since the word only survives in this phrase, and we so rarely see it written, it’s understandable that many people substitute a word they’re more familiar with. Next time you need to write the expression, remember that crafty feline, Sally – baiting her breath with the odor of cheese–and I bet you’ll spell it right!
THE DYSLEXIC READER
New DVD Films Highlight the Davis Program & Methods
In the making for two years, DDAI has just released four new informative films on DVD–the culmination of a five-year project masterminded by Alice Davis to develop film and text archives to serve both as a legacy and to preserve the basic simplicity and standards of the methods and programs developed by Ronald D. Davis, author of The Gift of Dyslexia and The Gift of Learning. These films are possible thanks to the participation of the clients and staff of the Reading Research Council – especially Dee White, Lexie WhiteStrain and Ray Davis – the staff of DDAl, and the film crew of Morgan Unlocking the Power Communications. of Dyslexia This 15-minute documentary offers information and inspiration about the Davis philosophy and approach to dyslexia. It features: • Background and history of Ronald D. Davis. • The talents and frustrations associated with dyslexia. • An audio-visual tour of what occurs during a Davis Program. • How creativity and clay modeling ensures mastery. • Interviews with Davis Program grads, their parents, and Davis Facilitators about their clients’ successes. • The International scope of Davis Dyslexia Correction. The Davis Dyslexia DVD Price: $8.00 Correction Program This 18-minute documentary film includes interviews with Davis Program clients, parents, Davis Facilitators, Dee White, Ron Davis, and Alice Davis. It provides an audiovisual tour of the Davis Program with demonstrations and visual effects answering the following questions: • How do dyslexics think and perceive? • Why is dyslexia a gift? • What causes dyslexia? • What is Disorientation? • How can it be corrected? • What happens during and after a Davis Program? DVD Price: $8.00
Davis Symbol Mastery and Reading Exercises This DVD features sessions with real Facilitators and clients and demonstrates how to facilitate the Davis Symbol Mastery and Reading Exercises described in The Gift of Dyslexia and The Gift of Learning, including one or more demonstrations of: • Alphabet Mastery • Punctuation Mastery • Pronunciation Mastery • Word Mastery • Three Steps to Easier Reading Running time: 27 segments (1-9 minutes each) totaling 117 minutes DVD Price: $85.00
(This DVD is included with every Davis Symbol Mastery Kit)
Davis Dyslexia Correction Orientation Procedures In actual facilitation sessions with real Facilitators and clients, this DVD demonstrates the various Davis Orientation Procedures described in The Gift of Dyslexia and The Gift of Learning. Procedures shown include: • Davis Perceptual Ability Assessment • Davis Orientation Counseling • Reading for Disorientation • Alignment & Alignment Fine-Tuning • Release Procedure • Dial-Setting and Fine-Tuning • Koosh® Ball Exercise Running time: 11 segments (2-11 minutes each) totaling 79 minutes DVD Price: $85.00
THE DYSLEXIC READER
Free Audio Books from LibriVox.org
LibriVox features free, downloadable audio files of public-domain literary works recorded by volunteers from around the world. LibriVox’ objective is to eventually make all books in the public domain available, for free, in audio format on the internet. Librivox is non-commercial, non-profit and its website is free of advertisements. Here’s how it works, according to the website: “LibriVox volunteers record chapters of books in the public domain, and then we release the audio files back onto the net (through a podcast, catalog, and bit torrents). We are a totally volunteer, open source, free content, public domain project, and we operate almost exclusively through Internet communications. We
books available at LibriVox: • The Road to Oz (Frank L. Baum) • Alice’s Adventures in Wonderland (Lewis Carroll) • Call of the Wild (Jack London) • Treasure Island (Robert Lewis Stevenson) • A Christmas Carol (Charles Dickens) • The Light Princess (George MacDonald) • War of the Worlds (H.G. Wells) • Pride and Prejudice (Jane Austen) have a flat structure, designed to let people do just what they want to do.” • The Divine Comedy in English & Italian (Dante Alighieri) Founder Hugh McGuire says • The Odyssey (Homer) that since a different reader records each chapter, the project offers a more • Just So Stories (Rudyard Kipling) intimate feel than that of professionally • Call of the Wild (Jack London) • Common Sense (Thomas Paine) read audio books. So even YOU can record public domain books for LibriVox also produces podcasts LibriVox, if you’d like to volunteer. three times a week, with a poem reading All you need is a computer, some free on Sundays. Listeners can subscribe to software, and a voice! the podcasts at: LibriVox currently offers 727 http://librivox.org/podcast.xml titles, and the list is growing every month. To mention only a few of the
Famous Dyslexics Remember
Diane Swonk is a senior managing director and chief economist for Mesirow Financial, a diversified financial services firm based in Chicago. One of the most sought-after economists in the world, Diane is called upon by policymakers and business leaders from Washington to Tokyo. Yet, she is dyslexic, and as a student, multiplechoice tests gave her headaches and blurred her vision. “It looked like the letters were dancing on the page,” she recalls. “I give a lot of speeches, and I start out by saying, ‘I’m a dyslexic economist. I flip numbers. So I like it when an indicator is up by 3.3 percent. I can’t mix that up.” Jack (John F.) Sandner is an executive of ETrade Group and a former longtime chairman of the Chicago Mercantile Exchange. He became chairman of the CME in 1986 and served for 13 years, the longest serving exchange chairman in the history of the futures industry. Sandner graduated from Southern Illinois University and received a law degree from the University of Notre Dame. Sandner has ADHD but wasn’t diagnosed as a child. Sitting still at a desk was impossible. In his own words: “I’d rock, and I’d never know I was rocking; I can study better in an atmosphere where there is a little chaos; I had to work hard and study harder than everyone else. I have to work hard at everything I do. It takes a lot of things to be a success, and it isn't luck. It’s seizing the opportunity and taking advantage of it.” Chicago restauranteur Jerry Kleiner (left) has an uncanny knack for spotting the next hot neighborhood. In 2006 he opened his latest chic eatery, Carnivale, to rave reviews. But as a high school student, he said, “I was lost. I was really lost. If someone had said, ‘Do your homework or you’ll be shot and killed,’ I still couldn’t have done it.” Kleiner came to this country from Eastern Europe at age seven. He was never assessed for learning differences, but looking back, he’s certain he fits the mold for ADHD. He could never read more than three paragraphs to himself because, “A little further, and my mind would drift and fantasize in 15 different directions.” And, “in the classroom, if the teacher told me to read something and remember it, I could never do it. And if I was called on to read, I’d have panic attacks.”
PAGE 10 International Davis Dyslexia Correction Providers
THE DYSLEXIC READER
Valedictorian Celebrates . . . (cont’d from p. 1)
The Davis Dyslexia Correction program is now available from more than 450 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
already been accepted at Iowa State University where she will study engineering. As Valedictorian, Kayla gave a Commencement Speech in which she courageously highlighted her dyslexia as a gift and encouraging her fellow graduating seniors never to stop believing in themselves and never to accept anything less than their best effort. What a wonderful opportunity to educate the public about a condition that affects so many! Kayla has given us permission to print her Commencement Speech. After Kayla’s speech many people
“Most people think that dyslexia is a disability, but I believe it’s a gift, and I believe that having dyslexia has gotten me to where I am today.”
approached to congratulate her, some of them thinking that dyslexia is a serious illness, and asking if she was going to be all right. This gave her yet another opportunity to educate people about the “gift” she possesses. Congratulations Kayla!
Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne (03) 5727 3517 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Caringbah NSW +61 (02) 9524 3837 Jan Gorman Eastwood / Sydney +61 (02) 9804 1184 Elizabeth (Bets) Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Presenter-Mentor Naremburn /Sydney +61 (02) 9405 2800 Barbara Hoi Mosman / Sydney +61 (02) 9968 1093 Eileen McCarthy Manly / Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Mordialloc / Melbourne +61 (342) 030 54 05 John Reilly Berala / Sydney +61 (02) 9649 4299 Michelle Roach Sydney +61 (02) 9680 1610 Heidi Rose Pennington /Adelaide +61 (08) 8240 1834
By Kayla Heetland, Van Meter High School
Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98
AS I STAND HERE TODAY, I am amazed. Amazed at how it is finally the day we are graduating from high school and at how fast this year has gone by, but I am also amazed at how far I have come as an individual. When I was in third grade, I couldn’t read. In third grade I was only at a first grade reading level. I also couldn’t do math on paper. I had very poor hand writing and I couldn’t finish my homework because I couldn’t read the directions and I never knew what to do. The only way I could learn was by listening and observing. This is because I have what is called dyslexia. Dyslexia is a difficulty with reading or writing that some people have because they are unable to see words as meaningful shapes or unable to determine the difference between letters. Soon after my dyslexia was discovered, I met an amazing woman. Her name is Mary Kay Frasier. Mary Kay helped me turn my dyslexia in a positive direction through what is called the Davis Dyslexia Program. Through many months in this program my disabilities with reading and writing diminished greatly. Dyslexia will always affect the way I live my life, but this program taught me how to correct my problems and overcome not being able to read, write or do math. Now I stand here in front of you today as valedictorian of my high school class. A valedictorian that once couldn’t read or write. A dyslexic that couldn’t do math and now is pursuing a career in engineering. Most people think that dyslexia is a disability, but I believe dyslexia is a gift and I believe that having dyslexia has gotten me to where I am today. There are 27 of us graduating today and not a single one of us is alike. We all have extremely different interests between athletics, hobbies, music, and future plans. Some of us plan to go into education, business, engineering, Japanese, or Spanish, but a lot of us still share the most popular major of “undecided.” No matter what field of study we chose, what school we attend, or where we end up after all those things, we are all going to face many obstacles and challenges in our lives. Sometimes we might want to give up when times get too difficult and we think we will never make it through. But no matter what the world may throw at you, never underestimate your own potential. Always know that you can do whatever you may want to accomplish especially if it means making the impossible possible. As it says in Colossians 4:5, “Make the most of every opportunity.” If ever your dreams are in arms reach, fight hard for them and don’t stop fighting until your dreams become reality. Don’t ever let anyone try to shoot you down and never ever stop chasing your dreams. In whatever you do, never give up on yourself. If I would have stopped working hard and believing in myself I would have never made it to where I am today. So never stop working hard for what you want and never stop believing in yourself. Through it all believe in your best, think your best, act your best, and never ever settle for less than your best.
THE DYSLEXIC READER
Austria (cont’d) Rosa Ruech Plainfeld +43 (6991) 180 20 16 Christa Salcher Wien +43 (01) 888 61 44
Telling it Like it Is . . .
From Linda Johannes, Administrative Assistant New Hope Learning Center, Inc.
That’s what clients often do, isn’t it? So we thought we’d share a couple of those “tell it like it is” moments with you. We hope they bring a smile to your face.
Arne, age 12, completed the Davis Dyslexia Correction® Program at New Hope Learning Centers, Inc. with facilitator Darlene Bishop the week of March 5-9, 2004. At the end of the program Arne thanked Paul Deneson, NHLC’s Director, and ‘his business’ for letting him do the program! Shortly after his program, Arne sent the following letter to his facilitator, Darlene:
Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 Thera Brugghe Roeselare +32 (051) 24 63 40 Belgium
March 20, 2007 Dear Mrs. Darlene Bishop, I worked on trigger words every school day since I came home. I read three Psalms yesterday, Ps. 1, Ps. 117, and Ps. 67. Thank you for teaching me. My handwriting has improved. My dad said so. From,
Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Borgerhout (Antwerpen) +32 (03) 236 54 24 Viki Vandevenne Bonheiden +32 (0473) 30 41 51
Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06
Canada Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Raylene Barnhill Fredericton, New Brunswick +1 (506) 458-0494 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (866) 685-0067 (Toll-Free) +1 (403) 685-0067 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225
Shelley Cotton Waterloo, Ontario +1 (800) 981-6433
Debra D’Aversa Leamington, Ontario +1 (519) 322-1297 Sandy Farrell Hudson, Quebec +1 (450) 458-4777
Renée Figlarz Montreal, Quebec +1 (514) 815-7827
Kirsten, at age 8, completed the Davis Dyslexia Program at New Hope Learning Centers, Inc. with facilitator Darlene Bishop the week of February 16-20, 2004. During her week with us, Kirsten drew a picture and wrote a note letting us know how the program was already helping her!
Paul Forster Victoria, BC +1 (888) 813-3536
Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063
Gerry Grant Supervisor-Specialist 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
ReadOn Receives iAward!
ReadOn Software has received a prestigious Community iAward at the 2007 iAwards ceremony held in Sydney Australia in June. The award came from AIIA (Australian Information Industry Association) and recognizes the capacity of the ReadOn computer program to improve reading and word skills. “It was a great thrill for us to be recognized with an iAward, and to see that the ICT industry appreciates the potential impact our product can have on improving the education of people with dyslexia and other learning difficulties,” commented Jane Mangano, Director of ReadOn Software. “Approximately ten percent of Australians are dyslexic to some degree. However, there is no imperative on our education system to ensure that information presented in the classroom is provided in a format that can be comprehended by students with dyslexia or other learning difficulties. Reading is a complex process, and when this process is not mastered early in a person’s education and personal development, they can struggle to become independent readers – something which can have a huge impact on their day to day life as adults.” “We hope that the visibility ReadOn has gained as a result of our iAwards win will help to increase the profile and understanding of dyslexia and learning difficulties in the Australian education system. Moreover, we hope that this visibility can help attract funding from government in order that systems can be put into place to assist people with learning
Sue Jutson Vancouver, B.C. +1 (604) 732-1516
Community iAward winner, ReadOn’s creators Jane and Phil Mangano (center and right). and word recognition challenges within our schools and educational institutions,” she added. ReadOn was also recognized in the Learning category of the Secrets of Australian ICT innovation awards which were held in Melbourne earlier this year. ReadOn is a powerful learning tool that taps into the natural strengths of the dyslexic thinking style to build certainty, confidence and enjoyment around the reading process. It enables users to experience reading with minimal supervision and support so that mistakes can be made and risks taken in an unthreatening and positive environment. In doing so, ReadOn fosters an increased willingness to read, improves reading ability and as a result, improves self esteem. ReadOn is a valuable resource for classroom teachers, tutors and parents who want to strengthen the reading and comprehension skills of all types of learners, including dyslexic students. The program is suitable for people of all ages and actually teaches as it supports, by building skill and self-reliance through its unique “learning Vortex” concept. ReadOn is available through the Bookstore at the Davis website, www.dyslexia.com.
Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535
Julie Locke Truro, Nova Scotia +1 (902) 895-9015
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 Tina Panaritis Montreal, Quebec + 1 (514) 690-9164 Judy Parley Taber, Alberta +1 (403) 330-9873 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422
Kendra Rodych Saskatoon/Saskatchewan +1 (306) 979-7323 Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Whitehorse, Yukon +1 (867) 393-4489 Bernice Taylor Riverview, NB +1 (506) 386-4624 Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763
China Yvonne Wong Ho Hing Hong Kong +852-2810-0282 Livia Wong Hong Kong +852-2810-0282
“Far away in the sunshine are my highest aspirations. I may not reach them, but I can look up and see their beauty, believe in them, and try to follow where they lead.”
–Louisa May Alcott (1832-1888), American novelist best known for Little Women
Colombia Laura Zink de Díaz Bogotá +57 (1) 429-6312
THE DYSLEXIC READER
From the Heart
By “Bev” and Wendy Haddon, Facilitator, New Zealand
Bev is in her fifties, and what she wants most of all is to be a writer. Bev had a ghastly time at school. She was always in the lowest class, with the worst teachers, and always felt she was a lesser person than everyone else. Bev really wanted the opportunity to learn, but felt it was denied her. Recently Bev and some friends traveled to Nepal, and she felt moved to write a book about the trip. When it was finished, she proudly showed it to the friends who berated
it for its poor grammar, spelling, and lack of cohesion. This really knocked Bev, and her brother-in-law thrust my advertisement into her hand one day, saying she needed a Davis Dyslexia Correction Program. Fortunately, Bev took that enormous step, and after an emotional rollercoaster ride through the programme, popped out the other end a whole new person. Bev hopes the words in her verse say what clients feel but are not always able to say–in a sense, she feels she is speaking for them. I think it’s lovely, and obtained Bev’s permission to share it with others.
Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 Cyprus Alexis Mouzouris Limassol +357 25 382 090
I was going to buy you flowers, maybe chocolates would do! In the finish I thought my words were just right for someone as special as you After all there are many useful and meaningful nouns, verbs, pronouns and some irregular ones too. Getting them user friendly is all I asked of you! Doing my A B C and my Z Y X was a challenge I was up to Throwing a few Koosh balls and balancing on one leg wasn’t the easiest, but I was up to that too. Bringing my dial under control has been a great deal harder But I had to think at times What does this have to do with words? After all, all I ever wanted from you was for my words to work just like yours work for you When they don’t it’s no fun at all Working in plaster gives me clues but this too takes time. So can you imagine my surprise this mother’s day Sick with inner ear and way off balance too? Well you may say what’s new! As I was struggling through my day looking through my story Can you imagine my surprise and delight when my words fell into place Just like you promised they’d do. They fell like soft rose petals falling in the light summer breeze; it’s so liberating and best of all so-so healing. Thank you for giving me the best mother’s day of all. Now you know why I thought about buying flowers and chocolates for someone as special as you. Please keep up your incredible work and I thank God he sent angels like you It means freedom for people like me, free to write at long, long last, without prejudice, being anxious and feeling stupid or told we are dumb. Do you know how incredible this feels? Thank you for the harmony that’s starting to finally come into my life.
France 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 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Ann Nelson Boulogne-Billancourt/Paris +33 (0) 1 49 09 12 33 Odile Puget Segny/Geneve +33 (0) 450 418 267 Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56
Finland Elisabeth Helenelund Borga +358 400 79 54 97
Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ute Breithaupt Langenselbold +49 (06184) 93 84 88 Gabriele Doetsch Bad Windsheim / Würzburg +49 (09841) 1637 or 1644 Ellen Ebert Ammern +49 (03601) 813-660 Cornelia Garbe Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Anna-Maria Gunselmann Hirschaid +49 (954) 341 70 00 Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Christine Heinrich Schwäb Gmünd +49 (0717) 118 29 74 Sonja Heinrich Supervisor-Specialist DLS Presenter-Mentor DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23
Germany/Deutschland (cont’d) Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (0179) 896 8007 Mechtild Hylla Kassel +49 (0561) 602 78 20
THE DYSLEXIC READER
Recent Recommendations from The Lazy Readers’ Book Club
A couple of issues ago, we published an article by Danny Brassell, the founder of The Lazy Readers’ Book Club and a list of books he recommended for reluctant readers and those with no time. (He knows we’re not really lazy – just busy, or in need of encouragement!) This summer Danny recommended a number short books, many of which are interesting enough to grab the attention of children and adults alike. Here is a sampling, with Danny’s comments on each. You’ll find many more recommendations at Danny’s website, www.lazyreaders.com. The website includes an updated monthly list of Danny’s picks, as well as archives of past selections by month, level, and page count. Books and other items purchased at Amazon.com through links from the website directly benefit BookEnds (www.bookends.org), a nonprofit organization devoted to increasing children’s access to books and community service awareness. Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. At the website, you can also sign up to receive recommendations by email.
Christine Jacob Lörrach +49 (07621) 134 60 Rita Jarrar München +49 (089) 821 20 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 Sabine La Due Stuttgart +49 (0711) 23 64 86 0 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60
Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe SchlauchAgostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33 Inge Starck Battenberg/Eder +49 (06452) 93 28 88
Treasure Island, The Graphic Novel by Wim Coleman & Pat Perrin Children - 72 pages Publisher: Spotlight ISBN-10: 0142404705 ISBN-13: 978-0142404706 “Yes, this is based on the Robert Louis Stevenson classic. My father read Classic Comics when he was a kid, and it was that series of comics that attracted him to the original works. In similar fashion this graphic novel does a great job of exciting kids about the adventures of young Jim Hawkins. By the way – did I mention there are pirates (fairly popular right now because of a certain Capt. Jack Sparrow?)
Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18
Big Brother at School by Jillian Powell Children - 40 pages Publisher: Stone Arch Books ISBN-10: 1598890913 ISBN-13: 978-1598890914 “Fun book for kids who are just starting to read chapter books. Powell uses short chapters and lots of action to move the reader along in this fun tale about a boy who becomes suspicious that his principal may be an alien. A great introduction to the wonders of science fiction writing, and the book even includes some nice black-and-white illustrations.”
THE DYSLEXIC READER
Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438
Irma Vierstra-Vourvachakis Rethymnon / Crete +30 283105 8201 or 69766 40292
Me, Dead Dad, And Alcatraz by Chris Lynch Young Adult - 240 pages Publisher: HarperCollins ISBN-10: 0060597097 ISBN-13: 978-0060597092 “Attention, parents and teachers with reluctant boy readers: I have found a solution to your problems. Chris Lynch is the kind of writer that gets boys interested in reading, and once your boys zip through this book, hand them copies of its predecessors, Slot Machine and Extreme Elvin. Any teenage boy will be able to identify with Lynch’s loveable protagonist, Elvin Bishop.”
Bat Boy Lives! The Weekly World News Guide to Politics, Culture, Celebrities, Alien Abductions... by David Perel Young Adult - 198 pages Publisher: Sterling ISBN-10: 1402728239 ISBN-13: 978-1402728235 “Students ask me about my favorite news publications: The Los Angeles Times? The International Herald-Tribune? USA Today? Those are all fine, but my preference is The Weekly World News. It is the only tabloid I feel is harmless, as its stories are so completely out there that, even a caveman could figure out the articles are false but funny. I am not ashamed to admit that one of my greatest joys in life is relaxing with a cup of coffee (or other potent beverage) and a copy of The Weekly World News. By the way: this is a great book for reluctant readers, as it includes hilarious photos, too.”
Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452
Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 566-8657
Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437
Valgerdur Jónsdóttir DLS Presenter-Mentor Kópavogur +354 863 2005 Sturla Kristjansson DLS Presenter-Mentor Hafnarfjordur +354 845 6956 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Erla Olgeirsdóttir Akranes +354 694 3339
Dream Job Profiles by Donna Hayden Green Young Adult - 180 pages Publisher: Graphia Books ISBN: 0618563202 ISBN-13: 9780618563203 “I wish this book was around when I was a teenager. For those teenagers nervous about entering high school, college or, heaven forbid, the real world, this is a great ‘career guide.’ What I mean is that it works as an inspirational guide to get kids thinking about goals and directions to take to meet those goals. Frankly, I’d recommend this book to 90 percent of the adults I know. Great for those in need of ‘focus.’”
Hugrún Svavarsdóttir Mosfellsbær +354 698-6465
Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Kolbeinn Sigurjónsson Mosfellsbær +354 566 6664/661-8654 Margret Thorarinsdottir Selfoss +354-486-1188 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 India
Ireland Anne Marie Beggs Old Portmarnock/Dublin +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (09) 772-9888 or (052) 272-9532 Mira Ashoosh Kiron +972 (03) 635-0973 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Eliana Harpaz Ma’Ale Adumim +972 (02) 590-2110 or 054-441-0789 Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888
THE DYSLEXIC READER
By Abigail Marshall
Medications & Dyslexia Q: My home-schooled son is dyslexic and I intend to go through the program with him. My son also has epilepsy and takes medication every day. I note that whenever possible you recommend that during the program students not take medication that might interfere with their perceptions. If I go through the Davis procedures with him, are they likely to have an adverse effect on him, or will his medication limit the effects of the program? A: Our primary concern is that medications which interfere with thought or perception may limit the benefits of the program. Quite simply, the medication is a factor that potentially interferes with the ability to get full benefit from our procedures, specifically the mental techniques such as Davis Orientation or Alignment. Since we can’t predict how the medication may influence the child’s ability, our Facilitators prefer to work with children who are free of such medications, when they are not medically necessary, as is often the case with children taking medication for ADHD or mild seasonal allergies. Of course, we always expect that the decision as to whether to take medication will be made in consultation with the child’s physician–we would never recommend or advise that a child be taken off medication during a program without the doctor’s approval. In the case of a more serious condition like epilepsy, we would assume that the medication was necessary and would not expect a doctor to approve any change in recommended dosages. When working with your child at home, the most important thing is simply not to push if your child seems unable to feel positive effects from Orientation or Alignment (see The Gift of Learning for information on Alignment). Likewise, it’s very important to be sensitive to the impact the medication may have at other times even if the child is able to learn and use these tools. By sensitive, I mean that if your son
Italy Elisa De Felice Roma +39 (06) 507 3570 Piera Angiola Maglioli Occhieppo Inferiore / Biella +39 (015) 259 3080 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959
Kenya Christel Flowers Langata/Nairobi + 254 (20) 72 271 4578 Diana Smit-Jurgens Nairobi +254 733 895 603
complains of feeling in any way uncomfortable, take him seriously, at his word. If it works for your son – great – and if not, it most likely is because of the medication, and is something that you may have to accept. As long as you take each step slowly and gradually and try to remain sensitive to your son’s needs, there is a good chance that your son will be able to benefit from the Davis approach. Our Facilitators have successfully worked with many clients taking medication for epilepsy. Our problem is that because medications and dosages vary, and individual responses differ, we simply don’t know when a particular medication will be a barrier for a student. Even if your son cannot do Orientation or Alignment, he can still work with clay. The results may not be as dramatic or appear as quickly as they would with the added tool of Orientation, but as long as the clay modeling is done in a relaxed setting, it should help over time. (In any case, it can’t hurt and it can be a lot of fun!) Your son can also practice the “three steps to easier reading” with or without the added tool of Orientation. Summer Timing Q: In your experience, is it better for a child to start the program at the beginning or end of his summer holiday? A: When possible, it’s best for a youngster to start the program at the beginning of his vacation period. This way, he and his support person will have plenty of time to put the Davis techniques into practice while there are no competing academic demands on his time.
Kimberly Swallow Nairobi + 254 (20) 712 0472
Lebanon Samar Riad Saab Beirut +961 3 700 206 Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95
Mexico Sivia B. Arana García Mexico, D.F. +52 (55) 5520-1883
Cathy Calderón de la Barca México D.F. Fundamentals Presenter +52 (55) 5520 1883 or 5282 4196
Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19
THE DYSLEXIC READER
It’s best if he completes the Davis program and can model many words BEFORE he has to face the pressures of school. Troubling Little Words Q: Recently I found out that my son has some problems with reading. (He is in first grade, but reading second and third grade books). Often, he reads “at” as “on,” “my” as “me,” “those” as “these,” etc. It seems strange to me since these are not new words for him. He does this quite often. He gets frustrated when I correct him, and thinks reading is no fun. His reading comprehension scores are not good because he also has trouble understanding what individual sentences mean. Nonetheless, he can usually understand the whole story. I did your online assessment with him. I do think he has some symptoms of dyslexia, but it looks like his problem is slight, not even moderate. What's the best way to help him? Should I seek correction help, or just buy a Davis Symbol Mastery Kit to help him myself?
A: I think that you will find that Ron Davis’ book, The Gift of Dyslexia, will answer your questions about your son’s thinking style and how it affects his reading. If he thinks mostly in pictures, then small words like “at” or “my” have no meaning for him, so he skips over them, recognizing only the words that he has pictures for. That also explains why he has trouble comprehending individual sentences. He can understand the story as a whole because he is bright and the plot lines for stories at the second and third grade level are simple and usually predictable. When he reads the whole story he generally has enough information to piece it all together. But he’s missing information at the detailed, sentence-bysentence level because he doesn’t get the meaning of those small words. Based on the fact that your son is already reading above grade level, my sense
is that he is very bright and you probably would be able to work successfully with him at home, IF you have the time to spend with him. Follow the instructions in the book The Gift of Dyslexia, for the Perceptual Ability Assessment and Orientation Counseling. If your son has difficulty with the Perceptual Ability Assessment, you will need to get Ron Davis’ second book, The Gift of Learning, and use the Alignment procedure in that book instead. Likewise, your son should master the small words of language, according to the instructions in The Gift of Dyslexia and the manual that comes with the Davis Symbol Mastery Kit. Even though he is already reading, it is best to begin by modeling the alphabet because that is a good way to find out if there are particular letters that trigger his disorientations. Since your son already reads fairly well, once he has modeled a few easy words, you can probably focus right away on the particular words that seem to give him the most trouble. The “Three Steps to Easier Reading” exercises in the book The Gift of Dyslexia will improve your son’s reading comprehension, especially the most advanced exercise, “Picture at Punctuation.” When this is combined with mastery of the small words through Symbol Mastery, you’ll be amazed at how well your son can comprehend and remember what he reads. This is because he will begin to have very detailed imagery of everything he reads, rather than trying to piece together fragments at the end. And if your son likes computers, he can also do the reading exercises with the assistance of the ReadOn software package, which will allow him to work more independently. Yes, Davis is for Adults, Too! Q: I have been assessed and have been told that a Davis program could help me. I would like to do it, and my company is willing to pay for it as long as it’s a program for adults. The web site talks about successes with kids, but are there any testimonials or studies on how well it helps adults? A: Actually, the Davis program was originally developed for adults. All of Ron Davis’ original research was with adult volunteers. You will find the postings of many adults who have been successful with the Davis program at our forum at http://www.dyslexiatalk.com. And you will find other reports by adults at www.dyslexia.com/experience, as well as the
La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist Lydia Gloria Vargas Olga Zambrano de Carrillo DDA-Mexico Director Garza García, Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126
Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608
Sociedad de Consultatoria Organizacional Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Ana Elena Payro Ogarrio Corregidora, Queretaro +52 442 228 1264
Netherlands Karin Bakkeren Breda +31 (076) 581 57 60 Ineke Blom Dorpstraat +31 (020) 436-1484
Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601
Hester Brouwer Groningen +31 (050) 52 61 146 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Monique Commandeur Sterksel +31 (06) 13 94 97 54 Ratnavali de Croock Oudorp (Aalkmaar) +31 (072) 511 6881 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 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Johanna Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Pérola Gonçalves Amsterdam +31 (020) 636 3637 Jan Gubbels Maastricht +31 (043) 36 39 999
Lot Blom Utrecht +31 (030) 271 0005
Sue Hillier-Smith Breukelen +31 (0346) 265 059 Judith Holzapfel Deventer +31 (0570) 619 553 Netherlands (cont’d)
THE DYSLEXIC READER
Davis for Adults? Absolutely!
“My memories of the Davis Programme are of discovery and joy. . . I liken it to a dense fog lifting, or putting on spectacles for the first time, or waking up from a vivid dream, something clicked into place that had been missing.”
–David Whyte, successful New Zealand researcher, who was diagnosed as “severely to extremely” dyslexic in his third year of university study.
Will Huntjens Horn +31 (0475) 589 238 Mia Jenniskens Eindhoven +31 (040) 245 9458 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782
Finally, I would suggest that you talk directly with the Facilitator you plan to work with about the possibility of speaking with one of his or her adult clients. Most experienced Facilitators have worked with many adults and it’s very likely that one or more would be willing to talk to you about the experience. Post-Program Follow-Through Q: I understand that after our child completes the 30 hours of program facilitation, we are supposed to work on the program with our child at home. Is this follow-up work really necessary?
Trudy Joling Laren +31 (035) 531 00 66
Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309
Irma Lammers Boxtel +31 (411) 68 56 83
Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449
ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330-78 08 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 DLS Presenter & Mentor Beek +31 (046) 437 4907
A: During the program week that a child will spend with a Facilitator many learning barriers are broken down, and the child acquires tools for continued learning and front-page article in the last issue of The improvement. Usually there is significant Dyslexic Reader (exerpt above). improvement observed during that first week. In general, adults tend to progress much If the methods learned during the week are faster with Davis methods than younger put into practice, the child will continue to children. You can see a chart depicting this improve and reliance on the Davis techniques difference here: will eventually become habitual. http://www.dyslexia.com/library/results.htm. However, if the Davis tools are not A bar chart on that page shows that the practiced regularly, and the recommended greatest reading improvement during the course of clay modeling is not followed, the one-week program was with individuals age child will soon fall back into old habits. 15 and over. Typically, when the program is not followed, There are also case studies of several the same old problems will re-emerge, within individuals in their late teens presented on a few weeks to a few months after the program the British Department for Education and is completed. In essence, what happens is Skills web site. Look for those studies at: that all the Davis tools are forgotten, in the http://www.dfes.gov.uk/readwriteplus/under- same way any other skill may be lost without standingdyslexia/approachesprogrammes/per regular practice. soncentred/davis/ or with this shortcut link: So yes, it is absolutely essential that http://www.dyslexia.com/dfes you be prepared to work at home with the On YouTube, you’ll find a filmed child after the program, or that you make testimonial by an adult who completed a arrangements for someone else to work with Davis program. The URL is: the child (such as a teacher at his school, a http://youtube.com/watch?v=PNYP2GwxGAg private tutor, or willing relative). The follow up work is not difficult, but it is does take time.
Karin Rietberg Holten +31 (0548) 364 286 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Lydia Rogowski Helmond +31 (0492) 513 169
How Many Tests Can a Test Taker Take?
Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315
How many tests can a test taker take if a test taker detests tests? Not enough tests to test the stuff test givers give to test the stuff they stuff… Enough!
By Richard Lakin, May 16, 2007
Found at: http: susanohanian org show_nclb_atrocities html?id
THE DYSLEXIC READER
Silvia Jolanda Sikkema Drachten +31 (0512) 538 815
Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62
Cause for Celebration in New Zealand!
In late April The Dyslexia Foundation of New Zealand (DFNZ) sponsored a “Dyslexia Awareness Week” aimed a raising awareness of dyslexia. Schools, dyslexia solution providers, parents and dyslexic individuals were all involved in a diverse range of activities. That effort was a great success, but it also turned into a celebration. In April the New Zealand Ministry of Education decided to embrace the term “dyslexia” and work to develop initiatives to support the learning needs of dyslexic students. “The implications of this announcement for the over 70,000 children who most often struggle with dyslexia is life changing for them, their families, and their future education,” said Chair of the Trustees of the Dyslexia Foundation of New Zealand, Guy Pope-Mayell. “Dyslexia will no longer be a hidden disability in New Zealand, and all dyslexic New Zealanders can feel proud that their way of thinking has been recognised.”
Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379
Marieke Uiterwijk Leiden +31 (071) 576 2533 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
Hetty van der Well Oss +31 (041) 263 6403
Hon. Steve Maharey, New Zealand Minister of Education, with DFNZ Trustees: Guy Pope-Mayell, Suzanne Pope-Mayell & Lorna Timms.
Annemarie van Hof Utrecht +31 (030) 65 86 700 Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941
learning in the classroom. New Zealand now has the opportunity to adopt international best practices to remove the severe disadvantage that dyslexic children presently experience.” Pope-Mayell also commented that by recognising that they must support the dyslexic child’s strengths in order to make a difference in their learning outcomes, the Ministry has opened the door to new classroom strategies designed for visual thinkers. “The implications of this This will validate what leading teachers are announcement for the over already embracing and will encourage others 70,000 children [in New to explore what are often simple yet effective Zealand] who most often techniques. Pope-Mayell believes it is critical struggle with dyslexia now that teachers receive the training they is life changing for them, require so they can easily recognise dyslexia their families, and their and provide the empathy and learning future education.” strategies that allow dyslexic children to naturally engage. The DFNZ looks forward to working Pope-Mayell applauded the completion with the Ministry of Education and others of the Ministry’s initiative to undertake an to improve understanding and services for analysis of international research and to examine the various international definitions dyslexic students. If you would like to make a donation to the Dyslexia Foundation of and science around the topic of dyslexia, New Zealand, you can call their fundraising saying, “Based on its findings, the Ministry has phone number, 0 900 39753 or by emailing acknowledged dyslexia and will now work on firstname.lastname@example.org. You can also visit the DFNZ website at specific initiatives with the Dyslexia Foundation of New Zealand and other stake- www.dyslexiafoundation.org.nz or holders in the education sector to define how www.cookiemuncherstrust.org.nz for more information on the work of the foundation. this will result in changes in delivery of
Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Christa Wiersma Onna (bij Steenwijk) +31 (0521) 523 303 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 New Zealand Kirsteen Britten Christchurch +64 (3) 348 1665
Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453 Lia Vermeulen Huizen +31 (062) 3671530 Christien Vos Tolbert +31 (0594) 511 607
Vivienne Carson Auckland +64 (09) 520-3270
Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 494 Martine Falconer Christchurch +64 (03) 383-1988
Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060
New Zealand (cont’d) Tina Guy Nelson +64 (03) 547 4958 Dyslexia Discovery Exhibit . . . (cont’d from p. 1)
THE DYSLEXIC READER
Wendy Haddon Mosgiel +64 (03) 489-8572
Rochelle Harden Wanganui +64 (027) 306-6743 Margot Hewitt Kaiapoi +64 (03) 312-0496 Alma Holden Alexandra +64 (027) 485-6798 Bronwyn Jeffs Christchurch +64 (03) 344-2526 Glenys Knopp Darfield +64 (03) 317-9072 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Sally Ann McCue Nelson +64 (03) 545-1779 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken Dunedin +64 3 456 5058 Sandra Moetra Whangarei +64 (09) 435 6822
Dibble. It was funded primarily by Cookie Time Limited and a private family trust along with others who supported the project with in kind donations. Ron Davis was born autistic and dyslexic. When he was 12 his mother was told that he couldn’t be educated and that he was “mentally retarded.” She didn’t give up. At age 17, when his intelligence was tested, it was discovered that his IQ was 137. Years of experimentation, observation, and introspection led Ron Davis to create the Davis Dyslexia
The outdoor gallery provides knowledge, inspiration, and encouragement for all dyslexics by showcasing the artistic, engineering, creative and business achievements of four leading picture thinkers:
Correction Program. This successful program and his best selling book The Gift of Dyslexia have changed the way the world understands dyslexia and placed Davis in a position of authority in the world of dyslexia. Reflecting Ron’s modest nature the Weta Workshop created in bronze a simple pair of Ron’s Shoes for visitors to step into. Visit the Davis Dyslexia Association International website at www.dyslexia.com.
Ron’s Shoes by Weta Workshop. “Combining insight with wisdom, Ron Davis invites us to nurture the seed of genius that lies within us all.”
Philippines Imelda Casuga Baguio City +63 (744) 42 29 01
Kerrie Palma Rodney +64 (09) 425 5941 Jocelyn Print Kaikoura +64 (03) 319 6711 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Christchurch +64 3 359 8556
Portugal Ana Catarina Gil de Almeida Lisboa +35 (121) 781-6090
Poland Agnieszka Osinska Warsaw +48 (22) 658-2237
Maria Teresa Henriques Lisboa +351 (21) 847-3515 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Rocha Vieira Coimbra +35 (123) 943-7732
Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873
Richard Taylor is the cofounder and head of Weta Workshop, a New Zealand film prop and special effects company. Richard and his team have created a number of elements for the Exhibit. Central to the theme of the gallery is a bronze sculpture Inner Struggle and a steel plasma-cut ribbon of words that float whimsically through the air. A close friend of Peter Jackson, Richard offered his company for the creation of many of the props, costumes, prosthetics, miniatures and weaponry for Jackson’s epic film trilogy The Lord of the Rings. As a result of his work on the three films, Richard’s company shared in Jackson’s accomplishment of garnering four Academy Awards. This included two for The Fellowship of the Ring in Makeup and
Visual Effects, and two for The Return of the King in Costume Design and Makeup. Visit Richard’s website at: www.wetaworkshop.co.nz.
Inner Struggle by Richard Taylor and Weta Workshop. “Celebrating the imaginative power of the dyslexic mind.”
Serbia Jelena Radosavljevic Kraljevo +38 (163) 762 87 92
Listen to the Voice of Inner Struggle and watch the video at: www.cmct.org.nz/ribbonvideo/video.html
THE DYSLEXIC READER
John Britten built go-karts out of old packing cases as a child. By age twelve he had saved enough money to buy an engine and build his first motor-powered go-kart. From these beginnings, Britten became a Kiwi legend whose distinctive hand-built pink-and-blue motorcycle broke four world speed records and reached iconic status worldwide.
Britten’s grades in school did not reflect his brilliance. Rather, his teachers repeatedly stated “this boy could do better.” Visit John Britten’s website at: www.britten.co.nz. Inspired by the life of John Britten, Paul Dibble, one of New Zealand’s leading sculptors, created Free Flight, a large bronze wing-like sculpture designed to allow its audience to touch and climb–a fitting tribute to Britten and his dreams of speed and flight.
Free Flight by Paul Dibble, inspired by John Britten: “a gifted engineer who dared to dream.”
South Africa Sharon Gerkin Durban +27 (82) 82 85 180 Spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44
Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136
Priska Baumgartner Wettingen +41 (056) 426 28 88
Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66
Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02
Vicki Brignoli Lumino +41 (091) 829 05 36
Ursula Fischbacher Orpund +41 (032) 355 23 26 Ruth Froels Basel +41 (061) 272 24 00 Heidi Gander-Belz DLS Presenter-Mentor Monchaltorf +41 (01) 948 1410 Elisabeth Gerber Mettmenstetten +41 (044) 767 10 54
Mackenzie Thorpe is an internationally acclaimed artist who works with charities all over the world. His humble childhood began in Middlesbrough, North Yorkshire, an industrial town in Northern England where he had to overcome tremendous odds to pursue his artistic dreams. Struggling with dyslexia throughout his childhood, Mackenzie found personal expression in painting and drawing. His works express an entire range of human emotion, from the special bond of love and friendship, to the importance of self-reflection and individual triumphs. His works are a tribute to the creativity within us all and are a vivid expression of hope and the human spirit. Visit Mackenzie Thorpe’s website at: www.mackenziethorpeart.com At the centre of the exhibit, surrounded by a water feature, is one of Mackenzie’s monumental bronze sculptures. Mackenzie’s life story, accompanied by his sculpture, Falling in Love, weaves an emotional component into the exhibit.
Katharina Grenacher Bern +41 (031) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Karin Kislak Dornach +41 (61) 701-88 61
Christa Jaeger Riehen +41 (061) 641 4667
Consuelo Lang Lumino +41 (091) 829 05 36
Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38
Falling in Love by Mackenzie Thorpe: “an artist who found the courage to follow his heart, bringing courage to others.”
Verena Luisa Moser Aarau +41 (062) 823 65 92
Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Switzerland/CH (cont’d)
THE DYSLEXIC READER
Véronique Pfeiffer Zürich +41 (01) 342 22 61
Dyslexia Discovery Exhibit Background
Dyslexia is often referred to as “the hidden disability.” Hidden because it is not physical, and a disability because it so often presents itself in the form of learning difficulties. The primary motivation behind the creation of the Dyslexia Discovery Exhibit is the desire to confront this reality, challenge the views that create it, and offer a seed of hope that may grow in power to shift mindsets and remove the shame that so often surrounds dyslexia. By moving earth, pouring concrete, laying bluestone, planting trees and shrubs, and then installing artistic elements created or inspired by the dyslexic mind, we confront and reflect dyslexia in three dimensions. We make the hidden visible and allow it to be experienced. By telling the stories of four gifted individuals, we demonstrate the genius of the dyslexic mind and offer an alternative view to those engaged in the struggle, either directly, or as parents, caregivers, teachers and friends. Based on international statistics, approximately 10% of New Zealand children are dyslexic. This is over 70,000 children and young people aged 5-18 years throughout New Zealand. Dyslexia has been most widely presumed to be a disability, or more precisely, a specific learning disability. However, dyslexia is now understood by leading researchers to be an alternative way of thinking and perceiving the world. It offers diversity to the human race and thus needs to be respected and nurtured. The Cookie Munchers Charitable Trust has worked over the past few years to raise awareness and increase understanding about dyslexia. It has also offered a scholarship program for families of dyslexic children not able to afford the help that they so desperately need. In November 2006, the Trust sponsored the establishment of the Dyslexia Foundation of New Zealand (DFNZ). This has created a unified voice for all dyslexic people in New Zealand. The original goal of the DFNZ was to create circumstances which would permit a paradigm shift about dyslexia to occur in New Zealand, particularly in the education sector. With the recent change in policy by The Ministry of Education (19 April 2007) we are well on the way towards that goal. In New Zealand, we can now look forward to specific support and assistance for dyslexic students.
United Arab Emirates Linda Rademan Dubai +9714 348 1687 United Kingdom Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sue Bullen Ayrshire, Scotland +44 (01292) 591 797
Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Doris Rubli-Huber St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20
Sarah Dixon East Horsley, Surrey +44 (01483) 283 088
Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (1488) 72 291 Maureen Florido Harleston, Norfolk +44 (01379) 853 810
THE DYSLEXIC READER
Carol Forster Gloucester +44 (01452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 United Kingdom (cont’d)
Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695 Karen Hautz London +44 (0207) 228-2947
During his program Joaquín and I codeswitched, English to Spanish and Spanish to English, quite often. (This ease in codeI moved my Davis practice to Colombia in late 2006. By December I was delighted that switching like Joaquín’s, by the way, is a flag for giftedness among bilingual school children the Escobar family approached me about a in the U.S.) On the other hand, Joaquín had a program for their son, Joaquín.* He would be the first client in my new practice! I was hard time with reading and spelling, had difficulty attending, getting along with classdetermined to provide the best program I mates, and was hyperactive. could, but I couldn’t help Joaquín did his program feeling a little worried. The “I can see a huge during his Christmas vacation business of moving to a new difference in his and a few weeks passed before country, getting my business behavior before he was due back in school. approved by the government, and after the Rather than to tell you what obtaining a visa that would program.” happened – the ups and downs allow me to work legally, had as Joaquín progressed – here taken nearly all of 2006. I are some excerpts from the next few months hadn’t worked with a flesh and blood client since January, nearly a year before! Would I of email correspondence from his mother, as be too “rusty” to do the job right? The week she updated me on how he was doing: before Joaquín’s program I feverishly . . . January 7, 2007: reviewed all my materials... Thank you for offering to give Joaquín’s Ten-year-old Joaquín is a very bright Learning Center teacher the support training child who was laboring under the weight of when she gets back into town after vacation. some pretty serious disorientation when I I’ve worked with him at home since the met him for assessment. His parents both program. Last Saturday we had a clay session speak English fluently as well as their native and I noticed he was a bit distracted, his dial Spanish, and the family travels frequently to a bit high. Today I suggested another session, the United States. Joaquín attends Colegio but he kept making excuses and putting it Nueva Granada, a bilingual school in Bogotá off. So I told him that doing clay work is his where most of his instruction – including decision, although I’m a little frustrated that instruction in reading – is in English and I couldn’t persuade him. Nonetheless, my most of his textbooks come from the U.S. observation is that generally he’s much calmer since the program. He’s begun reading signs he sees on the street–something he never * Joaquín is pronounced “hwah-KEEN”
By Laura Zink de Díaz Facilitator, Bogotá, Colombia (But mostly, by Gertrudis Pardo, Mom!)
Joaquín, proud of his model (and with a characteristically mischievous twinkle in his eye!) during his Davis program in December, 2006.
Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer London +44 (0208) 946 7613
Marilyn Lane Redhill +44 (0173) 776-9049 Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025
Rebecca Ross Tonbridge, Kent +44 (01892) 838 109 Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875
Ian Richardson Blaisdon Longhope, Glos +44 (0145) 283 0056 Rosemary Savinson London +44 (0208) 316-1973
Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 Nigel Sharp Isle of Wight +44 (07736) 251 258
Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077
Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052
Lynne Smith Brighton, East Sussex +44 (01273) 723 920 Anna Stephens Rothley, Leics +44 (0116) 230-3283 United Kingdom (cont’d)
THE DYSLEXIC READER
“he is very calm, he’s stopped resisting at school, and he’s become very interested in learning.”
Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker Greasby Wirral/Liverpool +44 (0151) 678 14 99
Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Dyslexia Kent Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 732 288 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 Francis Wright Exeter, Devon +44 (077) 9684 0762 Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale/Phoenix +1 (480) 544-5031 United States
delighted with the results. I suggested that they switch to AVKO spelling (which I read about in The Everything Parent’s Guide to Children with Dyslexia**). The teachers agreed and will begin to use that approach to see if his spelling scores improve. The classroom teacher says that Joaquín is sometimes “silly” in class, and challenges his teachers. We came to the conclusion that he is feeling more self confident than before and is pushing to find the limits. I suggested that the teacher ask him if he’s ready to hear her instructions, because this will remind him that it’s time for him to get aligned. We all agree that he’s on the right road. There will be another meeting in April.
John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Arkansas Rebecca Landes Mulberry / Fort Smith +1 (479) 997-1996
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 Presenter-Mentor Dee Weldon White Lexie White Strain Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Anette Fuller Walnut Creek +1 (925) 639-7846
reading level ... I find . . . February 8, 2007: him very interested in Joaquín has been making two models a week KNOWLEDGE, which I from the list of trigger words, as well as making models for his ten weekly spelling think is more important words. Sometimes he learns them all, other than knowing how to read times, about half, but his spelling test scores grade-level books of no have improved from an average of 20% to interest to him.” 50% and sometimes he even gets 100%. He seems much calmer. He is willing to do the . . . April 24, 2007: follow up work and at school his Learning I really have told a lot of people about the Center teacher is doing the three reading Davis method. Our friends who knew exercises with him. So at home I work with Joaquín from before are astonished to see him on clay and the Koosh ball exercise. him so calm and easy going, compared to . . . February 20, 2007: how “accelerated” he was. Joaquín still isn’t I attended the parent/teacher meeting on doing the clay work. He says he knows how Joaquín today. His classroom teacher showed to read now, so he doesn’t need any help. But me a general assessment that the kids took a few days ago and there are no problem areas. ** The Everything Parent’s Guide to Children His reading teacher gave a very positive with Dyslexia by Abigail Marshall, published by report on his progress since he’s been using Adams Media, 2004 and available at the Davis tools. The school psychologist was dyslexia.com.
. . . March 9, 2007: I wanted to let you know that the school sent did before – and he seems more balanced, me a report on Joaquín’s progress, which is emotionally. I can see a huge difference in very good, and exciting. They are especially his behavior before and after the program. Our close friends have also noticed that he’s glad they learned about this new method that much calmer lately. This is wonderful for our helps kids who have trouble learning. On the other hand, Joaquín doesn’t want to work family life. with the clay. I finally said, “well, your kit is . . . January 10, 2007: always there and the day you want to do clay The other day Joaquín said that he wants to again, we can.” Nevertheless, he is very go back to your place to work with you calm, he’s stopped resisting at school, and because you’re the only one who knows how he’s become very interested in learning. He to work with him and since I didn’t do the seems happy to me, although he still has program, I don’t. Of course, he’s got a point, some challenges with spelling. He’s learning because I do still feel a little unsure about cursive and is doing very well at it and that how to do the some the exercises. I’d like to makes him feel proud. attend the support training again when you do it for his Learning Center teacher, or “at home he picks up books perhaps even do it with Joaquín again, to all the time, regardless of make sure we’re doing things right.
THE DYSLEXIC READER
in spite of that the other day he said, “Mom, Laura said she’d do the second part of the program with me in April.” So maybe he’s ready to start the rest of the concept words. I haven’t pushed, but I think it’s about time to ask if he wants to do it. As far as school goes, since we switched to the AVKO spelling approach he’s been getting 100, 94, etc. on his spelling tests. He received an award for Special Effort for improving his class work and I can see that he’s more confident. His teacher sent me a letter thanking me for introducing her to you and the Davis method, because she feels that now she knows just how to work with Joaquín, who she has seen progress so much since his program.
“What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.”
–George Bernard Shaw, playwright
United States/ California (cont’d)
Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or (909) 241-6079
There you have it. The comment about Joaquín’s interest in “knowledge” seems very . . . May 2, 2007: to the point to me. One of my favorite quotes I received my monthly report from the reading about learning is this one by playwright teacher. She says that Joaquín has improved George Bernard Shaw: enormously, that he is at grade level now, but “What we want is to see the child in pursuit he doesn’t want to keep doing the reading of knowledge, and not knowledge in pursuit exercises. My feeling is that if he’s reached ” grade level, and doesn’t need so much help, of the child. I agree with Gertrudis: Joaquín’s interest why not let him have a little rest from the in learning and acquiring knowledge in “real” exercises? What do you think? books, the kind adults actually “use,” rather . . . May 30, 2007: than in the simple stories in his reading textToday I attended the last meeting at school about Joaquín. The two teachers spoke highly books, is a major step. Allowing him to of him. His reading teacher says he’s greatly explore and develop his own interests through improved but not interested in continuing to reading will motivate him to read more, talk work so hard on reading. I let her know that about what he’s reading with others, and this at home he picks up books all the time now, in turn will maintain, reinforce and further regardless of reading level, even some of my develop his reading skills. His Davis tools have freed him – and it’s time to allow him husband’s, and he will spend hours looking to use them to stretch and grow. through them, asking about this, that or the Joaquín’s mother deserves a lot of credit other thing he finds in them. I find him very for figuring out how to encourage without interested in KNOWLEDGE, which I think is more important than knowing how to read controlling – not easy for any parent. And Joaquín’s teachers deserve credit for their grade level books of no interest to him. I’m patience and willingness to learn how to sure that at this stage we need to give him the opportunity to find books he’s interested work better with him. My fingers are crossed that after summer vacation Joaquín will in and figure out how to read them. Both regain his enthusiasm for the clay work teachers are of the opinion that his self because I know it’s key to keeping his other esteem has improved substantially, which I Davis tools sharp. But meanwhile, I hope think is due to the work you did with him on his emotions, and of course, the successes he’s Joaquín recognizes that HE HIMSELF created had. He’s still getting 94s, 95s and 100s on his all these positive changes in his young life, spelling tests and he’s delighted with that. I’m by using his tools so well at school and at home, and accepting the support of so many very happy, because he’s being promoted to the next grade, and it’s clear that the method people who care deeply about him! helped him and he’ll continue to receive Yay, Joaco!
“Yesterday he came home with two MORE awards he received in the monthly assembly.”
appropriate help at school. Yesterday he came home with two MORE awards he received in the monthly assembly. One was for outstanding performance in PE and the other in Character Education, for “Learning to Share with the Class.” The teacher explained that it’s because he’s stopped fighting with everybody, and now he’s showing leadership, encouraging the whole class to play together.
Cheryl Rodrigues Sunnyvale / San Jose +1 (408) 983-0968 David Carlos Rosen San Rafael +1 (415) 479-1700 Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869
Angela Dean Educators Nicole Melton Karen Thorworth-Pongs Diamond Bar +1 (909) 229-5251
Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch Centennial/Denver +1 (303) 850-0581
Janet Slavenski Denver +1 (303) 431-0027 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256
Florida Terry DeMeo Miami +1 (305) 567-0611 Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 939-2313 Alice J. Pratt Jacksonville +1 (904) 389-9251 Rita & Eugene Von Bon Navarre +1 (850) 939-2313 Georgia Lesa Hall Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free)
Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 664-9608 Illinois Kim Ainis Chicago +1 (312) 360-0805 Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455
United States/ Indiana (cont’d)
THE DYSLEXIC READER
Carol K. Williams Jeffersonville +1 (651) 324-9156 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
Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, 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.
Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741 Massachussetts Karen LoGiudice Newburyport +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577
Minnesota Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460 Cyndi Deneson Supervisor-Specialist Workshop Presenter Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917
Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1345 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Michele Wellman Mt. Pleasant/Lansing +1 (989) 772-3084
The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart
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.
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 8 and up), we recommend the Davis Symbol Mastery Kit.
Montana Ashley Benjamin Miles City +1 (406) 781-4642
Gretchen FitzGerald Kansas City +1 (816) 806-8611
Kimberly Bezanson Missoula +1 (406) 541-3076 or 677-4014 Elsie Johnson Manhatten +1 (406) 257-8556
The Young Learner Kit
THE DYSLEXIC READER
Nebraska Shawn Carlson Lincoln +1 (402) 420-1025
Newly Licensed Davis Facilitators
Congratulations and welcome to our growing international family of Davis Providers!
Frank Walker “I am the father of two children, Amy 22 and Craig 19. My career as a marine engineer took a turn 18 years ago and I have spent the last few years working in the pharmaceutical/food industry as a technical trainer and service engineer. While recovering from a motorcycle accident in 2004, I read The Gift of Dyslexia. Naturally curious, I took it a step further and attended the Fundamentals Workshop. This spawned a new mission and another change of direction: to dedicate myself to making a difference by helping people overcome their difficulties. What fun I have had training and what exciting times are around the corner!” Learning 4 Life, 1 Stanmore Park, Greasby, Wirral. CH49 3AP, United Kingdom. +44 (0151) 678 14 email@example.com young students experience success in school, Cristina earned a Masters Degree in Educational Psychology as well as a specialty in Language Disorders and Learning Disabilities. Yet none of these helped her understand dyslexia or gave her the tools to get effective and consistent results in spite of her efforts and those of her students. In the Davis approach, she found the only working method that explains the why of dyslexia, really helps dyslexic students control their performance at school, and allows them to achieve results commensurate with their gifted minds.” Quinta do Rosario, Lote 7, Carvalhais de Baixo Coimbra 3040-667, Portugal. +351 (23) 943 77 32. firstname.lastname@example.org
Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877
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 Lisa Anderson Seneca Falls +1 (315)568-3166 or (800) 234-6922
Christel Flowers “As a practicing Waldorf teacher, I was astounded by how differently children learn. Some read within weeks, others took a year and yet others really seemed to struggle. Anna-Maria Gunselmann My interest was piqued when I “I have two children and live in heard about a Davis Dyslexia Hirschaid near Bamberg (Bavaria). I found the Davis Method while Program for teachers. Once I completed the first course I was totally convinced that this was a going through some difficult simple and yet extremely effective way of undertimes with my dyslexic son. That experience motivated me to standing and helping my young students. It was wonderful to be able to do the training as a Davis follow my calling to become a Dyslexia Practitioner here in Africa. To be able Davis Facilitator. I’m happy that in the future I to combine my teaching practice with this training will be able to pass along this fundamentally has been greatly beneficial for my class and for positive attitude towards life to children and me. Thank you to everyone who helped make their parents.” Wienstrasse 15 Hirschaid, 96114 this happen.” Pengo, Ltd. PO Box 15083 Code Germany. +49 (954) 341 70 00. 00509 Langata, Nairobi, Kenya. email@example.com +254 (20) 72 271 4578 firstname.lastname@example.org Maria Sofia Pizarro C. Miranda Martine Falconer “My Vassalo Santos is an educational psychologist journey with Davis began when working with children and adolescents with I sought help for my 8-year-old dyslexia, ADHD and other learning difficulties. son, Ian. The anxiety, frustration “I completed the Facilitator Training in 2007. For and many tears he endured, me it was a discovery of a method that matches my along with the desperation I professional needs and really makes a difference felt as a parent, were truly with clients. Every programme is a new and heart breaking. Thanks to Davis, exciting adventure! The greatest gift of all is to work with such talented people, help them over- my son has now returned to the happy confident boy he was before starting school. I am very come their difficulties, watch them meet their excited to have completed my training and look goals, and let their talents shine through.” Pr. Rainha Santa, 3-R/C Lisboa, 1600-687 Portugal. forward to working with others, to help them reach their true potential. I feel very privileged +351 (91) 911 25 65. email@example.com to be a part of the Davis network. I am very Cristina Rocha Vieira grateful for the wonderful support I received began teaching Portuguese and during my training and would like to thank History in 1987, and is now a Catherine Churton for her encouragement and Special Education teacher. She endless support.” True Perception, 183 Beach has always been puzzled and Road, North Beach, Christchurch, New Zealand. fascinated by dyslexic students. +64 (03) 383 1988 firstname.lastname@example.org Seeking to help these brilliant
Ann Hassig Gouverneur +1 (315) 287-0531 Hadar Hellman Forest Hills +1 (212) 781-3689 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364
North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733
Jean Moser Winston-Salem +1 (336) 830-2390
Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060
Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Oregon Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-5765
Rhonda Lacy Clinton +1 (580) 323-7323
Rhode Island Linda M. Daniels Providence +1 (401) 301-7604 South Carolina Angela Keifer Greenville +1 (864) 420-1627
THE DYSLEXIC READER
Glenys Knopp I trained as a primary teacher and taught for a while before starting a family. I re-entered education as a Teacher Aide for a special needs student. Later I trained in special education and coordinated Special Needs services at a high school. Then I heard Ron Davis speak. His ideas were completely foreign to me–so different from my training. I told my struggling students about Ron. They all knew what he’d been talking about. I’d been missing a vital key! I attended a Fundamentals Workshop in 2005, and tried to integrate the Davis methods into my teaching. But it became increasingly clear that the best way to get lasting results for students was to provide programmes one-on-one. So, in late 2006 I resigned from teaching. I am really excited to be starting this new venture: already I have learned such a lot. The more I understand the dyslexic way of thinking, the more I am in awe of this Gift!” Clarity Dyslexia Solutions, McLaughlins Road, RD1, Darfield, Canterbury, New Zealand. +64 (0) 3 317 9072 email@example.com Tina Guy “After six years working at a primary school, watching children struggle despite their own efforts, and those of their teachers, helpers and parents, I looked for a reason and a way to do something to help them. For me “Davis” is that answer. I am excited and proud to be a part of a highly professional and caring group of people. They are not only helping individuals as clients, but are also working together to get dyslexia into the public eye, to increase awareness of the difficulties faced by people with dyslexia, and to show the positive, “gifted” side of what is essentially a different learning style. I look forward to my journey as a Davis Facilitator, and to helping my clients achieve their goals and fulfill their potential.” Dyslexia Correction Services, 296 Nayland Road, Stoke 1, Nelson, New Zealand, 7011. +64 (03) 547 4958. firstname.lastname@example.org Sharon Gerkin “I have a small centre but a big picture. I am proud to bring the Davis Program into South Africa.” ABC Read It Right, 16 Dolphin Crescent, Salt Rock, Durban, South Africa, 4391. +27 (82) 82 85 180 email@example.com Alessandro Taiocchi Certified Life Coach and Business Coach, Certified NLP Master Practitioner, special interest in advanced learning systems. Alessandro Taiocchi, Via Giuseppe di Vittorio 42, Settimo, Milanese, Italy, 20019. +39 (333) 443 7368. firstname.lastname@example.org Ana Catarina Gil De Almeida “I have been a pre-school teacher for 14 years and I also am licensed in educational psychology. I found in the Davis Method an important complement for my studies and professional development.” Av. Defensores De Chaves 85, 4 DTO Lisboa, 1049-063 Portugal. +351 (21) 781 60 90. email@example.com Kimberly Swallow is a mother of four and holds a Ph.D. in Development Studies from the University of Wisconsin, U.S.A. She and her two sons are corrected dyslexics. The school experiences of Kimberly’s eldest reminded her of her own, but a year and a half of special education, occupational therapy and tutors seemed to add fuel to an emotional fire threatening to run out of control. She offered both her sons the option of a Davis Dyslexia Correction Programme. Both boys’ academic paths continue to take unusual turns, but the skills they learned during their programs, combined with Kimberly’s encouragement and facilitation, have increased their confidence and academic competence. Their transformation and reading The Gift of Dyslexia gave her a new understanding of her own learning style. Kimberly became a Davis Facilitator so she can offer fellow dyslexics the same empowerment. Kimberly Ann Swallow, c/o ICRAF, P.O.Box 30677, Nairobi, Kenya. 254-2-7120472 firstname.lastname@example.org Jacqueline Ann Flisher “As a qualified adult education and E-learning tutor, I have been fortunate to work with children, young people and adults. My current employment has taken me into the world of workplace education. There I am always amazed by the large number of talented, creative and highly intelligent students I assist, whose bad experiences at school and work, with little or no help, has made them feel they are failures, or even worse, stupid. I qualified in conventional dyslexia teacher training, but was constantly aware that my efforts to help my students were very inadequate. I believed that there must be a ‘better way.’ Then I heard Ron Davis speak at Reading University. From that day, I knew instantly that I had found that better way, (A-New-Way). The Davis training has allowed me to give practical help, hope and self-confidence to students who were previously considered unlikely to succeed in their studies. Becoming a facilitator will now enable me to help even more children, young people and adults to realize and unlock the potential they already possess.” A-New-Way, 1 Kingwood Cottages, Ermin Street, Lambourn Woodlands, Hungerford, Berkshire. RG17 7TS, United Kingdom. +44 (1488) 72 291. email@example.com
Tennessee Jackie Black Dover 1-866-218-1614 (Toll-Free) Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783 Glyndene Burns Lubbock +1 (806) 781-4891
South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Carina Little Watertown +1 (605) 886-8415 Lillian “Lee” Miles Sioux Falls +1 (605) 274-2294
Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) or +1 (817) 354-2896 Success Learning Center Rhonda Clemons DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes /San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park/Austin +1 (512) 918-9247
Lori Johnson Boerne / San Antonio +1 (210) 843-8161 Susan Lewis Lubbock +1 (806) 771-1385
Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Amanda Meyer Burleson/Ft. Worth +1 (817) 426-4442
Dorothy Owen Supervisor-Specialist Irving +1 (817) 919-6200 Paula Roberts Tyler +1 (903) 570-3427 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Laura Warren DLS Presenter-Mentor Lubbock +1 (806) 771-7292
THE DYSLEXIC READER
Gretchen FitzGerald “As a teacher, reading specialist, and private tutor, I have worked with many children with learning disabilities. It was very frustrating not to be able to truly help these kids. When I read The Gift of Dyslexia I became intrigued. After my first workshop, I knew this would be my path. I have come to understand that every person is unique, each has different gifts. I look forward to helping clients understand their gift and reach their goals using the Davis tools. Show-Me Dyslexia Correction Center, 6301 B Main Street, Kansas City, MO 64112, USA. +1 (816) 806-8611. GretchenFitzGerald@showmedyslexia.com much that she decided to become a Davis Facilitator herself. Her creativity combines very well with her interest in language and her natural talent for working with children, and is expressed in the name of her own practice: ‘Dancing Letters.’ Dansende Letters, van Asch van Wijckskade 22d, 3512 VS Utrecht, Netherlands. +31 (61) 280-1821. www.dansendeletters.nl or firstname.lastname@example.org
Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867
Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858
Anette Fuller “I am trained as a High School science teacher, but it was my experience as a mother of two dyslexic children and wife of a dyslexic husband which led me to Davis. It was during my search for knowledge to support my son, that I found and read The Gift of Dyslexia. It was such an overwhelming experience for me, and after having 'tested' some of the theories on my family, we decided to let my son do the program. Elizabeth (Bets) Gregory His success inspired me to become a facilitator “I am delighted and privileged and I am now really looking forward to being able to be a Davis Dyslexia to help gifted dyslexic adults or children achieve Facilitator. Dyslexia had been their full potential.” Eastbay Dyslexia Solutions, part of my family to varying Walnut Creek, CA 94598. USA +1 (925) 639 degrees without my knowledge, 7846. email@example.com. until I became aware of it through my daughter, who has all the talents and difficulties that are part of being very dyslexic. I hope to be able to continue the great work that Davis facilitators do worldwide. My background was in computing. I was involved in training, analysis and in a consulting capacity. I have always found it rewarding helping The Davis Facilitator Training others through their business issues. I know that Program requires approximately 400 it will pale to insignificance when compared to hours of course work. helping someone achieve their goals through the Davis facilitation process.” Focus on Learning, The Davis Specialist Training 8 Taylor Street, Gordon, NSW 2072, Australia. Program requires extensive experience +64 (0) 9 375798. firstname.lastname@example.org providing Davis programs and an Jodie Harber “My daughter’s additional 260 hours of training. struggle with reading led us to Specialists and Facilitators are subject the Davis Program. Inspired by to annual re-licensing based upon case the improvement in her, I decided to become a facilitator review and adherence to the DDAI and give people in the Austin Standards of Practice. area access to this awesome program. With a background in Davis Learning Strategies Mentors social work, I look forward to helping children and Workshop Presenters are and adults explore their gift of dyslexia.” experienced teachers and trainers with Dyslexia Solutions, 1605 Colton Way, Cedar 2-3 years of specialized training and Park, Texas, 78613. (512) 918-9247 experience mentoring classroom email@example.com teachers of children 5- 9 years of age. Romina Toroz has a degree in Modern Greek language and For information about training and a philology from the University full directory of Davis providers, go to: of Amsterdam, is a professional www.dyslexia.com/providers.htm dancer and teaches flamenco at
Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164
Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Carol Hern DLS Presenter-Mentor Spokane Mary Ethel Kellogg DLS Presenter-Mentor Spokane Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Nancy Sitton Marysville +1 (360) 651-1241 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144
Davis Training Programs
Uruguay Marcela Piffaretti Montevideo +598 (02) 600-6326
the Centro Flamenco in Utrecht, Netherlands. Romina assisted with listening therapy and Symbol Mastery in the practice of her mother, Lot Blom, and liked the work so
or call +1 (650) 692-7141 or +1-888-805-7216 toll-free in the USA.
This Directory is current as of August 1, 2007. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.
THE DYSLEXIC READER
Basic Workshop for Primary Teachers
Teachers, 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? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum?
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. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.”
–LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California
2007-2008 DATES & LOCATIONS
Sept 6-8 Sept 20-22 Las Vegas, NV San Diego, CA Tyler, TX Tyler, TX Tyler, TX Richmond, VA Denver, CO Brookings, SD 1-866-531-2446 1-866-531-2446 1-866-531-2446 1-866-531-2446 1-866-531-2446 1-804-833-8858 1-719-324-9256 1-605-692-2785
Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 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.
Oct 4-6 Nov 1-3 Jan 3 - 5, 2008 Apr 30 - May 2 2008 June 9 -11 2008 July 22 - 24 2008
Sept 24-26 Christchurch +64 (09) 815 8626
For more details, visit www.davislearn.com
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 energy levels)
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)
2007-2008 FUNDAMENTALS WORKSHOP SCHEDULE
1- 4 Nov, 2007: Hamburg
Presenter: Ioannis Tzivanikis Language: German/English translation Email: firstname.lastname@example.org Tel: +49 (040) 25 17 86 22
28-31 January, 2008: San Francisco, California
Presenter: Gerry Grant Language: English Email: email@example.com Tel: 1-888-805-7216 toll-free
1- 4 May, 2008: Freiburg
Presenter: Ioannis Tzivanikis Language: German Email: firstname.lastname@example.org Tel: +49 (040) 25 17 86 22
10-13 March, 2008: Dallas, Texas
Presenter: Gerry Grant Language: English Email: email@example.com Tel: 1-888-805-7216 toll-free
2-5 October, 2007: Addington, Kent Presenter: Richard Whitehead Language: English Email: firstname.lastname@example.org Tel: +44 (01227) 732 288
For updated workshop schedules visit: www.dyslexia.com/train.htm
~ Dys•lex´ ic Read´ er • •
1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.
2007-2008 International Schedule
2-5 Oct. 2007 1-4 Nov. 2007 28-31 Jan. 2008 10-13 Mar. 2008 1 – 4 May, 2008 Addington, Kent Hamburg San Francisco, CA Dallas, TX Freiburg UK Germany USA USA Germany
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 31 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- México DDA-UK DDA-Pacific DDA-DACH Río Volga #308 ote Davis Learning Foundation PO BOX 46023 Deutschland-AustriaColonia del Valle Slaney Place Herne Bay Switzerland 66220 Garza Garcia N.L Headcorn Road Auckland, New Zealand Wandsbecker Chausee 132 D-22089 Hamburg MEXICO Staplehurst, Kent TN12 0DJ. Phone: +64 (09) 815-8626 Tel/Fax: 52 (81) 8335-9435 Tel: +44 (01580) 892 928 Fax: +64 (09) 815-8627 GERMANY or 52 (81) 8356-8389 Fax: +44 (0)1580 893 429 E-mail: email@example.com Tel: 49 (040) 25 17 86 22 E-mail: firstname.lastname@example.org E-mail: email@example.com Fax: 49 (040) 25 17 86 24 DDA-Israel E-mail: firstname.lastname@example.org DDA-Nederland DDAI-Int’l, Canada & USA 20 Ha’shahafim St. SWITZERLAND Kerkweg 38a 1601 Bayshore Highway, Ste 260 Ra’anana 43724 ISRAEL Tel: 41 (061) 273 81 85 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 Tel: 972 (0523) 693 384 E-MAIL: email@example.com Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 or (0)9 774 7979 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 E-mail: firstname.lastname@example.org E-mail: email@example.com 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.