˜ Dys • lex´ • ic Read´ • er


ISSUE 2 • 2010

Dyslexia: Learning Challenge and Gift
By Molly Carraway
At twelve, when Molly Carraway was considering doing a Davis program, she rated herself as very poor at putting her ideas into words when speaking, and added that she didn’t talk. She didn’t even attempt to write her ideas. So it was a great surprise that one year after completing a Davis Program with her Davis Facilitator, Ruth Mills, of Pineville, North Carolina, USA, Molly elected to take a public speaking course. Below is her final semester speech. On March 17, 2010 Molly, at age 15, presented her speech in the regional tournament of the NCFCA (Nat’l. Christian Forensics and Communication Assoc., a home-school debate and speech organization), and gave it again on March 29. Molly also participated in the Palmetto State Speech and Debate Tournament (also known as the South Carolina qualifier) and participated in the North Carolina competition as well. Molly’s mother helped her with the on-line research, but the speech itself is all Molly’s!

Molly gracefully responds to a question from one of the judges.

Albert Einstein, Walt Disney, Leonardo da Vinci – all these men had one thing in common; they were all dyslexic. Sadly, many people don’t understand what dyslexia really is. When most people hear the word dyslexia they usually think only of a child who has trouble reading, writing, and spelling. Others associate it with word and letter

reversals, but dyslexia is something more complicated than that. Not only is dyslexia a complex set of challenges, it is also a gift. Everyone has an inherent thinking and learning style. In her research on learning styles, Dr. Linda Silverman divides students into two groups: auditory(continued on page 3)


News & Feature Articles A Dyslexic Volunteering at the Olympics .. 6 Written from the Heart............................. 7 Why ‘Tyrannosaurus’, But Not ‘If’?.......8-11 Understand Time – With Clay!................ 15 New Edition of The Gift of Dyslexia ....... 16 I Hate Loneliness.................................... 17 ¿Por qué ‘Tyranosauro’, pero no ‘Cual’?.....19-22 Regular Features In the Mail............................................... 2 Q&A.................................................12-14 Famous Dyslexics................................... 18 New Davis Licensees.............................. 23 Davis Workshops.............................. 26, 27

By Laura Walth, Librarian and Former Teacher

When Your Weakness Becomes Your Greatest Strength

I didn’t know I had ADHD until I was 49 years old. For me it was a revelation, explaining why I’d always had so much trouble with reading comprehension. It is possible that I also had symptoms of dyslexia during my childhood. It was difficult for me to read words like was and saw, know and now, want and what, and many others. The teachers who helped me the most were the ones who recognized my weakness, but focused on my strengths. I loved to learn even though reading

Laura Walth with posters advertising programs Des Moines Library offers, including one she started, Literacy a Different Way.

comprehension was difficult for me. I was told I would never be an “A student,” that I was just average – and that’s exactly what I became. I don’t recommend telling any student that. Let them find out for themselves what they’re capable of.
(continued on page 3)



In The Mail
Doing Awesome! I want to thank you for the invitation to the Ron Davis talk. My son, Jeff loved having the chance to talk to others. He really enjoyed the evening. I know a few of the mothers would have talked with me all night if I had let them! Jeff is doing awesome in school this year. I want to share with you how his first quarter grades were: he made the honor roll! We were so impressed and so was he! He is getting homework done and keeping up with classroom work. He has even been taking most of his tests on his own without going to the resource room to have them read to him. There have been a few times when he said he probably should have asked for help, but he’s learning. He has already read one book and is nearly finished with another. We’ve always read books, but now he is reading 80% of each one himself ! Besides honor roll, Jeff was also selected by the teachers to receive the Student Character Award for the first quarter. This is an award given to only two 6th grade students each quarter and only the teachers nominate and vote. This was a BIG surprise for him. Jeff had no idea he was winning the school character award for RESPONSIBILITY. They said a lot of nice things about him in front of the whole school, mentioning that he knows he needs to work hard and takes the responsibility to get the work done. He has been doing a great job this year and with his dedication to working hard, they can see great things coming for Jeff in the

future. This year has been such a complete turn around from last year. Fifth grade was just a nightmare for him and us. Needless to say, the Davis Program has really been helping Jeff. We have been claying every weekend and doing our best to plan ahead for the weekends when we are not home. If we miss a few days of kooshing, he always says something and gets concerned. When he doesn’t have a good day in class he usually mentions that he knows he was “off.” He says he can feel it and that sometimes he takes a moment to balance in the hallway. WOW!!

As you can tell, we are delighted with the results of the Davis Program. We can see the result of his facilitator’s efforts, and Joaquín’s hard work. Most of all we appreciate how much the Davis Program has helped with Joaquín’s self esteem, his self acceptance. It has removed a great weight from him. He can see his own progress, and he can value every achievement, no matter how big or small. The Davis Program has also been wonderful for us as parents. We no longer feel guilty, wondering whether Joaquín’s challenges were our fault, asking ourselves where we went wrong as parents. Instead we understand that A very proud mom in Illinois Joaquín’s dyslexia is something natural, something he can benefit from and get I’m Becoming a Better Reader past. Here’s what Joaquín writes: I’m writing to tell you about my son “I haven’t really used the kit much, Joaquín’s progress after his Davis because I haven’t felt I’ve needed it. But Program in Bogotá, Colombia. Joaquín I’m keeping it, just in case I need it one used to be in Special Ed. at his school but of these days. Thanks for bringing the this year he’s received no help from that Davis Program to Colombia “in a time program and he’s been able to do all the of war” to help children. Today I took an work his teachers have assigned. He’s Accelerated Reader quiz and I did very very proud of the fact that now he can well on it. I didn’t need any help. Every read a whole book on his own. Joaquín is day I’m becoming a better reader. Take really happy and self confident. He can care, Joaquín.” now do his homework without any help, Again, thank you for being here for us. and his grades in school have been great. We love you! No problems in any subject area. Gertrudis Pardo and Joaquín Escobar

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 Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. 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: INTERNET: The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2010 by DDAI, unless otherwise noted. All rights reserved.

Learning Challenge and Gift (continued from page 1)


sequential learners, Visual-spatial who mainly think thinking is by with the sounds nature complex Picture thinking of words, and and creative, and is evolutionary – visual-spatial can include colors, the picture changes as learners, who abstract plans, concepts are added… mainly think with and diagrams. mental pictures of Picture thinking concepts and ideas. is evolutionary All dyslexics are – the picture visual-spatial learners, but not all visual- changes as concepts are added – and, spatial learners are dyslexic. Students according to Davis, it occurs at almost who are very strong visual-spatial 32 thoughts per second. Due to the thinkers and are also weak in auditory speed and evolutionary nature of picture This means they often understand processing tend to be dyslexic. thinking, a dyslexic person is often complex material like algebra more Those who are dyslexic have the unaware of the process of his thinking. quickly than they learn simple facts, ability to not only create mental images, Thus, he sometimes may not be able to such as the times tables. They do not but to shift their point of perception tell you, for instance, how he arrived at learn well through drill and repetition, to view the image from any angle. an answer to an but experience They can also see, hear, and feel what equation; he just all-at-once they are imagining as though it were “knows.” Although understanding real. Their ability to think in pictures, this may earn him when concepts Visual-spatial shift perception of those pictures, and a reputation as an are presented learners grasp the experience thought as reality make them intuitive person, within a context. big picture more quickly highly intuitive, creative, and intelligent. you would be hard These “Aha!” than the details It should be noted that not all dyslexics pressed to find an moments enable demonstrate the same level of ability algebra teacher who them to create a in each area; they all, however, share is satisfied with that mental picture of these mental functions to some degree. response! a concept, and that According to Ron Davis’ book, The Dr. Silverman’s research shows that picture is permanent. Picture thinkers also Gift of Dyslexia, these mental abilities visual-spatial learners grasp the big tend to find creative solutions rather than contribute both to their giftedness and picture more quickly than the details. focusing on finding the “right” answer. their disabilities. (continued on page 4)

Your Greatest Gift (continued from page 1)

I put post-it notes on objects around his house. I would ask him what the object was and then print its name so The teachers who he could see what the word looked like. helped me the most He had trouble with K and H. He mixed were the ones who them up. His mother told me how excited recognized my he got when they drove by the local weakness, but focused Kmart and he shouted, “It’s the big K!” on my strengths After that he referred to K as “the big K” and stopped confusing it with H. When he was in junior high, he and his family came to our house for I went to college and majored in Thanksgiving dinner. As they were Elementary Education because I liked leaving he looked at me and said, all subjects and couldn’t decide which “I remember you – you were the one one to focus on. But I didn’t really learn how to teach until much later in life, after who taught me how to read.” Since then his mother has told me he reads I was no longer working as a teacher. I the newspaper and is now attending a tutored a third grader who did not know community college. I didn’t teach him his alphabet. His mother had been told how to read, I taught him to get excited he would probably never learn to read. I took on the challenge, not so much to get about learning to read. him to read, but rather, to get him excited In college my psychology professor was also my advisor. Psychology was about learning to read.

Laura at the Des Moines Public Library with members of her Writers Workshop, which has been meeting monthly since late 2008.

something I was very interested in learning. One day he called me into his office to tell me he didn’t understand how I could get the highest test score in class when according to my Scholastic Achievement Test (SAT) scores I shouldn’t even be in college. He said my scores were equivalent to those of
(continued on page 5)

Learning Challenge and Gift (continued from page 1)


traveled beside a beam of light. His vision lasted only seconds”, yet entire texts have been written to try to explain it. Leonardo da Vinci conceived a submarine 300 years before the invention of a device that could pump the water out of it, and he envisioned a helicopter 400 years before the invention of an engine that could power one. “He was able to experience these thoughts as reality and drew the results for everyone else to see.” This ability also helps those with dyslexia in artistic pursuits, such as cartooning or painting, because they can “see” what they want to draw – with shadow and depth – before they put it on Thinking in pictures causes two major automatically use their ability to create a paper, and their ability to create imaginary worlds they fully experience can lead to an problems for dyslexic people: reading mental image and shift their perception unexpected ability to write fictional stories. comprehension and trying to translate to view it from all angles. This ability is As adults, dyslexics are drawn to the complex images of their thoughts an advantage when reading a blueprint, creative professions such as art, design for other people. When reading, visualconstructing a model, or solving and graphics, architecture, computer spatial learners, or VSLs, project picture geometry problems. It is a disadvantage programming, animation and physics. images of the story on the movie screen when dealing with written language, Davis wrote, “Creativity is part of what of their minds. The moving picture however. Shifting perception of a sets mankind above other life-forms. It evolves while the text is read. Each time mentally created image of a word can is believed that God, the creator, made a word is encountered for which there is lead to word and letter reversals, which man in his image. If this is so, man in no picture – a preposition, for instance – change the meaning of what one is the image of God must also be creative.” the development of the overall picture of trying to read. For the dyslexic person, the creative urge the sentence is stopped. So the dyslexic The ability to experience thought as is profoundly strong because picture person ends up with a series of unrelated reality may seem to indicate only an pictures with blank spots in between. active imagination. This ability, however, thinking, intuitive thought, and the ability to experience thought as reality, greatly To understand the difficulties VSLs has much more value to dyslexics than enhance creative abilities. Therefore, one often have expressing their thoughts as a method of entertaining themselves can see that Albert Einstein, Walt Disney, to other people, during leisure and Leonardo da Vinci were successful in consider this time. It can their fields not in spite of being dyslexic, scenario. also lead to but because they were dyslexic. Remember a time certain learning If you have ever had an when you viewed a challenges. ear infection that caused Molly has said, “Many of the people who beautiful painting. Using shifting you to feel as if the room have had a chance to hear the speech (in You were able to of perception was moving around you, class, at practice, and in the tournaments) process all that the to interpret you have experienced picture contained at unfamiliar words didn’t know much about dyslexia. I was very glad that a lot of the students in my class that same feeling of once. You noticed leads to mental were interested in learning about it, and so disorientation the colors, the confusion. Since were several of the judges. I hope I will be details, even the dyslexic persons brush strokes. Now experience thought able to give the speech to more people, and I am glad for the opportunity to both educate consider describing as reality, this and learn at the same time.” that painting in words aloud to another mental confusion makes them feel person who has never seen it. How do physical disorientation as well. Their Works Cited you decide where to begin? How long sense of balance is especially affected. Davis, Ronald D., with Eldon M. Braun, should it take? Do you think the person If you have ever had an ear infection The Gift of Dyslexia: Why Some of the listening to your description will have an that caused you to feel as if the room Smartest People Can’t Read, and How accurate mental picture of the painting? was moving around you, you have They Can Learn. New York: Perigee, 1997. Would you give up before you were experienced that same feeling of Print. finished? This is the process a dyslexic disorientation. person will experience every time he On the positive side, this ability enables Silverman, Linda Kreger. Visual-Spatial tries to explain what he is thinking. He is them to try things in their minds without Resource. 2004. Web. 2 November 2009. further challenged by his weak auditory- doing them in real life. Ron Davis’s book Sword, Lesley K. Gifted Services Australia. sequential abilities. includes a few examples of this ability. Visual-Spatial Thinking. 2007. Web. When dyslexic people encounter He states, “Einstein’s theory of relativity 2 November 2009. v something they want to understand, they came to him in a daydream in which he

Your Greatest Gift (continued from page 3)

As a reference librarian I consider myself a problem solver, and to me, that has become one of my greatest strengths. I figure out how to answer a question to the point where the person who asked says, “I never would have thought of that.” My ongoing project is to write a book for those who are trying to discover their passion in life, but don’t like to read. I want to write the book for readers, and record it for non-readers. I’ve been a reference librarian in a public library for over 20 years now. I love my job. Once I stopped being ashamed of not being a reader I was able to help a lot of others who have the same problem I had. What I discovered was that my greatest weakness became my greatest strength. Ultimately, it wasn’t being a reader, but my passion for learning that helped me become successful in my career as a librarian.
Laura Walth currently works at the Des Moines Public Library in Des Moines, Iowa. She has set up a number of programs there for reluctant and non-readers including Literacy a Different Way, which brings readers and non-readers together, and she has been leading a very active Writers’ Workshop since 2008 v

a “moron.” The I could handle reason my scores graduate school. on the SAT were Luckily I didn’t I didn’t teach him so low was that I have to take the how to read, couldn’t stand to Graduate Record I taught him to get leave a question Exam, so I was excited about unanswered. I admitted. But learning to read kept going back they put me on to them, trying to probation. Once figure them out. On I received my a timed test they tell you not to do that first A in a class, I decided I could get all but that’s what I did and as a result I did A’s. By the time I completed my degree, poorly. I walked out of that professor’s I’d earned only two Bs. As a nearly “all office feeling like a genius, but believing A” student, I graduated with honors and I was a moron. realized why. I was a better writer than So, be careful what you say to your test taker. The majority of my classes students, and how you say it. We all required term papers instead of final learn in our own way and at our own exams. In the two courses in which rate. That’s what makes teaching so I’d earned a B, we’d taken multiple challenging. Not all students learn by choice tests. reading. Some learn from listening, I wrote my own papers, did all the others may learn from experience or research, but asked someone else to visually. I was more of an auditory correct my grammar and spelling. Seeing learner. Eventually I became a librarian. all those red marks on my term papers Unlike most librarians, I was not kind and having to retype them on a typewriter that loves to read. I learn from books by helped me improve my grammar and listening to them. spelling. Perhaps if teachers used red I happened to be working at a college marks in a positive way, rather than the in New York that offered Library Science. traditional, negative way, the red color Because I worked might actually there full time I help some was able to get a students learn Be careful what you masters degree in more. When I was Library Science for a child, red marks say to your students, free. When I started always meant a and how you say it graduate school I bad grade. But as worked full time, an adult they were went to school part time, and had a two- a way for me to learn how to improve. year-old child. My husband and mother I wasn’t graded on my grammar and were a lot of help during that period. spelling, but on my ability to research Once again the issue of my SAT scores and write a paper about a specific topic. was raised. When I applied to Library School I was told that it was unlikely

Quotable Quotes
“Education consists mainly of what we have unlearned.”

Mark Twain (born Samuel Langhorne Clemens) 1831 – 1910 American author and humorist.

“Education is the ability to listen to almost anything without losing your temper or your self-confidence.”

Robert Frost 1874 – 1963 American poet, four time winner of the Pulitzer Prize for Poetry



the oval-shaped ice rink. “No problem,” I thought, “I know my alphabet literally forwards and backwards!” But finding “L” for someone while you’re standing at By Susan Hall, Davis Facilitator, West Vancouver, BC Canada ‘O’ isn’t easy when you have to figure out Chan, Evan Lysevic, and Stephen Harper. the clockwise thing at the same time! Not only that, but I had issues with All in all, volunteering was an amazing the numbered rows and seats. Viewing whirlwind of an experience. During the Olympics, I became totally the seating area from the Concourse, row numbers go down, from 1 to10 on the left absorbed in an amazing, mind-boggling organization, that, in my opinion, show- and from 10 to 1 on the right. However, cased Vancouver at its best. I enjoyed the looking from the rink up towards the seats, the numbers go the other way downtown buzz, including the Northern House, watching the zip-lining in Robson around! I hope I’ve lost you by now, because I was so disoriented and laughed Square, and went to a Ladies Curling Sue Hall, surrounded by thousands of so much inside… it was a hilarious job! match with my son, George. And, at the disorientation-inducing seats inside the During the games, I was fortunate to Opening of the Paralympics I was very Pacific Coliseum! have the opportunity to visit the Leonardo proud to be celebrating athletes, not da Vinci exhibit. Next to incredibly Davis Dyslexia Correction Facilitators disabilities. well-preserved prints I read Leonardo’s I even had fun with my dyslexia! are just SO versatile! I thought no one own descriptive notes, and realized I We all had to use public transportation was likely to travel to me during the was reading – indirectly – about dyslexia Olympics in Vancouver, BC this year, so because there was no parking at any of in the words of one of the most famous I signed up as a volunteer. After all, at my the venues. That meant getting oriented dyslexics ever: age, when is such an opportunity going to to decipher all the timetables! come again? Certainly not in my lifetime! I was one dyslexic usher! At the Sciences that are not Pacific Coliseum the sections are I attended the Dress Rehearsal of the arranged alphabetically, clockwise around born of true experience, Opening Ceremony and helped get BC the mother of all creativity, Place ready for that event. Some days I are vain and full of error. got up incredibly early, and other days I – Leonardo Da Vinci got home extremely late. At the Pacific Coliseum where the Figure Skating and Short Track Speed Skating events Ah yes… Ron Davis said it in fewer took place, I stood for eight to ten-hour words: “True knowledge is experiential.” shifts in freezing cold and in pouring All in all, volunteering at the rain. I’m now a huge fan of Short Track Olympics was a wonderful experience, Speed Skating! I opened doors for even though occasionally I experienced a athletes, Olympic families and coaches little dyslexic disorientation. Try it some and ‘zapped’ accreditation bar codes at After the Figure Skating Gala, Sue posed time! v access points. As an usher, I let in Patrick on the bench where the athletes waited for their scores!

A Dyslexic Volunteering at the Olympics


A salesman for a major cola company returned from his assignment in the Middle East and reported his assignment was a total failure. “Tell me what happened,” his boss said. “When I accepted the assignment,” replied the salesman, “I was confident I could turn a profit for the company there, since it was a brand new market and no one had ever tried our drink. But once I arrived, I realized that I had a problem: I didn’t speak their language.” “So what did you do?” the boss probed. “I decided to convey our message by using three posters. In the first, I showed a man crawling through the desert heat, exhausted and panting with thirst. The second poster shows the man having a drink of our cola. The final poster showed the man happy and totally refreshed. I had them plastered at every corner and in every market I could find.” “That should have worked,” the boss chimed in. “Why didn’t it?” “Well,” the salesman confessed, “not only did I not speak the language, but I also didn’t realize that most people in that country read from right to left.”


Written from the Heart
By Jynette Brumpton

trigger words we had completed. This is an enjoyable way to reinforce and consolidate those words. Finding that my student loved tacos, we prepared some after first reading a recipe step by step. We did the same with cup cakes. Read and then eat – what fun! I can see from working with this little Until about 6 months ago, I hadn’t boy on his Davis follow-up program, that heard of the Davis Dyslexia Correction not only have his confidence and reading   Program, and I must confess that I knew improved, but his parents feel they have little about dyslexia. at last found something that works for He had embraced   I was aware that dyslexic folks him. He still has a long way to go, but the program as his own encounter difficulties with literacy sometimes it’s only the first step that’s the and gently put me because they process letters and words hardest. Now, there’s a light on at the end differently. As a fan of British actress in my place if I of that long journey. Susan Hampshire, I recall years ago ventured to interfere   For me, the rewards have been hearing her explain during an interview wonderful. I’ve had the pleasure of that learning her scripts was challenging working with a little boy who is very because of her dyslexia. Over time I creative. He has taught me lots about Not each session was successful. As heard other prominent dyslexics explain bikes and has shown me how a little I began working with my new student, the strategies they employed to cope with I realized that Mondays are not the best success makes us feel so much more reading and writing. But I never fully day to attempt anything too challenging. confident. grasped what it meant to be dyslexic,   How can you not feel rewarded Better to leave that work for mid-week. and although I found the topic thoughtwhen you receive a late phone call Our time together is about an hour and provoking, I didn’t delve into it. from a mother telling you with so much a half per session. I find it goes by very   Initially when a young mother excitement in her voice that her little boy quickly. Modeling the words, I soon approached me to ask if I would work has actually selected and read a book to learned not to attempt to make a motor several days a week with her 10-year-old bike – it takes far too long to add all his young brother all of his own volition? son, I was most reluctant to do so. I was   My one lingering regret will always the bits that motor bikes must have! It’s enjoying the freedom of retirement after be that my student and I did not begin better to keep things simple! 35 years of teaching. This was my time working together much sooner. But   To add variety, during breaks, we – time to embark on all those pursuits I’d played games like Bingo, Hangman and we’ve made a start, and... Brenda never previously had time for. is just a phone call away. v a version of Snakes and Ladders using   However, when she showed me a copy of her son’s year 5 literacy test, I realized the anguish she was experiencing. And I decided I was being selfish.   I’d received a copy of The Gift of Dyslexia, a book I found most interesting and quite compelling. Then the mum “Broadly speaking, the short words are arranged a visit from Brenda Baird, a the best, and the old words best of all.” Davis Facilitator. Any apprehension I might have felt before meeting Brenda Sir Winston Churchill soon faded. I found her to be a warm, 1874 – 1965 encouraging and most professional lady, British politician and Prime Minister, a person who puts you right at ease known chiefly for his leadership of the from the very beginning. No question United Kingdom during World War II I asked went unanswered, nor did I feel silly for asking.

  Before my first lesson with my new student, I did have some concerns about how we were going to make models for trigger words like until, each, their and many others. Believe me, there was much meal time chatting with my poor husband about that topic! But my apprehension was short-lived. My student had already worked with Brenda and his mum and he knew exactly what to do. It seemed he was helping me, a situation I considered a real positive. He had embraced the program as his own and gently put me in my place if I ventured to interfere. I secretly smiled as he scolded, “Brenda said it must be my work” or “No, I can do better than that.” About all I was permitted to do was roll clay into ‘snakes’ he used to fashion the written words.


Not only have his confidence and reading improved, but his parents feel they have at last found something that works for him

Quotable Quote

PAGE 8 International Davis Dyslexia Correction® Providers


Why ‘Tyrannosaurus’, But Not ‘If’?
By Richard Whitehead, DDA Director, Great Malvern, Worcestershire, UK

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 providers.htm

“I Don’t Understand It – He Can Read ‘Tyrannosaurus’ But He Gets Stuck On ‘If’!” Have you noticed in your running records that some of your students may tend to make mistakes on the small, common words that you’ve been teaching them since they first started school, while successfully reading some longer, more advanced words? Have you ever wondered what it is about those little words, some of which may be made up of only two, three or four letters? Well, let’s try an experiment. Here’s a passage of text with some of the words blanked out: _______ _______ for a _________. The ______ was _________ very ___________, on the ____ at _______. Her ______ ___________ was: would her ______ ______ to it? She was _________ of ________ him: he was quite a ____________ _____________ Put the first version out of your mind. Now here’s another version, with different blanks:

v Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 v 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) 9531 8106 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Mosman/Sydney +61 (02) 9968 1093 Annette Johnston Rockingham WA +61 (8) 9591 3482 Eileen McCarthy Manly/Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98

Richard Whitehead has been offering a free, online course to help teachers in the trenches understand why some bright children struggle to acquire basic academic skills. His course provides educators with insights that allow them to make a decisive difference in the skills, well-being and prospects of such children in their schools. As email installments of the course arrive, teachers learn approaches that enable them to stimulate both academically able and academically challenged children at the same time. They also discover ways to give disruptive and impulsive children better control over their focus and behavior, and they come to understand how they can make a valuable difference to children who, while they may be academically able, have difficulty in areas such as sitting still, controlling hand-eye coordination, succeeding at sports, learning from consequences, or reading people. Richard has graciously given us permission to reprint the course in The Dyslexic Reader in a series of installments.

Amelia thought ____ ___ moment. _____ idea _____ certainly ______ attractive, ___ ____ surface ___ least. ____ only hesitation _____: ________ ____ boss agree ___ ___? ____ ____ terrified __ asking ____: ___ ____ _____ __ formidable character. Why was the first version so much more difficult to understand than the second, even though it had fewer gaps? The words in the first version are abstract words that cannot easily be pictured in your mind. Now, you probably know what an elephant, a house or a beach looks like. You probably know what surprise feels like, garlic tastes like and a waterfall sounds like. To use a marketing analogy, you might say that each of these words has a “brand” – it associates immediately with a particular image, sensation or emotion in your mind. But what does “the” look like, “why” feel like or “was” taste like? Try to use your imagination to picture what these words mean, and you get “Access Denied”, don’t you? So why does this matter for some readers, and not for others?

Things To Try Out 1 As you listen to your students read, notice whether some have a habit of stumbling on “little words”, while others don’t. 2 If you are learning, or teaching a foreign language, notice whether the “little words” seem to take longer to learn than others. Is “is” an easy word? Recently, I was talking to Beth, a teacher, who told me of a struggling reader she teaches. “My brother is really mean to me,” the child complained. “Yesterday I was reading to him and he said, ‘You’re just stupid. You can’t even read easy words like ‘is’.” Beth gave her a suggestion. “Give your brother a lump of clay and ask him if he could make a model of an ‘ambulance’. He’ll probably say, ‘Yes, that’s easy.’ Then ask him if he could make a model for ‘is’ in the same way, without using letters.” The girl went home and did just that. The next day, she came happily up to Beth. “My brother said, ‘You’re right. “Is” is NOT an easy word!’.” And then the girl commented, “You know what: I learned that I don’t have to be so embarrassed when I mess up on little words.” Things To Try Out 1 Ask some of your friends, students and colleagues
• if they have a voice in their mind that “speaks” their thoughts. • if they “see” their thoughts as pictures, and whether their pictures are in colour, or more phantom-like. • if they can imagine what it would feel like to stroke a cat. • if they think intuitively, with ideas or answers coming into their mind, seemingly out of nowhere.

v Belgium Marian de Bruin Tervuren/Brussels +32 (2) 768 13 23 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 Viki Vandevenne Bonheiden +32 (0473) 30 41 51 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505 Viviane Resende da Costa Melo Brasilia, DF +55 (61) 3349 9998 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Rocky Point Academy Stacey Borger-Smith Autism Facilitator/Coach Lawrence Smith, Jr. Autism Facilitator/Coach Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free) Elizabeth Currie Shier Oakville (Near Toronto) +1 (905) 829-4084 Cathy Dodge Smith Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Kimberly Doyle Dundalk, Ontario +1 (519) 923-5420 Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Gerry Grant 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

Visual-Spatial Thinkers – Why Struggling Readers Can Be Bright Learners Do you think with the sounds of words? When reading, do you have a “voice in your head” that “speaks” the words you are seeing? If so, you are a verbal thinker. You may be able to memorise poetry, Pythagoras’ theorem (“The square of the hypotenuse…”) and other information by “rehearsing” it in your mind. Consider that your struggling learners may be struggling, not because they are disabled or of limited intelligence, but because they think in a very different way. Visual-spatial thinkers have lively imaginations and think in images, feelings and intuitive leaps much more easily than in words. Because imagination is their main learning tool, they find it easy to remember things when they “get the picture” and fully grasp why those things are true. They often excel at creative or performing arts, at design, assembly and construction, or at lateral thinking. They may also be able to visualize well. But because most of their thinking is nonverbal, visual-spatial thinkers will not be able to memorise things just because they’re told to, if they don’t “get the picture.” And when they read, they have mental pictures or feelings for the meanings of words, rather than “hearing” the sounds of those words in their mind. That’s why they often don’t respond to phonics-based reading instruction. And it’s why they struggle with short, common, abstract words like “if”, “at”, “but” “is”, “there”, and many others. As a result of their difficulties with reading, visual-spatial thinkers may be diagnosed as dyslexic. Interestingly, research has shown that a high proportion of successful entrepreneurs are dyslexic thinkers, as have been many of our most talented figures in the sciences, and the creative and performing arts.

2 If you haven’t already done so, ask yourself the same questions. 3 See if any patterns emerge among those who are academically successful and those who struggle.

How Do You Turn “Low Phonemic Awareness” into “Powerful VisualSpatial Reader”? “Low phonemic awareness” is a term commonly applied to visual-spatial learners who think more with their imagination than with the sounds of words. These are learners who, if asked, “What is the difference between ‘pat’ and ‘pot’” – don’t even understand the question. These thinkers frequently stumble on small abstract words and don’t respond to phonics(continued on the next page)

v Canada (continued) 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 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 232-7555 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-1716 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec +1 (514) 690-9164 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Ingrid Poupart Cote St Luc, Quebec +1 (514) 543-1580 Bernice Taylor Riverview, NB +1 (506) 871-5674 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 v China Yvonne Wong Ho Hing Autism Facilitator-Coach Hong Kong +852-6302-5630 Livia Wong Hong Kong +852-2756-6603 v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven Bryrup +45 7575 7105 v Ecuador Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Inés Gimena Paredes Ríos Ambato +593 (2) 854 281

based reading instruction. Verbal thinkers process “if” phonically, and because “if” has only two phonemes, they find it easy to master. “Tyrannosaurus” may be a little more difficult for them. Visual-spatial thinkers look for meaning in every word they read. It is the mental image of the word’s meaning – or to use a marketing analogy, its “brand” – that enables them to remember the word and recognize it next time. Since “if” is an abstract word, it is a very difficult word for visual-spatial thinkers. But for them, “tyrannosaurus” may be a lot easier. What is the traditional approach to learners who do not respond to phonics instruction? More phonics instruction! But there’s another way. When teaching strong visual-spatial thinkers to read, why not use their imaginative, visual-spatial strengths to “brand” the little words? Think back to the boy whose sister challenged him to make a clay model for “is.” Suppose we could show visual-spatial learners a way to do just that? What if they ended up with a model for the meaning of “is” that they could visualize just as clearly as their model for “ambulance”? What would happen next time that person met “is” in a book? Setting Struggling Readers Free by Bringing Little Words To Life Davis Symbol Mastery is a creative approach to exploring and mastering words. It has a particular focus on the small, abstract words and utilizes clay, a hands-on medium. Let’s look at the word “a.” Grammatically, it is an indefinite article. But how does that translate into a picture for what it means? Suppose we have a simple definition for “a” such as, “one, but not the only one.” Next, we can explore some examples of sentences containing the word “a” and see if they fit the definition. For instance, there are several glasses in the cupboard and we ask someone to “pass me a glass.” We want one glass, but it is not the only one. If it were the only one, we’d probably say, “Pass me the glass.” Sooner or later, our learner will hit on an idea of how to build a clay model showing the concept of “one, but not the only one.” Once the model is complete, “a” has meaning to the learner: it has come to life. It will no longer trigger confusion and will be easily and accurately recognized in reading. What’s more, once learners master “the” in the same way, they’ll have a strong sense of the difference between definite and indefinite articles. Even academically strong children would benefit from this procedure, because it enhances the intellect. The Missing Principle that Liberates Struggling Learners Imagine trying to type a document on a computer that isn’t switched on. Or talking to someone on the phone when they haven’t picked up. Or holding a conversation with someone who’s in the other room and can’t hear you. There’s no point, is there? As teachers, we probably see our job as conveying knowledge and skills to our students. Nowadays, many countries have a national curriculum which sets out what knowledge and skills should be taught at each stage of a child’s education. Yet there is one key skill not featured in most national curricula. And it’s one that children need right at the outset of their education: the skill of directing their attention or focus. Things To Try Out Find or use a simple technique for getting your students to relax and focus. You might simply ask them to take a few deep breaths. Or ask them to think up their own technique. Have your class use the technique:
• when you need to explain new concepts or skills to them • when they are doing written work • when they are taking tests or exams

Over time, see if you notice any differences in their performance. Also, use your technique yourself at the beginning of each lesson, so that you feel mentally relaxed, alert and generally great before you start to teach.
Note: Some children may need a more sophisticated focussing tool, such as those taught during Davis Dyslexia Correction Programs.

When we try to teach a student whose mind is wandering or who’s feeling confused, we might as well be talking to someone who cannot hear us. Because that’s the reality of what’s happening. And the scary part is – you can’t always tell. Some people have such an effective “screensaver” mode, that they look as if they’re paying attention when they’re not. By teaching students to direct their focus, we empower them to be receptive to what’s going on around them whenever they wish to. We regularly see students who, equipped with this skill, move up several reading levels as we watch, transforming their reading comprehension skills, or simply finding it much, much easier to pay attention in class. And it’s not a difficult skill to pass on. Teachers of the performing arts have long understood the importance of directing focus. Dance students are often told to imagine a thread rising from the top of the head to the ceiling of the dance hall. With this imaginary tool, they acquire greater poise and control while maintaining a relaxed state of mind. The simplest of these skills is to take a deep breath and let it out with a big sigh. In the Davis approach to learning, we place emphasis on a range of focusing techniques for learners. A one-to-one technique for visual thinkers is described in detail in The Gift of Dyslexia. Other techniques, for kinesthetic learners, younger children and classroom use, are taught at our workshops. Reach Before You Teach – So When It Goes In One Ear, It Doesn’t Go Out The Other Recently an 11-year-old boy came to us with severe difficulties in mathematics. He told us how his teacher would go around the class asking individual children at random to give the answer to a sum. Whenever it was his turn, he would be seized with abject terror that paralyzed his thinking process. In this state, he always found himself unable to solve even a singledigit addition problem. The teacher would then move on to another pupil, leaving him with an emotional cocktail of frustration, shame and selfdeprecation to deal with. What makes a successful and effective teacher? One of the key skills we need is the ability to notice when our students are experiencing mental tension, anxiety, fatigue, confusion, or other states detrimental to learning. With most struggling students, it’s not that they can’t learn – it’s just that they need to be in the right mental and emotional state to learn. Do you know what people look like when they are tense or confused? Their eyes glaze over; they rub the back of the neck; their posture looks Things To Try Out Use your simple relaxation and focussing technique on yourself before and during lessons. See if it improves, among other things, your ability to notice when a student is • stressed • tired • anxious • upset • bored Whenever you notice these signs in a student, have the class use their relaxation and focussing technique. Alternatively, ask the student to check if he/she is feeling relaxed and focussed. See if these techniques start to create a culture in your classroom where your students realise the importance of managing their internal state in learning situations.

v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Corinne Couelle Lyon +33 (628) 38 84 41 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (0) 1 49 09 12 33 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe Berlin +49 (030) 61 65 91 25 Monika Graf Stuttgart + 49 (711) 538 0033 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 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 (030) 28 38 78 71 Mechtild Hylla Kassel +49 (0561) 602 78 20 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 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Jutta Meissner Stuttgart +49 (711) 882 2106 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Angela Przemus Shönebeck +49 (3928) 845 159 Markus Rauch Freiburg +49 (761) 476 25 81

awkward; their body becomes fidgety or speech becomes jerky. These are but a few examples. Become alert to these signs and you will start to notice more. Each of these is a sign that we need to REACH BEFORE WE TEACH. Before giving new instructions or information, we first need to bring the learner back into relaxed alertness. Relaxation techniques, deep breaths, opening a window, a short break – whatever it takes. Because nothing you teach to a person in a tense or confused state will be absorbed. Equipped with the ability to recognize these signs, you will start to notice significant improvements in your students’ performance, while also earning their gratitude, respect and enhanced cooperation – because you are sensitive to their needs.
Further reading A range of external factors can make it difficult for students to learn. Visit: http://www.dyslexia. com/library/confus.htm to read more about this in Ronald Davis’ article, Dyslexia and The Threshold for Confusion (By the way, this is not just about your dyslexic students!) v

v Germany (continued) Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 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 v Greece Evagelia Apostolopoulou- Armaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 ­ Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 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

whole word recognition skills, and understanding the meaning of words. We also avoid using repetition and drill, as this merely adds to frustration and reinforces the sense that reading is difficult. Instead, we keep our reading practice sessions very short and use clay modeling to aim for complete mastery of words, one word at a time. However, the Davis Orientation techniques by Abigail Marshall and instruction in the use of a dictionary pronunciation guide in English, help focus attention on the sounds of words as well. An As Usual, It Depends Q: Is it true that once a child undergoes the Davis important part of the Davis Symbol Mastery Program, he should not be taught phonics because Procedure (word modeling in clay), is to focus on all three parts of a word: what it means, what it clashes with Davis beliefs and methodology? it looks like, and how it sounds. The difference is that rather than trying to use sounding-out to A: The answer to your question depends on the read an unfamiliar word, we encourage using the age of the child, his reading level, the phonics dictionary to find out what the word means, and teaching methods being used, and the individual how the whole word is pronounced. learning needs and profile of the child. The Davis method does not encourage reliance In many cases, after a Davis Program, the student becomes more comfortable with on phonetic decoding strategies to “sound out” phonics and better able to use strategies that words through segmenting and blending. This were previously taught. Sometimes the Davis approach can be very frustrating for children Program uncovers previous barriers to learning. with weak phonological awareness – which is highly correlated with dyslexia – and for children For example, we may discover that the child was learning to read in languages like English, which unable to perceive the difference between certain sounds, or that certain letters were triggering are not phonetically consistent or transparent. In confusion. other words, if it is hard for the student to make So the answer to your question is simply sense of phonics, or if phonics doesn’t work that it depends on the child. Phonetic decoding consistently in his language, the experience is strategies should never be used while the child very frustrating. is practicing Spell-Reading or Sweep-SweepSpell. Those exercises are specifically geared to reinforce visual, and sequencing skills and to build reading speed and fluency. If phonics An underlying philosophy is taught some other time, and the child is not of the Davis Program is resistant or expressing frustration, there probably to avoid frustration and is no harm. The true gift of dyslexia is the gift use strategies that are a of mastery – and mastery certainly can include better fit for the dyslexic becoming as adept at phonics as at any other skill. learning style Unfortunately, it is very common that dyslexic children have negative feelings associated with phonics instruction, acquired during months or years of intensive tutoring that did not help them An underlying philosophy of the Davis Program is to avoid frustration and use strategies learn to read. So if the child is not comfortable with phonics, it is better to move on and focus that are a better fit for the dyslexic learning on teaching activities that will continue to make style. Thus we use techniques that focus more reading a positive and enjoyable experience. on building letter recognition, sequencing skills,



Picture @ Punctuation

Q: Why, if dyslexics think in pictures, is it necessary to do Picture-at-Punctuation? Won’t they naturally be picturing for comprehension? A: Dyslexics tend to skip over or ignore punctuation when reading, and as a result, can misinterpret meaning. For example, compare the meaning of these two sentences: “Woman, without her man, is nothing.” “Woman, without her, man is nothing.” Picture-at-Punctuation reinforces the need to attend to punctuation, and helps build that habit. It also helps keep the reader focused on the text. Our Symbol Mastery Kit includes a chart that compares punctuation to traffic symbols. Just as a driver might end up speeding or taking off in the wrong direction if they don’t heed the signs, a reader may find their mind wandering and taking them far afield from the words in print. This is due to disorientation – it could be the result of a dyslexic reader triggering on a letter or word, or it could be some aspect of the text that caught her imagination. So Picture-at-Punctuation is a way to bring the wandering mind back to the text, at regular and frequent intervals, as well as ensure full and accurate comprehension.

Division is just as bad…

Q: My son is having trouble with long division. Is it common for dyslexics to have a hard time with long division? A: My dyslexic son had problems with long division, even though he was very capable with math in other areas. I think one problem is that teachers sometimes describe division as reverse multiplication, but the algorithm used to solve division problems is reverse subtraction. So I would suggest going back to clay balls and doing problems that involve repeating subtraction until the light bulb goes off in your son’s head.

A big problem with long division is simply that the way children are taught to write out the problem doesn’t help them conceptualize what they are doing

Picture-at-Punctuation is a way to bring the wandering mind back to the text, at regular and frequent intervals

Picture-at-Punctuation is an EXERCISE. It is not something that we have to do all the time, but something that might be practiced in a 10-minute session, once or twice a day. It’s building a skill for strong reading comprehension. Once reading fluency and comprehension develop to a point satisfactory to the reader, she could discontinue this exercise. However, most individuals will still find Picture-at-Punctuation useful at times. It can be particularly helpful when trying to make sense of difficult material. It can also be useful as a study habit, where it is important to remember material – the visual imagery will help with recall later on. And it can also be fun to try with recreational reading, such as a passage from “Harry Potter.” It can help a reader notice many details that might otherwise be missed, which can be a big help to spot clues in a mystery or adventure novel.

In other words, have your son count out a random number of clay balls. Let’s say 35. Next, have him subtract clay balls in groups of 5, by pulling each group away from the pile he started with. But have him keep each group he pulls out in a separate line or row. When he’s done, have him count the number of rows. Of course he will end up with 7 rows of 5 balls. At that point you can have him try the same problem pulling out groups of 7. And then you can try groups of 3 or 4. Of course if he pulls out groups of 4 he will end up with 8 rows and 3 balls of clay left over. This corresponds to the concept of “the remainder.”

I also think a big problem with long division is simply that the way children are taught to write out the problem doesn’t help them conceptualize what they are doing. If you enjoy math, you might be interested in the following article. It is a study based on teaching a different algorithm for long division, which the authors call POQ (Partition of Quotient):
Departing from the Traditional Long Division Algorithm: An Experimental Study


v Iceland (continued) Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 867 1928 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 862 0872 Jon Einar Haraldsson Lambi Akureyri +354 867 1875 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465 v India Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (052) 272 9532 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz Supervisor-Specialist Ra’anana/Tel Aviv +972 (09) 772 9888 v Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Elisa De Felice Roma +39 (06) 507 3570 Antonella Deriu Nuoro, Sardinia +32 059 32 96 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080

v Italy (continued) Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Kenya Manisha Shah Nairobi +254 (0) 721 492 217 v Luxembourg Nadine Roeder Luxembourg +352 691 30 0296 v Lebanon Samar Riad Saab Beirut +961 3 700 206 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca Davis Workshop Presenter México D.F. +52 (55) 5540-7205 Bertha Figueroa Yllana Juárez +52 (656) 325-0285 María Silvia Flores Salinas DDA Director Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutiérrez Mexico D.F. +52 (555) 593 18 22 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484


Davis Reading Program for Young Learners

The Davis Reading Program for Young Learners is NOT a program for dyslexia and Q: Do all Davis Facilitators provide the Davis is NOT a corrective program. That is, it is not Reading Program for Young Learners, or do some the intent of the program to correct dyslexia specialize in work with very young children? Is or related learning barriers. Rather, it is a the Davis Young Learners Program provided only foundational program to give children and parents in 14 consecutive days, or can be completed with tools designed to build pre-reading and early a Facilitator in a less intensive time format? Does reading abilities with young children, as well the Davis Reading Program for Young Learners as to help them develop self-regulation skills effectively correct the to improve attention focus problem, or just make the and control of their own lives of the children who energy level. If the child is able to complete it a bit easier The program is especially until they are mature helpful for children with a successfully use and enough to do a Davis dyslexic learning style, and integrate the Davis Dyslexia Correction with many children we may techniques as he is learning Program? be able to successfully reach to read, it is quite possible them before they develop that he will not need A: All Davis Facilitators more serious educational further intervention are licensed and qualified problems related to their to provide the Davis dyslexia. If the child is able Reading Program for to successfully use and Young Learners, but some may choose not to integrate the Davis techniques as he is learning provide it. We do not have a separate list of to read, it is quite possible that he will not need Facilitators who offer the program. It’s best to further intervention. Should future learning simply contact a Facilitator and ask. difficulties arise, a full correction program could The Program is usually done over 10 days, not still be done. 14, over the course of two weeks, Monday through Children who have done the Young Friday. However, Facilitators set their own schedule Learners Program will have learned the same and depending on a child’s age and stamina, may basic approach to getting focused, learning sometimes recommend spreading the sessions over the alphabet, mastering the small words, and a longer period. But that would be entirely up to the developing reading fluency and comprehension Facilitator to determine after an initial meeting or that is given to older children with a correction speaking with you and your child. program. But they will not have been through Keep in mind that the Davis Reading Program the same intensive effort to find and address for Young Learners requires parent participation, triggers for disorientation. However, in most and our standards require that the parent be cases younger children have not yet developed present with the child for at least half the program such triggers. time. Individual Facilitators may prefer that the For non-dyslexic children, the Young Learners parent be present more than half the program Program will provide a strong foundation for time, because the goal of the program is to reading fluency and comprehension, along with simultaneously guide and coach the parent in invaluable life-long learning skills. v how to continue working with the child at home. (Keep in mind that the support person need not be a parent. A grandparent or other relative could take on that role. The point is that the work be continued at home after the program.)

Smart Koosh!
One of Davis Facilitator Sue Hall’s students asked to borrow her glasses, and this is what happened!

Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit
Contains everything needed to do Davis Symbol Mastery: A manual in checklist format, 117-minute instructional DVD, laminated alphabet strip, letter recognition cards, dictionary, grammar book, punctuation booklet, pronunciation key cards, and clay— all in a sturdy nylon shoulder bag. Suitable for working with students of any age.

Davis Young Learner Kit for Home-Use
Provides parents with the instructions and materials needed to provide 5-7 year olds with effective and fun learning strategies for improving prereading and language arts skills.

Symbol Mastery Kit $139.95

Young Learner Kit for Home-Use $129.95

DVD/Audio CD/Software
I Can Do It – The Confidence to Learn
Teachers, parents, school administrators, and students speak about the many benefits of using Davis Learning Strategies at Vale Elementary School in Oregon. DVD: $9.00 (running time: 12 min.)

Dyslexia – The Gift
This documentary introduces the concepts and methods in The Gift of Dyslexia. Viewers of all ages will find the interviews and animated sequences highly informative and entertaining.

Video or DVD $39.95

ReadOn Interactive Software
A comprehensive learning tool, designed to assist people of all ages learn to read or overcome reading problems associated with dyslexia. Operating Systems: Windows 98, ME, NT4 (SP 6), Win2000, XP Languages: English only

Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration of The Gift of Dyslexia, read by author Ron Davis.

4-CD Set $29.95 $39.95

Software $195.00
Unlocking the Power of Dyslexia A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes) The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes) Davis Dyslexia Correction Orientation Procedures This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00 Davis Symbol Mastery and Reading Exercises Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00

The Gift of Dyslexia: Why Some of the Smartest People Can’t Read and How They Can Learn
(Revised and Updated 2010 edition) $15.95 Softcover Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia.

Davis Symbol Mastery Deluxe Kit
Provides additional materials for implementing the Davis methods that address disorientation, build attention focus, and improve balance and coordination. Includes everything in the regular Symbol Mastery Kit plus: • The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual • Davis Orientation Procedures DVD • Two Koosh Balls

Deluxe Kit $219.95



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Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities
!8 L(2 K4139

The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day
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A Parents Guide to Asperger Syndrome & High Functioning Autism
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All Cats have Asperger Syndrome
By Kathy Hoopman

Born on a Blue Day
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Softcover $9.80 $14.00

Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student
by Loren Pope Softcover $10.50 $14.00

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How do you find a word in the dictionary if you have no idea how to spell it? With this book! Lets you look up words by their phonetic spelling to find its correct spelling. by Diane Frank

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How to Read Music by Roger Evans F4-# ,$-3 +2 .% M42(" + N.3 3(.M #$ E 28 Softcover $7.95 $11.95 !8 K 3'18- L(!!8 O5$1 70 1$/1.#4"(!+$ / &$2 %.1 #$5$+./(-& "412(5$ 61(3(-& 2*(++2 %80<-8>/: $15.99

Bumperly Bumper Bee
$12.75 Hardcover A beautifully illustrated story of a bee with challenges, whose talents help him prevail. A great tale of tolerance, understanding, friendship and achievement for ages 4 - 8. by Michael D. Davis

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How To Order
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ITEM DESCRIPTION UNIT PRICE QTY DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00 Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00 Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00 Symbol Mastery & Reading Exercises DVD . . . . . . $85.00 I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00 The Gift of Dyslexia 2010 Edition . . .. . . . . .NEW! . . . . . $15.95 The Gift of Dyslexia Classic Edition .LOWER . .. . . . .PRICE! . . . . . .$9.50 The Gift of Learning . . . . . . . . . . . .LOWER . . . . . .PRICE! . . . . . $13.95 Dyslexia-the Gift Video (Specify: VHS or DVD . ). . . . $39.95 Gift of Dyslexia Audio CD Set . . . . .LOWER . . . . . . PRICE! . . . . . $29.95 Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Symbol Mastery Deluxe Kit . . . . . . . . . . . .NEW! . . . . .$219.95 Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING All Cats have Asperger Syndrome . . . . . . $10.50 . . . . . . .$14.95 ADD: A Different Perception . . . . . . . . . . . $8.50 . . . . . . .$9.95 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . $9.10 . . . . . .$12.95 Born on a Blue Day . . . . . . . . . . . . . . . . . $9.80 . . . . . .$14.00 Bumperly Bumper Bee . . . . . . . . . . . . . . $12.75 . . . . . . .$15.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . $13.45 . . . . . . .$14.95 Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99 Colleges That Change Lives . . . . . . . . . . $10.50 . . . . . . .$14.00 Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99 Everything Parent’s Guide To Autism . . . . $13.45 . . . . . . .$14.95 Everything Parent’s Guide To Dyslexia . . . $13.45 . . . . . . .$14.95 The Everything Sign Language Book . . . . . . $10.50 . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95 Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95 Hate to Write But Have To Writer’s Guide . . . $5.00 . . . . . . .$9.95 Homework Without Tears . . . . . . . . . . . . . $9.95 . . . . . .$13.95 How to Read Music . . . . . . . . . . . . . . . . . $7.95 . . . . . .$11.95 In the Mind’s Eye . . . . . . . . . . . . . . . . . . $20.00 . . . . . . .$29.00 Learning How to Learn-Revised . . . . . . . $13.25 . . . . . . .$18.95 Learning Outside the Lines . . . . . . . . . . . . $9.80 . . . . . .$14.00 Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95 Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95 Math On Call . . . . . . . . . . . . . . . . . . . . . $17.00 . . . . . . .$23.00 Math On Hand . . . . . . . . . . . . . . . . . . . . $17.00 . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . $11.00 . . . . . . .$15.00 Parents Guide to Asperger Autism . . . . . $13.25 . . . . . . .$18.95 $10.50 Ten Things Every Child With Autism Wishes . . . . . . .$14.95 The Right Mind . . . . . . . . . . . . . . . . . . . . . $8.40 . . . . . .$12.00 The Secret Life of The Dyslexic Child . . . . . . $10.50 . . . . . . .$14.95 Smart But Stuck . . . . . . . . . . . . . . . . . . . $13.95 . . . . . . .$19.95 Strong-Willed Child or Dreamer? . . . . . . . $9.25 . . . . . .$12.99 Teaching Kids with Learning Difficulties . . . . . $29.50 . . . . . . .$36.95 Ultimate Visual Dictionary . . . . . . . . . . . . $32.00 . . . . . . .$39.95 Understanding Controversial Therapies . . . .$17.95 . . . . . . .$19.95 Webster’s New World Children’s Dictionary . . . . . .$17.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Don’t Have to Be Dyslexic . . . . . . . . $15.95 . . . . . . .$19.95 OTHER ITEMS ReadOn Interactive Software . . . . . . . . . . . . . . . .$195.00 Young Learner Kit for Home Use . . . . . . . . . . . . .$129.95



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Before my seven-year-old client arrived, I prepared three disks of clay, one for each hour he would be with me that morning. I marked the rim of each disk using hash marks and numbers: //// 5 //// 10 //// 15 //// 20 //// 25 //// 30, all the way to 60. Then I placed the analog clock on the floor in front of my oven, which has a digital clock.
v Netherlands (continued) Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit DLS Mentor Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 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 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959

Teach Your Child to Understand Analog and Digital Time – With Clay!
By Carol Nelson, Davis Facilitator in BoulogneBillancourt, France

While working with a young boy recently, I fell upon a way to enable him to better grasp the concept of time, or rather the passage of time, as well as to learn how to translate digital time into analog time and vice versa. Before doing this exercise, you should run through the basic concepts of time with your child. He should at least master the notion that analog clocks mark the hours with the numbers 1 through 12, that the clock face is symmetrical, and he should have a grasp of the numbers up to 60. My client’s hours were from 9 am to 12 pm. It really helps when you can start on the hour. Starting on a time other than on the hour could be a different lesson.

Three disks representing the three hours of Carol’s morning session with her client – showing that a bit more than half of the first hour has passed.

The digital clock on Carol’s oven and clay analog clock on the floor in front of it.

I explained to my client, “We can show how time passes by cutting off the time that’s “gone by.” I explained that there were three disks, one for each hour of the morning he was to stay. Every so often, I would say, “Let’s go have a look at the clock on the oven.” So we would go, and if it was 9:15 am, we would count and cut the minutes off the disk as the time went by. All morning long we alternated our regular work with quick trips to the kitchen to look at the clock. My client made a lot of discoveries. First, he realized that time can go by quickly or slowly. We constantly had to go to see what time it was and had to “cut” the time that had passed. Second, my client began to grasp the proportions involved. That is, notions of fractions (quarter and half hour) became clear. And eventually we started relating this activity to the analog clock on the floor as well. My client loved this activity. He began preparing his own disks at home and practiced with his mom’s help. His mom said that once, he was petting the dog and couldn’t believe he’d spent 15 minutes doing it. But he, himself, had to admit that 15 minutes had gone by, and he had to cut that part away from his clay disk. This has become an extremely easy activity to do with my clients. It’s fun, makes the concept of the passage of time very clear – and they enjoy it! It also gives children who like to get up and move around now and then, a very good reason to do so! Give it a try! v

v Netherlands (continued) Petra Pouw-Legêne DLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter DDA Director Maria Hoop +31 (0475) 302 203 Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Marieke Uiterwijk Leiden +31 (06) 45 911 913 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 Annemarie van Hof Utrecht +31 (030) 65 86 700 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369 v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 815 8626


New Updated and Expanded English Edition of The Gift of Dyslexia!

This book outlines the groundbreaking Davis Dyslexia Correction Program and our revolutionary approach to helping dyslexics learn to read and to overcome other learning difficulties. This new edition is expanded with more comprehensive coverage of the unique Davis tools for focusing attention and overcoming perceptual distortions, and revised throughout with up-to-date information on research, studies, and contacts. It features a new Foreword by Dr. Linda Kreger Silverman, and two additional chapters, which cover Alignment, an alternative Orientation procedure for kinesthetic learners, and DialSetting for energy management. Excerpt from New Foreword by Dr. Linda Kreger Silverman
Why is this book important? Because the methods described in it work. Because the techniques can be used to ameliorate a wide variety of symptoms besides reading difficulties—from anxiety to writing difficulties to inability to concentrate. Because it recognizes the unusual gifts and the extraordinary potential of dyslexics. Because it turns the mysteries of orientation

and disorientation into practical, life-changing techniques. Because the ability to think in pictures is needed for success in the twentyfirst century. I was introduced to Ron Davis’s work twenty-five years ago, by my dear friend and colleague at the Gifted Development Center, Betty Maxwell. One of our clients enrolled in the Davis Dyslaexia Correction Program and returned with enthusiastic stories of the unique methods Ron used and the progress her daughter had made in reading. Betty and I had been developing the concept of the visual-spatial learner since the early 1980s. These children think in pictures rather than in words, need hands-on experiences to learn, and often reach conclusions without appearing to take the logical steps. We recognized that Ron’s approach was perfect for those visual-spatial children who struggle to master reading. We have recommended The Gift of Dyslexia to our clients who struggled with decoding words, and we have referred many of them to the Davis Dyslexia Correction Center, as well as to the providers Ron has trained all over the world. We do this because Ron’s methods achieve results. One exceptionally gifted boy we sent to work with Ron and his associates gained four grade levels in reading in one week, and he retained that growth over time. One of Ron’s more compelling ideas is that genius does not occur in spite of learning disabilities, but because of them. He is right. I had the good fortune of meeting Patience Thomson, creator of the Barrington Stoke reading series for reluctant readers, when we both spoke at a conference on visual-spatial learners at Green College, Oxford University, sponsored by the Arts Dyslexia Trust. Patience is the daughter and granddaughter of Nobel Prize winners in Physics. Her husband is the son and grandson of Nobel Prize winners in Physics. A family tree of both sides of the family was posted during the conference. Artists and dyslexics are prevalent in these family lines. What is the relationship between dyslexics, artists, and geniuses in physics? They all see the world in a unique manner, with greater

activation of their right hemispheres. The brain organization that creates dyslexia also enables revolutionary breakthroughs in the complex arena of physics. Ron lists all of the essential gifts of dyslexics, including greater development of intuition, the ability to perceive multidimensionally, vivid imagination, greater curiosity, insightfulness, the ability to experience thought as reality, heightened awareness of the environment, the ability to think in pictures, and, most important, the ability to alter and create perceptions. These are vital gifts, becoming more and more sought after in the work world in the modern era. While we are still obsessed in education with the importance of literacy, the future of today’s students is dependent on their ability to see the big picture, to predict trends, to read customers, to think outside the box, to see patterns, to inspire collaboration among peers, to empathize, to synthesize information from a variety of sources, and to perceive possibilities from different perspectives. These are the natural talents of dyslexics. And Ron has developed a powerful method that allows them to learn to read efficiently without sacrificing any of these important abilities. I am honored to write the foreword to this new edition of Ron Davis’s The Gift of Dyslexia, and I feel blessed to know this creative thinker, who has revolutionized our understanding of dyslexia and been such a gift to the special individuals he serves.
Dr. Linda Kreger Silverman is a licensed psychologist and founder of the Institute for the Study of Advanced Development and its subsidiaries, the Gifted Development Center and Visual-Spatial Resource. She has contributed to more than three hundred publications and is the author of Upside-Down Brilliance: The Visual-Spatial Learner and the textbook Counseling the Gifted and Talented. v

v New Zealand (continued) Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Upper Moutere +64 (3) 540 3109 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator-Coach Autism Training Supervisor Dunedin +64 0274 399 020 Colleen Morton Gore +64 (03) 208 6308 Wendy Person Hastings +64 (06) 870 4243 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Supervisor-Specialist Christchurch +64 (03) 363 9358 Alicia Trent Upper Moutere Margot Young Auckland +64 (0) 9 638 3627 v Panama Amy Homsany Panama City +507 (6) 671-1244 v Philippines Imelda Casuga Baguio City +63 (744) 42 29 01 Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (22) 658-2237 v Portugal Catarina do Passo Lisboa +35 (121) 781-6090

I Hate Loneliness
Dr. Ralph Shibley is an expert in autism, who began working with autistic children in the 1970s. Aware of Ronald Davis’ work in autism, Dr. Shibley has long been a supporter of non-orthodox methods of working with autistic children. Chris Clarkson was one of 8 autistic students Dr. Shibley worked with from 1976 to 1980 at Mohawk High School in Columbus, Ohio. Mohawk High School was the first high school classroom designed for children with autism in that state and Dr. Shibley’s work with Chris and the other students there formed the basis of his doctoral dissertation on brain functioning and autism in the 1980s. Chris gave Dr. Shibley permission to make his poem public.

I Hate Loneliness By Chris E. Clarkson
Loneliness is a disease that must go, Because I don’t want to feel so low. Loneliness is a disease that must go So I don’t like to live a lonely year. Have I made myself clear? I want to fight my lonely day To be happy that way. I hate loneliness. I hate it a lot. Do I like it? No! I do not. It has got to go Because it’s sadness, you know So It’s got to be history. It’s got to end desperately. Loneliness is sad. It’s not glad. It’s bad So My lonely life has got to go!

v Portugal (continued) Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Vieira Lisboa +35 (191) 921 4808 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moskva + 972 (3) 635 0973 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v South Africa Sharon Gerken Durban +27 (82) 82 85 180 v Spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger 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 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Heidi Gander-Belz DLS Presenter-Mentor Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Bern +41(31) 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


Famous Dyslexics
Paul D. MacCready From an early age Paul MacCready focused all his energy on his two passions: flight and the Earth. As an adult, MacCready said, “As I look back, I realize I probably had some manifestations that would be called dyslexia now. Not a basket case, but certainly in some things, a short attention span. If I would start reading a paragraph of history, by the time I was to the second sentence my mind would be a thousand miles away. And even in physics classes, I would tend to daydream about other things, not getting so much good out of the class. Having a brain that works a little differently than what best fits the school system, you learn to cope and emphasize the things that work for you. You sort of do it the way that best suits you. I did most of my learning during the homework rather than the class period.” Whatever MacCready did to cope, it worked spectacularly! He designed and flew model planes in his adolescence, became a pilot in the Navy during World War II, and earned a Ph.D. in aeronautics in 1952 from the California Institute of Technology. In 1956 he designed the MacCready Speed Ring, which even today allows glider pilots to control their speed in response to weather and wind-speed conditions. In the 1970s he and his company, AeroVironment designed and built two record-breaking human-powered planes, earning him the name “Father of Human-Powered Flight.” Later, he built an electric car that became General Motors’ pioneering EV-1. He also explored alternative energy sources, and in 2005 just two years before his death, his company built the first unmanned plane powered by hydrogen cells. It was the Global Observer, capable of flying in the very top 2 percent of the Earth’s atmosphere. At the time of his passing in 2007, he had written many popular articles, and authored or co-authored over one hundred formal papers, reports, journal and book articles on aeronautics, soaring and ultralight aircraft, biological flight, and many related fields. MacCready’s achievements also brought him over 40 different national and international honors, and he was awarded seven honorary university degrees. Fannie Flagg Fannie Flagg has had a varied career. She began writing for the comedy television show, Candid Camera, in the early 1960s. Later she became an actress and author. She has appeared in a number of well known movies, from Five Easy Pieces in 1970 to Crazy in Alabama in 1999. She’s also appeared in theater on Broadway. Her first novel, Daisy Fay and the Miracle Man, published in 1981, was on the New York Times bestseller list for ten weeks. Her next novel, Fried Green Tomatoes at the Whistle Stop Café (1987), stayed on that same list for 36 weeks, and in 1981 was made into the hit movie, Fried Green Tomatoes. Fannie earned a coveted Scripters Award for the screenplay, and she was nominated for an Academy Award and for the Writers Guild of American Screen Award. Following those successes, her next book, Welcome to the World, Baby Girl! became a New York Times Notable Book of the Year in 1998. Fannie has always been open about her dyslexia, and admits that her difficulties with spelling caused her to put off novel writing for many years. Asked about how her dyslexia affects her writing process, she says, “Being dyslexic and having A.D.D. I am easily distracted and so I must be locked in a room with no phone, fax machine, dog, cat, human, etc. in order to write. I don’t spell well, but thank heavens I have a copy editor who corrects my spelling and grammar.” v


¿Por qué sería que el primer pasaje es más difícil de comprender que el segundo? Las palabras presentes en el primer pasaje son abstractas, palabras que no podemos visualizar mentalmente con mucha facilidad. Ahora, tú seguramente sabes cómo son los elefantes, casa, y playas. Seguramente conoces la sensación de sorpresa, el sabor del ajo, y el sonido de una cascada de agua. Si nos servimos de la analogía del márketing por un momento, podremos decir que cada una de esas palabras tiene una “marca” – mentalmente las asociamos de inmediato con una imagen, sensación o emoción específica. Pero, ¿qué imagen genera la palabra “el”? ¿Cuál es la sensación que asociamos con “de”? ¿De qué sabor es la palabra “un”? Al tratar de usar la imaginación para visualizar el significado de aquellas palabras, no podemos. Entonces, ¿por qué será que esto afecta a algunos lectores y a otros no? PARA PROBAR 1 Escucha cuando tus estudiantes leen en voz alta. Observa cuales tropiezan en las palabras cortas, y cuales no. 2 Si estudias o enseñas otro idioma, observa si toma más tiempo aprender las palabras cortas que las más largas.
v Switzerland (continued) Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Therese Rice-Schumacher Uster/Zurich +41 (052) 267 5154 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 Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Marianne Schutz Zofinger +41 (62) 752 8281 Andreas Villain Zürich +41 (076) 371 84 32 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Judith Zapata Prange Basel +41 (061) 721 7501 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0798) 413 1436 Kim Balaskas Westcliff on Sea, Essex +44 (0) 789 482 8084 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Autism Facilitator/Coach Jane E.M. Heywood Autism Facilitator/Coach DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115

¿Por qué ‘Tyranosauro’, pero no ‘Cual’?
Por Richard Whitehead, Director de DDA en Great Malvern, Worcestershire, Reino Unido Richard Whitehead, ha ofrecido un curso gratis en línea, diseñado para ayudar a profesores a comprender por qué algunos estudiantes inteligentes luchan tanto por dominar destrezas académicas básicas. Su curso proporciona a educadores los elementos que les permitirán hacer una gran diferencia en las destrezas, bien estar, y futuro de tales niños en sus cursos. Con la llegada de cada email de la serie, los profesores aprenden estrategias que les ayudan a estimular tanto a los estudiantes con retos como a los que no tienen ninguna dificultad. Descubren técnicas que ayudan a los estudiantes impulsivos a controlar su enfoque y comportamiento. También aprenden a brindar apoyo valioso a niños que experimentan dificultades sentándose quietos, aprendiendo de las consecuencias, interprentando correctamente la comunicación con otros, o controlando la motricidad fina. Con mucha amabilidad, Richard nos ha condedido permiso de traducir y publicar su curso en The Dyslexic Reader en una serie de capítulos. La primera parte sigue a continuación.

“No Entiendo – El Niño Puede Leer ‘Tyranosauro’ ¡Pero Se Tropieza En ‘Cual!” ¿Te has dado cuenta que algunos de sus estudiantes tienden a equivocarse cuando leen palabras cortas, comunes, palabras que han estado aprendiendo desde su primer año de colegio… a pesar de poder leer algunas palabras más largas, supuestamente más avanzadas? ¿Te has preguntado por qué se tropiezan en esas palabras cortas de dos, tres o cuatro letras? Vamos a hacer un experimento corto. Aquí tienes un pasaje en que faltan algunas de las palabras:

El Procesamiento Viso-Espacial – Por Qué Los Que Luchan Con La Lectura También Son Estudiantes Listos ¿Procesas con los sonidos de las palabras? Cuando lees, ¿oyes una voz interna que pronuncia las palabras que ves? Si es así, procesas tus pensamientos de manera verbal. Para tí puede ser fácil aprender de memoria un poema, o la teoría _______ _______ un _________. El ______ era de Pitágoras, y otra información que “practicas” muy _________ y _________, en el ______ una mentalmente. Es posible que tus estudiantes con _______. Su ______ ___________ era: si ______ retos no tengan una discapacidad ni tampoco le ______? Ella ____ _____ del ________. Tenía inteligencia limitada. Puede ser que simplemente _______de ____________. procesan sus pensamientos de otra forma. Los que procesan sus pensamientos de Ahora, olvida este pasaje. Aquí hay otro, en que manera viso-espacial, tienen la imaginación muy faltan palabras diferentes: viva y procesan mediante imágenes mentales, sensaciones, e intuición con mucha más facilidad Amelia ___ pensó ____ ___ momentos. _____ que con los sonidos de las palabras. Como su idea ____ veras ____ gustaba, ___ menos ___ imaginación es su herramienta principal para el ahora. ____ única duda _____: ¿_____ dueño aprendizaje, encuentran que solo recuerdan las _____ _____ acuerdo? Amelia _____ ____ idea cosas fácilmente cuando forman una imagen __ ____ contestaría. ___ fin ___ dueño ______ mental y comprenden perfectamente por qué ___ carácter ____ fuerte…
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v United Kingdom (continued) Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Autism Facilitator/Coach Barrow upon Soar, Leics +44 (01509) 412 695 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer Wimbledon/London +44 (0208) 946 4308 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough, East Sussex +44 (01892) 667 323 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Shilpa Patel Ealing, London +44 (0) 8000 272657 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson London +44 (07846) 734-320 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077

la cosa es auténtica, verdad. A menudo son excelentes para las artes creativas o dramáticas, el diseño, la construcción o el pensamiento lateral. También tienden a visualizar muy bien. Pero, como la mayoría de su procesamiento mental no es verbal, no podrán aprender algo de memoria simplemente porque se lo exigimos, sin haber comprendido “la imagen”. Y cuando leen, procesan imágenes mentales y sensaciones que representan el significado de las palabras, en vez de “escucharlas” mentalmente. Por eso a menudo no aprovechan las lecciones de lectura basadas en la fonética. Y tambien por eso las palabras cortas, tan comunes pero abstractas como “el”, “pero”, “es”, “tan”, “que” y muchas más, les presentan un reto. Debido a sus dificultades con la lectura muchas veces el diagnóstico es que son disléxicos. Es interesante que las investigaciones científicas han demostrado que un alto porcentaje de los empresarios más exitosos son disléxicos, así como han sido disléxicos muchos de los personajes más talentosos de las ciencias y las artes creativas y dramáticas. La profesora le sugirio lo siguiente: “Pásale un poco de plastilina a tu hermano y pregúntale si puede crear un modelo de la palabra “ambulancia”. Seguramente dirá que sí, que es fácil. Entonces pregúntale si puede hacer un modelo de la palabra ‘es’ de la misma manera, sin usar letras”. La niña fue a casa e hizo así. Al día siguiente llegó a clase y se acercó muy contenta a la profesora. “Mi hermano dijo, “tienes razón – ‘es’ no es una palabra fácil!” Y entonces, la niña comentó, “¿Sabes qué, profesora? Aprendí que no debo sentir vergüenza cuando me equivoco en las palabras cortas”.

¿Cómo Convertimos la Calificación “ De Baja Conciencia Fonética” en “Poderoso Lector”? “Baja conciencia fonética” es un término aplicado a menudo a estudiantes con poderes viso-espaciales, los que piensan más con la imaginación que con el sonido de las palabras. Si preguntamos a estos estudiantes “¿Cuál es la diferencia fonética entre ‘pela’ y ‘pala’?” ni siquiera entienden la pregunta. ¿Es Fácil, La Palabra “es”? Recientemente, conversaba con una profesora Estos estudiantes a menudo se tropiezan con las palabras cortas y abstractas, y por lo general que me contó de una de sus estudiantes. “Mi hermano se burla de mí,” se quejaba su estudiante. no sacan beneficio de enseñanza de lectura basada en la fonética. Los que piensan verbalmente “Ayer yo le leía algo y me dijo, ‘Eres un idota – no puedes leer ni siquiera una palabra tan sencilla procesan “el” fonéticamente, y puesto que la palabra “el” solo consiste en dos fonemas, les como ‘es’”. parece fácil dominarla. Pero “tiranosauro” puede costarles más trabajo. Los estudiantes con talentos viso-espaciales PARA PROBAR buscan el significado de cada palabra que leen. Las imágenes mentales que generan les permiten 1 recordar y reconocer las palabras la próxima vez Pregunta a tus amigos, que las ven. Es decir, reconocen la ‘marca’ que estudiantes, y colegas: representa el significado de la palabra. La palabra • si poseen una voz mental que abstracta, “el”, puede ser difícil para ellos. Pero “pronuncia” sus pensamientos para ellos “tiranosauro” puede parecerles fácil. • si ‘ven’ sus pensamientos en ¿Cuál es la estrategia pedagógica tradicional forma de imágenes, y si son de que aplicamos con estudiantes que no parecen color, o más como bosquejos mejorar con metodologías basadas en la • si pueden sentir en su fonética? ¡Les imponemos más instrucción imaginación la sensación de en fonética! Pero hay otra estrategia mejor. acariciar a un gato Cuando enseñamos a leer a los estudiantes con • si son intuitivos, si las ideas o talento viso-espacial, ¿por qué no hacer uso de respuestas les llegan sin que se su imaginación, de sus fortalezas, para crear las den cuenta de cómo ‘marcas’ correspondientes a las palabras cortas? Recordemos al niño que encontró retoso 2 crear un modelo de la palabra ‘es’ en plastilina. Si no lo has hecho ya, contesta ¿Qué pasaría si pudieramos enseñar a los niños tú las mismas preguntas. con talentos viso-espaciales a crear modelos de las palabras abstractas? ¿Qué pasaría si crearan 3 un modelo del significado de ‘es’ que pudieran A ver si algunas diferencias visualizar tan claramente como su modelo emergen entre los que tienen de ‘ambulancia’? Y ¿qué sería el resultado la éxito académico y los que próxima vez que encontraran la palabra ‘es’ luchan académicamente. en un texto?

PARA PROBAR Desarrolla una estrategia sencilla para que se relajen sus estudiantes y enfoquen su atención. Puedes pedirles que suspiren profundamente varias veces. O ellos pueden inventar su propia estrategia. Pide a los estudiantes que utilicen la estrategia cuando:
• les vas a explicar un concepto o destreza nueva • cuando trabajan por escrito • cuando presentan exámenes o pruebas

Además, cuando el estudiante domina ‘el’ de la misma manera, también tendrá una comprensión más completa de la diferencia entre los artículos indefinidos y los definidos. Hasta los estudiantes con fortalezas académicas podrían beneficiar de este procedimiento, porque fortalece el intelecto. La Destreza Clave que Libera a los que Luchan con la Lectoescritura Imagina que estás escribiendo un documento en un computador apagado. O que hablas por teléfono con alguien que todavía no ha descolgado. O que conversas con alguien en otro cuarto donde no te puede oír. No tiene sentido, ¿cierto? Como profesores quizás consideramos que nuestro trabajo es el de entregar conocimiento y destrezas a los estudiantes. Hoy en día en muchos países existe un plan nacional de estudio, que establece qué conocimiento y cuáles destrezas deben aprender los estudiantes a cada etapa de su educación formal. Pero hay una destreza clave que no aparece en la mayoría de los planes nacionales de estudio. Y es algo que necesitan los niños desde el primer día de clase: la habilidad de enfocar la atención. Si tratamos de enseñar algo a un estudiante confundido, que no tiene enfoque, es como hablar a alguién que no puede oírnos. Y lo peor es que a veces no nos damos cuenta de que no está “presente” porque su “protector de pantalla” es tan eficaz que parece que prestan atención cuando no. Al enseñar a los estudiantes a manejar su enfoque, les regalamos la oportunidad de percibir todo lo que pasa en su entorno cuando desean. Muchas veces vemos estudiantes, que al aprender esta destreza, mejoran varios niveles en lectura inmediatamente, porque esta destreza transforma su comprensión de lectura, y encuentran que es mucho más fácil prestar atención en clase. Y lo bueno es que no es difícil enseñar esta destreza. Los profesores de artes escénicas comprenden mucho la importancia de manejar el enfoque. Enseñan a los estudiantes de baile que deben imaginar un hilo que sale de por encima de la cabeza y se extiende hasta el techo del escenario. Con esta herramienta imaginaria, desarrollan mayor aplomo y control, mientras al mismo tiempo se mantienen en un estado mental relajado. La manera más sencilla de enfocar la atención y relajarse al mismo tiempo es simplemente hacer un suspiro profundo y dejar escapar el aire de la boca con un sonido “ahhhh”. En el Método Davis enseñamos varias estrategias para enfocar la atención del estudiante. En el libro El Don de la Dislexia, econtrarás la descripción detallada de una de estas herramientas, muy útil para personas con talentos viso-espaciales. En nuestros talleres enseñamos otras herramientas para estudiantes más jóvenes, o con fortalezas cinestéticas, y para uso en el salón de clase.
(continued on the next page) v United Kingdom (continued) Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Jacqui Stewart Eastbourne, East Sussex +44 (01323) 748 933 Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker West Kirby Wirral +44 (0151) 625 6705 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Paul Francis Wright Barton-Upon-Humber, North Lincolnshire +44 (077) 9684 0762 The Blueberry Center Margarita Viktorovna Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Reading Research Council Dyslexia Correction Center Ray Davis Davis Autism Trainer Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990 Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Riverside +1 (951) 710-9616 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Newport Beach +1 (949) 873-2008

Observa si con tiempo ves diferencias en su ejecución. Utiliza la estrategia al comienzo de cada lección para que te sientas mentalmente relajado, alerto, y listo para dictar clase. Ojo: Algunos niños necesitan una herramienta de enfoque más sofisticada, como la que se utiliza en los Programas Davis de Corrección de la Dislexia.

Liberemos a los que Luchan con la Lectura, Infundiendo Vida a las Palabras Cortas El Procedimiento Davis de Dominio del Símbolo es un método creativo para dominar las palabras. Se enfoca especialmente en las palabras cortas y abstractas del lenguaje y se sirve de la plastilina, un medio práctico. Consideremos el artículo indefinido, ‘un’. ¿Qué sería la imagen que representa su significado? Podríamos crear una definición sencilla, por ejemplo, “uno, pero no el único”. Después podríamos crear unas oraciones con la palabra ‘un’, para ver si concuerdan con la definición. Por ejemplo, digamos que hay varios vasos en la mesa y pedimos a alguien, “Alcánzame un vaso”. Queremos un vaso cualquiera, porque no hay solo uno en la mesa. Si hubiera solo un vaso en la mesa, probablemente diríamos “Alcánzame el vaso”. Tarde o temprano, al estudiante le llegará una idea y creará un modelo que representa el concepto, ‘uno, pero no el único’. Cuando completa su modelo, la palabra ‘un’ será algo vivo para el estudiante. Ya no le provocará confusión, y reconocerá la palabra cuando la ve en los textos.

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Evitemos que lo que Enseñamos Entre por un Oído y Salga por el Otro Recientemente recibimos a un estudiante de 11 años con graves dificultades con las matemáticas. Nos comentó que su profesor paseaba por el salón de clase pidiendo al azar que los estudiantes hicieran sumas. Cuando le tocaba a este niño contestar, le entraba un terror paralizador que no le permitía hacer la suma. En este estado no podía hacer ni las sumas más elementales. Y el profesor pasaba a otro estudiante, dejándo a nuestro cliente sintiéndose frustrado y avergonzado. PARA PROBAR Utiliza tu estrategia sencilla para relajarte y enfocar tu atención antes y durante las lecciones. A ver si esto te ayude a mejorar tu habilidad de saber cuando un estudiante está • estresado • cansado • ansioso • molesto • aburrido. Cuando veas estos síntomas en uno del grupo, pide a todos que utilicen su estrategia para relajarse y enfocar la atención. O, pide al estudiante que verifique si está relajado y enfocado. A ver si estas estrategias te ayuden a crear un clima en el salón en que sus estudiantes se dan más cuenta de la importancia de autoregular su estado interno en el entorno educacional. ¿Cuáles características poseen los profesores exitosos y efectivos? Una destreza clave que necesitamos mucho es la capacidad de darnos cuenta cuando nuestros estudiantes experimentan nerviosismo, ansiedad, fatiga, confusión, y otros estados mentales y emocionales que impiden su aprendizaje. Es el caso que la mayoría de los estudiantes que luchan, sí pueden aprender – pero para hacerlo, necesitan entrar en un estado mental y emocional que facilita su aprendizaje. ¿Sabes cómo se ven las personas cuando están nerviosas o confundidas? Sus ojos se ven vidriosos; frotan la parte posterior del cuello; su postura se vuelve torpe; les es difícil estar quietos, o titubean cuando hablan. Si estamos alertos a estos indicios, podemos observar aun más síntomas. Estos síntomas nos revelan que debemos tomar ciertas medidas ANTES DE COMENZAR la lección. Antes de dar instrucciones o información a los estudiantes, debemos primero ayudarles a entrar en un estado de enfoque relajado. Necesitamos estrategias de relajación, como respirar profundo, abrir una ventana, tomar un descanso corto. Debemos tomar medidas, porque nada de lo que enseñemos será aprendido hasta que el estudiante haya entrado en un estado de enfoque relajado. Si tenemos la capacidad de reconocer y responder adecuadamente a las señales de agitación mental y emocional, observaremos que la ejecución académica de nuestros estudiantes se mejora. Y al mismo tiempo ganaremos su gratitud, respeto y colaboración, porque se dan cuenta que tomamos en cuenta sus necesidades.
Lectura Adicional Varios factores externos pueden impedir el aprendizaje de nuestros estudiantes. Para leer más sobre este tema visita: library/confus.htm donde encontrarás el artículo de Ronald Davis (en inglés) Dyslexia and The Threshold for Confusion. (Ojo: ¡Esto no se aplica únicamente a estudiantes disléxicos!) v

In Memoriam

On February 19, 2010 Eldon M. Braun passed away in Paris at age 66. He was a valued contributor to the writing and publication of The Gift of Dyslexia in 1994 and the creation of the website. Eldon’s ashes were scattered in “Jardin du souvenir” in the renowned Père Lachaise Cemetery in Paris, which attracts hundreds of thousands of visitors annually to the graves of those who have enhanced French life and international culture over the past 200 years, including Sarah Bernhardt, Molière, Chopin, Bizet, Balzac, Oscar Wilde, and more recently, Jim Morrison of The Doors. Eldon’s soul will be happy there surrounded by kindred spirits.


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Newly Licensed Davis Facilitators
Donna Northcutt “I am proud to be a graduate of Davis Dyslexia Association International. As a mom and a dyslexic, I understand the distress and heartache endured by those who have difficulty in reading, comprehension, and focus. I struggled with dyslexia growing up. What I didn’t understand was how I excelled in many areas in my life, although I was in a thick layer of fog when it came to reading or schoolwork, After going through the Davis Program and personally experiencing the correction and positive change in my reading and life, I truly felt the fog had finally lifted and everything became clearer. I realize that if I’d had the opportunity to Christiane Rosendahl Ich Kahn do the Davis Program when I was younger, my world would have been different. I developed a Lernen Christiane Rosendahl Davis passionate desire to help others struggling with Berateria. Baroper Strabe 238, dyslexia, guiding and facilitating them through their 44227 Dortmund, Germany. own self-discovery and breakthrough. The Davis + 49 (0) 231 7581 5302 Program enables these creative, talented individuals to gain the ability and confidence to unlock their trapped potential. I feel privileged and proud to be a Claudia Ziegler-Fessler Davis Facilitator. I want to thank my Mom, family Neuhof. 6289, Hamikon, and Dorothy Owen for giving me the opportunity, Switzerland. and supporting me throughout my journey.” +41 (41) 917 1315 Dyslexia Breakthrough Correction Center, 320 Decker Dr. Suite100, Irving, TX 75062 USA. +1 (214) 315-3698 Kathleen McNally “Kathleen Wendy Person “I am a retired McNally has worked internationally teacher who specialized in Music both as a teacher and language and Drama. I decided to study the learning facilitator. With nearly 30 Davis methods to help my son-in-law years of teaching experience, she and grandson. I have two daughters always sought to help those who and four grandsons and we are all wanted to read but struggled. After seeing a student passionate about music and theatre. In my spare in the Davis Program go from C and D grades time I create theatrical costumes, wigs, beards and one week to A and B the next, she was hooked on makeup. I am thrilled to become a Davis Dyslexia the possibility of changing a future of frustration Correction Facilitator.” Dyslexia Hawkes Bay. to one of confidence through the Davis Dyslexia 805 Ellison Road Hastings 4122, New Zealand. Correction Program.” +64 (06) 870 4243 1210 E. Michigan Ave., Jackson, MI 49201 USA. +1 (304) 382-5612 Trudy Borst “I have used the talents I’ve been given for years for Marcia Code “We embarked on the benefit of others, managing and an exciting journey when my son coaching people who are mentally did a Davis Dyslexia Correction disabled. Before I worked with the Program in 2008. As he began disabled I worked as an elementary seeing his dyslexia as a gift, his selfschool teacher. There are great similarities in these esteem grew. The Davis Program two professions in that they involve helping others addressed so many questions I had as an educator, develop their own qualities and talents. I recently and led me to enroll as a Facilitator Trainee. I completed training for Coaching Children and feel truly privileged to be a new member of this and training as a Davis Facilitator. It is wonderful organization.” Vantage Point Dyslexia Solutions, 300 March Rd. 4th Floor, Kanata, Ontario, Canada to help children who have lost sight of their own qualities and talents. That is really my passion, after K2K 2E2. +1 (613) 284-6315 all, helping children lose the fear and worries that come from learning problems Aline de Bruijn “I was at a family gathering in 2008 when the subject turned to my search for a new kind of job - one where I would be able to really help children who suffer with learning difficulties. The hostess listened in silence, and then walked into another room, returning with Ronald Davis’ book The Gift of Dyslexia. Now, after an intensive year of training and study I have earned the right to call myself a Davis Facilitator. I can really start to help children now!” Koningsweer 43 Sliedrecht, Netherlands 3363 XG. +31 (18) 441 5341

Oregon Nicole Cates Milwaukie +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Kathy Pozzi Ontario +1 (541) 881 6497 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Autism Facilitator/Coach Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 Puerto Rico Ines Grajales Pagan Caguas +1 (787) 743-0605 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Lillian “Lee” Miles Sioux Falls +1 (605) 274-2294 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown 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 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427 Leslie McLean Amarillo Autism Facilitator/Coach +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Donna Northcutt Irving +1 (214) 315-3698 Dorothy Owen Supervisor-Specialist Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200

and not understanding their environment. It’s also a problem when children are diagnosed – rightly or wrongly – and are stuck with a label. I think it’s more important to listen to children and work with them to develop all the qualities and talents they have.” In Beeld Kindercoaching en Counseling. Pinkvelden 10, 5685 HJ Best, Netherlands. +31 (049) 947 1198 Carl Nigi “As a dyslexic of 41 years, I have been on a long journey to overcome my dyslexia, trying many things, and following a lot of well-intended advice, most of which did not work. I found no one who could explain what I used to call “the dyslexic moments” I experienced. Ron Davis and my trainers are the only people who have been able to meet me where I am, articulate, explain and show me how the Davis Program works to help overcome dyslexia. They have helped me expand and deepen my understanding and experience in a subject that, as a dyslexic, I have always known to be very misunderstood. The Davis training has helped me take my knowledge to a new level of understanding, experience and wisdom. It has helped me explore my own dyslexia to a depth that I could not have dreamed possible, a profound experience for me. I look forward to helping others understand and overcome dyslexia, and realize their gift.” Correcting Dyslexia, 105 Schneider Road, Ottawa, (Kanata) Ontario, Canada K2K 1Y3. +1 (613) 232-7555 Alicia Trent A to B Dyslexia Correction, Upper Moutere, New Zealand.

Davis Training Programs
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field 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. The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. 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 more information about training and a full directory of Davis providers, visit: or or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.


Texas (continued) Susan Stark Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Laura Warren Lubbock +1 (806) 790-7292 Virginia Donna Kouri Rockville +1 (804) 240-0470 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 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 Allison Boggess Elkview +1 (888) 517-7830 Gale Long Autism Facilitator-Coach Autism Training Supervisor 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

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 The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 pounds) • Clay cutter The Davis Methods • Webster’s Children’s Dictionary for Young Learners (hardcover) Davis Focusing Strategies provide • Punctuation Marks & Styles Booklet children with the self-directed ability to be physically and mentally focused • Two Koosh Balls • Letter Recognition Cards on the learning task at hand. • Laminated Alphabet Strip Davis Symbol Mastery enables • Stop Signs for Reading Chart children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $129.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: 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.

This Directory is current as of April 30, 2010. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at is always up to date.



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. • 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

Date International June 5-6 Aug 30-31 Zurich, Switzerland +41 (44) 948-1410 West Vancouver BC, Canada +1 (604) 921-1084 Location Telephone

United States June 17-18 Shallotte, NC +1 (910) 754-9559 June 21-22 Richmond, VA +1 (888) 805-7216 June 23-24 Denver, CO +1 (888) 805-7216 July15-16 Aug 3-4 Oct. 7-8 Oct. 11-12 San Diego, CA +1 (888) 805-7216 Brookings, SD +1 (605) 692-1785 Tyler, TX +1 (866) 531-2446 Richmond, VA +1 (804) 833-8858

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 $65 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.

Sept. 23-24 Springfield, MA +1 (866) 531-2446

For more details, visit


Materials included with workshop

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

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

Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)

Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures

To register for US workshops call toll free 1 (888) 805-7216

2010 – 2011 INTERNATIONAL Schedule
October 30 – November 2, 2010 Paris Language: English (French Translation) Presenter: Ioannis Tzivanakis Email: Tel: +49 (040) 25 17 86 22


October 20 – 23, 2010 Guadalajara, Jalisco Language: Spanish Presenter: Cathy Calderón Email: Tel: +52 (81) 8335 9435

August 11 – 14, 2010 Dallas, TX Presenter: TBA Language: English Email: Telephone: +1 (888) 392-1134 October 5 – 8, 2010 Burlingame, CA Presenter: TBA Language: English Email: Telephone: +1 (888) 805-7216 January 22 – 25, 2011 Burlingame, CA Presenter: TBA Language: English Email: Telephone: +1 (888) 805-7216 March 9 – 12, 2011 Orlando, FL Presenter: TBA Language: English Email: Telephone: +1 (888) 392-1134


New Zealand

September 2 – 5, 2010 Silkeborg Presenter: Robin Temple Langauge: English/Danish Email: Telephone: +49 (040) 2517 8622

July 14 – 17, 2010 Christchurch Language: English Presenter: Lorna Timms Email: Tel: + 64 (3) 477 0056


United Kingdom

August 14 – 17, 2010 November 18 – 21, 2010 Hamburg Language: German (English Translation) Presenter: Ioannis Tzivanakis Email: Tel: +49 (040) 25 17 86 22

August 11 – 14, 2010 Malvern Worcestershire Presenter: Richard Whitehead Language: English Email: Telephone: +44 (0) 1684 566 300

United States

June 24 – 27, 2010 Burlingame, CA Presenter: Loma Timms Language: English Email: Telephone: +1 (888) 805-7216

For updated workshop schedules visit:

Dys•lex´ •ic Read´ • er PAGE 28 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010


u.s. postage


burlingame, ca permit no.14


U.S.A. Workshop Information: Questions?
Call Dorothy Owen Davis Training Consultant: Toll Free: 1 (888) 392-1134 Email:

The Gift of Dyslexia Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who should attend: • Reading Specialists & Tutors • Parents & Homeschoolers • Resource Specialists • Educational Therapists • Occupational Therapists • Speech/Language Therapists 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.

2010 – 2011 International Schedule
June 24 – 27, 2010 July 14 – 17, 2010 Aug 11 – 14, 2010 Aug 11 – 14, 2010 Aug 14 – 17, 2010 Sept 2 – 5, 2010 Oct 5 – 8, 2010 Oct 20 – 23, 2010 Oct 30 – Nov 2, 2010 Nov 18 – 21, 2010 Jan 22 – 25, 2011 Mar 9 – 12, 2011 Burlingame, CA Christchurch Dallas, TX Malvern, Worcestershire Hamburg Silkeborg Burlingame, CA Guadalajara, Jalisco Paris Hamburg Burlingame, CA Orlando, FL USA New Zealand USA UK Germany Denmark USA Mexico France Germany USA USA

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 – Special Rates for 2009 • $925 per person, normally $1175 ($200 deposit required) • $875 early bird discount with full payment, normally $1075 • Advance registration required • Includes manual, one-year DDAI membership, verification of attendance, and Workshop 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. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E-mail: DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: DDA-Latin America Calzada del Valle #400 Local 8 Colonia del Valle Garza García, Monterrey Nuevo León México, CP 66220 Tel: 52 (81) 8335-9435 Email: DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: 31 (475) 520 433 Fax: 31 (0475) 301 381 E-mail: DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0)1684 566300 E-mail: DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email:

Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141 For updated workshop schedules visit For a full description of the Davis Facilitator Certification Program, ask for our booklet.

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