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The

Dys•lex´ ic Read´ er • •
VOL. 47

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Davis Dyslexia Association International

ISSUE 1 • 2008

Celebrating the 12th Anniversary of DDAI with Friends from Around the World!
THIRD INTERNATIONAL DAVIS Facilitators Symposium was held in Las Vegas, Nevada October 14 through 18, 2007. This event marked the 12th anniversary of the founding of Davis Dyslexia Association International in 1995 and was attended by delegates from 17 countries. Two years after the founding of DDAI, in 1997 there were all of 17 licensed Davis Facilitators in the world – six in the United States, 2 in Mexico and 9 in Europe. By 2003, over 275 Facilitators were providing Davis
HE
(Cont’d on p. 4)

Evening fun and games at the Davis Symposium in Las Vegas, Nevada.

IN THIS ISSUE
News & Feature Articles
Celebrating DDAI’s 12th Anniversary . .1 Davis “Graduate” Admitted to Georgetown University . . . . . . . . . . . .1 Jacob – Up the Ladder of Success . . . .3 Dutch Punch and Judy Delight Crowds at the Las Vegas Symposium . . . . . . .5 Famous Dyslexics Remember . . . . . . . .5 The Making of a Bookworm . . . . . . . .9 Implications of Self-Regulation Abilities for Academic Achievement . . . . . . .12 DLS Bring Back the Smile: Another New Davis DVD! . . . . . . . . . . . . . . .13 The Myth of Early Intervention . . . . .13 Courage & Perseverence Rewarded . .17 Joaquín: Diario de un éxito . . . . . . . .18

Davis “Graduate” Admitted to Georgetown University
McGrath’s Personal Essay Addresses Dyslexia Trials
Marcia Maust, Davis Facilitator in Berlin, Pennsylvania shared some happy news with us. Her client, Casey McGrath, was recently admitted to Georgetown University. She learned the news from Casey’s mom, Randi, in a short, joyous note:

are really no words to express how grateful we are for all you did for her. Love, Randi
(Cont’d on p. 11)

Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . . . . .6-8 Q&A . . . . . . . . . . . . . . . . . . . . . . .15-16 New Davis Licensees . . . . . . . . . .23-25 Davis Workshops . . . . . . . . . . . . . 26-28

Dear Marcia, I hope you and your family are happy and well. I wanted to pass on some more good news. Casey was accepted to Georgetown, which is extremely difficult to get into. We screamed, cried, and hugged for quite some time. This would have been completely unthinkable without you. I’m attaching her acceptance letter and the application essay she wrote. There

Casey McGrath, admitted to prestigious Georgetown University.

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In the Mail:
list was a horrid, tortuous, week-long affair for both of us. We tried phonics, we tried breaking down the words into Thank you, Uncle Davis! syllables, etc., etc. We tried to note Constance Chua, Davis Facilitator in special triggers in the words. If we Singapore, recently received the following worked really hard, after a week of letter: repetition and reminders, we’d get Constance, them right in time for the spelling test. This is just to thank you for spending Yesterday evening, we sat down time helping us last week. To give for about 20-25 minutes and using the you and DDAI some feedback, Justin Davis spell-reading method, finished came back from his first day of school the following list: After spell-reading, Justin wrote them yesterday and reported he had spelling out himself and was able to get them burrow crocodile today. all correct. Even though he hesitated octopus eyrie In the evening after Chinese over some words the first time he stable sea creatures tuition, we did some Koosh ball penned them, he was able to correct scientist coop exercises and he learnt his spelling. himself and know when he was about scaly winter Previous to this, learning each spelling to make a mistake. He spelled them all correctly the first time, just by spellCopyright 2001 Randy Glasbergen. www.glasbergen.com reading and whole-word recognition. This is amazing as it has never been so easy and painless for both of us. He could still remember the spelling today with no review, halfasleep at 6:40 in the morning while waiting for the school bus and he happily wants me to test him again afterwards. Please extend our thanks to “Uncle Davis.” God bless him for helping other dyslexics and their mums. Jacqueline Yih Uncle Davis should know that Justin is just seven years old! He did the Davis Reading Program for Young Learners in early July, 2007.

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: editor@dyslexia.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.

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Jacob – Up the Ladder of Success
By Casey Linwick-Rouzer Facilitator, Sugarland, TX

much less prevalent. He took seriously his assignment to try different activities with and without his “hands,” and returned on day two with a full report, including “Food tastes better with my Alignment!” Jacob had a real feel for his Dial and enjoyed experiencing each of the levels before installing it. Although he took a while to master the upper case “from the moment he alphabet without looking, he used realized he was in control release and dial so expertly that he of his ‘hands,’ he seemed hardly seemed frustrated. He readily to blossom right before noticed his own disorientations, and my eyes.” reached for the letter that caused it, leaving me delightedly speechless! Jacob was very eager for a We established a pattern of solution to his difficulties with reading. release, dial, hands, and balance before His parents also hoped he would come playing Koosh each time, which easily to enjoy reading, as well as gain translated to release, dial, and hands self-confidence and some control when we returned to our work. I put over his behavior when frustrated. Jacob in charge of reminding me Jacob’s reading assessment whenever we started a new activity. He showed huge disorientations with delighted in taking this responsibility, trigger words, word recognition and announcing his dial setting right away. pronunciation at an early first grade At first Jacob was reluctant to do level. He also added an “ah” sound to the ends of most content words. Jacob was a candidate for Alignment, and from the moment he realized he was in control of his “hands,” he seemed to blossom right before my eyes. Reading for disorientation gave him immediate confidence. He delighted in exclaiming “Hands jumped!” and quickly mastered bringing them back. Not only did he make fewer mistakes than during his assessment, but that “ah” sound was
Jacob with his parents and sister at Support Training.

It is always rewarding to complete a Davis Program with a client, but there are those who stand out as especially satisfying and enjoyable. My experience with Jacob Dozier was just one of those cases. When Jacob’s parents brought him for an assessment, he had not been formally diagnosed. Their sensitive and creative 8-year-old had many symptoms of dyslexia and ADHD, and was exhibiting a high level of frustration and declining self-confidence in the second grade. Brandt, Jacob’s father, recalled experiencing similar traits and difficulties during his own school years.

Eight year old Jacob, during his Davis program, with his creation, “Robo-Dog.”

the reading exercises but he accepted them quickly once he realized there was no pressure. Soon he noticed how much he was improving: he progressed from early first grade level reading with multiple mistakes to late 2nd grade level with few mistakes and excellent comprehension. Jacob is particularly good at Symbol Mastery, and he especially enjoys working with his family. He is quickly climbing the ladder to success. His positive attitude and eagerness to take charge of his own situation are attributes that will serve him well in school and out, from now on. Congratulations on a GREAT program, Jacob!

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Davis Facilitators Symposium . . . (cont’d from p. 1)

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programs. As of this writing there are 455 Davis Facilitators offering help to adults and children in 40 nations across the globe, in 31 languages. Although most delegates were from the USA and Canada, Facilitators also came from Iceland, Italy, China, New Zealand, Colombia, Mexico, Costa Rica, France, Germany, Greece, Nederland, England, Ireland, Belgium and Israel. We are truly a diverse group, and the Symposium offered a wonderful opportunity to discover how much dedication, generosity and unity exist within that diversity. The many presentations offered attendees valuable news and information. Especially popular was the fascinating talk by Ron Davis about the new Davis Autism Approach. There were also many other topics to learn about: creative ideas and strategies for marketing Davis services, recent developments in dyslexia research, insights into

successful delivery of Davis Math Mastery programs, news of the continuing implementation of Davis Learning Strategies in schools, advice on enhancing listening skills, to name just a few. Many participants took advantage of the nightlife, fine dining, and entertainment offered in Las Vegas. The Cirque de Soleil shows were particularly popular. Our own talent show ended with an explosion of fun, laughter and balloon volleyball led by Auguste the Clown (aka Michele Siegman). One Facilitator, Lot Blom from Holland, even got married to her sweetheart, Michel, in Las Vegas! A special thank you to Paula McCarthy, DDAI Office Manager, who displayed a remarkable ability to remain calm, patient, cheerful, polite, “oriented” and always available, even during the busiest and most chaotic moments in the exhibition hall!

What we liked best about the Symposium. Some comments . . .
I am rejuvenated and ready to implement new ideas! A great way to “recharge” my Davis battery! The great feeling that unites us all and spreads over the whole world. The knowledge that we are part of a team dedicated to humanity – and we know we receive guidance and reassurance from Ron and Alice and all of their team. Being with like-minded people, sharing our stories and concerns, and the ENERGY and enthusiasm we all share. I am so blessed to be on this journey! Being with like-minded people, feeling so comfortable–so accepted!

Ron and Alice Davis.

Abigail Marshall, Susan Nikolic-Vicentic, Petra Pouw-Legêne.

Congratulations to Lot Blom and her husband Michel Paré, who took advantage of the Las Vegas location to get married during the Symposium! Carol Nelson, Bernice Taylor, Tracey Trudell, Shelly Cotton. Rebecca Landes, Martha Payne, Lisa Spratt, Mrs. John Mertz, Charlotte & Bill Foster.

No, not all Davis Facilitators are men!

Lynn Chigounis, Colleen Millslagle, Michele Siegmann, Angela Odom, Kim Bezanson, Paula McCarthy, Kim Carson.

Guess what word this model represents in this display by Supervisor-Specialist Charlotte Foster?

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Dutch Punch and Judy Delight the Las Vegas Symposium Crowd
dancing Dutch girls, but they too were unable to decipher the address. Fortunately, a passing parrot revealed the mystery: it was a parcel for Ron Davis. Ron confirmed that indeed, the package was addressed to him, and upon opening it, discovered an antique edition of Treasure Island. Having completed his mission, Jan was drawn to the Las Vegas casinos, but Katrijn was determined not to let him out of her sight. Poor Jan – Katrijn won that ‘discussion!’ Meanwhile the dancing Dutch girls sang of a dyslexic boy, Berend Botje, who turned left when he should of turned right and accidently discovered America. Jan needed to deliver a mysterious Treasure Island wasn’t the only package. Having undergone a Davis gift Ron received from Jan and the Dyslexia Correction Program, he Dutch girls. The entertainment intended to demonstrate its benefits, culminated when the group handed reading the address and delivering the Ron a pair of wooden shoes. After package. But… uhm… he forgot to all, poor Ron had to leave his shoes bring his glasses. He was attended by behind to be bronzed and placed on The Dutch delegation brought Punch and Judy with them to Las Vegas. Jan Klaassen and his wife Katrijn are the Dutch incarnation of the characters most English speakers know as Punch and Judy. During the Symposium Jan and Katrijn delighted the crowd.

public display at the Dyslexia Discovery Exibit in Christchurch, New Zealand a few months ago! Our appreciation to the Dutch delegation, Jan, Katrijn, and the all-dancing, all-singing Dutch girls, for a very entertaining show! Thanks to Lot Blom for the photos and story of the Dutch Punch and Judy Show. You can read more about this and other news relating to dyslexia and picture thinking in general at Lot’s blog: www.picturethinking.blogspot.com/ And you can learn more about the Dyslexia Discovery Exhibit in Christchurch, New Zealand at www.cmct.org.nz/dde/index.html

Famous Dyslexics Remember
Paul Orfalea founded Kinko’s in l970, at age 22. By the time he sold it to Fed–Ex in 2004, it was the world’s leading business services chain. Today, there are over 1,500 Fed-Ex Kinko's worldwide. Orfalea is dyslexic, with ADHD. He’s easily bored, which motivates him to take on interesting projects. As a child he didn’t have much self confidence but says those difficulties helped him later: “If you have a healthy dose of rejection in your life, you are going to have to figure out how to do it your way.” He developed excellent communication skills, which served him well in business. Orfalea believes his challenges taught him to delegate. One of his mottos is, “Anybody else can do anything better than me.” He is now a philanthropist and visiting professor in Global and international Studies. Alice Sebold is the author of three novels, Lucky, The Lovely Bones, and Almost Noon. She recalls from childhood that everyone in her family was a reader except her. Her father, mother, and sisters devoured all kinds of books, all the time. Not Alice: she was dyslexic, though no one realized it at the time. “Stupid was how I felt,” she’s written. “Humiliation, shame, despair – these are good things,” she told an audience at the San José Museum of Art in California in l999, “they create a kind of motivation.” Eventually, in her twenties, she began to enjoy novels. By her thirties she began reading “old dead authors.” Throughout her life she’s loved poetry and says it influenced her writing. “Now, in a way that seemed impossible when I was a child, I read maniacally. And I read everything my family did.” Danny Kessler, 26, has dyslexia and ADHD. He also founded Angels with Attitude, sponsoring self-defense workshops for women. As a child, he had low self-esteem, but was determined. “They give A’s for memorizing, for writing an essay, but not for being a leader,” he says. The NY Times quoted him saying, “I told myself I’d never be a lawyer or doctor. But I wanted to make a lot of money. I became cool with teachers, and developed a rapport with them.” In 2004, he won an Edson Student Entrepreneurship Initiative award. Danny gives talks internationally on self defense and entrepreneurship for youngsters with dyslexia and ADD. He’s also Lightweight Coach and Assistant Head Instructor in American Pankration, the largest College Mixed Martial Arts Club in the US, and is part owner of a Martial Arts gym in Phoenix, Arizona.

PAGE 6 International Davis Dyslexia Correction Providers
®

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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

Humorous Insights into Asperger Syndrome
A review by Alice Davis

Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Caringbah NSW +61 (02) 9524 3837 Jan Gorman Eastwood / Sydney +61 (02) 9804 1184 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 Austria Annette Dietrich Wien +43 (01) 888 90 25 Gabriele Doetsch Leutasch/Innsbruck +43 (5) 214 64 57 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012

A dear friend recently gave me a gift: a copy of All Cats Have Asperger Syndrome by Kathy Hoopman. She chose this gift because she knows I love cats and because she has heard me complain many times about my husband who retains many of the characteristics from his profound autism during childhood. It warmed my heart and touched me deeply. I immediately fell in love with the endearing and humorous photographs of cats and kittens. But, more importantly, this author’s affectionate, playful and detailed insights about characteristics of individuals with Asperger Syndrome gave me a deeper appreciation for their unique qualities and their great potential. It also helped me finally realize and accept that my husband will never agree to wear socks with elastic in the ankles, let anyone else except me give him a haircut, or (just like my cats) learn to love garlic and red pepper the way I do. About the Author Kathy Hoopmann lives in Dubai with her husband and three children. She is also the author of the Asperger Adventure series for younger children; Haze, Blue Bottle Mystery, Of Mice and Aliens, and Lisa and the Lacemaker, all published by Jessica Kingsley Publishers.
This book is available from the DDAI bookstore and at www.dyslexia.com/bookstore.

All Cats Have Asperger Syndrome By Kathy Hoopman Hardcover: 72 pages, English Publisher: Jessica Kingsley Publishers ISBN-13: 978-1843104810 Price: $14.95

Three Views of an Austistic World
A review by Abigail Marshall

Born on a Blue Day is the autobiography of Daniel Tammet, an autistic savant who, among other accomplishments, set a world record by memorizing and reciting pi to more than 22,500 digits. Tammet’s facility for mathematics and numbers is matched by a natural affinity for languages; he is fluent in at least 10 languages, and once proved his ability for the sake of a television documentary by accepting a challenge to learn Icelandic in one week. Tammet’s book is an uplifting story, as much a tribute to the value of love in human relationships as it is a recounting of his childhood and his journey to find a place

Born on a Blue Day: Inside the Extraordinary Mind of an Autistic Savant By Daniel Tammet Hardcover: 240 pages, English Publisher: Free Press; 1st ed (Jan. 9, 2007) ISBN-10: 1416535071 ISBN-13: 978-1416535072

for himself as an adult. He is the eldest of 12 children, raised in an impoverished family who did not have the benefit of a firm diagnosis, but provided their son with love, support and unconditional acceptance. Somehow his

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parents had an innate sense of when to tolerate and indulge their son’s inexplicable differences, and when to gently nudge him toward developing the skills needed to survive in a neurotypical world. For example, when they realized that their son could not safely play unsupervised with children his own age, they opted for an adult chess club, where Daniel’s knack for the game becomes a doorway to acceptance as well as an opportunity to practice the give-and-take of social relationships. Tammet provides his readers with a view of the inner world of the autistic mind, as he describes his navigation through a confusing and sometimes overwhelming world – his hypersensitivities to sounds and smells, his acute need to impose order on his daily existence, confusions arising from his overly literal interpretation of verbal instructions. The book is all the more fascinating because Daniel is also a synesthete – his facility for numbers comes from the unique geometric shapes, movement and colors he associates

with each. Words also have shapes and color – the book’s title comes from his perception of Wednesday as blue, like the number 9. Solutions to complex mathematical equations appear to him immediately as a distinctive landscape of colors and shapes; similarly, he easily remembers the words to new languages by the shapes and colors that he sees with each new word. Born on a Blue Day is also a tale of courage and holds some surprises. At age 19, Daniel volunteered to serve for a year in a foreign country, teaching English in Lithuania. For him, merely taking a local train on his own to the orientation session for volunteers is a new and almost overwhelming experience – and yet he spends his year abroad forming new friendships, experiencing a new language, culture and foods. Gradually, Daniel’s world is transformed from one of a life isolated by his own idiosyncrasies, to one surrounded by good friends, and ultimately, his life partner.

Marika Kaufmann Lochau +43 (05574) 446 98

Austria (cont’d)

Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 Belgium Thera Brugghe Roeselare +32 (051) 24 63 40

Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92

Peggy Poppe Antwerpen +32 (474) 50 23 32

Edith Rotenburg Houtain – St. Siméon +31 (04) 374 27 87 Viki Vandevenne Bonheiden +32 (0473) 30 41 51

A Father’s Journey to Understanding
A review by Abigail Marshall

Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06

Unstrange Minds is written by Roy Richard Grinker, a cultural anthropologist, married to a psychiatrist. He is also the father of a teenaged autistic daughter. In a quest to better understand the place that autism occupies in society, the author combed historic records and traveled throughout the world, to South Africa, to India, to South Korea, to learn how autistic children are viewed and raised, and how their parents cope. Dr. Grinker is highly skeptical of claims that autism rates are increasing, and believes that diagnosis has increased simply in tandem with rising awareness. Before the 1970s autism was not widely understood, and children with autistic profiles were often labeled mentally retarded or schizophrenic. Changes and broadening of diagnostic categories in the DSM-III and DSM-IV prompted doctors to become more alert to the symptoms of autism among children with developmental delays. When autism was added as specific qualifier for special education services in the US, reported rates exploded–a development that Dr. Grinker feels is the natural outgrowth of the lack of adequate services for children without a specific diagnosis, providing even more incentive to label even borderline quirky or unusual children as autistic.

Canada Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Jean-Pierre Arbour Ottawa, Ontario +1 (613) 792-4068 +1 (866) 792-4067 (Toll-Free) Raylene Barnhill Fredericton, New Brunswick +1 (506) 458-0494 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225

Unstrange Minds: Remapping the World of Autism By Roy Richard Grinker Publisher: Basic Books; 1st Ed. (Jan. 1, 2007) Language: English ISBN-10: 0465027636 ISBN-13: 978-0465027637

Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Paul Forster Victoria, BC +1 (250) 888-9925

Sandy Farrell Hudson, Quebec +1 (450) 458-4777

Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free)

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

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Gerry Grant Supervisor-Specialist Workshop Presenter Waterloo/Toronto +1 (519) 498-2424 Corinne Graumans Medicine Hat Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535 [Toll Free] Julie Locke Truro, Nova Scotia +1 (902) 895-9015 Yuko Kimura McCulloch, Ph.D. Vancouver, B.C. +1 (604) 222-2258 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 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 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) 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 Tracy Trudell Wallacetown Ontario +1 (519) 762-2001 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 Canada (cont’d)

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In traveling throughout the world, the language skills are limited, she is able to attend a regular school with the help of a author finds that the Internet has similarly become a valuable tool for raising awareness, classroom aide, and by high school she is a in a world where autism in the past has often valued member of the school orchestra. Fascinated by animals, she hopes someday to been a source of shame and hidden from become a zookeeper. As I view. But he also discovers read the father’s cataloguing that the prognosis is often “I think that Isabel’s of his daughter’s limitations, better for autistic children tenacity and capacity I couldn’t help thinking of raised in rural, less for growth portends a Daniel Tammet’s transition to developed areas, where adult independence. Too often, more intriguing and their behavioral quirks Dr. Grinker seems to see his seem better tolerated. independent future daughter’s disabilities rather At home he takes us than her father than realize the power of her on another journey, as he expects.” gifts. It is Isabel’s mother who describes his daughter’s pushes for French lessons as education and growth. His love for his daughter is compelling, but often a bridge toward better communication skills, it seems that he sees her through the eyes of who lobbies for cello lessons as a form of the condition he labels a “disease.” For example, sensitization therapy for the child’s acute aversion to touch and sound. I wonder what early in the book he comments that he the epilogue will be to this story – somehow cherishes the idea of having his daughter I think that Isabel’s tenacity and capacity for in his home indefinitely, never needing to growth portends a more intriguing and stress over future college or marriage. But independent future than her father expects. Isabel may have other ideas – though her

Ten Things Every Child with Autism Wishes You Knew
A review by Abigail Marshall

Ten Things Every Child with Autism Wishes You Knew is the simple, practical book I wish Dr. Grinker would read. Written by Ellen Notbohm, the parent of an autistic child, this thin volume comes with deep, from-the-heart wisdom. It counsels parents and teachers alike to respect, love and appreciate their children as individuals, and not merely to see them through the lens of their disability. She points out that “normal” children have tantrums and squabbles with other children, too – some of the many challenges the child presents are merely part of growing up. She tries to help the reader see the world as the autistic child must see it and feel it, helping to explain how the child’s behavior is often a very normal and understandable reaction to a world of overwhelming sensory confusion. Yes, there are often overwhelming challenges, and the functional capacity and prognosis for each child is variable – but underneath it all, behind whatever barrier created by odd behavior and poor communication skills – there is a human being yearning to be understood, and a child who simply needs faith, guidance and support as he grows.

Ten Things Every Child with Autism Wishes You Knew By Ellen Notbohm Paperback Publisher: Future Horizons (Jan. 1, 2005) Language: English ISBN-10: 1932565302 ISBN-13: 978-1932565300

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Colombia Laura Zink de Díaz Bogotá +57 (1) 429-6312 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

The Making of a Bookworm
By Linda Daniels Davis Facilitator in Providence, Rhode Island

Sometimes it’s hard to believe that my 12-year-old bookworm didn’t recognize all of the letters of the alphabet a mere four years ago, or that a neuro-psychologist predicted a long struggle to achieve literacy. These days, we pry books out of Cormac’s hands each night and are careful about what we leave lying around. If it’s in print and at hand, he’ll read it. He’s especially fond of film reviews, perhaps because we only recently lifted the ban on PG-13 movies. “Maybe I can’t go see them,” he snorts, “but you can’t stop me from reading about cool movies.” Point taken. We can’t stop him from reading, period, although my husband and I do draw the line “Some kids go through a phase where they idolize super-heroes or sports figures. Cormac’s hero was and is a Facilitator, Charlotte Foster.” at dinner-time contraband beneath the table. Our first helpful hint to a new teacher is to check Cormac’s lap for a book before starting a lesson. It’s amazing how many false assumptions of A.D.D. turn out to be D.B.D. – Devoted Book Devourer. You know how some New Englanders stock up on milk and bread before a snow storm? Around our house, we stock up on books before libraries close for a federal holiday. Most of Cormac’s discretionary income is spent on books and his favorite tee-shirt proclaims, “As soon as I finish this chapter...” and the next and the next. Naturally, we have a Davis Facilitator to thank for all of this bookishness. Some kids go through a phase where they idolize super-heroes or sports figures. Cormac’s hero was and is Davis Facilitator Charlotte Foster. Even the state where she lives has a golden aura for him. New Jersey isn’t just a place. It’s where Charlotte parted the sea of disorientation and led Cormac to the Promised Land

of chapter books, the fatter the better. To this day, Charlotte’s marvelous blend of intelligence, humor and compassion remain the standard against which Cormac compares all teachers. Few measure up, and the ones who do are special indeed. Recently, I came across a “reading survey” Cormac’s literacy teacher asked him to complete. In answer to the question, “How did you learn to read?” he had a one-word answer: “Charlotte.” The wonder of Davis, as Charlotte herself would be quick to point out, is its premise that picture thinkers have gifts to unwrap, not disabilities to disown. So when Cormac says “Charlotte” is how he learned to read, he means the person and the methods she employed. That’s a great comfort to a newly licensed Facilitator like myself, sitting across the table from an anxious client on Monday morning. Will I measure up? Will he become a bookworm or simply happily literate, able to read anything he wants when he wants? Doesn’t matter. What matters is that I can point him where he wants to go.

Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Finland Elisabeth Helenelund Borga +358 400 79 54 97

Carmensol Herdoíza Ambato +593 (3) 284 9344

Nora Cristina Garza Díaz Ambato +593 (3) 282 5998

Ecuador Ana Magdalena Espin Vargas Ambato +593 (2) 854 281

Inés Gimena Paredes Ríos Ambato +593 (2) 854 281

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

For Cormac, that was directly to the big-kid books he had longed to read for himself from the earliest age. With his permission, I conclude my profile with his own words (see the following page), written for a recent class assignment.

Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ute Breithaupt Langenselbold +49 (06184) 93 84 88 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

PAGE 10
Germany/Deutschland (cont’d) 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 DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (0179) 896 8007 Mechtild Hylla Kassel +49 (0561) 602 78 20

Why I Read
By Cormac Hopkins
To me, reading is a nice quilt on a cold winter's night or a cool root beer on a hot summer's day. My favorite types of books are fantasy and realistic fiction. I read a lot of manga and graphic novels. Some of my favorite books are the Redwall series by Brian Jacques, Naruto by Masashi Kishimoto, Full Metal Alchemist by Hiromu Arakawa, and the Harry Potter books by J.K. Rowling. The first book I read by myself was Frog and Toad by Arnold Lobel in second grade. I read out loud by

THE DYSLEXIC READER

Christine Jacob Lörrach +49 (07621) 134 60 Rita Jarrar München +49 (089) 821 20 30 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26

myself every day while I was with Charlotte doing a Davis program. It was exhausting. Now, it’s so normal I don’t think about reading when I read. I just read. People tell me I read too fast. They also say I talk too fast, but I can’t help it. That’s how my mind works. I’m saying one sentence and thinking of the next one in my head. I read for fun and enjoyment. It requires no work, just your imagination (and I don’t like work).

By Mary Pozzi

Sabine La Due Stuttgart +49 711 47 91 000 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0

Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29

Ursula Rittler Stuttgart +49 (0711) 47 18 50

Colette Reimann Landshut +49 (0871) 770 994

Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

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

I am a sister to an improving dyslexic ten year old!

I am a sister to a dyslexic ten year old. I understand how reading doesn’t come easy for him I say encouraging words to him so he won’t give up. I dream of how some day he will own a ranch just like my dad. I try to read to him whenever I can. I hope that he won’t let his reading problems keep him from getting a good education.
Mary Pozzi wrote this poem after her brother completed a Davis program with Davis Facilitator, Rhonda Erstrom, in Vale, Oregon.

I am a sister to a dyslexic ten year old. I pretend that he can read fine. I feel sad for him that he struggles every day. I worry that he might never get the hang of reading. I cry when I think of how he might never be a fluent reader.

I am a sister to a dyslexic ten year old. I wonder what goes on in his head when he tries to read. I see him claying words with Rhonda. I want him to be very successful in life.

THE DYSLEXIC READER
Casey Goes to Georgetown . . . (cont’d from p. 1)

PAGE 11
Germany/Deutschland (cont’d)

As part of her application packet to Georgetown University, Casey submitted a personal essay describing her “trials” and challenges in school, and how her Davis

Dyslexia Correction Program changed her life. After reading the essay, I’m sure you’ll agree that Casey McGrath is an amazing young woman!

Stepping Past Labels
By Casey McGrath

I stepped past my labels and boundaries and took three honors classes my freshman year. When I made good grades, my confidence grew, and I stepped further away from those boundaries. I challenged myself with more rigorous academics and extracurricular activities. I became a key club officer, a retreat leader, and managed the men’s soccer team. I faced my performance anxiety dead on by joining the speech team and performing at tournaments. I learned how to rise above adversity, push myself to discover my potential, and welcome life’s “I was chronically disoriented, challenges. I learned never to let any one which felt like motion sickness else define who I can become. with a headache. It was like It has been a long, difficult journey, but my trials strengthened me in every way– living on an endless spiritually, psychologically, and emotionally– tilt-o-whirl at the fair.” and made me who I am today. Did my trials inspire ambition? They molded me into a with a headache. It was like living on an endless tilt-o-whirl at the fair. I was the kid in happy, strong, confident, young woman who will become a great nurse. My volunteer dance class who turned the wrong direction, experiences assisting disabled children and the kid in sports who dropped the ball, and various needy populations were life changing. the kid in music class who could not read notes. I wanted to be great at something, but My trials enabled me to connect with the trials it seemed I could not do anything right. Most of others–their frustrations, heartaches, losses, of my childhood was spent studying while “My trials enabled me to connect other kids played because homework took me with the trials of others–their hours to do. In eighth grade, a psychologist frustrations, heartaches, losses, tested me, labeled me, documented the smallest triumphs, and their accommodations I needed for high school need for acceptance and love.” and advised me not to take honors classes. Was this my future?—a mental wheelchair of limitations and inadequacy? I had already lost smallest triumphs, and their need for acceptance and love. I gained a sense of most of my childhood. I had had enough. I decided that, somehow, I would find a way to purpose I had never known. Caring for others and lifting their spirits is what I do best. That kick that chair down a cliff and learn to run. knowledge and my love of science led me to My parents learned about a dyslexia correction program. During the intensive, one- nursing. I am who I am because amazing week program, the facilitator trained me how people in my life supported me and picked to turn off the disorientation that made normal me up when I was down. Each day is filled with possibilities to make a difference for reading impossible. She showed me how to others, like so many people did for me. I create visual images in clay to understand will make that difference by getting the best abstract words and taught me exercises to possible nursing education! Thank you so regain my balance. She gave me the tools to much for your consideration. take my life back and, step-by-step, I did.

Helen Keller wrote: “Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved.” This quote sums up my story. What were my trials? I was the only kid in first grade who could not read. In third grade, I could not multiply. In fourth grade, I gave up recess to retake failed math tests. I am dyslexic. Words and symbols were jumbled in my mind. I was chronically disoriented, which felt like motion sickness

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

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 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 Jon Einar Haraldsson Lambi Akureyri +354 867 1875 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Erla Olgeirsdóttir Akranes +354 694 3339

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Iceland (cont’d) Hugrún Svavarsdóttir Mosfellsbær +354 698-6465 Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Margret Thorarinsdottir Selfoss +354-486-1188 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 India

THE DYSLEXIC READER

Implications of Self-Regulation Abilities for Academic Achievement
By Abigail Marshall

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 Aideen Tierney Dublin 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

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 Manisha Shah Nairobi + 254 (0) 722 492 217 Diana Smit-Jurgens Nairobi +254 733 895 603 Kimberly Swallow Nairobi + 254 (20) 712 0472

Independent research shows that children’s self-regulation abilities – including the ability to alternately shift and focus attention and inhibit impulsive responding – are uniquely related to early academic success and account for greater variation in early academic progress than do measures of intelligence. In a study reported in the March/April 2007 edition of Child Development, researchers Clancy Blair and Rachel Peters Razza suggest that curricula designed to improve not only early academic abilities, but also self-regulation skills may be most effective in helping children succeed in school. Clancy Blair, lead author of the study and Associate Professor of Human Development and Family Studies at Pennsylvania State University, explained, “By the time children start school, they are expected to be able to sufficiently regulate attention, impulsivity, and emotion so as to communicate effectively and to jointly engage in learning experiences with teachers and classmates. “For some children, however, self-regulation abilities may be slow in developing, leading to problems in the transition to school and increased risk for early school failure.” The researchers examined the role of self-regulation in emerging academic ability in 141 children aged 3-5 years, evaluating the extent to which distinct but overlapping aspects of the children’s developing self-regulation skills were associated with emerging math and literacy ability in kindergarten. They found that all aspects of children’s self-regulation are uniquely related to their academic abilities, over and above their intelligence. One particular aspect of self-regulation – the inhibitory control aspect of brain function used in planning, problem solving, and goal-directed

activity – is predictive of all academic outcomes but was particularly associated with early ability in math. With this study in mind, it is noteworthy that Davis Learning Strategies, developed as a classroom-based program for primary grades (ages 5 to 8), includes specific techniques geared to helping children develop their ability to focus attention (Davis Focusing), release stress and tension, develop the ability to self-regulate their energy level, and match their behavior to external expectations (Davis Dial-Setting). During five years of pilot studies, it was discovered that these techniques helped ALL children enhance and improve their reading and language arts skills, no matter what their learning style or reading level. Today teachers continue to find that in classrooms implementing Davis Learning Strategies, strong readers become stronger in language and grammar skills and weaker readers begin to read effortlessly. Davis Learning Strategies have also been found not only to prevent special education placement in later school years, but to increase the number of students qualifying for Gifted Education placement.
Citation: Clancy Blair, Rachel Peters Razza (2007) Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten Child Development 78 (2), 647–663. doi:10.1111/j.1467-8624.2007.01019.x

THE DYSLEXIC READER

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Lebanon Samar Riad Saab Beirut +961 3 700 206

Davis Learning Strategies “Bring Back the Smile:” Another New Davis DVD!
I Can Do It – The Confidence to Learn is a 12-minute video featuring comments by teachers, parents, and students about their experiences in a school implementing Davis Learning Strategies. Davis Learning Strategies (DLS) is a set of powerful techniques for teaching any subject to students of any age. These strategies help students be successful, self-motivated and self-disciplined. The video features students and teachers using DLS strategies in a school in Vale, Oregon, as well as comments from parents and educators about the benefits to their children and the school in general as a result of implementing Davis Learning Strategies throughout the school. The self-regulation strategies integral to DLS teach children to be physically and mentally focused – ready for learning – with great results. In the video, you’ll see teachers and students in Vale, Oregon, using three Davis self-regulation strategies to improve focus, listening and learning, as well as how students use clay for modeling concepts and vocabulary, and Koosh balls to improve focus and spatial perception.

Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95

Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205

Fr o m t h e v i d e o
“It’s just been a blessing to us and our family, our school, and our community.”
–Kathy Pozzi, parent

Cathy Calderón de la Barca México D.F. Advanced Workshop Presenter +52 (55) 5540-7205

Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 María Silvia Flores Salinas Supervisor –Specialist Garza García Monterrey NL +52 (81) 8378 4846 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l 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 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8338 2226

“It is something that they love.”
–Rhonda Erstrom, teacher

“And that’s what Davis does: it brings back the smile.”
–Darlene McConnell, principal

You can view excerpts from the DVD adapted for on-line viewing, at www.davislearn.com/information/videos.htm
I Can Do It – The Confidence to Learn is available now. DVD price: $9.00

The Myth of Early Intervention
By Abigail Marshall

In theory, early intervention for learning difficulties should be a good thing: catch the children before they fail, give them what they need to succeed as early as possible. But in the field of dyslexia remediation, the focus on early intervention has given rise to an unfortunate, and very untrue, myth: that the child who is not reading by 3rd grade is doomed to failure. Experts quote somber statistics about the percentage of children who never learn to read; the story circulates that one state or another plans its future prison construction based on the rate of reading failure in the third grade. An intriguing new study from Italy seems to put the lie to this theory. Researchers decided to look at how older kids (6th to 8th graders) compared to younger ones (4th to 5th graders) in their rate of improvement with reading fluency, with two different interventions. Both interventions had been shown to increase reading accuracy in prior studies

involving kids from 2nd to 8th grade. All kids met DSM-IV diagnostic criteria for dyslexia at the outset. One set of kids from each age group received an intervention geared to building more automatic sublexical decoding skills with specific training in syllable identification;

“the focus on early intervention has given rise to an unfortunate, and very untrue, myth: that the child who is not reading by 3rd grade is doomed to failure.”
since Italian is a phonetically regular language, this is an effective strategy for phonetic decoding. That is, the syllable pa will always be pronounced /pa/ no matter where it appears in a word. The alternate intervention was based on

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

Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005

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Johanna Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jan Gubbels Maastricht +31 (043) 36 39 999 Sue Hillier-Smith Breukelen +31 (0346) 265 059 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 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 Netherlands (cont’d)

THE DYSLEXIC READER

“In the US, the strong emphasis on phonetic strategies may explain both the high rates of reading failure and the early intervention myth.”
a hemispheric stimulation, using a computer program that displays words in the right or left visual fields in order to enhance left hemispheric development. The results of the study were that older children did as well as younger children in the rate of gains made in reading fluency and various tests of reading accuracy, with one exception: with the phonetic based, syllable training, the younger children did better on tests of words read in isolation. In other words – at least with the particular interventions studied, older kids could do just as well as younger, at least for the important end goals of improved reading fluency and accuracy of text reading. But this brings up another question: what is the source of the early intervention myth? As the Italian researchers noted, very few studies of reading interventions look at the end goal of reading fluency. A meta-analysis in 2003 showed that “90% of the studies included standardized dependent measures of real word-reading accuracy, whereas none included measures of fluency.” But deficits in fluency are the most persistent, even after accurate decoding is learned (more easily in phonetically transparent languages, with more difficulty in irregular systems like English or Danish). Thus, tests of single word reading accuracy provide no indication of how the child will fare as a reader over the long term; many dyslexics grow to adulthood reliant on slow and laborious decoding. In the US, the strong emphasis on phonetic strategies may explain both the high rates of reading failure and the early intervention myth. Despite sanctimonious

claims that these phonics-based programs are “research-based,” the research is not geared to mature, skilled –fluent– reading. Instead, the research tests the one thing that older children are not particularly good at learning: improved ability to recognize words in isolation. And because of this deficit in the studies, the researchers have done very little to develop or study programs aimed at fluency development. In other words, they haven’t bothered to study the programs that are likely to help older children. Of course, such programs do exist– but as they tend not to employ the phonetic strategies already labeled as being supported by research, they are viewed with disdain, seldom implemented in schools, and remain unresearched. So we end up with only programs that are neither effective to build reading fluency nor to help older children improve their skills: hence the abiding myth that the child who reaches age 8 without reading is already a lost cause.
The Study: Fluency Remediation in Dyslexic Children: Does Age Make a Difference? by Patrizio E. Tressoldi, Maria Luisa Lorusso, Federica Brenbati and Roberta Donini, Universita` di Padova, Padova, Italy [DYSLEXIA, Published online in Wiley InterScience, DOI: 10.1002/dys.359]
© Abigail Marshall; first published Nov. 7, 2007, at “Dyslexity”– dyslexity.blogspot.com

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 Bert Neele Melick +31 (61) 259 8802

Quotables by Notables ...
“The cure for boredom is curiosity. There is no cure for curiosity.” –Dorothy Parker, writer, poet

Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Petra Pouw-Legêne DLS Nederlands Director Beek +31 (046) 437 4907

Karin Rietberg Holten +31 (0548) 364 286

Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437

“If toast always lands butter-side down, and cats always land on their feet, what happens if you strap toast on the back of a cat and drop it?”
–Steven Wright comedian, actor

THE DYSLEXIC READER

PAGE 15

Statistics 101 Q: I am curious, do you have statistics or regional maps reflecting the number of diagnosed cases of dyslexia in the US, in both adults and children? A: I’m sorry, we don’t have any statistics reflecting diagnoses of dyslexia. Because there is no uniform agreement on either the definition or diagnostic criteria for dyslexia, nor uniform procedures for diagnosis, it is likely in any case that such statistical reports would be subject to dispute. Currently, there is also no mechanism for tracking the number of diagnosed cases in the US. However, depending on who you ask, the estimates of incidence of dyslexia in the US vary from about 5% to 20%. No thanks, mom! Q: I really think the Davis method would help my child, but he absolutely refuses to touch the clay or to try catching the Koosh balls. Is there something else can we do instead?

By Abigail Marshall

Outgrown or overcome? Q: Is Dyslexia something you grow out of ? If testing reveals you have dyslexia, do you need to be tested again years later to see if anything has changed? A: “Dyslexia” is a word used to describe a pattern of thinking and learning that is characteristic of the dyslexic person. It will not be “outgrown.” However, there is no standardized way to test for dyslexia, and testing often involves looking for specific academic weaknesses, such as difficulty performing phonetic tasks or reading. Many educators still view dyslexia only as a weakness or disability. As a result

A: The key element of the Davis program and philosophy is that we only work with individuals who want the program. Given your son’s refusal to participate, I'm not sure that he fits that description. The desire to use the Davis approach has to come from your son–so the first step is really simply to ask him if this is something he wants to do. If the answer is “no” there really is nothing you can do to make him use or benefit from the Davis tools. Instead you’ll have to help him find a different path that he they have not developed diagnostic tests that is comfortable with. You can probably identify look for the talents and strengths that are a list of things that he is good at and enjoys. typically also part of dyslexia. For that Explore some creative ways to integrate his reason most educational testing for dyslexia preferences with his learning needs. This is not really complete and may not always would not be the same as following the be accurate. Davis approach–but the ultimate goal is to While dyslexic children do not merely find your son’s strengths and interests and “outgrow” their early learning problems, then find learning strategies that suit them. many do overcome them. Thus, the specific It sounds like there is a very strong symptoms or problems identified early in emotional component to what your son will life may no longer exist in adulthood, and and will not do. There is nothing wrong with therefore would not be measurable. A that. In general there is an emotional aspect dyslexic adult who has learned to read well to most triggers or learning barriers. But is still dyslexic–but has learned the skill that you can only address and move beyond once was difficult for her. If she performs them with an individual who wants to do so. well on a reading test, some testers might Perhaps if your son experiences success and conclude that she is not dyslexic, but this positive reinforcement in other aspects of merely reflects the limitations of such testing. learning, his confidence will increase and The person's overall style of thinking and he will be more willing to give the Davis learning has probably not changed. techniques a try.

Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 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 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

Netherlands (cont’d)

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 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 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Martine Falconer Christchurch +64 (03) 383-1988

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Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 New Zealand (cont’d)

THE DYSLEXIC READER

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 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 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627 Imelda Casuga Baguio City +63 (744) 42 29 01 Poland Agnieszka Osinska Warsaw +48 (22) 658-2237 Philippines

Portugal Ana Catarina Gil de Almeida Lisboa +35 (121) 781-6090 Maria Teresa Henriques Lisboa +351 (21) 847-3515 Sofia Vassalo Santos Lisboa+35 (191) 911-2565 Cristina Rocha Vieira Coimbra +35 (123) 943-7732 Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 Republic of Singapore

to make any decisions about medication in consultation with your brother’s doctor.) Once your brother learns these exercises, they need Q: My youngest brother is seven years old, to be reinforced on a daily basis with adults and was diagnosed with ADHD last fall. I in his life. The more they can be integrated in visited your website, but found that most of a casual way into his daily life, the better. it pertains to dyslexia. Where can I get more Keep your brother ACTIVE in ageinformation about ADHD? My parents have appropriate, energy expending activities, been home schooling him. They are pretty such as supervised out-door play, classes in much at their wits end with medication. My martial arts or gymnastics, or family outings brother’s doctors have prescribed several like bike riding or hiking. Your brother has a kinds, but he has had bad reactions to some. lot of energy and you need to provide him an The medication he is currently taking isn’t strong enough. He wears me out just watching appropriate outlet for it. Limit his exposure him! He’s unmanageable, very impulsive, and to TV and videogames as much as you can, in favor of outdoor activities – try to give him has no attention span. School starts shortly as much outside time as possible. and I know my parents want to get him back Be careful about his diet. Cut out fast into the school system. I read on your website food and sugar-laden treats in favor of foods that people with ADHD need to become with complex, more slowly digested aware of their own energy level and carbohydrates and protein. This develop sensitivity to the energy means whole grain rather than levels of others. But how can a white bread, fresh fruit rather than seven-year-old understand this? candy and soda. Make sure that he A: We do have a program for has good dietary sources of essential ADHD, described in some fatty acids. This can be a wholedetail in Ron Davis’ book, family endeavor, as eating right The Gift of Learning. For is good for everyone. (See: the most part, we work www.dyslexia parent.com/mag38.html) with children aged eight Spend as much time as you can and over. Your insight that with your brother, and reinforce the the ADHD program would dial-setting tools by helping him pay be more difficult for a sevenattention to where others' dials are set, year-old than for an older child or an and think about where his should be set. adult is correct. The methods we use CAN This will take time for him to integrate – be taught to children as young as five, but so regular adult reinforcement will help. we do that in school-based programs with a You may want to gently introduce lot of reinforcement over time. It simply is Concept Mastery, as described in The Gift of not reasonable to expect a very young child Learning, by having him make clay models to pick up these skills and incorporate them for the concepts such as self, change, cause, within the course of a one-week, intensive effect… Because your brother is so young, program such as the one described for older these concepts will take more time than they children. There are some exceptions, of course would with an older child, but it will help – children who are mature for their age –but him to think about and explore them. it is unlikely that a seven-year-old boy with The book, The Myth of the ADD Child: ADHD would have that degree of readiness. 50 Ways to Improve Your Child’s Behavior Nonetheless, I do have some suggestions. and Attention Span Without Drugs, Labels, or The methods we use are described in Coercion, by Thomas Armstrong, contains a The Gift of Learning. These self-regulation lot of good suggestions for other ways to help strategies work best when the individual is not your brother learn to regulate his behavior. medicated. If you or your parents are able This will all take time and should to spend time working with your brother, I ideally be approached with all family suggest the following: members on board and supportive. A Go through the following mental, self- Davis Facilitator can probably offer more regulation exercises described in the book suggestions and perhaps provide some with your brother: Release, Alignment, support now, even if your brother is not Dial-Setting, and Koosh Ball coordination yet ready for the formal Attention Mastery exercises. (These tools may not work for a Program. Check our Davis Facilitator listings medicated individual. Your parents will need for a Facilitator near you.

My brother wears me out just watching him!

THE DYSLEXIC READER

PAGE 17
Serbia Jelena Radosavljevic Kraljevo +38 (163) 762 87 92

Courage and Perseverance Rewarded
Anna Stephens, from Leicestershire England, gained her Davis Facilitator licence in the fall of 2006. Since then she has spent her time building a private consultancy business – and garnering awards! Anna’s journey has been a challenging one. Despite being one of only two Davis Facilitators in the East Midlands area, she found that interest in dyslexia was very low. But Anna was not deterred. She was awarded a Fellowship of the Institute of Personnel and Development, and joined Women in Management (an arm of the Chartered Institute of Management). Anna has attended many meetings to spread the word about dyslexia and the Davis Method, has been featured on radio and has given talks for the benefit of the general public and those already working with dyslexics. But she continued to find that very few were interested in listening. In September, Anna’s work was recognised when she received an award for “courage.” The inscription on the certificate, signed by Member of Parliament, Patricia Hewitt, states: “In recognition of the amazing and inspiring contribution you make to the lives of others around you. ” While Anna was collecting her award the following statement was read to the watching audience: “Anna is an inspiration not only to women but to all adults who want to change their lives. It takes courage, and Anna is an example of a person who has that courage. She gave up a highly successful career in business to help others – that takes courage. She ‘came out’ and faced, as an adult, a learning disability that cripples children with labels of ‘lazy’ and ‘stupid’ and leaves them as adults underachieving and lacking in confidence. What

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 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dünki Rafz + 41 (079) 318-8300 Ursula Fischbacher Orpund +41 (032) 355 23 26 Mieke Friederichs Reinach +41 (061) 712 42 06

am I talking about? Dyslexia? Dealing with the stigma associated with this disability especially as an adult, who is apparently successful, takes courage. Since finding a way of overcoming her dyslexia Anna has devoted her time to helping adults and employers deal with this ‘hidden’ disability. In Leicestershire where the term is not widely recognised this also takes courage.” After receiving her award Anna stated, “It’s wonderful to be recognised for my work. I was beginning to think that nobody was listening or noticing that I was even there. I always expected to do a fair amount of promotional work once I received my licence, but I have to admit that I didn’t think that soliciting interest would be as challenging as it has been. I’ve been quite taken aback at how little people know about dyslexia generally, although it gets talked about more and more. I quickly realised that instead of promotion to

Heidi Gander-Belz DLS Presenter-Mentor Monchaltorf +41 (01) 948 1410 Elisabeth Gerber Mettmenstetten +41 (044) 767 10 54

Katharina Grenacher Bern +41 (031) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 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

Maya Muraro Stäfa +41 (079) 704 03 07 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38

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Switzerland/CH (cont’d) Verena Luisa Moser Aarau +41 (062) 823 65 92 Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Véronique Pfeiffer Zürich +41 (01) 342 22 61 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 Marianne Schutz Zofinger +41 (62) 752 8281 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

THE DYSLEXIC READER

sell a service I first had to undertake what was essentially an educational campaign. This campaign has taken me and continues to take me into new territory, such as writing newsletters and sending 14,000 emails. At first I found it a bit daunting, but now I’m excited to see what will happen next!” Anna’s not slowing down. Her latest exploits have involved supporting Brian Mayne (author of several goal-setting books using pictorial techniques) in a live talk to

“This campaign has taken me and continues to take me into new territory.” about 1,000 people. She has also been invited to write an article for a local magazine and joined the debate on a local radio late night show as to whether to recommend Ritalin for AD/HD. Anna has also been invited to introduce the Davis Method to the local branch of the Dyslexia Association.

Joaquín: Diario de un éxito

United Kingdom Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sue Bullen Ayrshire, Scotland +44 (01292) 591 797

United Arab Emirates Linda Rademan Dubai +9714 348 1687

Sarah Dixon East Horsley, Surrey +44 (01483) 283 088 Susan Duguid London +44 (0) 8000 272657 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (0) 8000 272657 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum MA London +44 (0) 8000 272657 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (0) 8000 272657

Por Laura Zink de Díaz, Facilitadora, Bogotá, Colombia (Pero más que todo, por Gertrudis Pardo, la mamá de Joaquín !)

Joaquín, orgulloso de su modelo (y mostrando en los ojos el centelleo característico de su picardía) durante su programa Davis en diciembre, 2006.

A finales del año 2006, trasladé mi centro de Joaquín me dediqué a estudiar todos mis Davis a Bogotá Colombia. En diciembre la materiales Davis… famillia Escobar se comunicó conmigo Cuando conocí a Joaquín tenía nueve respecto a la posibilidad de un programa Davis años y era un jovencito muy listo que luchaba para su hijo, Joaquín. ¡Iba a ser mi primer con desorientaciones bastante extremas. Sus cliente! Quería ofrecerle el mejor programa padres hablan inglés con tanta naturalidad posible, pero estaba algo preocupada, porque como el español y la familia viaja a menudo el traslado de mi negocio– a Estados Unidos. Joaquín los trámites para establecer “Noto una gran diferencia asiste al Colegio Nueva una empresa colombiana y entre su comportamiento Granada, un colegio antes y después del obtener una visa que me bilingüe en Bogotá donde programa.” permitiera trabajar dictan la mayoría de sus legalmente en el país – clases en inglés y muchos habían ocupado toda mi atención durante de sus textos vienen de Estados Unidos. En casi un año. ¡Desde enero, no había trabajado casa la familia cambia de español a inglés con un cliente de carne y hueso! ¡Ojalá que constantemente y con mucha facilidad. Joaquín no se me hubieran olvidado mis destrezas de también, y a menudo cambiamos de idioma facilitadora! La semana antes del programa durante su programa. (A propósito, en Estados

hay un poco de incertidumbre acerca de los tres ejercicios de lectura, deletrear, puntuación con imágenes, etc. Hoy hablé con la profesora quien te va a buscar para hacer el entrenamiento. Yo quisiera repetir el entrenamiento con ella, o mejor aún, ir con Joaquín para afianzar su confianza y la mía en que estemos haciendo todo como es debido. 8 febrero, 2007... Te cuento que Joaquin ha venido trabajando en la casa dos palabras semanales (de la lista de Davis), además de 10 palabras en inglés de su ortografía. A veces logra memorizarlas Unidos se considera que la facilidad con que cambian de idioma los niños bilingües es indicio todas, a veces solo la mitad, pero ha subido de altos talentos intelectuales). Sin embargo, de un 20% a un 50% en el examen de Joaquín tenía graves dificultades con la lectura ortografía, y a veces 100%. Lo veo mucho más y la ortografía, su atención, muy dispersa, no tranquilo, ya acepta trabajar en el programa, se llevaba bien con los compañeros de clase, y en el colegio su profesora del Centro de Aprendizaje le está trabajando en las prácticas y sufría de hiperactividad. de lectura, de modo que yo solo estoy Para el último día de su programa, yo trabajando la plastilina y las pelotas Koosh. me sentía cansadísima y a pesar de un esfuerzo sincero, dudaba de que el programa le había 20 febrero, 2007... ayudado. Pero en esto podemos aprender la Me reuní con las profesores de Joaquín hoy. lección que aparentemente a mí me toca Su profesora de curso me mostró una aprender una y otra vez: hay que tener fé en evaluación general que les hizo hace pocos el método. En vez de contarles lo que pasó días y no hay ninguna área de preocupación. con Joaquín, les ofrezco unas citas de mi Sabiendo que su nivel de lectura aún está por subsiguiente correspondencia por e-mail debajo del nivel del curso, ella deja que ésta con Gertrudis, su mamá: la haga la profesora del Centro de Aprendizaje. Esa profesora también dió un concepto muy 7 enero, 2007... Gracias por ofrecerle a la profesora de Joaquín positivo desde que está trabajando con las técnicas Davis. También la sicóloga quien es del Centro de Aprendizaje la capacitación el centro de todas las acciones que se toman para ayudantes cuando ella vuelva de sus con Joaquín en el colegio, se mostró muy vacaciones. Yo le he colaborado a Joaquin a verificar su alineación durante las vacaciones. contenta con los resultados. Yo propuse que la lista de ortografía semanal, que sigue siendo El sábado pasado tuvimos una sesión de difícil para Joaquín, la modifiquen y la hagan trabajo con plastilina, y lo noté un poco disperso y con el disco selector un poco alto. por familias de palabras, AVKO spelling, (lo leí en el libro The Everything Parents Guide Hoy le propuse hacer otra sesión y pone for Children with Dislexia*). La profesora condiciones para empezar, tratando de aplazar y no trabajar. Le dije que si no quiere estuvo de acuerdo y lo va a implementar, a ver si Joaquín puede mejorar su calificación trabajar es su decisión, aunque la verdad yo semanal. La profesora de curso dijo que me siento un poco frustrada por no poderlo Joaquín está “necio” en clase, desafiante con convencer de trabajar. Sin embargo Joaquín ha estado muy tranquilo después del programa. las profesoras. La conclusión que sacamos Lee avisos en la calle (algo que antes no hacía), es que se siente más seguro de sí mismo, se y lo noto equilibrado emocionalmente. Noto siente con ciertos privilegios por ser disléxico, una gran diferencia entre su comportamiento y está ensayando hasta dónde puede “dejar de hacer sus deberes”. Le sugerí a la profesora, antes y después del programa. La gente que quien dice que no pone atención cuando dan está cerca de nosotros también notó en esta instrucciones, que le pregunte si está “listo época que él está muy tranquilo. Esto lo aprecio mucho pues facilita la vida en familia. para recibir instrucciones”, pensando en que esa pregunta lo haga alinearse para atender. 10 enero, 2007. . . Todas estamos seguras de que va por buen Joaquin dijo el otro día que quería volver camino. En abril habrá otra reunión. contigo porque tú sí sabes cómo es el trabajo, 9 marzo, 2007... y que yo, como no hice el programa, no sé Te cuento que me enviaron del colegio un cómo es... en lo cual tiene algo de razón y

Carol Forster Gloucester +44 (0) 8000 272657 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

Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Catherine Hooper Camborne +44 (01209) 717 754

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 (0) 8000 272657 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough East Sussex +44 (0) 8000 272657 Fionna Pilgrim Keighley, West Yorkshire +44 (0) 8000 272657 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Rebecca Ross Lamberhurst, Kent +44 (0) 8000 272657

Elenica Nina Pitoska London +44 (0) 8000 272657

Pauline Royle Poulton-le-Fylde, Lancs +44 (0) 8000 272657

Ian Richardson Blaisdon Longhope, Glos +44 (0) 8000 272657

Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Nigel Sharp Isle of Wight +44 (0) 8000 272657

Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077

PAGE 20
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

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 The Learning People Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 738 972 Rachel Williamson Hassocks, West Sussex +44 (0) 8000 272657 United States

Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Phoenix +1 (480) 544-5031 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 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 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900

2 mayo, 2007... Hoy recibí el informe mensual de la profesora del Centro de Aprendizaje a quien tú entrenaste. El informe dice que Joaquín ha mejorado enormemente la lectura, que está a nivel de grado pero que está negando a continuar con 24 abril, 2007... los ejercicios Davis de lectura.Yo pienso que En realidad sí le he comentado a mucha gente si POR FIN llegó a leer al nivel del curso en del programa Davis y de lo maravillosa que que está es justo que descanse por un tiempito, tú eres. Este método es innovador y da mucha ¿no? ¿Qué opinas tú? esperanza a quien escucha de él. A quienes 30 mayo, 2007... Hoy tuve la última reunión del año en el colegio de Joaquín. Las dos profesoras hablaron super bien de Joaquín. La profesora del Centro de Aprendizaje dijo que mejoró mucho pero que lo nota desinteresado de continuar a esforzarse con la lectura. Yo le opiné que él en la casa coge muchos libros conocieron a Joaquín antes (sin importar el nivel, inclusive muchos y después han quedado de mi esposo) con los cuales pasa ratos sorprendidos de ver a Joaquín largos ojeándolos y preguntándose qué tan tranquilo y ecuánime pasa con tal o cual cosa. En fín, lo noto muy después de haberlo conocido muy interesado por el CONOCIMIENTO, lo cual acelerado. En efecto, una amiga me dijo, me parece más importante que saber leer sin “¿Qué pasó con Joaquin que está tan bien?” interés. Yo pienso que hay que darle tiempo a Yo ya estoy tan habituada a su cambio que que él se interese en los libros por su cuenta me demoré en captar que era a raíz del y él mismo irá buscando la manera de poderlos programa. Joaquín sigue sin hacer plastilina leer. La opinión de ambas profesoras fué que pues me dice que ya sabe leer, que no necesita ha mejorado sustancialmente en autoestima, más ayuda. Sin embargo el otro día me dijo, lo cual creo que se debe en mucho al trabajo “Mami, es abril, y Laura prometió hacerme emocional que hizo contigo, y obviamente, a la segunda parte del programa en abril.” En los logros que lo han ido asegurando. Sigue consecuencia pienso que puede estar listo con 94, 95, 100 en los exámenes de ortografía, para recibirlo. Yo no le he insistido pero le y él está feliz. Yo estoy muy feliz pues va a voy a preguntar si quiere hacerlo. Respecto a pasar a tercero, ya se conocen las ayudas que Joaquín en su colegio, desde que cambiamos le sirven y las seguirán implementando en el las listas de ortografía le va muy bien, saca colegio. Ayer llegó con dos premios MÁS 100, 94, etc. Ganó un premio de “Esfuerzo que le dieron en la asamblea mensual: uno Especial” por haber mejorado tanto en las por desempeño sobresaliente en Educación tareas de clase, y lo veo más confiado de sí Física y otro por Formación de Carácter, por mismo, aunque conoce sus limitaciones. La compartir con sus compañeros. La profesora profesora del Centro de Aprendizaje me explicó que es porque dejó de pelear con todo el mandó una carta agradeciendome haberle mundo, y ahora muestra liderazgo, invitando a permitido conocerte y al método Davis, pues todo el curso a hacer un juego todos juntos, etc.

informe sobre el desempeño de Joaquín, y es además de muy bueno, muy emotivo, pues están especialmente agradecidos de haber tenido acceso a un nuevo método de enseñanza para quienes sufren con el aprendizaje de la lectura. De otra parte le cuento que Joaquín no está para nada dispuesto a trabajar con la plastilina, hasta el punto que le dije, “Pues bueno, tu maletín estará ahí siempre, y el día que quieras lo vas a poder utilizar.” Sin embargo lo noto muy tranquilo, reniega menos del colegio, está muy interesado en el aprendizaje, en fín, lo veo feliz, aunque todavía hay ciertas cosas que le molestan como la ortografía. Está aprendiendo a escribir letra pegada y lo está haciendo muy bien. Él sabe que lo está haciendo bien y eso lo enorgullece.

“ Lo que queremos es que el niño persiga el conocimiento, no que el conocimiento persiga al niño.”
– George Bernard Shaw, dramaturgo

ahora ya sabe exactamente cómo trabajar con Joaquín, a quien ha visto progresar mucho desde que hizo el programa.

THE DYSLEXIC READER

PAGE 21

Me parece que el comentario de Gertrudis, acerca del interés de Joaquín en el “conocimiento” va al grano. Una cita respecto a la educación que siempre me ha gustado mucho es del dramaturgo, George Bernard Shaw, “Lo que queremos es que el niño persiga el conocimiento, no que el conocimiento persiga al niño.”

trabajo en plastilina, porque sé que es clave para mantener afinadas sus demás “herramientas”. Más que todo espero que Joaquín reconozca que ÉL es el autor de tantos cambios positivos es su vida y que los logró al utilizar tan bien sus herramientas, en clase y en casa, y al aceptar el apoyo de muchas personas que lo quieren. ¡Felicitaciones, Joaco!

Posdata… Después de publicar este artículo en inglés en agosto de 2007, Joaquín volvió a trabajar conmigo, haciendo un repaso y el suplemento al Programa Básico, construyendo maquetas Estoy de acuerdo con en plastilina de los diez conceptos esenciales Gertrudis. El interés de Joaquín para el dominio del déficit de atención. Me en aprender y obtener comentó que ninguno de sus profesores conocimiento de libros este año le creyeron cuando les dijo que “reales”, los que utilizan los tiene dislexia. “¡Imposible, dijeron, “que un ” adultos, en vez de los cuentos sencillos de su niño que se expresa tan bien y participa en texto de lectura, es un paso muy importante en su desarrollo. Al darle permiso de explorar clase tenga dislexia!” Al segundo día de su suplemento Joaquín fue a casa un poco y seguir los temas que le interesan en libros temprano porque se sentía algo enfermo. Sin que le llaman la atención, facilitaremos su embargo, los días que trabajamos juntos lo motivación de leer más, hablar con otros de lo que ha leído, y esto, a su vez, mantendrá y encontré muy tranquilo, atento, colaborador, y muy listo como siempre. El último día por reforzará sus destrezas como lector. Las la tarde, cuando iba saliendo para su casa, “herramientas” Davis lo han puesto en me regaló dos inmensos abrazos cariñosos. libertad– y es hora de permitirle volar. Gertrudis me mandó un e-mail al día siguiente, Respeto mucho la manera que que con el comentario, “Te cuento que tu oficina la mamá de Joaquín supo animarlo sin controlarlo – esto no es fácil para los padres. Y es el único sitio de aprendizaje a donde respeto también la paciencia de sus profesoras Joaquín va FELIZ, así esté enfermo!!!” – su capacidad de aceptar algo nuevo y * The Everything Parent’s Guide to Children desconocido, y su voluntad de aprender a with Dyslexia, escrito por Abigail Marshall, trabajar mejor con Joaquín. Espero que publicado por Adams Media, 2004, se consigue después de sus vacaciones Joaquín vuelva al en internet en dyslexia.com

David Hirst Riverside +1 (951) 653-9251 or (909) 241-6079 Angela Dean Educators Nicole Melton Karen Thorworth-Pongs Diamond Bar +1 (909) 861-5251 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 Dee Weldon White Lexie White Strain Menlo Park +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Janet Slavenski Denver +1 (303) 431-0027

United States/ California (cont’d)

Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256

Pick one, already! Bad dog!
It was the end of the day when I parked my patrol car in front of the station. As I gathered my equipment, my K-9 partner, Jake, was barking, and I saw a little boy staring in at me “Is that a dog you got back there?” he asked. “It sure is,” I replied. Puzzled, the boy looked at me and then towards the back of the car. Finally he said, “What’d he do?” Our family was attending a wedding, and I sat next to my mom, who had my youngest sister on her lap. The groom was standing at the front as the bridesmaids walked up the aisle one by one. Growing restless, my sister looked up at my mom and said, “So why doesn’t he just hurry up and pick one?”

Florida Terry DeMeo Miami +1 (305) 567-0611 Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Eugene Von Bon Navarre +1 (850) 723-8900 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Bonny Beuret Supervisor-Specialist Fundamentals Workshop Presenter Savannah +1 (912) 373-5352 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

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Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Carol K. Williams Jeffersonville +1 (651) 324-9156 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Kentucky Rochelle Abner Winchester +1 (859) 595-7870 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

THE DYSLEXIC READER

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.

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

Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 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.

Alice J. Pratt Excelsior/Minneapolis +1 (904) 389-9251 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917

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

The Young Learner Kit

THE DYSLEXIC READER

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United States/ Montana (cont’d)

Newly Licensed Davis Facilitators
Congratulations to our growing international family of Davis Providers! A special welcome to the first Facilitators in Ecuador!
training and met so many wonderful and interesting Isabel Martin “I have been people, including Ron Davis. My Supervisor, fellow a teacher for all of my working life. I first became interested in trainees and Davis Facilitators throughout New Zealand and Australia have been very encouraging working with dyslexics when my son was assessed as dyslexic and supportive. I am proud to call them friends as well as colleagues. I look forward to continuing my and it was very difficult to get Davis journey as a qualified Facilitator.” Dyslexia appropriate support for him. Workshop, Unit 9, First Floor, River View Plaza, For the past 12 years, I have Kapanui Street, Warkworth 0910 New Zealand. run a large dyslexia unit at a Further and Higher +64 (0) 9 42 0042 www.dyslexiaworkshop.co.nz Education college. During this time, I discovered dyslexiaworkshop@gmail.com that I have dyslexia too! When I read Ronald Davis’ book, The Gift of Dyslexia, I decided to Jon Einar Haraldsson train to become a Davis Facilitator because I saw Lambi “I was born in Iceland how successfully the programme works, enabling in 1953. I received a degree in students to overcome their difficulties and move Teacher Education in Denmark on with their lives.” Isabel Martin, Pine Court 1984, and I’m an educated Beacon Road West, Crowborough, East Sussex, housepainter as well. Now I work TN6 1QL United Kingdom +44 (08000) 272 657 as an educational counselor in isabel.martin@thelearningpeople.co.uk my own firm LAESIR ehf. My job history is varied: Supervisor in apartment for Margot Young “I am dyslexic and dyspraxic, married children with special needs in Akureyri; principal of the Eidar Primary School eastern Iceland; to a dyslexic, and the mother of two dyslexic teenage sons. I have educational counselor in the Westfjords region of Iceland; starting a new apartment for mentally a degree in accounting and worked in this area until recently. handicapped children in the primary school at Isafjordur. And between those jobs, I worked as a Despite a successful career in regular classroom teacher and occasionally as business management, I was a housepainter or fisherman. All my experiences more motivated to find a solution to my son’s led me to Davis because I’ve often taught children learning problems and was frustrated by the lack with dyslexia and other learning difficulties. I’ve of information. I came across the Davis method worked with laborers and fishermen, very often in 2003 and found Ron Davis’ book, The Gift of Dyslexia, a refreshingly positive outlook on dyslexia highly intelligent and creative people, who were offering real and permanent solutions to my sons’ simply thrown out of school at an early age because of learning difficulties. I have seen that problems. The changes that Davis programs have the Davis system works.” LAESIR ehf, brought to my sons’ lives inspired me to learn to Hafnarstraeti 2, 600 Akureyri Iceland. offer this gift to others. This process also led me to identify my own dyslexia and use Davis methods +354 867 1875 www.laesir.is lambi@internet.is to overcome it. My Davis journey has been full Tracy Trudell “I am thrilled of discoveries and self-fulfillment. Becoming a to become part of Ron Davis’ licensed Davis Facilitator is the realisation of a team, spreading his knowledge 4-year dream. I have a passion for acceptance of of dyslexia correction. I look diversity in all societies. I am committed to forward to the opportunity to providing a professional, confidential and respectful work with new clients and environment for my clients, where they are able to become part of their journey.” celebrate and nurture their special talents.” Dyslexia and Learning Solutions Auckland Dyslexic Solutions, Kensington Avenue, Ontario, 8274 Coyne Road, Wallacetown, Ontario Mt. Eden, Auckland 1024 New Zealand N0L 2M0 Canada. 519 762 2001. +64 (0) 9 638 3627 Mobile +64 (0) 21 673 119 ttrudell@wwdc.com margot.young@ihug.co.nz Corinne Graumans “My Ann Cook “My Davis journey motivation and desire to pursue began when I read The Gift of Davis training was stimulated by Dyslexia. It explained why my son my awareness that many students and I think the way we do and set struggle with the reading process me on course for a completely or unfortunately cannot read at different career. I enjoyed my all even though they are bright

Elsie Johnson Manhatten +1 (406) 257-8556 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

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 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 Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998

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Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-5765 Rhode Island Linda M. Daniels Providence +1 (401) 301-7604 South Carolina Angela Keifer Greenville +1 (864) 420-1627

THE DYSLEXIC READER
and creative. As an educator and individual, passionate about learning, I felt I needed to seek the reasons for this as well as positive solutions for these learning challenges. I quickly understood the cause was dyslexia, that it can be a “gift” and that the Davis solution is creative, life altering and offers new hope. I believe the Davis Dyslexia Correction Program allows individuals to get at the root of their learning challenges. While facilitating Davis Programs, I’ve enjoyed many “aha” moments as clients discover and utilize their special gift. I am fascinated by the unique creativity each client brings to the program and the enrichment they bring to my life. I look forward to facilitating adults and children in their journey to increased self confidence and success – Learning for Life: Resolving Dyslexia.” Learning 4 Life: Resolving Dyslexia, 53 Sierra Drive SW, Medicine Hat, Alberta, T1B 4T2 Canada. 403 528 9848 cgrau@telus.net With the Davis Method we have great potential to work towards the future with joy.” onda by bd, Rietgass 28, 8197 Rafz, Schweiz (Switzerland) +41 (079) 318 83 00, bridu@bluewin.ch

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 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

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

Bert Neele “I first encountered dyslexia in primary school: I had reading problems and had to get special reading training. Somehow I managed the whole language thing and could end my education with a PhD in plant breeding. When our children went to school, two of them turned out to be dyslexic as well. The youngest one did a Davis program with Siegerdina Mandema and his improvement was remarkable. My ties to Davis grew tighter as my wife took on the administration of DDA-Nederland. Last year my career took a turn and I had a chance to change my profession. My wife advised me to become a Davis Facilitator. Aideen Tierney “As a retired teacher I did Like a lot of her advice this turned out to be a very voluntary work with teenagers who had low selfgood idea. I never before participated in training esteem and who struggled in school. I become that gave me so much insight into myself and how interested in the Davis Method when I read I learn. And now I have the opportunity to guide The Gift of Dyslexia and I knew that I wanted to others in the same experience: using personal become a Davis Facilitator. I finished my training strengths to remove the hurdles that inhibit in March, 2007. I look forward to a new “career” learning and growth. I want to focus on facilitating helping people overcome their dyslexic difficulties.” adults, helping them with problems they face in Clontarf, Dublin 3, Ireland. their line of work. Therefore I want to offer the aideentierney @hotmail.com training to companies so their employees can grow to their full potential.” Neele Advies, Training en Jean-Pierre Arbour has an Begeleiding, Jacques Schreursstraat 25, 6074 Cr, M.Ed in Psychology Education Melick, the Netherlands. +31 612598802, and had a successful career as a +31 475520166, www.neele-rightbrain.nl translator and language teacher. info@neele-atb.nl In past years he became increasingly frustrated with Inés Gimena Paredes Ríos his inability to help his young “ I was trained as an educational and adult learners acquire an psychologist , although for the additional language. After a thorough review of last 12 years I’ve worked as an the literature on dyslexia, he came to the conclusion elementary school principal. that the Davis Method was the missing piece of Currently I work at the Unidad the puzzle. His Facilitator training has been a gift: Educativas Atenas, where six a profound journey of learning, understanding, years ago I became aware of wisdom, and mastery. He wants to educate the challenges of a boy who could neither read dyslexics and non-dyslexics in how picture thinkers nor write and who was rejected by his peers. think. Jean-Pierre is ready to work with children Because of my background I realized he was and adults in French, English and Spanish at his dyslexic and looked for ways to provide support downtown Ottawa office. DyslexiAction, 1122 for him. On the internet I learned of the Davis Wellington West, Suite 200, Ottawa, Ontario, method at “La Puerta de las Letras,” in Mexico. K1Y 2Y7 Canada. Tel: 613-792-4068 Toll Free: I was struck by the fact that dyslexia wasn’t 1-866-792-4067 Cellular: 613-282-4148. considered an illness, but a GIFT. I found the www.dyslexiaction.ca dyslexiation@hotmail.com information convincing and suggested that the family travel to Mexico for a Davis program. Brigitta Dünki “I live in The youngster improved so much that I stayed in Ratzfeld, which is in the north contact with the people at the center in Mexico. of Switzerland. I can be Years later, the owners of my school decided they reached easily from the Zurichwanted some personnel trained in Davis, and I North, Zurich Airport, and became one of those who received the training. South Germany, Blackforest During my training, which took place in my city, regions. I am very much looking Ambato, Ecuador, I realized that I’m dyslexic too, forward to interesting work with and this allows me to connect with the children varied clients of different ages.

THE DYSLEXIC READER
who need my help. So this is how I realized a dream and became a licensed Davis Facilitator.” Fundacion Cultural y Educativa Ambato “Unidad Educativa Atenas,” Calle. G Roman y Av. Pedro Udsconez-Yacu pamba-Izamba, Ambato Tungurahua 18-01-887, Ecuador. +593 (2) 854 281, gparedes@atenas.edu.ec Ana Magdalena Espín Vargas Fundacion Cultural y Educativa Ambato “Unidad Educativa Atenas.” Calle. G Roman y Av. Pedro UdsconezYacu pamba-Izamba, Ambato Tungurahua 18-01-887, Ecuador. +593 (2) 854 281, anylittle7@yahoo.com Nora Cristina Garza Diaz Reina Claudia #2 Ficoa, Ambato Tungurahua, Ecuador. +593 (2) 825 998, nora_garza_diaz@hotmail.com Marianne Schutz Alpenblickweg 3, Zofinger, 4800 Switzerland. +41 62 752 8281 Fax: +41 62 752 8288 hbgxam@bluewin.ch
United States/ Texas (cont’d)

PAGE 25

Laura Warren DLS Presenter-Mentor Lubbock +1 (806) 790-7292 Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867

Catherine Hooper “My youngest son was diagnosed with dyspraxia. Being a primary school teacher did not equip me to help him. My frustration turned to hope when I read The Gift of Dyslexia – a whole new approach which was positive, practical, and potentially life changing. I trained as a Facilitator to be able to help others realize their potential in a way which promotes success, not failure.” 14 Roskear Road, Camborne, Cornwall, United Kingdom, TR13 8BT. 01209 717754 catherinehooper@btinternet.com

Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858

Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164

Carmensol Herdoiza Ave. Miraflores #11-138, Ambato Tungurahua, Ecuador. +593 (2)849 344, carmensol_73@hotmail.com

Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5- 9 years of age. For information about training and a full directory of Davis providers, go to: www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1-888-805-7216 toll-free in the USA.

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

Cristina Mariela Lara Salazar Fundacion Cultural y Educativa Ambato “Unidad Educativa Atenas,” Calle. G Roman y Av. Pedro UdsconezYacu pamba-Izamba, Ambato Tungurahua 18-01-887, Ecuador. +593 (2) 854 281, marielara28@hotmail.com Manisha Shah “I got interested in dyslexia because my son was having problems in school. He was going through remedial training privately, but I still felt progress was very slow. I found The Gift of Dyslexia on the internet. It was pretty different from the rest of the books I saw on dyslexia. Then an opportunity came when Debbie Shah gave a talk about the Davis Dyslexia Correction Program. My son and I enrolled for the program. It gave my son amazing results within 6 days. It became my dream to help people with dyslexia. I thank all my mentors who have helped me train as a facilitator in Kenya.” P. O. Box 66277, Nairobi 0800, Kenya, Telephone: 2540-722-492217, 254-3745803, sanjeet@wananchi.com

Uruguay Marcela Piffaretti Montevideo +598 (02) 600-6326

This Directory is current as of January 1, 2008. 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.

PAGE 26

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

2008 DATES & LOCATIONS
Date
United States
Feb. 7 - 8 Apr. 30 - May 1 June 3 - 4 June 9 –10 June 9 –10 July 24-25 Aug. 5 - 6 Aug. 7 - 8 Aug. 14 – 15 Sept. 25-26 Oct. 2 – 3 Oct. 6 – 7 Nov. 6 – 7 Shalotte, NC Richmond, VA Amarillo, TX Lubbock, TX Denver, CO San Diego, CA Brookings, SD Denver, CO Eugene, OR Springfield, MA Tyler, TX Richmond, VA Tyler, TX 1-910-754-9559 1-804-833-8858 1-806-790-7292 1-806-790-7292 1-719-324-9256 1-866-531-2446 1-605-692-1785 1-719-324-9256 1-866-531-2446 1-866-531-2446 1-866-531-2446 1-804-833-8858 1-866-531-2446

Location

Telephone

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.

For more details, visit www.davislearn.com

THE DYSLEXIC READER

PAGE 27

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
DAY ONE
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session

DAY THREE
Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-atPunctuation

DAY TWO
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)

DAY FOUR
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)
2008 FUNDAMENTALS WORKSHOP SCHEDULE
GERMANY
1- 4 May: Freiburg
Presenter: Ioannis Tzivanikis Language: German Email: info@dyslexia.com Tel: +49 (040) 25 17 86 22

NEW ZEALAND
16- 18 March: Auckland
Presenter: Lorna Timms Language: English Email: info@ddapacific.co.nz Tel: +64 9 361 6115

UNITED KINGDOM
17- 20 May: Addington, Kent
Presenter: Richard Whitehead Language: English Email: uk@dyslexia.com Tel: +44 (0) 1227 732 288

24- 27 July: Freiburg/Straßburg
Presenter: Ioannis Tzivanikis Language: English/French translation Email: info@dyslexia.com Tel: +49 (040) 25 17 86 22

UNITED STATES
26-29 March: Dallas, TX
Presenter: Gerry Grant Language: English Email: training@dyslexia.com Tel: 1-888-805-7216 toll-free

GREECE
27-30 March: Athens Presenter: Ioannis Tzivanikis Language: Greek/English translation Email: info@dyslexia.com Tel: +49 (040) 25 17 86 22

14-17 July: Burlingame, CA
Presenter: Gerry Grant Language: English Email: training@dyslexia.com Tel: 1-888-805-7216 toll-free

MEXICO
23-26 April: Guadalajara Presenter: Cathy Calderón Language: Spanish Email: spanish@dyslexia.com Tel: +52 (81) 8335-9435

8-11 October: Dallas, TX
Presenter: Gerry Grant Language: English Email: training@dyslexia.com Tel: 1-888-805-7216 toll-free

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

The

~ Dys•lex´ ic Read´ er • •

1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 RETURN SERVICE REQUESTED

PRESORTED STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.

2008 International Schedule
16 - 18 Mar. 26 - 29 Mar. 27 - 30 Mar. 23 - 26 Apr. 1 - 4 May 17 - 20 May 14 - 17 Jul. 24 - 27 Jul. 8 - 11 Oct. Auckland Dallas, TX Athens Guadalajara Freiburg Addington, Kent Burlingame, CA Freiburg/Straßburg Dallas TX New Zealand USA Greece Mexico Germany UK USA Germany USA

Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 27 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- Latin America DDA-UK DDA-Pacific DDA-DACH Calzada del Valle #400 Local 8 Davis Learning Foundation PO BOX 46023 Deutschland-AustriaColonia del Valle PO Box 972 Herne Bay Switzerland Garza García, Monterrey Canterbury Auckland, New Zealand Wandsbecker Chausee 132 D-22089 Hamburg Nuevo León Kent CT1 9DN Phone: +64 (09) 815-8626 MÉXICO, CP 66220 Tel: +44 (0)1227 732 288 Fax: +64 (09) 815-8627 GERMANY Tel: 52 (81) 8335-9435 Fax: +44 (0)1227 731 756 E-mail: pacific@dyslexia.com Tel: 49 (040) 25 17 86 22 Email: spanish@dyslexia.com E-mail: uk@dyslexia.com Fax: 49 (040) 25 17 86 24 DDA-Israel E-mail: germany@dyslexia.com DDA-Nederland DDAI-Int’l, Canada & USA 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 260 Ra’anana 43724 ISRAEL SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 Tel: 972 (0523) 693 384 Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 or (0)9 774 7979 E-MAIL: ch@dyslexia.com Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 E-mail: holland@dyslexia.com E-mail: ddai@dyslexia.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.