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Dys•lex´ ic Read´ er • •
DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
ISSUE 1 • 2009
Congratulations, Elbert Elementary A New DLS Model School!
By Kristi Thompson, Davis Facilitator and DLS School Mentor/Presenter in Walsh, Colorado
lbert Elementary School has been declared a Davis Learning Strategies Model School. The teachers and support staff at Elbert have demonstrated competency and efficiency in their implementation of DLS. Watching this staff blossom in their knowledge and application of DLS the past two years has been truly rewarding. The staff at Elbert Elementary has demonstrated the willingness and dedication necessary to meet the needs of ALL children regardless of their learning style. I would like to take this opportunity to personally thank the Elbert School Board, Administration, and staff for their support of these life-long learning strategies for children.
IN THIS ISSUE
News & Feature Articles Elbert Elementary – DLS Model School . . . . .1 Adult Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . .1 Time for a Slow Speech Movement? . . . . . . .3 Ecology of Learning . . . . . . . . . . . . . . . . . . . .6 Light as a Feather . . . . . . . . . . . . . . . . . . . . . .8 Book Review . . . . . . . . . . . . . . . . . . . . . . . . .12 EU Ritalin Warning . . . . . . . . . . . . . . . . . . . .15 Addicted to Vowels . . . . . . . . . . . . . . . . . . . .16 SHIFT 2008! . . . . . . . . . . . . . . . . . . . . . . . . .17 Too Much Academic Focus . . . . . . . . . . . . . .18 The Bloke Who Stacks The Shelves . . . . . . .20 Regular Features In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Famous Dyslexics Remember . . . . . . . . . . . .11 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 New Davis Licensees . . . . . . . . . . . . . . . . . . .22 Davis Workshops . . . . . . . . . . . . . . . . . . 26-28
On July 31st of 2006, it was my pleasure as a Davis Learning Strategies Presenter to train 17 Elbert staff members in the DLS Basic Teacher Workshop. Those staff members included: administration, regular education teachers of preschool through fifth grade, paraprofessionals, Exceptional Education teachers, Title I,
and some Jr. High and High School teachers as well. Kelli Loflin, Elbert Superintendent and Elementary Principal, was instrumental in bringing this valuable training to the school. In Kelli’s opinion, Davis Learning Strategies are some of the most important that teachers can share with
(continued on page 4)
Adult Dyslexia – The Best Kept Secret in the Workplace
By Karen LoGiudice, Davis Facilitator in Amesbury, MA
t is estimated that ten to fifteen percent of the population (or approximately 30 million Americans) struggle with dyslexia. This includes adults. Some may find that number surprising, but the truth of the matter is that dyslexic adults today are often undiagnosed and, therefore, unaware that their difficulties may be caused by dyslexia. (continued on page 14)
THE DYSLEXIC READER
In the Mail:
Dear Ron Davis I live in Kiev, Ukraine. In 2005, my friend, who lives in Germany, told me about your book. She read it because she thought her child was dyslexic. She told me about dyslexia symptoms she read from the book, and some of them were similar to what I had experienced. I bought this book for myself, and now am very thankful to you for your work that has helped me to change my life to much, much better. Before reading your book I thought I was stupid, because I couldn’t manage understanding things. After reading your book, especially after learning about disorientation, I started to control myself and could do things which seemed impossible before. For several years at work I struggled understanding and analyzing legal texts. There was always stress, firstly because of much responsibility that was on me for a legal reason, and secondly because of self helplessness to become more attentive. No matter how hard I tried, the text seemed one thing at the moment I read it, and a different thing one or two weeks later when I re-read it. After I learned from your book that the reason of that problem was disorientation, I never had that problem again. The book helped me to gain self-esteem, and I stopped thinking that I was stupid. I started to consult our clients and my friends on legal matters. Thank you for writing The Gift Of Dyslexia. – Olena – Kiev, Ukraine
Sincere Apologies The article, More Than They Ever Expected, featured in the last issue of The Dyslexic Reader, was a compilation of anecdotes submitted by many Davis Facilitators from around the world. Unfortunately, one very important name was left off the list of contributors. Jennifer Delrieu, Davis Facilitator in Voisins le Bretonneux, France, didn’t just submit one anecdote, but SIX, making a huge contribution to the article! They are reprinted here. • Davis clients begin to read menus instead of always ordering last, choosing what someone else ordered because it sounded good, or always ordering the same thing every time at every restaurant. In one instance, the mother of a 14-year-old boy suddenly realized she was not sitting next to him and couldn’t help him read the menu. But it wasn’t a problem, because he had already made his choice by reading it himself! Mum cried…
• After orientation, a nine-year-old boy picked up chopsticks and used them immediately. He had been trying for weeks to learn. • After getting oriented, a 14-year-old who loved to juggle with balls felt confident enough to juggle with flaming torches. (Not in the Facilitator’s office!) • A nine-year-old boy gained enough confidence to swim across the pool at his swimming lessons. Before, he had been too afraid to try. “The point helped me.” • A 15-year-old swam a good distance from the shore to a raft he hadn’t dared to aim for earlier. “With the point I just felt confident.” • A man in his 50’s was such an erratic driver, his wife never dared to ‘nod off’ when he was driving. Now that he can get oriented, his driving has radically improved and she often sleeps while he drives. Thank you, Jennifer! – The Dyslexic Reader Editors
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: firstname.lastname@example.org INTERNET: www.dyslexia.com
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2009 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Time for a “Slow Speech” Movement?
By Laura Zink de Díaz, Davis Facilitator in Bogotá, Colombia
or many years before I stumbled the classroom. Not so slow as to be onto Davis Dyslexia Correction, artificial, but slow enough to allow I was a teacher. my kids to follow. I did this because I I taught foreign languages at the considered it most important for their high school level and I truly LOVED motivation and future learning, that my job. That is, I loved it once I got students understand and feel rid of the traditional grammar comfortable with their new language. textbooks used all over the country in Secondly, I believe that if something foreign language classes. “Covering” is important enough for me to mention material by following the scope, in class – in the “target” language or sequence and pace recommended in in English – it’s important enough “The gap between what a child commercially produced textbooks for me to be certain that it’s heard, hears and what he or she understands never worked for me. That’s because understood and remembered. can appear to parents and teachers it clearly didn’t Otherwise why as inattention, confusion or outright work for at least say it at all? What could possibly defiance… If teachers would slow 50% of my What could be the benefit of speaking down, they would be less frustrated, students, who possibly be the so quickly that my stared back benefit of speaking the children would be less frustrated, students only “catch” and children would learn with at me with that so quickly that a third of what I say? greater ease.” startled “is-shemy students only Dr. Hull informs us that most callin’-on-me?” “catch” a third adults speak at a rate of 160 to 170 look whenever I spoke to them in of what I say? Still, the pressure on words per minute, while 5- to 7-yearwhatever language we were studying. teachers to conform is always great; I olds can only process speech at about Fortunately, my principal was as was just rebellious enough to go my much of a rebel as I was. She allowed own way, but there was always a little 120 words per minutes. And the average high school student processes me to lock all those grammar books in voice in the back of my head telling just 140 to 145 words per minute. a closet. Like me, she believed we me I should listen to my elders and Ha! So much for that irritating teach children, not subjects. But I had betters…. little voice, urging me to go against to do a lot of PR work with the school Recently, I saw an on-line article my instincts! Here board and my colleagues in the other titled, “Slowing was Dr. Hull, high schools. Initially, they thought I Speech Eases suggesting that was a nut. Eventually my principal Most adults speak at Child’s Ability teachers and and I brought them around. Partially. a rate of 160 to 170 to Listen” by words per minute, while parents would do There are always some who insist we Suzanne Perez 5 to 7-year-olds can well to slow down must all march in lock step…. Tobias of the only process speech at their speech in At that time it was popular in Wichita Eagle. In about 120 words order to respond to academic circles to insist that foreign the article she per minutes. the needs of ALL language teachers not slow down their quotes Dr. Ray children, not just speech in the classroom. The theory Hull, a Wichita foreign language students! was that if we did, students who later State University professor of Hull pointed out that the late, great encountered native speakers of the audiology, who believes that if Fred Rogers, so beloved among the language they’d studied would be so teachers and others who work with under-five set, understood his target used to a slower pace that they’d find children slowed their rate of speech audience so well that he consistently it hard to understand “real” speech. we would see fewer learning spoke at about 124 words per minute I never subscribed to this policy. disabilities, hearing problems and whenever he was on the air. I always slowed down my speech in behavior issues in schools.
(continued on the next page)
Slow Speech (continued from page 3)
THE DYSLEXIC READER
Elbert Elementary (continued from page 1)
No wonder he drove parents and willing to try it. I understood that it teenagers crazy while toddlers totally was uncomfortable to have to think adored him! As Hull states in the about how fast they were talking interview with Tobias, Rogers was while they simultaneously probably one of few adults the littlest concentrated on the 15 other crucial kids could easily understand. Now I things going on during class time. realize, it must have been SOOO But with Dr. Hull’s information in relaxing for my own toddlers to listen mind, who knows how many of their to Mr.Rogers and “get” everything he English speaking students might also have benefited if they had? said! I’m quite sure all teachers would These days, I provide Davis services in Spanish, a language I love, like to see their students more and speak well. But I am not a native engaged, and less inclined to act out when they’re bored or feeling like Spanish speaker. I’m aware that I they have no idea what’s going on. generally speak Spanish a bit more Slowing down slowly (some days instructional a LOT slower!) If teachers would speech would than most of my slow down, they would be a good start. Colombian be less frustrated, A “slow food” neighbors and the children would clients. But I don’t movement has be less frustrated, and worry about that. been growing for children would learn Even when I several years. with greater ease. facilitate programs At least in the in English, I speak classroom, relatively slowly and as clearly as perhaps it’s time for a “slow speech” I can. We don’t rush our clients, movement as well. after all. Things take as long as they References: I’d like to give you the URL take. One way we communicate our for the article by Suzanne Perez Tobias, willingness for clients to take the but it is no longer available at the time they need, is by not rushing Wichita Eagle website. However, if our speech. this topic interests you, other similar interviews and quotes from Dr. Ray Hull My last few years in education are available on the internet. I was an administrator. Part of my Here are three to get you started: job involved observing teachers of English language learners and offering Teachers Should Talk Slower them feedback on their lessons. One Children Don’t Understand Words at the Adult Rate of Speed of the problems I saw most often http://educationalissues.suite101.com/arti was nothing technical, but simply cle.cfm/teachers_should_talk_slower a tendency by teachers to speak REALLY fast. Sometimes they raced Professor Researches because they had too little time to How to Speak to Children http://www.hearingreview.com/insider/200 cover an enormous amount of 8-08-07_09.asp material; sometimes fast speech was simply part of who they were as Speak More Slowly To Your Students, individuals. Because many of their Says Audiology Professor students didn’t yet understand http://dyslexia.wordpress.com/2008/08/28/ academic English, my most frequent help-students-hear-your-words-speakslower-says-audiology-professor/ suggestion was that teachers slow down their speech. Few of them were
children! “DLS is totally unique to the educational process, not only because it helps children master the basics in academics, but because it addresses each student’s individual needs. Children not only gain techniques for learning through DLS, but also the knowledge and awareness of how to manage themselves”, states Ms. Loflin. Elbert School District #200 is a rural school located about 45 miles southeast of Denver and 35 miles northeast of Colorado Springs. Approximately 280 students are
Kids are browsing dictionaries for fun! enrolled in grades Preschool through 12. The average class size ranges from 15 to 25 students. Most students in Elbert come from hardworking, middle class families and their parents commute to work in Denver or Colorado Springs. Bob Beebe, the High School Principal at Elbert says, “We’re close to everything, but far enough away to give the impression we live more remotely. One thing I love about our school is the students…no matter where we go, people compliment us on the outstanding behavior they exhibit. They have integrity and take responsibility for their actions, making Elbert a fun and rewarding place to work!” DLS is utilized primarily in preschool through grade 3, including Exceptional Education and Title I programs. It is supported or supplemented in grades 4 and higher. Diane Pursell, second grade teacher at Elbert said, “Because of DLS, my class this year has gone farther in
THE DYSLEXIC READER
reading than any class I’ve had so far. be at risk early in the school year. The DLS Basic Word Mastery really Now this student has gained a lot of carries over.” Mrs. Becky Crabbs, first confidence and has turned into a grade teacher at Elbert said, “My reading machine! I’m sure that DLS students leave the classroom with so is a large part of that success! As a much more than they had before DLS! parent, too, I believe that DLS can These students are reading the only be more and more beneficial for dictionary for fun! Not only can they children as they grow up, because of use it, but they are so interested the self-regulation abilities DLS helps in it - and it is due to DLS.” Her them build.” paraprofessional, Linda Kitzman Vikki Gould, elementary noted, “DLS adds so much more Exceptional Education teacher at structure to the madness of the Elbert uses DLS in the resource room. educational process.” Along with classroom teacher Micky As teachers at Elbert have become Simms, she also facilitates DLS Basic more knowledgeable about DLS Word Mastery for the whole class in through practice and experience, they the fourth grade, and in the fifth grade are finding that it enhances everything with classroom teacher Kathy Franek. they were already doing. Many staff This helps supplement vocabulary members have commented that these and spelling, and supplies those strategies give them the flexibility to children with “hands-on” learning weave in DLS at various times activities. throughout the school day, not just “I think that classroom and school prior to “planned” or “key” times such community behavior has improved, as reading, writing, or math. Shelly after having DLS in the school for Gould, elementary librarian at Elbert, two full years now. The teachers all incorporates DLS into whole group use the same language, and the kids story time. In the library she reinforces know what to expect as they advance the strategies which helps children through the grades with DLS,” says take responsibility for their learning Mary Anderson, Elbert Kindergarten and behavior outside the classroom. teacher. Mary also adds, “Our Playground teachers ask children to administration is fully committed to use DLS before entering the building, DLS and is always supportive and establishing an expectation of willing to help us accomplish our appropriate behavior – and it’s all goals.” done with a “key” word that has Elbert Preschool teacher, Connie been learned through these amazing Schaffer, and her paraprofessional, strategies. Lynne Ferguson, According to have noted Mrs. Crabbs, “It that when the Elbert’s third grade has gone from scoring doesn’t matter if preschoolers get a the lowest on the reading children are little wild, and are CSAP in the Pikes Peak considered to be asked to use the Region to scoring the at risk, average, DLS strategies, all highest for two years or above average are able to adjust in a row.” students; DLS their energy level addresses their and calm down. needs no matter where they’re at.” Mrs. Shaffer also told me that as they Kim Stichler, paraprofessional at gain more awareness about selfElbert, stated, “I work with some control, these preschool children have fairly timid students. Because of the the ability to determine “when” they reading exercises DLS offers, they are need to use DLS strategies. This able to figure out some pretty big would indicate that they are already words - and they are as impressed learning the importance that selfwith themselves as I am! I also work regulation has on the learning with a student who was considered to process.
In just two years of implementation of DLS, Elbert Elementary is already enjoying the many benefits that come as a result of implementing DLS in their classrooms. Anne StewartGreen, Elbert Elementary Title I teacher, has noted that many more Kindergartners than ever before still remember their sight words when they enter first grade. Teachers are also reporting that classroom behavior is
An Elbert student, creating a clay model of a basic word. more manageable and discipline problems have dwindled significantly. Elbert’s third grade has gone from scoring the lowest on the reading CSAP in the Pikes Peak Region to scoring the highest for two years in a row. I want to wish Elbert School District #200 continued success with Davis Learning Strategies. The teachers who utilize DLS are to be commended for their efforts to meet the needs of ALL students. Thanks again to the staff and administration at Elbert for giving ALL students the confidence to learn!
Kristi Thompson, Davis Facilitator and DLS School Mentor/Presenter in Walsh, Colorado
PAGE 6 International Davis Dyslexia Correction Providers
THE DYSLEXIC READER
The Ecology of Learning Dyslexia: A Summons to Eco-Learning
to block, contain, or combat the symptoms by Richard Whitehead, Director of Davis Learning Foundation, Canterbury, Kent, UK. that the problem has brought forth. In the field of medicine, this philosophy couple of years ago I was giving resonates with many holistic approaches a workshop to a group of 34 educational professionals and let slip the idea which apply these exact same principles in that concentration gets in the way of learning. the ecology of the human body. Rather than The reaction was one of universal surprise combating external symptoms, holistic medicine attempts to track back to the reason – “What, concentration is harmful? But why the illness came about. In an attitude of surely, learning is – has to be – all about profound respect for the human body’s own concentration?” healing power, it then applies a minimal, I thought that the gentle force to the root best way to illustrate my cause, enabling sometimes point would be through dramatic recovery from Dyslexia is not a lifelong an interactive exercise, disability, but a form of severe ill-health. and therefore set the intelligence that deserves to To date, however, group a task. be treated with dignity and little attention has been Their task was to respect. paid to the application of attempt to levitate their the self-same principles in glass of water off the the field of learning. We mine and plunder table through sheer force of mental effort. the minds of our children, teaching them that As the group got going with the task, the learning can only come through hard work. room went very quiet and the huge amount We set them one-dimensional, linear tasks of concentration being exerted was visible that make little use of creative expression and on everyone’s face. As this was going on, I proceeded to take lateral thinking. We tell them to concentrate off my jacket, turn it inside out and put it on on these tasks; and when our most creative and spontaneous thinkers find themselves again, with the lining on the outside, in full unable to comply, we ply them with repetitive view of the entire room. Out of 34 people exercises and mind-bending drugs such as present, only three noticed. Ritalin and Strattera – out of the best Mining our Minds intentions, because we have nothing better to Concentration gets in the way of learning. offer them. It narrows your focus down into a small Dyslexia – A Gift Going to Waste tunnel, to the exclusion of everything else. It My organisation has the experience of is no surprise that 31 glass-levitating teachers should fail to notice their workshop presenter working and communicating with hundreds turn his jacket inside out. Nor is it surprising of dyslexic children and adults. Without exception, our dyslexic clients display one or that a child squeezing every last ounce of mental effort into reading a sentence should more – often several – of the following traits: • Strong sense of justice be left without the faintest idea what the • Strong curiosity about one or more subject sentence was about. areas and/or their environment At its root, green philosophy is about • Strong intuitive ability the application of human ingenuity to the • Vivid visual imagination and/or spatial accomplishment of a task with minimal awareness (e.g., good at tracking a football expenditure of energy, and in a manner across a pitch) which is in harmony with surrounding • Unusually high speed of thinking (to the natural processes. point that some express irritation at the Frequently, it is about having the courage slow pace at which others think) and insight to track a problem back to its root • Practical or entrepreneurial skill cause. This is because dealing with the • Skill in art, design, engineering, architecture, reason why a problem has occurred is more sports and/or the performing arts efficient in the long term than merely trying
The Davis Dyslexia Correction program is now available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 [Toll free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm
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) 9524 3837 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 Eileen McCarthy Manly /Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Mordialloc /Melbourne +61 (342) 030 54 05 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala /Sydney +61 (02) 9649 4299 Heidi Rose Pennington /Adelaide +61 (08) 8240 1834 Joanne Zietsch Curtin ACT +61 (0) 2 6282 1225
v Austria Annette Dietrich Wien +43 (01) 888 90 25
THE DYSLEXIC READER
Dyslexia is not a lifelong disability, but a form of intelligence that deserves to be …we have documented cases of treated with dignity and respect. Time and reading ages leapfrogging time again we watch our clients, children and biological age, of huge surges in adults alike, utilising their natural strengths mathematical performance, of and talents to build new skills in a matter of handwriting transformed after one days that they had spent years vainly afternoon session. This is not because we have some magic wand. struggling to acquire. This in turn revitalises It is because when properly their self-esteem, allowing them to tackle and stimulated, dyslexics have it achieve things they never thought possible. within themselves to succeed. Among our clients we have documented cases of reading ages leapfrogging biological Value: relaxation techniques, creative age, of huge surges in mathematical games, taking an immediate break at the first performance, of handwriting transformed sign of concentration. after one afternoon session. This is not because we have some magic wand. It is Sustainable energy sources because when properly stimulated, dyslexics Learning is fuelled by the curiosity of have it within themselves to succeed. the person learning. Personal curiosity, unless suppressed, is infinitely sustainable and Harnessing Dyslexic Talent – therefore a renewable energy source. the Green Way Avoid: teaching someone something Just as green principles can guide us into global harmony and good health, so they can against their will. This is a fundamental enable a person to master anything they wish violation of a learning partnership. Value: working to your student’s personal to learn. learning agenda; giving explanations through What do green principles teach us, and metaphors that your student can relate to; how can we apply them to a learning being excited by the learning material problem? yourself (enthusiasm is infectious). Respect for the environment A person’s mental environment is their Going to the root cause thinking style and natural strengths. A visualThe root cause of a learning problem is spatial thinker will learn well visually, an confusion. The key to resolving it is finding intuitive thinker intuitively, and so on. out where and how the feeling of confusion Invariably, learning problems are about a entered the area of learning in question, mismatch between a person’s thinking style and then devising an experience that replaces and the way that information has been the feeling of confusion with the feeling presented. of certainty. Avoid: drill-based, repetitive tasks. If Avoid: coping strategies, learning “tricks” something hasn’t worked the first time, it is and memorisation. These might include the the approach, not the person, that needs to be alphabet song for a person who cannot modified. visualise letters, and memorising times tables Adopt: an explorative approach to the without an underlying understanding of what problem. Become genuinely curious about multiplication is. how your dyslexic student thinks; find out Read: The Gift of Dyslexia and where the mismatch was and invest time in The Gift of Learning by Ronald Davis for developing an approach that harnesses your a systematic approach to creating a state of relaxed focus and identifying and student’s natural talents. resolving confusion in learning. Energy efficiency Learning should always occur in a relaxed This article was first published in state of focus. If something doesn’t come The Green Parent magazine easily and effortlessly, it will not go into the (Oct/Nov 2008) long-term memory. www.thegreenparent.co.uk Avoid: concentration, excessive timetabling of learning, and a culture Richard Whitehead of “try harder”.
v Austria (cont’d)
Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98
v Belgium Thera Brugghe Roeselare +32 (051) 24 63 40 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Hilde Duchesne Brasschaat +32 (0)3 653 1371
Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Viki Vandevenne Bonheiden +32 (0473) 30 41 51
v Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada
Wayne Aadelstone-Hassel Halfmoon Bay, BC +1 (604) 741-0605 Raylene Barnhill Fredericton, New Brunswick +1 (506) 458-0494 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free) 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
v Canada (cont’d)
D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535 [Toll Free] Helen McGilivray Oakville/Toronto +1 (905) 464-4798 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 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Kendra Rodych Saskatoon/Saskatchewan +1 (306) 227-7484 Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Kitchener Ontario +1 (519) 584-0873 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
THE DYSLEXIC READER
The Gift of Dyslexia – In One More Language!
The Slovenian edition of The Gift of Dyslexia was published in late December and is now on sale. This groundbreaking book is now available in 18 languages: American and British English Croatian Danish German Spanish French Greek Hebrew Icelandic Japanese Italian Dutch Polish Brazilian Portuguese Russian Serbian Slovenian Swedish
You may not have heard of Slovenia (or officially, the Republic of Slovenia), but it has a long and rich role in the history of Central Europe. During most of the 20th Century Slovenia was part of Yugoslavia, but in June of 1991, its people voted for and declared independence. A “Ten-Day War” ensued, during which time Yugoslavia tried military intervention to retain control of the region. Nonetheless, Slovenia remained independent and joined NATO and the European Union in the spring of 2004. Slovenia is the first post-Communist country to hold the Presidency of the Council of the European Union, for the first six months of 2008. (The presidency is held by an entire government and rotates every six months. Currently the Czech Republic holds the Presidency of the Council.) Perhaps some day soon, not only will The Gift of Dyslexia be available in Slovenian, but Davis Dyslexia Correction Programs as well!
By Gabrielle Cotton, budding poet!
You have a room, a room that is a disaster. Put a sign on the door saying, a hurricane passed through not me! You feel so stressed out, like a weight inside of you. You are grumpy, in a bad mood, frustrated, yelling person, All because of your room. You had a fan on one night, you woke and felt disgusted. Stay home the next day. Take everything out of your room, but your bed and furniture. You dusted and worked hard, assigning a place for each thing. Once you finish, you feel, light as a feather. Why do you feel so happy, joyful, cheerful, and happiness is over flowing you? Well, because you got rid of a lot of stress. You feel like you now have, no energy to fight anymore. All because of your room.
Gabrielle did a Davis Program with Gerry Grant at age seven. Recently, at age 11, she completed the Establishing Order Exercises with her mother, Shelly Cotton, Davis Facilitator in Waterloo, Ontario. Here she is, feeling light as a feather, in the stress-free room environment she created.
v China Yvonne Wong Ho Hing Hong Kong +852-7323-7702
Livia Wong Hong Kong +852-6398-3734
v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078
THE DYSLEXIC READER
v Costa Rica (cont’d)
Marcela Rodriguez Alajuela +506 442-8090
connections. So that he’ll be willing to work with you, just tell him that you’ve decided not to do Spell Reading again until he tells you he's ready. My guess is that he will become motivated later simply because he’ll want to keep up with his brother. It is not bad to introduce your sons to phonics. The problem with phonics is not necessarily the concepts, but the way they are taught – especially the heavy emphasis on by Abigail Marshall sounding out words when English spelling is Phun with Clay vs. Fonix so inconsistent. If your son has problems with Spell Reading it’s likely that sounding out Q: I have twin boys, six years old. One words would be even more difficult for him. appears to be dyslexic. I homeschool, so And in that case he would also have difficulty as a first step in reading, I took them to a with most instructional approaches based on Davis Facilitator (who had worked very phonics. You might instead try introducing successfully with one of my older kids) so they could master the alphabet in clay. Since some simple word games or puzzles. For example, sing some songs that encourage kids then we’ve focused on concrete words like to make up their own rhymes or substitute fish, snow, and spider. Most of the time the sounds (like The Name Game or Down by twins are happy with the activities. But one the Bay). These provide an opportunity for of them gets very tired when we do Spell kids to think about manipulating the sounds Reading, so much so that he doesn’t even of words. want to do Koosh any more, because he Nonetheless, it’s important to remember knows what’s coming next. I’ve backed off entirely and gone back to claying fun words that disorientation is a habit often caused by frustration. So you really should avoid we find in stories or nursery rhymes. This activities that cause seems to work. But will your son to experience they really learn to read frustration. this way? My facilitator The problem with phonics Homeschooling is a is not necessarily the told me to avoid phonics, tremendous gift to both concepts, but the way and so far I have, because they are taught – your sons. Among other phonics never seemed to especially the heavy advantages, it provides help my older kids. But emphasis on sounding out you with flexibility: my son’s resistance to words when English you can choose to wait Spell Reading makes me spelling is so inconsistent. until your son is really wonder if the twins need ready to read. some phonics along with I suspect that the reason your Facilitator their Davis tools. My facilitator believes that has suggested that the twins may regress in a if I put the twins in a fun phonics “learning to read” program, they will regress. Do any reading program is that they would learn “old solutions.” I believe it’s best to introduce kids learn to read exclusively with a Davis concepts gently at home to get a sense of how Program, or should they also have some your children respond. You can still do many phonics training? activities with the boys that will help prepare them for literacy: reading aloud to them, A: I suspect the problem with your 6-yearplaying games that build their vocabulary and old is simply that he is too young, not developmentally ready for reading yet. You overall sense of language. Ask your Facilitator if she has observed anything are right to back off for now and stick with clay modeling. I'd also recommend doing the specific in your sons that makes her particularly concerned. I suspect she may Koosh ball exercise regularly with him, simply have the sense that one or both aren't because it really helps build neural really ready for formal instruction in reading.
Alexis Mouzouris Limassol +357 25 382 090
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
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
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 Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17
(cont’d) Christine Heinrich Schwäb Gmünd +49 (0717) 118 29 74 Sonja Heinrich Supervisor-Specialist DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (0179) 896 8007 Mechtild Hylla Kassel +49 (0561) 602 78 20 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 Sabine La Due Stuttgart +49 711 47 91 000 Jutta Meissner Stuttgart +49 (711) 882 2106 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Angela Przemus Shönebeck +49 (3928) 845 159 Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe SchlauchAgostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Stuttgart +49 (0711) 578 28 33 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89
THE DYSLEXIC READER
Just Google It! Q: I am a teacher in Louisiana. My student teacher says she was taught at university that dyslexia is no longer a valid diagnosis. Is this true? A: It is not true. However, it is true that diagnosticians now often prefer to use more specific or technical terminology. But these are simply alternate labels for the same problem. “Dyslexia” is a more generic, umbrella term, covering a number of different manifestations of language-based learning disabilities. Your student teacher has Too Many Pictures? probably misconstrued what she was taught Q: Why do dyslexic learners spell about the preferred terminology. phonetically? If you go to Google Scholar (http://scholar.google.com) and search for the A: Generally, dyslexic learners rely on phonetic spelling strategies because it’s hard word “dyslexia” you will see that there are thousands of research articles on the subject. for them to develop a consistent mental Clicking the link to “Recent Articles” will picture of the visual appearance of a word show the ones that have been published in and the exact sequence of their letters. the past few years – about 18,000 by doctors Sometimes this is because dyslexics have and professors at major research universities. such a strong visual memory that they have too many pictures – they remember what the They wouldn’t be doing this work if the word looks like when spelled correctly, but diagnosis were not valid. You might be interested in two books they also remember every misspelled version I’ve authored: The Everything Parent's they have ever seen, or think they’ve seen. Guide to Children with Dyslexia Since viewing letters in sequence is also a problem for them, dyslexics often register the by Abigail Marshall (Adams Media, 2004) and When Your Child Has Dyslexia letters in a word in the wrong order. This by Abigail Marshall & Vincent Ianelli, MD problem is related to the way the brain processes perceptual information. Although (Adams Media, 2009) I’ve heard from many teachers that they this can be corrected with learned strategies, found my “Everything” book extremely it does make it more difficult to remember helpful in understanding dyslexia and the sequences of letters correctly. Scientific research (often using brain scans) shows that needs of their students. The second book is while reading, many dyslexics do not activate an abridged and updated version of the first. Finally, I would also point out that a part of the brain called the “visual word “dyslexia” is specifically referred to in form area.” Scientists think this part of the federal law as a diagnosis that may require brain is important for the recognition of Special Education services, and that qualifies familiar words. a student for support and accommodations If a person cannot be sure what the under the Americans with Disabilities Act. printed word is supposed to look like, phonetics is the only way to try to reconstruct While teachers should not try to diagnose learning disabilities on their own, it could be the word. English is full of words that don't a serious mistake and create legal difficulties follow rules – words like “thought” or for a school if a student teacher gave a parent “scholar” – so the only way to learn the “correct” or conventional spelling is through misinformation about dyslexia. If you teach in a public school, I think you should advise experience seeing and remembering the your student teacher that if parents suspect or appearance of the word in print. have questions about a learning disability, she should refer them to the school’s resource specialist or Special Education department.
THE DYSLEXIC READER
(cont’d) Andrea Toloczyki Havixbeck / Münster +49 (02507) 57 04 84 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18
Famous Dyslexics Remember
Tommy Smothers Born Thomas Bolin Smothers, III, Tommy Smothers is an acclaimed American comedian, composer and musician from New York, New York. With his brother, Dick, he formed the musical comedy team, The Smothers Brothers, in 1959. Dick was smooth and articulate, while Tommy portrayed “the dumb one”. They produced an enormously popular TV program, The Smothers Brothers Comedy Hour, from 1967 to 1969, and continued to appear in programs and specials throughout the 1970s and 1980s. Since then, the Smobro have continued to delight audiences of all ages in coast-to-coast tours. Tommy says, “I was dyslexic and I had no idea what that was. I was always the last one to get the spelling thing–the dumb one. I always played that, pretending I was stupid…The thing about being dyslexic, I also have to search for words–it’s not just reading. I think of things and words don't come. I never did stutter, but there were these little lapses. It was a gift as far as comedy timing was concerned.” Dr. Edward Hallowell Edward M. Hallowell is a child and adult psychiatrist who specializes in ADD/ADHD and who also has ADHD. In spite of his own challenges, he graduated and became a faculty member at Harvard University. He has authored a number of books about learning challenges, the most well known of which may be Driven to Distraction (1994) and Delivered from Distraction (2005, co-authored with Dr. John Ratey). In 1996 Dr. Hallowell established The Hallowell Center for Cognitive and Emotional Health in Sudbury, MA. Through the Center website (www.drhallowell.com) and his blog, he has much to share with parents and children about dyslexia other learning challenges: “At the end of first grade, I was still a poor reader, and, to this day, I’m painfully slow at getting through a book...I have a dyslexic brain, a disordered brain, call it what you will. My brain got me through Harvard as an English major and a pre-med minor. I graduated magna cum laude and went on to medical school, residency, and fellowship...If you’re born with a brain that harbors dyslexia, I would say, ‘Lucky you!’ You have untestable and immeasurable potential. You’re a surprise package; no one knows what you can do, including you. But I can tell you from years of experience that you can do special things. You have many talents that can’t be taught, and a brain that eludes the predictive powers of our wisest sayers of sooth.” Victor Villaseñor Victor Villaseñor was raised on a ranch four miles north of Oceanside. His parents were Mexican, and Victor spoke only Spanish until he entered school. After years of language and cultural barriers, discrimination and undiagnosed dyslexia, he dropped out of high school as a junior and moved to Mexico. There he discovered a wealth of Mexican art, literature, and music, that helped him recapture and understand the dignity and richness of his heritage. Upon his return to the US at age 20 Victor returned to the ranch (where he lives even today), and began to write. His books deal with many issues he and other Mexican-Americans face as members of a minority cultural group. Along with a number of non-fiction works, his bestselling novel, Rain of Gold (1991), is still used by thousands of teachers and school systems across the United States to teach about the Mexican-American experience. His novel, Burro Genius (2004) was nominated for a Pulitzer prize. Today, a best-selling author and accomplished public speaker, Villaseñor has said, “First of all, I’d like you to know that dyslexia is a gift. It allowed me to see patterns that other people couldn’t see. In high school, it was very difficult at first for me to learn how to play chess, but then once I learned, I quickly became the best chess player at our whole school, even beating our faculty and some of them thought they were great chess players.”
(Quotes found at: http://www.disabledworld.com/artman/publish/article_2130.shtml)
Evagelia ApostolopoulouArmaos 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
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 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 DLS Mentor Kópavogur +354 863 2005 Sturla Kristjansson DLS Mentor Hafnarfjordur +354 862 0872 Jon Einar Haraldsson Lambi Akureyri +354 867 1875 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Thorbjörg Sigurdardóttir Reykjavík +354 698 7213
(cont’d) Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465 Margret Thorarinsdottir Selfoss +354 486 1188
THE DYSLEXIC READER
When Your Child Has . . . Dyslexia: Get the Right Diagnosis, Understand Treatment Options, and Help Your Child Learn by Abigail Marshall (author); Vincent Iannelli (series editor) Adams Media, 2009 $6.95
by Abigail Marshall
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
Anne Marie Beggs Old Portmarnock/Dublin +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (052) 272 9532 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz DDA-Israel Director Supervisor-Specialist Ra’anana/Tel Aviv +972 (09) 772 9888
Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Antonella Deriu Nuoro, Sardinia +32 059 32 96 Elisa De Felice Roma +39 (06) 507 3570 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Kenya Josephine Naikuni Nairobi +254 (20) 604 347
reticence. Unfortunately, my experience led me to believe that not only were the “experts” devoid of good answers, but that most seemed unwilling to entertain or explore anything that did not fit within their preconceptions. They seemed more content to claim that there was “nothing” more that could be done than to explore the possibilities of any approach that could not be absolutely proven by “scientific” research. Their mantra seemed to be that proof was required ahead of the formulation of a hypothesis or an experiment – something of a dead end in areas where “proof” and effective solutions seem hard to come by. Ten years later, and much wiser, I was blessed with the opportunity to write a book of my own, based on what I had figured out Many years ago, when my son was very through my own journey. My book, titled The Everything Parent’s Guide to Children with young, I believed that his primary grade Dyslexia, was published in 2004. It was the teachers would all have training in reading first book ever written about dyslexia that instruction and know how to spot dyslexia and what to do about it. I assumed that if my explored both the traditional tutoring-based approaches and various alternative approaches son had any sort of learning barriers, the and therapies for dyslexia in an objective and school would be alert to it, there would be specialists at hand to recommend and supply comprehensive manner. This book proved appropriate interventions, and I could safely popular with teachers as well as parents. I am glad of this, because I felt that my book could rely on the advice of the “experts.” be a bridge to understanding when parents Of course, the truth was very different. sought specific educational accommodations My son’s public school teachers could not or were exploring IEP options for their help him, the school administration was children. I think my book did a good job of averse to labeling or classifying him, and meeting my original goal: to share all the stuff help was something we had to find on our own. Fortunately this came to us in the form I had learned over the years that I wished I of The Gift of Dyslexia, first published when had known in the first place. So I am happy to announce that in my son was age 11 – but though my son’s February of 2009, my second book will be issues with reading and writing were soon published: When Your Child Has... Dyslexia: resolved, I was in for another rude awakening. To my dismay, I learned that the Get the Right Diagnosis, Understand Davis approach was viewed with skepticism Treatment Options, and Help Your Child Learn. This book is actually a revised and by traditional educators. My son’s school principal politely declined my offer to try to abridged version of my first book – so in this arrange a talk for parents and teachers about case I think it makes sense to review my own book, as it is not really “new”. Rather, it is a the Davis program, and others were more shorter, more to-the-point book with a small blunt in their dismissal of a program that price tag. I hope this means that parents will did not fit within the traditional model of be able to afford to buy several copies, so intensive and repetitive study of phonics. If the school had provided good answers that they have extras to give away to teachers or other adults working with their kids. of their own, I might have understood their
THE DYSLEXIC READER
v Kenya (cont’d) Manisha Shah Nairobi +254 (0) 721 492 217
Kimberly Swallow Nairobi + 254 (20) 712 0472
Sometimes it is just easier to explain behavioral difficulties: Understanding what you want or need when you have a Controversial Therapies for Children with book at hand. Autism, Attention Deficit Disorder & Other While the content is mostly taken from Learning Disabilities: A Guide to the first book, the new book has been Complementary and Alternative Therapies, updated to cover changes in the IEP process by Lisa A. Kurtz. This book provides exactly that came with amendments to the federal what the title indicates – a comprehensive laws which were enacted at the end of 2004, guide to just about every outside-the-box after publication of my first book. therapy you might run across, and then some. Specifically, the new book has a section on Approaches are listed in alphabetical order the “Response to Intervention” provisions within broad categories: Alternative Medical introduced at that time. This should be Systems, Mind-Body Interventions, particularly helpful for parents who want to Biologically-Based Interventions, use the information during the IEP process – Manipulative and Body-based Methods, for example, bringing the book to an IEP and Energy Therapies. From Acupuncture meeting, with appropriate sections to Zero Balancing, this book will provide highlighted for discussion. an objective description and overview Since the second book is abridged, I think of just about everything you might want parents and teachers who want to know the to know about the sort of stuff that your bigger picture will still child’s doctor or school want to own my first teachers are unlikely book – but my new to tell you about. may well be the ONLY book book will fill an I would note that where you will find so important niche for even though the title many different approaches people who are looking refers to “controversial” so clearly laid out for brief and direct therapies, many of the and described information in a very approaches detailed are affordable format. quite mainstream these days. For example, it includes Art Therapy and Yoga – no one is likely to look at you Understanding Controversial funny for enrolling your child in one of these Therapies for Children With Autism, Attention Deficit Disorder, programs. I think that what unites the and Other Learning Disabilities: A programs detailed in this book is simply that they are far less likely to be on the menu of Guide to Complementary and established options at your child’s school – Alternative Medicine and, more important, that this may well be by Lisa A. Kurtz the ONLY book where you will find so many Jessica Kingsley Publishers, 2008 $19.95 different approaches so clearly laid out and described. The book makes no attempt to pass on the validity or advisability of any particular approach – rather, it gives the reader the information needed to understand the options and to begin to learn more, such as references for further reading and websites and other contact information for the providers or advocates of each approach. After receiving my copy, I feel this book is an absolutely essential reference for anyone who wants to know and explore I have recently discovered another book available options; this is a book that I would that should also prove valuable to parents highly recommend to librarians and who are interested in exploring nonprofessionals as well as to parents and traditional interventions and therapies for teachers. their children with a variety of learning and
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 México D.F. Davis Workshop Presenter +52 (55) 5540-7205 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 María Silvia Flores Salinas DDA Director Supervisor –Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutiérrez Mexico D.F. +52 (555) 593 18 22 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Ana Elena Payro Ogarrio Corregidora, Queretaro +52 442 228 1264 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Lourdes Zepeda Solorzano Cancún +52 (998) 577 30 90
Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Mine de Ranitz Driebergen +31 (0343) 521 348
Christien De Smit 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 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 6 34 928 983 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449 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 Petra Pouw-Legêne DLS Nederlands Director DLS 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 Adult Dyslexia (continued from page 1)
THE DYSLEXIC READER
Employers who place their dyslexic employees in positions where their strengths Every dyslexic is different. Symptoms and struggles vary depending upon the person are utilized will most likely report that these are some of the highest producing employees and the situation. Despite the increasing shift in perception for our younger generation on their payroll. If not employed in an area of strength, dyslexics may well exhibit that dyslexia is a gifted thinking style, the inconsistent work, struggle with spelling, stigma that remains for adults can lead to writing skills, fear of public speaking, or low self-esteem…and wasted talent in the may pass up promotions that would require workplace. more administrative work. Many adult dyslexics conceal their “It is important for all of us to find difficulties and are forced to compensate to careers in industries, companies and organizational cultures that play to our strengths and value our natural talents. But Their multi-dimensional, for dyslexics, the importance of finding this picture-thinking style enables match early on is critical,” says Kristine dyslexics to be highly Steinberg, CEO of Kismet Consulting, LLC, intuitive, out-of-the-box a Business Consulting and Executive thinkers with excellent Coaching firm. Steinberg further states, problem-solving skills and creative talents. “Dyslexics need mentors and managers that can see through some of the surface weaknesses, such as written communication get through tasks that do not suit their skillset. According to Kerri St. Jean, Senior Vice or need for validation/approval, and tap into President, HR & Organizational Effectiveness the vast creativity, perspective, and ingenuity that dyslexics possess, but are sometimes not at Comcast’s NorthCentral Division, “Today’s workplace is filled with diverse and realized. Managers and Supervisors would be wise to learn more about dyslexia – how to complex issues such as dyslexia, workplace identify the symptoms and help employees injuries, language barriers, family care and develop the confidence to fully express the elder care needs, just to mention a few. Employers and individual managers who are positive aspects of their thinking and learning differences.” open to these unique circumstances and provide both a supportive work environment and actual support of the specific individuals Dyslexics need mentors and needs, always win in the end with higher managers that can see productivity, loyalty and morale. Employees through some of the surface will give their best and thrive when they weaknesses… and tap into know they can trust their manager to truly the vast creativity, care about them as an individual and value perspective, and ingenuity them for their talents as well as their that dyslexics possess… developmental areas.” There are many adult dyslexics who Many adult dyslexics are undiagnosed or thrive in their fields of talent, rising above unaware of their dyslexia. Some common their challenges and succeeding well beyond characteristics for adult dyslexics are: the non-dyslexic population. These adults • Employed in job/position that will conceal include the likes of Jay Leno, Charles difficulties, or not require dealing with Schwab, Whoopi Goldberg, Richard Branson, problematic areas. Henry Winkler, and Tommy Hilfiger (to • Hides difficulties from co-workers, friends name a few). All of these amazing and even family. individuals are dyslexic and attribute much of • Difficulty with tests – passing standardized their success to it. Their multi-dimensional, tests can be a barrier to career picture-thinking style enables dyslexics to be advancement. highly intuitive, out-of-the-box thinkers with excellent problem-solving skills and creative • Highly successful over achiever, or considered “not working up to potential.” talents. Either way, displays extreme work ethic.
(continued on page 15)
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 work with students of any age. Symbol Mastery Kit $139.95
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.
Young Learner Kit for Home-Use $119.95
I Can Do it–The Confidence to Learn
Teachers, parents, and students discuss benefits of Davis Learning Strategies. Includes scenes of a DLS program at a school in Vale, 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 $39.95
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
Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities by Lisa Kurtz Softcover: $19.95 A comprehensive guide to just about every outside-the-box therapy you might run across, and then some. An absolutely essential reference for anyone who wants to know and explore available options
The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day by Adelle Jameson Tilton Softcover: $14.95 From finding support groups to planning for their child's future, this book provides parents with all the information they need to ensure that their child's--and their families'-needs are met.
A Parents Guide to Asperger Syndrome & High Functioning Autism by Sally Ozonoff, Geraldine Dawson and James McPartland Softcover: $14.95 An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matterof-fact advice.
SUPPLEMENT PAGE A2
THE DYSLEXIC READER
BOOKS FOR CREATIVE LEARNING
The Gift of Learning
by Ronald D. Davis, Eldon M. Braun Expands the Davis Methods with theories and correction procedures that address the three basic areas of learning disability other than reading, which children and adults experience.
The Gift of Dyslexia: Why some of the smartest people can’t read and how they can learn. by Ronald Davis, Eldon Braun Explains the theories behind Davis Dyslexia Correction methods, and details basic procedures in an easy-tofollow, scripted format. Large type, illustrations and photos make this book dyslexicfriendly.
Right-Brained Children in a Left-Brained World by Jeffrey Freed & Laurie Parsons Innovative ideas and visual-spatial approaches for helping A.D.D. kids to tune in and excel in educational endeavors. Softcover $14.00
Attention Deficit Disorder: A Different Perception by Thom Hartmann Explores the benefits of an ‘A.D.D.’ mind, and provides good reasons for ‘distractable’ people to celebrate their creative thinking style. REVISED EDITION Softcover $12.00 Beyond ADD: Hunting for Reasons in the Past & Present by Thom Hartmann Explore a variety of theories as to why ADD has become so prevalent in modern society, and solutions related to many of the theories. Softcover $12.95 In the Mind’s Eye-UPDATED by Thomas West An in-depth look at the connections between creative ability, visual thinking, and academic learning difficulties. Explores the minds of famous dyslexics from Einstein to Churchill. Hardcover $29.00
El Don de la Dislexia The Gift of Dyslexia in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex Softcover $28.95 Smart But Stuck: What Every Therapist Needs to Know About Learning Disabilities and Imprisoned Intelligence by Myrna Orenstein, Ph.D. Deals largely with ndiagnosed learning disabilities in adults. Softcover $24.95 $19.95 Strong-Willed Child or Dreamer? by Dana Spears & Ron Braund A must for parents of children who are imaginative,sensitive, moody, stubborn, and compassionate. Softcover $12.99 Teaching Kids with Learning Difficulties in the Regular Classroom Find proven and powerful strategies and techniques to help any student become a successful learner. Softcover $36.95 The Myth of the ADD Child by Thomas Armstrong, Ph.D. Essential for any parent of an active child. Detailed profiles of behavior patterns are keyed to suggested strategies for getting each child on track, without drugs or coercion. Softcover $15.00 Everything Parent’s Guide To Children With Dyslexia: All You Need To Ensure Your Child’s Success by Abigail Marshall A “must read” for every parent who knows or suspects their child has dyslexia. Softcover $14.95
The Right Mind: Making Sense of the Hemispheres Explores how our brain hemispheres work together to make sense of language and accomplish other tasks. Softcover $12.00
You Don’t Have to be Dyslexic by Dr. Joan Smith Case histories illustrate a useful and easy-to-use collection of assessment methods, skill-building exercises, and learning strategies geared to the dyslexic learning style. Softcover $19.95 Getting The Horse To Drink: How To Motivate Unmotivated Students by Suzanne H. Stevens Practical teaching strategies for motivating students who have lost all interest in academic achievement. Softcover $9.95 The Secret Life of the Dyslexic Child: How She Thinks, How He Feels, How They Can Succeed by Robert Frank, Ph.D. with Kathryn Livingston Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence. Softcover $14.95 The Everything Sign Language Book by Irene Duke The Language that let’s you talk with your hands and listen with your eyes. More than 300 easy-to -follow illustrations, including expressions, songs, emotions, ASL alphabet, money, and time. Softcover $14.95
Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution by Jonathan Mooney & David Cole Softcover $14.00 Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability-REVISED by Joyanne Cobb Softcover $18.95
THE DYSLEXIC READER
SUPPLEMENT PAGE A3
All Cats have Asperger Syndrome By Kathy Hoopman
Ten Things Every Child With Autism Wishes You Knew by Ellen Notbohm A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member Softcover $14.95
Born on a Blue Day
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome
Insightful and humorous look at the Asperger Syndrome, especially endearing for cat lovers. $14.95 Hardcover
Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student by Loren Pope REVISED 2005 Softcover $14.00 Peterson’s Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders Softcover $32.95 How to Read Music by Roger Evans Fundamentals of Musical Notation Made Easy Softcover $11.95 Visual SAT Vocabulary Cards by Rebecca L. Lev, M.Ed. $24.95
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’t
by Jean Bullard & Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00
The Hate to Write But Have To Writer’s Guide
by Jim Evers Practical tips and guidelines help visual thinkers improve their writing skills. Softcover $9.95
Barron’s Mathematics Study Dictionary
by Frank Tapson Comprehensive definitions and explanations of mathematical terms, organized by concept. Geared to ages 10 to adult. Softcover $14.99
Homework Without Tears: A Parent’s Guide for Motivating Children to do Homework and to Succeed in School?
by Lee Canter & Lee Hausner, Ph.D. Detailed, step-by-step approach to turning the responsibility of homework over to your children. Hardcover $13.95
Math-a-pedia: A visual mathematical reference for intermediate students
Math-a-pedia: Intermediate Hardcover $34.95 each
Math-a-pedia: Primary Hardcover $24.95 each
Math on Call by Andrew Kaplan, et al Softcover $23.00
Ultimate Visual Dictionary
by Dorling Kindersley Publishing Hardcover $39.95 (672 pages)
Math at Hand
by Great Source Education Group Staff Softcover $23.00
Workbook and Guide for Students, Parents and Teachers
by Kathryn Libby Over 70 reproducible pages for developing cursive writing skills Softcover $15.99
by Ann Root & Linda Gladden This richly illustrated story offers a positive view and encouraging news for youngsters struggling in school. Geared to ages 5-9. Softcover $14.95
SUPPLEMENT PAGE A4
THE DYSLEXIC READER
How To Order
Mail: DDAI 1601 Old Bayshore Hwy. #260 Burlingame, CA 94010 Fax: 1-650-692-7075 Phone: Toll free 1-888-999-3324 Local 1-650-692-7141 Online: www.dyslexia.com/bookstore
ITEM DESCRIPTION UNIT PRICE QTY TOTAL 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. . . . . . . . . . . $9.00 The Gift of Dyslexia . . . . . . . . . . . . . . . . . . . . . . . $14.95 The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $14.95 Dyslexia-the Gift Video (Specify: VHS or DVD . ). . . . $39.95 Gift of Dyslexia audio CD Set . . . . . . . . . . . . . . . . $39.95 Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING All Cats have Asperger Syndrome . . . . . . . . . . . . .$14.95 ADD: A Different Perception . . . . . . . . . . . . . . . . .$12.00 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95 Born on a Blue Day . . . . . . . . . . . . . . . . . . . . . . .$14.00 Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95 Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99 Colleges That Change Lives-Revised 2005 . . . . . . .$14.00 Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99 Everything Parent’s Guide To Autism . . . . . NEW! .$14.95 ..... Everything Parent’s Guide To Dyslexia . . . . . . . . . .$14.95 The Everything Sign Language Book . . . . . . . . . . .$14.95 Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95 Hate to Write But Have To Writer’s Guide .$9.95 .$14.95 ..... Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95 How to Read Music . . . . . . . . . . . . . . . . . . . . . . .$11.95 In the Mind’s Eye-Updated . . . . . . . . . . . . . . . . . .$29.00 Learning How to Learn-Revised . . . . . . . . . . . . . .$18.95 Learning Outside the Lines . . . . . . . . . . . . . . . . . .$14.00 Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95 Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95 Math On Call . . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Math On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00 NEW! Parents Guide to Asperger Autism . . . . . . . . . . . .$18.95 Peterson’s Guide to Colleges . . . . . . . . . . . . . . . .$32.95 Right Brained Children in a Left-Brained World . . .$14.00 Ten Things Every Child With Autism Wishes . . . . . .$14.95 The Right Mind . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.00 The Secret Life of The Dyslexic Child . . . . . . . . . . .$14.95 Smart But Stuck . . . . . . . . . . . . . . . . . . . $19.95 .$24.95 ...... Strong-Willed Child or Dreamer? . . . . . . . . . . . . .$12.99 Teaching Kids with Learning Difficulties . . . . . . . .$36.95 Ultimate Visual Dictionary . . . . . . . . . . . . . . . . . . .$39.95 Understanding Controversial Therapies . . . NEW! .$19.95 ..... Visual SAT Vocabulary Cards . . . . . . . . . . . . . . . . .$24.95 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 . . . . . . . . . . . . . . .$19.95 OTHER ITEMS ReadOn Interactive Software . . . . . . . . . . . . . . . .$175.00 Young Learner Kit for Home Use . . . . . . . . . . . . .$119.95 Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____ Less 10% for DDAI Members . . . . . . . . . . . . . . . . . . .$ _______.____ Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____ CA Sales Tax (CA residents only) Subtotal x 0.0825 . .$ _______.____ *Shipping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____ Total for books/materials . . . . . . . . . . . . . . . . . . .$ _______.____ DDAI Membership (includes newsletter subscription) K 1 year - $50 K 2 year - $80 $ _______.____ Subscription Only K 1 year - $25 K 2 year - $40 $ _______.____
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PRICES EFFECTIVE THRU MAY 31, 2009
THE DYSLEXIC READER
Adult Dyslexia (continued from page 14)
Silvia Jolanda Sikkema 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 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 Carly van den Akker Schijndel/Einhoven +31 (06) 15 20 81 73 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 Tolbert +31 (0594) 511 607 Lucie Wauben-Cruts DLS Mentor Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163
• • • • • • •
• Reading fluency and comprehension fluctuates depending upon subject matter. Highly intuitive – known to have “street • Frequently has to re-read sentences in order smarts.” Is often “dead on” in judging to comprehend. Fatigues or becomes bored personalities of others. “Out of the box” quickly while reading. thinkers – strong strategizing and problem- • Reliance on others (assistants, spouses, solving abilities. significant others) for written Remembers struggling in school. May have correspondence. dyslexic children and experience guilt when • Uncertainty with words, punctuation, and seeing own child struggle. Insecurities arise spelling when writing. Reliance on spellwhile reading to own children or helping check and grammar-check. Words out of them with homework. context look “wrong.” Misspeaks, misuses, or mispronounces • Writes with all capital letters, or mixes words without realizing it. capital letters within words. May confuse past conversations or be • Abbreviates words frequently. Spelling is accused of “not listening.” inconsistent (may spell the same word Difficulty remembering names of people, differently within the same document). but remembers faces. May have • Poor handwriting masks spelling mistakes. compensatory tricks to help with this. • Work space may be extremely disorderly or Difficulty remembering verbal instructions compulsively orderly. or directions. Poor recall of conversations or sequence of events. For a more comprehensive list May lose track of time, is frequently late – of adult characteristics, visit http://www.neor is highly aware of it and very rarely late. dyslexia.com/adultdyslexiacharacteristics.html Avoids reading out loud. May dislike public speaking. Will commonly perceive that they “read better silently.” Has adopted compensatory tricks to remember spelling and homonyms (their, there, they’re), or misuses homonyms and has poor spelling. © Karen LoGuidice; first published October 1, 2008,
at www.ne-dyslexia.blogspot.com. Reprinted with permission.
European Union Issues Warning on Ritalin
According to the Associated Press in a January 22, 2009 article in the Wall Street Journal (http://online.wsj.com/article/ SB123266775105208041.html), medical regulators in the European Union recommend that before prescribing Ritalin or other similar-acting medications, doctors should screen patients of all ages for heart-rate or blood-pressure problems, as well as for family history of heart disease. Likewise, as long as the patient takes these drugs, doctors should monitor their blood pressure and heart rate and should watch for possible psychiatric symptoms. Drugs containing methylphenidate are sold generically and under various brand names, such as Ritalin (Novartis AG) and Concerta (Johnson & Johnson). Methylphenidate is considered a safe treatement for ADHD in children and adolescents over six years of age. However, precautions are recommended because these drugs have been linked to depression, suicidal thoughts, hostility, psychosis and mania. If you are considering a Davis Dyslexia Correction Program for a loved one taking Ritalin in any form, please be sure to advise your facilitator during assessment. Davis Dyslexia Correction is a drug-free approach. Ritalin can interfere with the efficacy of the Davis tools and methods.
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 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 494 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042
v New Zealand (cont’d)
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 Appleby +64 (03) 544 2362 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Colleen Morton Gore +64 (03) 208 6308 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627
THE DYSLEXIC READER
Addicted to Vowels
By Laura Zink de Díaz, Davis Facilitator, Bogotá, Colombia
Imelda Casuga Baguio City +63 (744) 42 29 01 v Poland Agnieszka £ubkowska Warsaw +48 (22) 658-2237
Catarina do Passo Lisboa +35 (121) 781-6090 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
The Hebrew alphabet has twenty-two letters, all consonants. There is a system of dots and dashes placed above and below consonants, but vowels are not used in newspapers, magazines or books for general use. The idea is, if you speak Hebrew, you don’t really need to see vowels: the context and combinations of consonants allow you to recognize and pronounce The Hebrew vowels written words. Vowels are could still read my page … well, most of it. I, only included in school books, textbooks for foreigners, and prayer books. I’ve studied a few too, am addicted to vowels, so it took a little concentration to decide whether “s” meant as, languages in my time, but I’ve never learned is, us or so. Ultimately, context solved that a language without written vowels. I wonder issue, just as it tells us how to pronounce read in if we could get along without writing vowels sentences like “I used to love to read and when in English? We’re so accustomed to seeing our a-e-i-o-u’s my eyes were younger and stronger, I read all everywhere, that a sentence without them would the time.” On the other hand, if we tossed out all the look funny even when it’s readable: “Vwls rn’t vowels, we’d throw all the publishers of reading ncssry fr gd rdrs.” Of course, words out of programs into disarray. That has some appeal… context would present a few problems: Is “bth” bath or both? But then, words IN context are the who would buy all their phonics drills? Most would become irrelevant overnight! The whole point of most reading anyway. On the other hand, “I” and “a” would present problems. demand for reading specialists in our schools would probably be cut in half. Not great for Hmmm… would “y” be you or why? Thinking about this, I removed all the vowels them, but a lot of kids would celebrate! In the end, though, we’d never convince except “I” from one full page of my journal the people to make such a change. We take pride in other day. The page had contained 6,331 our crazy spelling. We characters, including enjoy being one of the spaces. After the vowels Vwls rn’t ncssry fr gd rdrs. hardest languages for were gone, it contained foreigners to master! No, just 4,546 – a 29% savings in space! We could reduce the length of wait a minute… There’s a little stealth spelling reform going on right under our noses anyway: all books by nearly 30%! We’d save on paper txt mssgng! and ink, on the energy we use to print… And I
The only real voyage of discovery consists not in seeking new landscapes but in having new eyes. --Marcel Proust, novelist (1871-1922) “A synonym is a word you use when you can’t spell the word you first thought of.” --Burt Bacharach, pianist and composer
v South Africa Sharon Gerken Durban +27 (82) 82 85 180
THE DYSLEXIC READER
Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 v Switzerland/CH Tinka AltweggScheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Mieke Friederichs Reinach +41 (061) 712 42 06 Heidi Gander-Belz DLS Presenter-Mentor Monchaltorf +41 (44) 948 14 10 Elisabeth Gerber Mettmenstetten +41 (044) 767 10 54 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 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
SHIFT 2008 Celebrity Edition!
By Sue Hall, Davis Facilitator in Vancouver, BC, Canada
Everything was perfect for The Whole
Dyslexic Society’s second annual fundraiser, SHIFT 2008, and this year’s theme was: “We are good at what we do, because of our ‘gift of dyslexia’ not in spite of it!” The financial generosity of Grouse Mountain Resorts Ltd. made it possible for 140 ‘stars’ for the night to take a gondola ride to the mountain lodge. It was a wet and wild November evening, and the red carpet treatment began in the cosy, firelit foyer. The very dyslexic and very talented Yousef Jawhari brought a team from his Pink Lime Hair Salon and Spa to make sure that everyone’s hair and make-up allowed them to start the evening looking even more fabulous than they thought possible!
Singer Songwriters, composed a song, “This Is My Gift,” especially for us, premiering it after dinner. Tyler Norton, Alicia Wisdom, Cassidy Engleby and Edie Orenstein provided testimonials for the Outreach and Bursary programs. And after thanking our many sponsors, our guest of honour, Ron Davis, took the floor. Ron’s genius is what brought us all together, and it was our privilege to have him join us ‘off duty’ for once!
Scott and Sue Jutson with Ron Davis
Hair, make-up, then on to the red carpet!
Some of our young “corrected dyslexics” mingled with our guests dressed as Leonardo da Vinci, Keira Knightley, Tom Cruise, and Steve Jobs. Two others, Alex Shore and Alexa Ku, added to the star quality of the evening by interviewing and photographing our guests. As the evening progressed, it just got better and better: a Champagne Cocktail Reception, a wonderful West Coast Dinner, and Leonardo played the violin for us. Don McLeod, of the School Alliance of
Auctioneer George Hall, Sue Hall, and Pink Lime’s Joseph Jawhari
Alexa, Sierra, and Alex
George Hall was our auctioneer for the second year in a row, running the show at the very stylish auction table he and Sue Jutson set up. George’s unique sense of humour triggered considerable laughter and enjoyment. This year the Silent and Live Auctions, the diamond ring raffle, and donations brought in $10,000! The weather provided a little extra excitement towards the end of the evening, since the wind started to gust as guests were leaving on a smaller version of the Grouse Mountain gondola. SHIFT 2008 was an event for the history books. So much fun, so many new friends and contacts, and the very special energy that accompanies Ron and our “corrected dyslexics.” So, on to next year’s Symposium, where we aim to educate the educators!
v Switzerland/CH (cont’d)
Maya Muraro Stäfa +41 (079) 704 03 07 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Elisabeth Raberger Effretikon +41 (052) 343 62 34 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 Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Marianne Schutz Zofinger +41 (62) 752 8281 Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20
THE DYSLEXIC READER
THIS IS MY GIFT
Music & Lyrics by Don McLeod, Copyright 2008 I’m a dreamer, of 3D pictures I’m a traveler, of a different kind I’m a builder, I’m a designer, I’m an actor The stage is mine This is my Gift This is who I am Finding my place, in this life It ain’t always easy But I’m not afraid We’re all unique, in our own way… This is my Gift This is who I am I hear the process, I see my thoughts I view the feelings, in my Minds Eye I’m a creator, I’m an investor, I’m an artist The world is mine This is my Gift This is who I am Finding my place, in this life It ain’t always easy But I’m not afraid We’re all unique, in our own way This is my Gift This is who I am There was a time I’d hide in shame The system seemed to forget me Now I see the system change This is my Gift This is who I am Finding my place, in this life It ain’t always easy But I’m not afraid We’re all unique, in our own way This is my Gift This is who I am Finding my place, in this life It ain’t always easy But I’m not afraid We’re all unique, in our own way This is my Gift This is who I am
Too Much Academic Focus in First Grade: Depression in Seventh
By Laura Zink de Díaz, Davis Facilitator, Bogotá, Colombia When I ask parents what they’d like their child to get out of a Davis Dyslexia Correction Program, nearly all of them mention a desire that their child’s self-esteem improve enough so that he will begin to feel good about himself. Most of my young clients began having trouble with schoolwork as early as pre-school. Year after year of interventions, therapies, bad grades, teasing from peers, threats and perceived disappointment on their parents’ faces, have usually taken quite a toll, and we may be into the third day of a five day program before some of my clients realize that they’re being successful, even brilliant! The change in attitude about themselves and learning in general, is usually enough to leave parents and teachers very impressed and positive about the child’s ability to go forward successfully. This affirmative feeling rubs off on the child. And everything at school and home begins to gather positive momentum and becomes a feedback loop building towards success every day from that point on.
v United Arab Emirates
Linda Rademan Dubai +9714 348 1687
v United Kingdom
Kim Balaskas Westcliff on Sea, Essex + 44 (0) 8000 272657 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sarah Dixon East Horsley, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (0) 8000 272657 Hilary Farmer Oxford, Oxon +44 (0118) 9464 892 Nichola Farnum MA London +44 (020) 8977 6699
…students in the first grade who struggled academically with core subjects, including reading and math, later displayed negative self-perceptions and symptoms of depression in sixth and seventh grade, respectively.
So I found it very interesting to discover that a recent research project looked at the progress of children from first to seventh grade, to see if there was a relationship between the children’s success or failure early on, and their emotional state in seventh. They discovered that there is indeed a link between weak academic performance in the first grade and depression and poor selfimage by middle school. I don’t find this surprising.
THE DYSLEXIC READER
The study was carried out at the University of Missouri-Columbia. Keith Herman, Associate Professor of Education, School and Counseling Psychology is quoted in an article at ScienceDaily.com saying, “We found that students in the first grade who struggled academically with core subjects, including reading and math, later displayed negative self-perceptions and symptoms of depression in sixth and seventh grade, respectively. Often, children with poor academic skills believe they have less influence on important outcomes in their life. Poor academic skills can influence how children view themselves as students and as social beings.” The researchers did not look specifically at students with learning challenges. They studied 274 children in first grade and followed up on their behaviors and performance in middle school, discovering risk factors for negative selfbeliefs and symptoms of depression by sixth and seventh grade. They also discovered that these effects were significantly stronger in girls than in boys. To help counteract this tendency, Herman believes parents and educators should take pains to celebrate children’s achievements in more than just the academics: “One of the main ways children can get others to like them in school is by being good students. Children with poor academic skills may believe that they have one less method for influencing important social outcomes, which could lead to negative consequences later in life. Children’s individual differences will always exist in basic academic skills, so it is necessary to explore and emphasize other assets in students, especially those with lower academic skill relative to their peers. Along with reading and math, teachers and parents should honor skills in other areas, such as interpersonal skills, non-core academic areas, athletics, and music.”
I have a hard time not responding with a deep sigh and a “Well, gee…” Why is it that as a society we so often fail to consider what’s right in front of us until somebody validates it with a university study? And this study does appear to validate what most reasonable people have always known: that although yes, we learn a great deal from our mistakes and failures, being beaten over the head with them, day after day, year after year, while our talents in other areas are consistently ignored as irrelevant, does not always teach a child strength or persistence in the face of adversity. Surely, some rebel and gain strength after such treatment. But I suspect those who do, gain that strength in spite of their experience, not because of it, and probably only because outside school they have an understanding, patient and encouraging parent or other adult influence, helping them understand that they are more than a test score, greater than the sum of all report cards. I hope this study gets disseminated widely. It’s time to call a halt to the Dickensian practices that label children failures from first grade on, simply because they march to the proverbial “different drum.” It’s not a case of either we value academics or we don’t. It’s a case of recognizing that our single-minded focus on academics is not only unrealistic, but damaging to children. If a society is judged by how it treats its weakest members – children and the aged – how are we to judge one that creates depression in 12-yearolds?
References: University of Missouri-Columbia January 11, 2009 Recognizing Children’s Successes In All Areas May Prevent Teenage Depression. ScienceDaily. Retrieved January 12, 2009, from http://www.sciencedaily.com/ releases/2009/01/090108111425.htm Herman et al. Low academic competence in first grade as a risk factor for depressive cognitions and symptoms in middle school. Journal of Counseling Psychology, 2008; 55 (3): 400 DOI: 10.1037/a0012654
v United Kingdom (cont’d)
Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (0) 8000 272657 Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695 Shilpa Patel Ealing, London +44 (0) 8000 272657 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Catherine Hooper Camborne +44 (01209) 717 754 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer Cobham, Surrey +44 (1932) 863 440 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough East Sussex +44 (0) 8000 272657 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Shilpa Patel Ealing, London +44 (0) 8000 272657 Fionna Pilgrim Keighley, West Yorkshire +44 (0) 8000 272657 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Rebecca Ross Lamberhurst, Kent +44 (0) 8000 272657
v United Kingdom (cont’d)
Pauline Royle Poulton-le-Fylde, Lancs +44 (0) 8000 272657 Ian Richardson Blaisdon Longhope, Glos +44 (0) 8000 272657 Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Nigel Sharp Isle of Wight +44 (0) 8000 272657 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Lynne Smith Brighton, East Sussex +44 (01273) 723 920 Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker Greasby Wirral/Liverpool +44 (0151) 678 14 99 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 The Learning People Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 738 972 Rachel Williamson Hassocks, West Sussex +44 (0) 8000 272657
THE DYSLEXIC READER
Never Underestimate the Bloke Who Stacks the Shelves!
By Rob Wheeldon Hello. My name is Rob Wheeldon and I am an adult dyslexic. I didn’t find out I was dyslexic until I was 27, and I am now 36. As I am sure you are highly aware, most dyslexics have a hard time at school and I was no exception. In fact my own father often told me I “didn’t try hard enough at school and was lazy.” And it didn’t help that my sister was a high flyer who came out with a Masters degree and I left with nothing. I felt like a big disappointment to everyone. I loved science and history at school and couldn’t understand how I failed. However when I found out I was dyslexic, I did a lot of soul searching. I went back into education, with mixed results. I came out with a Higher National Diploma instead of a degree, which feels like a consolation prize. However I have tried looking on the positive side. I read up about all the famous dyslexics. (I never knew there was so many of them!) I became fascinated with Albert Einstein most of all. Now, all my life I’ve been told I was thick because I was dyslexic. Relativity rap
All the fools think they are real clever With their Burberry hats and eyes to close together But check Einstein he wrote the line Relativity he found divine Mass and energy is the same thing E=mc squared is da bling E equals energy M equals mass And the Mc sparks the time to pass The square root of two holds the whole thing together And the workings of this process are both elegant and clever The equation describes the speed of light’s accretion And properties of mass to energy conversion From the well of gravity springs space/time The structure of which creates the world line A curved prism light gave Newton insight That the flow of quantum chromodynamics is the structural wave form which lights the planets The sun is a changeable force with a moving boundary which gives heat and light to you and me Spectral light emissions are part of the effect that curves space/time to a constant effect
But the more I read about Einstein the more I found we had in common: poor memory, did badly at school, long periods of unemployment.... So I was inspired to write a poem about him, which I have since read out in front of a crowd of a hundred people at Sheffield’s Words Aloud Poetry Night. (There is a recording of me reading it out on their website at http://wordsaloud.org.) It has also been read out by Annie Nightingale on Radio 1. Now if someone had told me five years ago I’d have a poem of mine read out on Radio 1, I’d have thought they were having a laugh. I currently work nights as a shelf filler in a super market, but as I hope my poem makes clear, I am capable of so much more! I want too prove to the world that dyslexic people have something to offer, that we are not as stupid and lazy as people think we are. I think work like my poem can change peoples’ attitudes about our condition. After all I am a bloke who stacks shelves but understands relativity! I often think I am living the plot of the film “Good Will Hunting.” I mean it’s quite funny when you think about it. So here is the poem. I hope you enjoy it! Cheers, Rob.
v United States
Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Phoenix +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996
THE DYSLEXIC READER
v United States/ California (cont’d)
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 Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) Anette Fuller Walnut Creek +1 (925) 639-7846 Perola Goncalves Berkeley +1 (510) 421-9272 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Diamond Bar +1 (909) 861-5251 Cheryl Rodrigues San Jose +1 (408) 440-2280 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Lesa Hall Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720
With energy the world resounds there’s are always motion where light is found E and mc squared gets it together and creates all kinds of cosmic weather Photons and electrons perform the trick that lets the clockwork universe tick It is not clockwork Newton’s bucket is wrong but try making that into a song I understood Newtonian physics at school for every action an opposite I was no fool Well Dense energy equals mass they didn’t teach me that in class. Compressed energy is released in a dance a physical activity not left too chance All the sums must balance out and that’s what stars are all about Nuclear fusion will cause no confusion If you get over the simple delusion That every thing is in a fixed state That’s not how particles interrelate A black hole it has no mass Progress and motion towards its devotion No light escapes this non-Euclidian potion Into what dimension does the energy emerge The whole damn thing is truly absurd Now please don't see this as a retraction Let me illustrate this action One two three all states emerge, mass and light and energy Extend from a singularity. Unleashed potential all around and that was how the light was found The Lambda principle lets there be light who’s to say it’s not cosmologically right? A balanced creation of energy that creates everything mysteriously Electrons and photons Like to dance and will interact given half a chance With its strange polarity That exists on every scale The perfect geometry off this tale The golden ratio that makes every thing go It’s the strangest thing that we all know Too all of us its quite clear the earths a sphere You can not see the curve off the earth for its mighty girth The curve of the line resting on the equator Is the truth of the now in the past and the later? Now it all seems quite neat these marvels of science The globe travelling in relative motion and geodesic compliance But the point of an arrow that curves on a dime This is the essence of circular time, gravity curves nature too a constant degree and even time is a singularity Come on now, and don't be morons just innovate your interneurons The Wheeler-DeWitt equation freezes time But is quantum gravity the key too undoing this mystery? The Tachyon maybe faster than the speed of light and into history it sets flight I hope this rhyme found the time to show you that physics is so sublime
By Rob Wheeldon Rob Wheeldon is an Adult dyslexic from Macclesfield England, home of the famous band Joy Division. He has written a number of other poems and articles on a variety of subjects. “I want to use my words too help other dyslexics find their voice which has been silent for too long”.
v United States/
Georgia (cont’d) Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323 Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Carol K. Williams Jeffersonville +1 (651) 324-9156 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Massachussetts Karen LoGiudice Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577 Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Charlotte +1 (517) 652-5156 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Michele Wellman Mt. Pleasant/Lansing +1 (989) 772-3084 Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611
THE DYSLEXIC READER
Newly Licensed Davis Facilitators
Congratulations to all the newest members of our growing international community of Davis Program Providers!
Sabina Mansutti “After graduating in Psychology I was looking for a specialization that could be fulfilling and really help people. Seven years ago I met a young boy with dyslexia who told me about how the Davis Method helped him. I immediately felt that becoming a Davis Facilitator was my future goal. I want this method to provide new hope for those who haven’t yet discovered their true potential.” Via Gorizia 25,Tricesimo-Udine, Italy 33019. +39 (349) 272 0307 email@example.com Monika Graf Im Lerchenrain 19, 70199 Stuttgart Germany. +49 (711) 538 00 33 firstname.lastname@example.org Kalpita Patel “Currently I am working in the Counseling Centre of The Galaxy Education System in Rajkot, India. I’m particularly interested in visiting new places and I am interested in growing by looking inward. I enjoy reading, painting, meditation and singing.” Rajkot,Gujarat, India 360001. +91 (281) 244 2071 Kalpi70@gmail.com Antonella Deriu “I have a degree in Educational Science and am interesting in learning and education. Three years ago my delightful colleague, Stefania Bruno, and I opened an educational centre called ‘Officina degli Apprendimenti.’ It’s located in Nuoro, a small city in the beautiful island of Sardinia, in the middle of the Mediterranean Sea. We work with many students to improve their learning and school performance with study and academic skills. Most of our clients are dyslexic so we’re always looking for new knowledge to help us do the best work we can. This led us to the Davis Method. We read the book and it gave us a clear understanding of what dyslexia is. We decided to become facilitators to make a difference in our country, helping dyslexic students achieve their goals by using their gifts.” Officina degli Apprendimenti, Viale Repubblica 166, Nuoro, Sardinia, Italy. 08100 +39 (320) 059 3296 email@example.com Ines Grajales Pagán “Stepping Stones Learning Disability Resource Center is in the city of Caguas, Puerto Rico. The Davis Dyslexia Correction Program is one of the programs offered at the center.” Stepping Stones Learning Disability Resource Center, Munoz Rivera 23 esq. Jimenez Sicardo, Caguas, PR 00725. +1 (787) 743-0605 firstname.lastname@example.org Gigja Baldursdottir “I work in a school for people over the age of 20. Many of the students have dyslexia or other learning difficulties. My background is in fine arts and I am also a certified high school teacher.” Hringsja, Hatun 10D, Reykjavik, Iceland. +354-562 2840 Gigjab@gmail.com Cyndi Cantillon-Coleman Ladera Reading Solutions for Dyslexia, 7 Creighton Place, Ladera Ranch, CA 92694. +1 (949) 364-5606 Cyndicoleman@cox.net
Maril Heijen “The Groeimee Center is a place where children and adults can develop their skills. The Davis Method offers strategies for dyslexics that are in sync with my vision on education: let people learn in a safe and encouraging environment so that they grow through their own, intrinsic motivation.” Groeimee, Broekhuizenstraat 7, Landgraaf, 6374LH, Nederland. +31 (634) 928 983 email@example.com Kim Balaskas “My own Davis Programme changed my life. It gave me the confidence to believe that I can achieve all the goals and aspirations I set for myself and inspired me to train to help others. Through this I have gained a much deeper understanding of dyslexia and it’s potential to advance learning and education. I feel that I have finally found my true vocation and a career that I am completely passionate about. Being dyslexic myself, I have a lot of empathy for my clients. I know what it is to be dyslexic in an education system with no true understanding and which offers no effective solutions. I want to help others benefit from the Davis Method, discovering the tools that will unlock their full potential and allow them to achieve their goals.” 10 Winton Hall, Westcliff Ave., Westcliff on Sea, Essex SS0 7QT, United Kingdom. +44 (0) 8000 272657 firstname.lastname@example.org
THE DYSLEXIC READER
Veronica Bayly “I always believed that things happened for a reason. But when my son was diagnosed with dyslexia I could not find any positive or good thing about it. All I could think of was the difficult road that lay ahead of him until one day I found the book, The Gift of Dyslexia. I bought it in spite of its title. With all of its difficulties, how could dyslexia be a gift? As I read the book I began to understand and soon it all made sense. I enrolled my son in a Davis Dyslexia Correction Program, and inquired about training to become a Davis Facilitator. Now, two years later, my son is a happy, confident young man, blessed with the gift of vision. I am privilieged to be part of this wonderful way of learning. Thank you, Ron Davis, and all the specialists for sharing your knowledge and insight.” 7 Monastery Drive, Dublin 22, Ireland. +353 (87) 622 6354 email@example.com Mary Verspaget “I am from Holland and my children are dyslexic. They were my drive to become a Davis Facilitator. I have seen with my own eyes what Davis Dyslexia Correction has brought my children. But I also realize what it can offer all the other children who need help, not just with academic problems, but also with the emotional issues related to their dyslexic learning style. I hope to help them grow to respect themselves and take responsibility for their own lives.” Beeldin, Lyzyde 26, Almere 1316 VH, Nederland. +31 (653) 797 197 firstname.lastname@example.org I read The Gift of Dyslexia. It was so enlightening that I made a decision to train as a Davis Facilitator. I’m the first Davis Facilitator in the college and hope to use Davis on a regular basis to help students. I’m fortunate to have the opportunity to combine my teaching skills and the Davis training to deliver programmes. In the future, I hope to start my own venture”. The Learning People, 64 Milgrave Road, Ealing, London, UK, W5 1LE, +44 (0) 8000 272657, email@example.com Theano Panagiotopoulou Leof. Vas. Sophias 119 Athens 11521, Greece +30 211-1195350 firstname.lastname@example.org
Montana Kimberly Bezanson Missoula +1 (406) 541-3076 or 677-4014 Elsie Johnson Manhatten +1 (406) 282-7416 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Lisa Anderson Seneca Falls +1 (315)568-3166 or (800) 234-6922 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364 North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Paula Roberts Tulsa +1 (903) 570-3427 Linda Wright Marlow +1 (580) 641-1056
Cinda Osterman, M.Ed. “I discovered The Gift of Dyslexia while working on a research project in special education. Not knowing much about dyslexia, I choose it for my research subject. I was intrigued with the concepts in the book, but never considered using them in class. After teaching all grades in a one-room classroom, I opened a tutoring service specializing in English, reading, spelling, and math for 3-D thinkers. I worked with students and adults who struggled with reading. I could help many, but there were some I couldn’t help no matter what I tried. Then I recalled The Gift of Dyslexia and looked for training. Today, I have the best jobs: a tutoring service, Training Gifted Minds, for so-called rightbrain thinkers; I work with English language Adaleen Makin “I’m married with two grown children and three learners from a private school and train teachers in granddaughters. It has been a joy to multiage education, reading and math techniques for picture thinkers; and now, as a Davis touch the lives of children in my twenty-five plus years of teaching. Facilitator, I have the tools I need to help all my students succeed. I am so thankful for Ronald Several years ago I had an Davis, and his desire to help children.” Training opportunity to participate in a Gifted Minds, PO Box 103, Charlotte, MI 48813, Davis Learning Strategies workshop. When I +1 (517) 652-5156 (cell), +1 (517) 541-0774 (home), witnessed the success of my students using these strategies, my desire to become a Davis Facilitator email@example.com was born, and helping dyslexic children became my passion. Davis has not only given me the gift Edward E. Owen “My passion of guiding others to success but it has given me to become a Davis Facilitator a deeper understanding of my inner self. I’m developed at the age of 8, after I anxious to begin my journey!” Comprehension had completed my own program at the Reading Research Council in Plus, 5509 Lynn Street, Greenville, TX 75402, Burlingame, California. I am +1 (903) 268-1394, honored and pleased to now be Comprehensionplus@gmail.com qualified to share with others that which has had such a significant impact on my life. A very Shilpa Patel “My original background is in Mathematics, Computing and Statistics. I retrained special thanks to all who have helped me achieve this lifelong goal.” Assistant Director, Accelerated to teach English as a Second Language (ESOL) Comprehension Center, Dallas/Ft. Worth, and am currently working in a Further Education firstname.lastname@example.org, College (State). My journey with Davis started when I found out that my youngest son is dyslexic. +1 (817) 919-6200, +1 (888) 329-1134, email@example.com
Oregon Rhonda Erstrom Vale +1 (541) 881-7817 Kathy Pozzi Ontario +1 (541) 881 6497 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Maude Le Roux Glen Mills +1 (484) 840-1529 Marcia Maust Berlin/Pittsburgh +1 (814) 267-5765 Puerto Rico Ines Grajales Pagan Caguas +1 (787) 743-0605 Rhode Island Linda M. Daniels Providence +1 (401) 301-7604 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 Tennessee Jackie Black Dover 1-866-218-1614 (Toll-Free) Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Janalee Beals Bedford/Dallas/Ft. Worth +1 (817) 354-2896 Success Learning Center Rhonda Clemons DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes /San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park/Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)
THE DYSLEXIC READER
New Davis Autism Approach Facilitator-Coaches
Congratulations to Gale Long and Gabriela Scholter, who have recently achieved the status of Davis Autism Approach Facilitator and Coach.
Gale Long has been a licensed Davis Facilitator since May of 2000 in Elkview, West Virginia. New Horizons Dyslexia and Autism Center, 223 N. Pinch Road, Elkview, West Virginia 25071. +1 (888) 517-7830 firstname.lastname@example.org Gabriela Scholter has been a licensed Davis Facilitator in Stuttgart, Germany since August of 1999 and has been a Davis Supervisor-Specialist since November 2002. Walter Flex Str. 48B, 70619 Stuttgart, Germany. +49 (0711) 578 28 33 email@example.com
Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.
Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5- 9 years of age. For information about training and a full directory of Davis providers, go to: www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1-888-805-7216 toll-free in the USA.
THE DYSLEXIC READER
Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how-to-learn” skills.
v United States/ Texas (cont’d)
Accelerated Comprehension Center Dorothy Owen Supervisor Specialist Edward E. Owen Dallas/Ft. Worth +1 (888) 329-1134 (Toll Free) +1 (817) 919-6200 Laura Warren DLS Mentor-Presenter Lubbock +1 (806) 790-7292 Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 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 Nancy Sitton Marysville +1 (360) 651-1241 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Gale Long Autism Facilitator-Coach 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
The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart
The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.
The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1-888-999-3324 Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.
Marcela Piffaretti Montevideo +598 (02) 600-6326
This Directory is current as of February 1, 2009. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.
The Young Learner Kit
THE DYSLEXIC READER
Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum?
“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.”
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.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
2009 DATES & LOCATIONS
Date Nederland March 20-21 2009 April 3-4 2009 June 5-6 2009 Barchem Vught Amsterdam +31 046-437 4907 +31 046-437 4907 +31 046-437 4907 Location Telephone
Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216, and ask for Paula McCarthy.
United States Aug. 4-5 2009 Aug. 6-7 2009 Aug 7-8 2009 Oct. 1-2 2009 Brookings, SD Denver, CO Lubbock, TX Tyler, TX +1 (605) 692-1785 +1 (719) 324-9256 +1 (806) 790-7292 +1 (866) 531-2446
For more details, visit www.davislearn.com
THE DYSLEXIC READER
Materials included with workshop
The Gift of Dyslexia Workshop
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
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 1-888-805-7216 (toll-free)
2009 WORKSHOP SCHEDULE
11 - 14 June 2009: Paris Presenter: Ioannis Tzivanakis Language: English with French translation Email: firstname.lastname@example.org Telephone: +49 (040) 25 17 86 22
25 - 28 March 2009: Guadalajara Presenter: Cathy Calderón Language: Spanish Email:email@example.com Telephone: (52)(81)8335 9435 01800 830 3881
25 - 28 March 2009: Dallas/Ft. Worth, TX Presenter: Gerry Grant Language: English Email: firstname.lastname@example.org Telephone: Toll Free: +1 (888) 392-1134 27 - 30 June 2009: Burlingame, CA Presenter: Gerry Grant Language: English Email: email@example.com Telephone: +1 (888) 392-1134 22 - 25 July 2009: Washington, D.C. Presenter: Gerry Grant Language: English Email: firstname.lastname@example.org Telephone: +1 (888) 392-1134 12 - 15 Sept 2009: Dallas/Ft. Worth, TX Presenter: Gerry Grant Language: English Email: email@example.com Telephone: +1 (888) 392-1134
31 April - 3 May 2009: Freiburg Presenter: Ioannis Tzivanakis Language: German/English translation Email: firstname.lastname@example.org Telephone: +49 (040) 25 17 86 22 29 Oct -1 Nov 2009: Hamburg Presenter: Ioannis Tzivanakis Language: German/English translation Email: email@example.com Telephone: +49 (040) 25 17 86 22
6 - 9 March 2009: Ponteland, Nr. Newcastle-Upon-Tyne Northumberland Presenter: Richard Whitehead Language: English Email: firstname.lastname@example.org Telephone: +44 (0)1227 732288
For updated workshop schedules visit: www.dyslexia.com/train.htm
~ Dys•lex´•ic Read´•er
1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PRESORTED STANDARD U.S. POSTAGE
BURLINGAME, CA PERMIT NO.14
U.S.A. Workshop Information: Questions?
Call Dorothy Owen Davis Training Consultant: Toll Free: 1-888-392-1134 Email: email@example.com
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.
2009 International Schedule
6 - 9 Mar 25 - 28 Mar 25 – 28 Mar 11 - 14 June 27 – 30 June 22 – 25 July 12 – 15 Sept 29 Oct – 1 Nov Ponteland, Nr. Newcastle-Upon-Tyne Guadalajara Dallas/Ft. Worth, TX Paris Burlingame, CA Washington, D.C. Dallas/Ft. Worth, TX Hamburg UK Mexico USA Germany France USA USA USA Germany
31 Apr – 3 May Freiburg
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. 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
• • • • $925 per person $875 early bird discount and group rates Advance registration and $200 deposit required Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA- Latin America DDA-UK DDAI-Int’l, Canada & USA DDA-DACH Calzada del Valle #400 Local 8 Davis Learning Foundation 1601 Bayshore Highway, Ste 260 Deutschland-AustriaColonia del Valle PO Box 972 Burlingame, CA 94010 Switzerland Garza García, Monterrey Canterbury Tel: 1-888-805-7216 Wandsbecker Chausee 132 D-22089 Hamburg Nuevo León Kent CT1 9DN Fax: 1 (650) 692-7075 MÉXICO, CP 66220 Tel: +44 (0)1227 732 288 E-mail: firstname.lastname@example.org GERMANY Tel: 52 (81) 8335-9435 Fax: +44 (0)1227 731 756 Tel: 49 (040) 25 17 86 22 Email: email@example.com E-mail: firstname.lastname@example.org DDA-Israel Fax: 49 (040) 25 17 86 24 20 Ha’shahafim St. E-mail: email@example.com DDA-Nederland Ra’anana 43724 ISRAEL Kerkweg 38a SWITZERLAND Tel: 972 (0523) 693 384 6105 CG Maria Hoop, NEDERLAND Tel: 41 (061) 273 81 85 or (0)9 774 7979 Tel: 31 (0475) 302 203 E-MAIL: firstname.lastname@example.org Fax: 972 (09) 772-9889 Fax: 31 (0475) 301 381 E-mail: Israel@dyslexia.com E-mail: email@example.com
Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm Continued on page 22 For a full description of the Davis Facilitator Certification Program, ask for our booklet.
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