The

Dys•lex´ ic Read´ er • •
Vol. 37

~

Davis Dyslexia Association International

Issue 4 • 2004

The Abilities of Those with Reading Disabilities: Focusing on the Talents of People with Dyslexia, Part 3
By Thomas G. West
In this third and final of our threepart series, we highlight two additional successful dyslexics and consider the great changes that some occupations are now experiencing. In conclusion, Mr. West presents the increasingly evident inconsistencies between the skills valued in the old verbal technological context and the skills coming to be more highly valued in the emerging technologies of images and visualization.

The MIT Disease — Nicholas Negroponte The varied talent mix seen in many dyslexics seems to be especially well recognized in the world of computers as well as entrepreneurial business. Both are areas where performance is measured by demonstrating working systems (rather than writing reports) and where anticipating technological trends is more highly valued than traditional academic skills and paper credentials.
Continued on page 4

Nicholas Negroponte, Wiesner Professor
of Media Technology at MIT, founder of MIT’s pioneering Architecture Machine Group and WiReD magazine.

In This Issue
News & Feature Articles
The Abilities of Those with Reading Disabilities, Part 3 . . . . . . .1 New Zealand Welcomes Ron Davis . . .1 Well Done, Stephen . . . . . . . . . . . . . . .3 Building Self-Advocacy Skills . . . . . . . .9 News From South Africa . . . . . . . . . .10 New Chinese research on Dyslexia . .11 Edward’s Nervous Breakdown . . . . . .12

New Zealand Welcomes Ron Davis
In July, Ron and Alice Davis visited New Zealand as guests of Catherine Churton and Milt Barlow, Directors of DDA-Pacific. They arranged a hugely successful media and lecture tour and two Davis workshops. The public and media response was overwhelmingly positive. Ron and several Davis Dyslexia Correction Program clients appeared on eight national TV news and news magazine programs. Interviews with Ron were aired by over half a dozen radio programs including NZ National Public Radio twice. Articles about Davis methods were published in all the major newspapers throughout the country. Ron gave standing room only lectures in the Town Hall theatres of
Continued on page 11

Regular Features
In The Mail . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . .13-15 Q&A . . . . . . . . . . . . . . . . . . . . . . . . .16 New Facilitators . . . . . . . . . . . . . .17-21 Workshops . . . . . . . . . . . . . . . . . . . . 23

David Whyte presenting Lord of the Rings sword to Ron Davis.

PAGE 2

THE DYSLEXIC READER

IN THE MAIL
Dear Mr. Davis:
Today I received one of your newsletters and read the wonderful story about Melissa. The one and only time I met with you was in 1989. I heard of this new breakthrough in dyslexia, which at the time, I was not sure if this was my problem or not. We had an appointment at 3pm and it lasted until 6. At the end of this meeting you had given me so much insight to my lifelong problem, that I ended up crying. You lifted from me a great guilt, embarrassment, and a feeling that I was not too smart. I was 49 years old at the time. Through my school years I was told I was just “lazy” and many times had to stand up in front of the class and read my reports. They were so bad and with so many misspellings that even I could not read them correctly. The teacher thought that this embarrassment would “motivate” me. It did just the reverse; I never wanted to write again. At the time I met with you, I as an Art Director in the graphic arts and most of my work was visual. I did very well with this but there was always some writing to be done. Sometimes it took me over three hours to write a one page letter. This was always very painful and there were still…misspelled words. After our “meeting” I made up my mind that I was “very OK” and the world was going to have to adapt to me. From that point on, I would tell anyone up front what my problem was. Take it or leave it! For the most part, everyone accepted it and I was not embarrassed any more…most of the time. I never did take any of your classes mostly because of what you did for me fifteen years ago in those three short hours. It gave me new confidence and strength to tackle things I never thought I could do. So in conclusion, I want to thank you so very much for your help and what you are doing for the Melissas of the world. Thank you Ron. –Carl M. Gaither

Copyright 2003 Randy Glasbergen. www.glasbergen.com

Kindness in words creates confidence. Kindness in thinking creates profoundness. Kindness in giving creates love.
Lao Tzu, philosopher (6th century B.C.)
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA. Tel. +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Maria Fagioli & Dee White. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted. All rights reserved.

THE DYSLEXIC READER

PAGE 3

Well Done, Stephen!
Often, facilitators sense they are “working behind the scenes” because their clients do not want to broadcast the fact that they are struggling with learning. However, we at New Hope Learning Centers, Inc. were delighted recently when “one of our own” was recognized at a High School Graduation by a former student. Stephen Kleeberger (19) completed the Davis Dyslexia Correction Program at New Hope Learning Centers, Inc. during the week of January 26-30, 2004 with facilitator Darlene Bishop. In appreciation, Stephen invited Darlene and Linda Johannes, Office Administrator at NHLC, Inc. to attend his high school graduation on June 11,
Stephen Kleeberger and Darlene Bishop

Stephen’s graduation photo

2004. Darlene was able to attend the ceremony where her efforts were publicly recognized by Stephen in his own words. Thank you, Stephen! Well Done! You once again remind us how fortunate we are to help gifted individuals such as yourself to improve their lives. What an encouragement you are to us to continue to bring new hope to the dyslexic learner using the Davis Dyslexia Correction Program.

PAGE 4 International Davis Dyslexia Correction Providers
®

THE DYSLEXIC READER

Building Self-Advocacy Skills
Reprinted with permission from The Everything Parent’s Guide to Children with Dyslexia ©2004; F+W Publications, Inc., by Abigail Marshall, Adams Media.

The Davis Dyslexia Correction program is now available from more than 300 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Sally Beulke Melbourne +61 (03) 5727 3517 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Australia

Our greatest glory is not in never falling but in rising every time we fall.
—Confucius

Gail Hallinan Naremburn / Sydney +61 (02) 9405 2800 Penny Hardcastle Mosman/Sydney +61 (02) 9968 3317 Linda Houben Sydney +61 (02) 9948 4307 Sue Jutson Seaforth/Sydney +61 (02) 9400 2305

Mark O’Brien Port Macquarie/Sydney +61 (02) 6582 3633 John Reilly Berala/Sydney +61 (02) 9649 4299

Heidi Rose Pennington/Adelaide +61 (08) 8240 1834 Francisca Sibbald Ermington/Sydney +61 (02) 9638 4939 Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Austria

Ultimately, your child will do better in school if he is able to advocate for himself. This is especially important as your child grows older, but even a kindergartner can be encouraged to speak up for himself when appropriate. Many modifications can be arranged through informal, direct negotiation with the teacher. In a classroom, this can also take place in the course of normal communication; if your child learns to raise his hand and explain when he is having a problem, many issues may be resolved instantly. Begin by helping your child understand his own learning style. Explain that every person is good with some things, and has difficulty or needs to try harder with other areas. Use examples, mentioning some things that are hard for you or someone else he respects. Encourage your child to think about what strategies help him learn new material, or what types of learning activities he enjoys. Help your child learn how to approach her teacher and ask for specific changes or adjustments. Make sure your child knows the importance of speaking courteously and choosing an appropriate time to talk to the teacher. If your child has an IEP that lists Internet Resources for Self-Advocacy Development

ECLG Learning and Publishing Group www.eclg.com/index.php

Marika Kaufmann Lochau +43 (05574) 446 98

Christa Salcher Wien +43 (01) 888 61 44 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Belgium

Self Determination Synthesis Project www.uncc.edu/sdsp/sd_lesson_plans.asp California Dept. of Education www.dcn-cde.ca.gov/dctrain/ units/4pgs.htm

specific modifications, make sure that your child knows what is in it, in language she can understand. Your child may have better luck in arranging modifications to assignments if he learns to offer something in exchange. For example, if the teacher has asked for a fiveparagraph essay about a geography topic, your child might say, “I have dyslexia and it is hard for me to write, but I draw well. Can I write two paragraphs and draw a map?” Help your child learn to state things positively: “I usually learn better if I ….” He should try to avoid the appearance of making excuses for himself or trying to simply avoid work; “I can’t” or “I don't want to” are not phrases that go over well with teachers. Your child may find it helpful to volunteer to do tasks that are easy for him, such as running errands for the teacher, or passing out and collecting classroom s upplies, simply to demonstrate to the teacher that he is an eager participant. This will help avoid problems that arise when a teacher believes a child to be lazy or uncooperative. When your child has difficulties with a teacher at school, go over the events and conversation at home. Try to draw your child’s attention to points where she might have said the wrong thing; ask her, “how could you have said things better?” Have your child try out strategies you suggest, and report back later on whether the problem has been resolved. As your child grows older, try to encourage her to resolve issues directly with the teacher as much as possible, continuing to offer helpful suggestions and guidance at home, if your child asks for your help. Resist the temptation to take over or contact the teacher if your child seems satisfied with the arrangement, even if you feel that expectations are set too high or too low. Your child needs to develop the ability to advocate for herself and to exercise good judgment in making decisions about her own needs.

THE DYSLEXIC READER

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Peggy Poppe Borgerhout (Antwerpen) +32 (03) 236 54 24 Belgium (cont’d)

that links between dyslexia and high talent are often observed at MIT– indeed, these observations are so frequent that locally One of the leading visionary thinkers in dyslexia is called “the MIT disease.” the computer field is Nicholas Negroponte, Some months after his book came out, the dyslexic founder of the Media Lab at Negroponte was featured on the cover of the Massachusetts Institute of Technology WiReD magazine to celebrate the first ten (MIT). More than a decade ago, he and years of the Media Lab. Playing on the title others started work to form the Media of Negroponte’s book, the WiReD article, Lab which was to be based on the idea begins: “Being Nicholas—The Media Lab’s that major industries–such as publishing, telecommunications, television, feature film, visionary founder . . . the most wired man we know (and that is saying something).” During and computers– would all converge over the interview, Negroponte is asked whether time until at a certain point it would be hard he would rather read text on a computer to tell which was which. Of course, now screen or on paper. His answer reveals the these predictions are seen as splendidly and matter-of-fact, by-the-way, manner many universally justified, as we are daily successful confronted by the reality of dyslexics have come to speak these expectations. of their difficulties: “I don’t read In 1995, Negroponte long articles period. I don't like When you are published Being Digital, a book to read. I am dyslexic and I find pushing the of essays—based on a series it hard. When people send me technology and the of columns in the magazine long [electronic-mail] messages, software to the WiReD—about the varied I ignore them. The only print limits, you cannot longer-term effects of the consult a manual medium I read every day is the computer revolution. Since the or a handbook. It is front page of the Wall Street book is so explicitly focused on an entirely oral Journal, which I scan for news computers, it is quite remarkable culture—perfect of the companies I’m interested in. that the first and last sentences for dyslexics. All the rest of my reading is on of his “Introduction: The screens, and often not very good Paradox of a Book” refer not screens, because I travel so much.” to computers at all—but instead to his own dyslexia and his Titanic Talent—Valerie Delahaye difficulties with reading. The book begins: In recent years, a French television “Being Dyslexic, I don’t like to read books.” program was shown in Canada about the “brain And pages later: “So why [have I written] drain” from France. At about the same time, an old-fashioned book . . . especially one there had been newspaper articles about without a single illustration?” scientists and engineers leaving France He gives several reasons. Among these because of apparently limited opportunities are the advantages inherent in the vagueness —coupled with their belief that they would of words. When you read, he notes, “more is always be known for the schools they attended left to the imagination and more is drawn rather than for how well they could perform from your own personal experience.” In in their work. But this new story was of special contrast, he observes that “like a Hollywood interest because (along with a Nobel Prize film, multimedia narrative” provides such winner) the TV program told of a young detailed and realistic representations of computer graphics artist, Valerie Delahaye, things that “less and less is left to the mind’s who could not find work or be properly eye.” Consequently, finishing his introduction, educated in France because of her dyslexia. he says: “You are expected to read yourself However, she was warmly received by into this book. And I say that as someone computer graphics companies in the U.S. who does not like to read.” They were interested in her artistic and Thus, Negroponte provides a remarkable computer skills and thought the dyslexia was example of one of the leading and most not a problem—especially since they already prescient communicators of the digital knew that many digital artists are dyslexic to revolution referring in his book repeatedly to some extent. She has since worked on and his own reading problems. It is also notable had major responsibilities in many projects, that on radio programs during his book tour including the feature films The Fifth Element for Being Digital, Negroponte commented
Focusing on Talents
Continued from page 1 Continued on page 6

Edith Rotenberg Houtain-St. Siméon/Liège + 32 (04) 374-27-87 Viki Vandevenne Bonheiden, Belgium +32 (0473) 30 41 51 Bolivia

Maria Ormachea La Paz +591 (02) 792 945 Ana Lima Rio De Janeiro +55 (021) 2295-1505 Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Canada Brazil

Winifred Bauer Nelson +1 (250) 359-0195

Rocky Point Academy Ashley Benjamin Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (866) 685-0067 (Toll-Free) +1 (403) 685-0067 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225

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

Gerry Grant Supervisor-Specialist Advanced Workshop Presenter Waterloo/Toronto +1 (800) 981-6433 (Toll-Free) +1 (519) 221-8484 Jan Hagedorn Garibaldi Highlands/Vancouver +1 (604) 898-5668 or (604) 815-7054 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Helen McGilivray Oakville/Toronto +1 (905) 464-4798

Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953 0033 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422

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Catherine Smith Oakville/Toronto +1 (905) 844-4144 Canada (cont’d)

THE DYSLEXIC READER Focusing on Talents
Continued from page 5

Kim J. Willson-Rymer Oakville/Toronto +1 (905) 825-3153 Livia Wong Hong Kong +852-2810-0282 Alexis Mouzouris Limassol +35-72-538-2094 Dominique Blaess Le Pecq/Paris +33 (01) 39 76 12 61 France Cyprus China

Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Carol Nelson-Pollard Paris +33 (01) 46 51 72 63 Odile Puget Annecy/Geneva + 33 (04) 50 41 82 67

Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 Liesbeth Berger-Laming Stuttgart-Vaihingen +49 (0711) 782 3115 Ute Breithaupt Langenselbold +49 (06184) 93 84 88 Andrea Fleckenstein Witzenhausen +49 (05542) 91 16 07 Germany/Deutschland

Cornelia Garbe Berlin +49 (030) 61 65 91 25

Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Wibke Hachmann Freiburg +49 (0761) 13 78 288

Das Legasthenie Institut Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Ina Hallermann Riezlern +49 (05517) 200 12

Kirsten Hohage Nürnberg +49 (0911) 54 25 18

and Titanic. With an enormous career boost from having a major role in a film that won many Academy Awards, she has more recently moved on to help start a new computer graphics company in Montreal, Canada. Delahaye’s personal estimate is that about half of all computer graphics artists are probably dyslexic. Some may think her estimate is rather large until it is compared with a study of first-year art students in a London art school giving a rate of fully 75 percent. In France, Valerie’s difficulties with writing and working under pressure had kept her from passing exams—even those required to enter art school. In the U.S., Transforming Occupations she was able to have accommodations Delahaye’s story highlights for us the with exams so she could finally receive a great changes that some occupations are going professional education in her area of strength. though at this time—and the increasingly She was not forced to be judged in areas that evident inconsistencies between the skills were largely irrelevant to her work and talent. valued in the old verbal technological context She has expressed concern that the educational and the skills coming to be more highly valued system in France still has done in the emerging technologies very little to address these of images and visualization. problems and misconceptions. More and more groups Delahaye’s work Those who are are coming to a rediscovered experience is especially responsible for awareness of the importance revealing in trying to education and hiring of visual and spatial abilities— need to understand understand the complex not only in art and design, that many of the relationship between dyslexia but also in engineering and assumed rules do not medicine, the sciences, and talent. She explained that in making the film Titanic, she apply when you are out mathematics and related on the edge of the eventually came to be in charge disciplines. In spite of strong really new. of one of the key computer conventions of thought and graphics teams—in which, as common belief, we are seeing it turns out, all the other a gradual reawakening of members were in fact dyslexic. interest in spatial abilities Her team would job-out many of the less that were formerly thought to be relatively difficult computer graphic shots to small unimportant in most areas. outside companies and keep the most The old world of the book and writing demanding shots for themselves. Thus, required one set of talents and skills, while perhaps it is not too much to say that a major the expanding world of moving images and part of Titanic’s enormous success is based visualized information seems to require quite on the high quality of the computer graphic a different set. However, it would be wrong illusions—and, in turn, the substantial talents to see these changes as only relevant to the of a small group of young dyslexics. graphic arts in their varied forms. Rather, In hiring her staff, Delahaye found she there are good reasons to believe that these had to pull videotapes out of the trash in the technologies and techniques will in time personnel office. The personnel staff would spread to virtually all areas—from science reject applicants based on their paper and technology to business and politics. credentials and would not always bother to These technologies will provide a powerful look at the videos. In contrast, Delahaye set of new tools to analyze and manipulate would not look at the CVs. She looked only all forms of information about ever more at the video samples of their work. For varied subject matter. And, as these techexample, she saw one tape where the niques spread and alter the ways that we animation was poor but the lighting was
Continued on page 7

great. So, she hired the one who had done the lighting. She also noted that the dyslexic team members were easy to work with because they were so highly motivated. After so much failure in school, when given a chance, they wanted to show what they could really do. Also, they never had to read anything. When you are pushing the technology and the software to the limits, you cannot consult a manual or a handbook. You have to ask your co-workers. It is an entirely oral culture—perfect for dyslexics. Those who are responsible for education and hiring need to understand that many of the assumed rules do not apply when you are out on the edge of the really new.

THE DYSLEXIC READER Focusing on Talents
Continued from page 6

PAGE 7

work and learn, it is expected that it is only a matter of time before visual talents show vast increases in their perceived value. Some might argue that the move to images is really quite superficial, as it would appear to shift attention and effort from basic verbal literacy. However, a more persuasive argument can be made that, especially for the young, visual literacy will be as important, or possibly more important, than verbal literacy. Of course, you want proficiency in both as much as possible, but we should not allow real visual talent to be dropped by the wayside just because of verbal difficulties. All forms of work are being changed Rediscovering Spatial more rapidly and more deeply that most Abilities at Johns Hopkins individuals and institutions are aware. Of With these gradual (and not so gradual) course, many of us are aware that the more changes, it is all the more important that for routine functions of the copy editor, the bank some time the assessment of abilities other clerk and bookkeeper are already being done than verbal and mathematical abilities have more rapidly and more cheaply by machines. been widely neglected in most educational However, many are not aware that in similar settings. They simply were thought to be fashion, it may not be very much longer unimportant. Fortunately, this has begun to before “expert” computer syschange as some research groups tems and artificial life “agents” are gradually rediscovering the learn to reliably replicate the real value of assessing visual It is only a matter more routine professional and spatial capabilities. judgments of attorneys, engineers, of time before visual Researchers at Johns Hopkins physicians and investment University, for example, provide talents show vast bankers. Accordingly, not only us with a small window into increases in their are the new technologies what a few researchers are perceived value. changing the ways of doing high now doing—and how views level work, they are also eating are changing in a few institutions away from below large chunks in ways that would seem of what used to be considered high-level sympathetic to the perspectives of strong work. Both trends, whatever their relative visual thinkers and many dyslexics. These pace in various occupations, are likely to researchers, Mills and Stumpf, saw that often benefit the talent mix that many dyslexics the conventional verbal and mathematical have—as they also make their varied difficulties reasoning measures were not enough and become increasingly unimportant. they determined that what was needed was a More and more of those working at the good way to assess spatial reasoning as well. edge of these new technologies, in the sciences In their words: “Spatial ability has been as well as business or the professions, are given only token attention as an important coming to recognize the implications of these dimension of cognitive functioning. unexpected trends. For example, Dr. Larry Research on the structure, identification, Smarr, a physicist, astronomer and director of and development of spatial ability has been a supercomputer center, has commented: “I conducted by a few researchers . . . around have often argued in my public talks that the the world and often ignored by the graduate education process that produces psychological and educational community. physicists is totally skewed to selecting those In addition, spatial ability has played only a with analytic skills and rejecting those with modest role in educational assessment and visual or holistic skills. I have claimed that instruction.” The Hopkins researchers are with the rise of scientific visualization as a aware that they are to some extent breaking new mode of scientific discovery, a new class Continued on page 8

of minds will arise as scientists. In my own life, my ‘guru’ in computational science was a dyslexic and he certainly saw the world in a different and much more effective manner than his colleagues.” Some 50 years ago, Norbert Weiner, one of the originators of the computer revolution, warned that it was only a matter of time before the computer eliminated the value of lower brain functions just as the steam engine had eliminated the value of unskilled labor. Accordingly, we may well look to the supercomputer centers for evidence of trends which will shortly affect our whole economy and educational system—very possibly for the benefit of many dyslexics.

Christine Jacob Lörrach +49 (07621) 134 60 Doris Karl-Akova Bremen +49 (0421) 713 30

Germany/Deutschland (cont’d)

Rainer Knobloch Röthenbach/Nürnberg +49 (09120) 18 14 84 Inge Koch-Gassmann Buggingen +49 (07631) 23 29

Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26

Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

Barbel Preuss München +49 (089) 69 38 03 92

Ursula Rackur-Bastian Idstein/Rheingau-TaunusKreis/Wiesbaden +49 (06126) 565 01 Colette Reimann Landshut +49 (0871) 770 994

Ursula Rittler Stuttgart +49 (0711) 47 18 50

Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33

Inge Starck Battenberg/Eder +49 (06452) 93 28 88 Marietta Tieben Haren +49 (05934) 70 47 37

Magdalena Vogel-Eichert Bonn +49 (0228) 689 69 70 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Susanne Wild Paar +49 (08205) 959 08 28 Christine Wusch Wuppertal +49 (0202) 80 230

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Germany/Deutschland (cont’d)

THE DYSLEXIC READER

Anna Henia Zawidowski Feldgeding bei München +49 (08131) 853 03 Gudrún Benediktsdóttir Hafnarfirdi +354 822 0910 or 555 0862 Iceland

Hólmfridur Gudmundsdóttir Gardabae Tel: +354 895-0252 Sigurborg Svala Gudmundsdóttir Mossfellsbaer +354 566-8657

Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890 Ingibjörg Ingolfsdóttir Mossfellsbaer +354 586-8180 or 896-7472

Sigrún Jensdóttir Mossfellsbaer +354 586-8180 or 5667737 Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 845 6956

Thorbjörg Sigurdardóttir Hafnarfirdi +354 862 2021 Sister Antoinette Keelan Dublin +353 (01) 884 4996 Etya Chesler Kfar-Saba/Tel Aviv +972 (09) 768 0267 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Israel Ireland

Eve Resnick Kfar Saba/Tel Aviv +972 (09) 766 2140

Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888 Elisa De Felice Roma +39 (06) 507 3570 Italy

is the development of teaching approaches that utilize a spatial orientation for . . . students new ground. Of course, assessments of spatial who possess strong spatial skills and who abilities have been around for a long time. But have difficulty learning in other modalities.” It is worth noting that the Hopkins they have never been center stage. They have researchers came out of a tradition started in nearly always been treated as tangential to the the 1970s where they had been accustomed more conventional measures of academic to dealing with only the most highly gifted abilities. They note that although there are other research programs similar to theirs, they students, in the beginning focusing mainly on mathematical talent. Indeed, for some are the only ones so far using measures of time they have dealt with, as they say, the spatial ability in a serious way. The use of “one-out-of-10,000” gifted not the usual computers in the Hopkins testing program is “one-out-of-20” gifted. In order to do this of special interest. One obvious benefit of computer use in spatial testing is that it allows they have traditionally given a college entrance examination (the “SAT”) to students the actual rotation of objects on the screen– five or six years early--testing students on a objects such as blocks, twisted cables or good deal of material they have never been molecule structures. taught. Then, they would take into their The Other Side of program only those students who received Extreme Giftedness the highest scores out of very large numbers It is noteworthy that Hopkins researchers of students nation-wide. Consequently, the have also found that to deal effectively with Hopkins researchers had as their early focus, the most highly talented students, one must almost entirely, the most extremely gifted be ready to deal with dyslexia and other children. learning disabilities as well. This idea is It is therefore all the more noteworthy especially hard for many that their research focus has conventional educators to moved, in time, toward spatial understand. By training and abilities, toward learning shared experience, they find it To deal effectively difficulties and toward the hard to believe that it is not with the most highly integral use of computer unusual for the smartest people talented students, one graphics in their assessment to have dyslexia or some form must be ready to deal tools. This progression is seen of learning disability. with dyslexia and other as singularly important in learning disabilities But the Hopkins gaining a sophisticated as well. This idea is researchers, along with a few understanding of these especially hard for others, saw that some forms patterns—which contain so many conventional of learning problems are not many unexpected connections educators to uncommon among the most and linkages between things understand. highly gifted. This is the reason which were formerly thought Conclusions of John that an explicit item on their to be worlds apart. Hopkins researchers six-point research agenda is: The Hopkins researchers see “Explore the benefits of using their newly developed spatial spatial tests to identify tests as timely. They note that, academic ability in students with learning “spatial tests have been around for years, but disabilities.” Thus, the Hopkins researchers have not been as widely administered as are explain that they are investigating “the tests of verbal or mathematical reasoning.” relationship between the development of However, “today,” they observe, “some spatial reasoning and specific learning educators are intrigued by their potential. disabilities.” Although there is much What if,” they ask, “spatial tests were added speculation about such a relationship, they to the regular program of standardized point out that, “little empirical research has assessment? Could they flag abilities that been conducted to establish its existence. currently go undetected?” Could they This line of research would help us to better “identify promise in students who now pass understand individuals with learning more or less unnoticed? That, at least, is the disabilities and assist educators as they hope,” in their view. plan appropriate educational interventions.” Accordingly, they feel that “one possibility
Focusing on Talents
Continued from page 7 Continued on page 9

THE DYSLEXIC READER

PAGE 9
Japan

possibly, this could be the most important change in the foundation (and balancing) of human culture for a very long time. And we New Tools, New Talents Dr. Norman Geschwind pointed out that are now only at the very beginning. As we proceed along the way, however, what we consider talents and disabilities we should expect the pace and direction to depends greatly on the needs for particular abilities at particular times—within a changing be set by strong visual thinkers and creative economic and technological context. Perhaps dyslexics who will often ignore conventional verbal descriptions—instead, putting it is time to recognize that themselves into their own many of the problems that mental models, talking with dyslexics have are, in reality, their hands. And, perhaps a artifacts of an old print-based One possibility is the broader understanding of the technological culture whose development of teaching importance of rediscovered prime has passed. Perhaps it is approaches that utilize spatial abilities, coupled with time to recognize that many of a spatial orientation for the greater use of sophisticated the talents that many dyslexics . . . students who possess exhibit are, in reality, strikingly strong spatial skills and spatial assessment tools, might help prevent conventional who have difficulty appropriate for a new imageeducational systems from learning in other based technological culture dropping by the wayside many modalities. whose prime is yet to come. of those who are especially As visualization well suited to emerging families technologies and truly new of new visual and spatial ways of working and thinking tasks—whether in creating grand computer spread throughout the economy, in time, we graphic illusions for Oscar-winning feature should expect to see increased tension and a films, or using scientific visualization and widening divide, at least in the short run. newly-developed analytic techniques to Of course, the wider use of visualization understand patterns in an elusive stock market, technologies should be expected to help everyone, regardless of their preferred modes or in many-layered ecological systems. It is time to take a long, hard look at visual of thought. However, as these techniques thinkers and creative dyslexics and begin to become increasingly sophisticated, a certain see how these individuals and our larger measure of talent and natural propensity toward the techniques are likely to be a factor culture can benefit from new understandings about what we used to see mainly as problems. of growing importance. These changes may
Focusing on Talents
Continued from page 8

Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 Samar Riad Saab Beirut +961 3 700 206 Hilary Craig Kuala Lumpur +603 2096 1342 Dinorah Stella García Galván Tampico +52 (833) 228 6694 Mexico Malaysia Lebanon

Las Palmas Counseling Ctr Silvia Arana Garcia Cathy Calderón de la Barca Gabriela Zagaceta México D.F. +52 (55) 5202 7913 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist DLS Workshop Presenter Graciela Trevino Gonzalez Olga Zambrano de Carrillo DDA-Mexico Director Garza García Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126

Alejandra Garcia Medina Cuajimalpa, Mexico, D.F +52 (55) 5813 9554 Maria del Pilar Peréz Ornelas San Luis Potosi +52 (444) 817 0961

make traditional, non-visual talents less valued, while they make traditional methodological approaches less relevant. Of course, in the end, both sides and both kinds of approaches will always be needed. But it may be some time before we have moved beyond all of this to circle back once again to an awareness and a genuine appreciation for a broad range of approaches and thinking styles. However, as the changes progress, we should expect that moving from the one strategy to the other will have powerful consequences. Without being fully aware of the deep importance of what we are doing, we are now learning to use the tools and technologies which support the simultaneous strategy of the human brain—inked to images. In the past, developing a major part of our culture around the sequential strategy of the human brain has served us well, if imperfectly. It seems time to employ these new tools to fully develop the other strategy and make it a major part of our culture—balancing the two. Very

This article is excerpted from a longer article of the same title, which appeared as Chapter 11 of the book Reading and Attention Disorder—Neurobiological Correlates edited by Drake D. Duane, M.D., published in 1999 by York Press, Inc. Reprinted with permission.

Lucero Palafox Veracruz +52 (022) 99 351302

Susana Palafox Naucalpan, Edo. de Mexico +52 (55) 5251-3037 Sociedad de Consultatoria Organizacional Maria Eugenia Gutierrez Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Netherlands

Thomas G. West, author of the award-winning book In the Mind’s Eye, is recognized as one of the “best of the best” in 1998 by the American Library Assoc. According to one reviewer: “Every once in a while a book comes along that turns one’s thinking upside down. In the Mind’s Eye is just such a book.” The book argues that major advances in computer visualization technologies promise to transform education and the workplace—greatly increasing the perceived value of visual talents for understanding patterns in complex systems in business, the sciences and other fields. Mr. West may be contacted on visualres@aol.com or tom.west@siggraph.org. In the Mind’s Eye can be purchased at www.dyslexia.com/bookstore or by calling 1-888-999-3324.

Hester Brouwer Groningen +31 (050) 52 61 146 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539

THE DYSLEXIC READER
Monique Commandeur Uithoorn +31 (0297) 56 88 50 Alexandra De Goede Aerdenhout +31 (023) 524 3263 Mine de Ranitz Driebergen +31 (0343) 521 348 Netherlands (cont’d)

PAGE 10

Christien De Smit Sluis +31 (0117) 461 963

Leonardus D’Hoore Sluis +31 (0117) 56 29 40 Saskia Dijkstra Amsterdam +31 (020) 463-2753

News from South Africa: Davis Program Graduate Wins International Art Award
By Carine Van Vuuren

collection of selected works from past exhibitions lining the walls of my office. Her work will be placed prominently among them.” Is this not exactly the creative GIFT and TALENT that Davis is all about? Congratulations Bronwen!
Bronwen Small from South Africa.

Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000 Pérola Gonçalves Amsterdam +31 (020) 636 3637

Jan Gubbels Maastricht +31 (043) 36 39 999 Sue Hillier-Smith Breukelen +31 (0346) 265 059 Judith Holzapfel Deventer +31 (0570) 619 553

Will Huntjens Horn +31 (0475) 589 238 Trudy Joling Laren +31 (035) 531 00 66 Helen Kaptein Middleburg +31 (0118) 64 37 73 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782

One of my former Davis clients, 11-year-old Bronwen Small from Pretoria, South Africa, was recently awarded a $150 prize for a painting she submitted. She was one of the winners in the International Category of the Brian Ayers Memorial Art Exhibition. It is a United States exhibition celebrating the unusual artistic ability of children with learning disabilities. This is what Mr. Saul Chase, Curator of the Exhibition says, “Bronwen was the first recipient of the Curator’s Purchase Award for the finest entry from outside the United States. (There were 13 others.) I have a
Winning Entry: “African Kaleidoscope”

Drs. Marianne Kuster Alkmaar +31 (072) 51 24 301

Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309

Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449

THE DYSLEXIC READER Ron Davis in New Zealand
Continued from page 1

PAGE 11

Auckland, Wellington, and Christchurch. In Hamilton, he gave a lecture hosted by SPELD, the leading learning disabilities organization in New Zealand. Catherine Churton, Ron Davis, Raewyn Matheson, and Alice Davis also met with several key staff of the Ministry of Education to discuss how Davis Learning Strategies (DLS) could be introduced to

schools in New Zealand. The Ministry will be looking with interest at the results from a school on the North Island where Raewyn will be introducing DLS in the primary classrooms. Ron will be returning to New Zealand in November and December 2004 to present two workshops, as well as traveling to Australia for a media and lecture tour of Melbourne, Sydney, Brisbane, and Adelaide.

ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Karin Meij Amsterdam +31 (020) 679 9152

Netherlands (cont’d)

Sjan Melsen Arnhem +31 (026) 442 69 98 Petra Moolhuizen Middelaar +31 (024) 696 3530

Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817

Petra Pouw-Legêne Beek +31 (046) 437 4907 Lydia Rogowski Helmond +31 (0492) 513 169

July 21-24, 2004 Fundamentals Workshop in Auckland, New Zealand.

Hanneke Schoemaker Wageningen +31 (0317) 412 437 Tonny Stor Heerhugowaard +31 (072) 57 22 771

DYSLEXIA IN THE NEWS
reading problems misfire in a different brain region than the one used in reading alphabet-based languages like English. This demonstrates that the learning disorder dyslexia is not the same in every culture and does not have a universal biological cause… “Neurologists described the results as ‘very A study conducted by Dr Tan Li-Hai of the important and innovative.’ While dyslexia has National Institute of Mental Health in Bethesda certain common roots, they said they now have and the University of Hong Kong and published some proof that this kind of functional problem in the September issue of Nature, revealed plays out differently according to the unique significant differences in brain scans of Chinese demands that Western and Eastern languages dyslexics. In newspapers across the USA Joseph place on the brain’s wiring and processing B. Verrengia, AP Science Writer reported the centers. And, it suggests that treating dyslexia following on September 2, 2004. around the world probably will require different “Westerners shudder at the idea of reading therapies between nations and languages as even the most basic street signs and instructions well. ‘We should not be alphabet-centric in in Chinese, a language with 6,000 characters to our thinking,” said Georgetown University memorize to be considered fluent. A new set of neuroscientist Guinevere Eden. ‘Reading is brain images shows why: Reading English-style complex,’ Eden said. ‘This shows we need to alphabets and Chinese characters use very be more open-minded about diverse treatment different parts of the brain. The results also approaches.’” suggest that Chinese schoolchildren with

China Research Supports a Developmental and Functional (Rather Than Biological or Structural) Theory of Dyslexia

Karima P.A. Turkatte Amsterdam +31 (020) 696 4379

Agnes van den HombergJacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Rieja van der Valk Almelo +31 (0546) 867 537

Annemarie van Hof Utrecht +31 (030) 65 86 700 Drs. Marian J.A. van Leeuwen Woudenberg +31 (033) 286 3506 Sjakkelien van Lier Deventer +31 (0570) 600 008 Gerard van Poppel Gouda +31 (0182) 535 265

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Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Netherlands (cont’d)

THE DYSLEXIC READER

Edward’s Nervous Breakdown
By Judith Jenkinson Davis Facilitator in Windsor, UK

Karin Van Wulfen Breda +31( 076) 514 4889

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 New Zealand Laurie Challoner Nelson +64 (021) 0598 670 Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 4941

Raewyn Matheson Inglewood +64 (027) 411 8350 Shelley McMeeken Dunedin +64 3 456 5058 Lorna Timms Christchurch +64 3 359 8556 Oman

Edward Salisbury lives in Windsor, Berkshire. He is nine years old and goes to a school called Trinity St. Stephen where dyslexic pupils are valued as creative individuals and are involved in the whole school environment. He also has parents who value his way of thinking and give him great scope to develop his strengths. Edward recently dictated this piece about his dyslexia to me. His parents and teacher requested copies. I also used it as part of a meeting I had with a group of adult dyslexics. It has been enjoyed by all of these people. It is in Edward’s own words and when we edited it he was very precise about his wording. For example where he said “I had a nervous breakdown” I had written, “It was as if I’d had a nervous breakdown.” “NO, NO,” he said, “I did have a nervous breakdown.”

Patricia Lynne Hodge Muscat +968 698 596 Phaik Sue Chin Singapore +65 6773 4070 Ann Chua Singapore +65 9843 1726

Republic of Singapore

Constance Chua Singapore +65 6873 3873 Sara Louise Kramer Capetown +27 (021) 794 5778 María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 Spain South Africa

Here is Edward’s Story… When my mum first told me I was dyslexic I didn’t know what it meant. My dad said it meant I had something wrong with my brain. “Lots of people have it,” mum said, “you will have a problem with literacy; don’t worry about it.” That night I went to bed and cried myself to sleep. I had a nervous breakdown in bed! After a few days my mum found me a tutor and she told me I was very creative, that I had a gift, my mind is full of ideas and my dyslexia is okay. I now know that I can get rid of my worries about dyslexia with my creativity. It is better to learn by it than to have a nervous breakdown. I now feel as if I have a special computer in my head which tells me

when I’m disoriented. When I am disoriented a siren goes off and I stop and get the feeling of hands on shoulders (Alignment). It’s like clicking the mouse with a computer. If I’m really really disoriented, it is as if my computer screen has frozen. Then I have to use Release and my Dial, a bit like ctrl-alt-delete on the computer. Sometimes it is really bad, as if my computer has a virus, so I have to really relax and take time out for a while. My Dial is like a thermometer on my computer that I can make go up and down. It makes me feel calmer. To do Release, I imagine a pair of flippy, foamy hands that go up and down to make me more relaxed. If a trigger word pops up, and I know I’ve disoriented, I make that word in clay with a model and I get better and better at reading. Last week we had optional SATS tests. There was a reading test where I got stuck. I knew I had disoriented so I used my tools and then I could read it and answer the question. I still daydream in the classroom, maybe once a week, but this is better than before when I used to do it all the time. I now use my tools and listen, but I find opportunities to daydream that are less dangerous. Most people in my class who are not dyslexic like to use play stations and watch a lot of TV but I rarely do. I make tree houses. , I did a talk at my school. Some of the kids in my class think dyslexics are dumb, but I told them that they are people who think in 3-D and because print is 2-D, this makes it difficult to read. I told them about famous dyslexics like Einstein. I think my dyslexia is a gift and not a bad thing. I don’t think I’ll have any more nervous breakdowns.

THE DYSLEXIC READER

PAGE 13
Spain (cont’d)

Book Reviews
Seeds of Doubt
A Book in Which the Main Character Has Dyslexia!
Reviewed by By Laura Walth Stephanie Kane has come out with a new book, “Seeds of Doubt,” to be released November 2004 by Scribner. It is a fiction book that adults with dyslexia can relate to. This is the third book in a series of books about a female lawyer with dyslexia, Jackie Flowers, who has an uncanny way of solving crimes. In “Seeds of Doubt” she is defending someone she remembers hearing about in the news when she was in grade school. Rachael Boyd was recently paroled from prison after thirty years. She was convicted of the thrill murder of a young playmate. Now a six-year-old boy is missing from a mansion near the Denver Country Club, and Rachael Boyd is under suspicion. The boy is the son of a prominent banker who happens to be Rachael’s brother. Not only does Jackie Flowers take Rachael’s case, she also brings Rachael into her home as a condition of her client’s release on bail. For those of us who can remember the agony of grade school when asked to spell a word, there is a scene that triggers the emotions of that memory. Jackie Flowers recalls when she was a child in school and everyone was looking at her to spell a word correctly so their team could win the box of chocolate covered
By Stephanie Kane Hardcover: 304 pages Publisher: Scribner, Nov. 2, 2004 ISBN: 0743245571 List Price: $24.00

Silvia María Sabatés Rodrigo Madrid +34 (091) 378 2331 Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Gerda Barakos-Jeger Dornach +41 (061) 701 80 60 Switzerland/CH

cherries. The teacher tells her it’s an easy word and that doesn’t help when Jackie starts to spell the word “seed” with a “c” instead of an “s” and the class erupts in laughter. What I appreciate about Stephanie Kane’s stories is her ability to be able to relate to someone with a learning disability and yet bring out the strengths more than their weaknesses. I found it hard to put this book down once I started reading it. My reading comprehension skills are not the greatest and yet I found myself captivated by her story as if I were watching a movie and not just reading words on a page. I am one of those people who like to read the ending of a book first and then go back and find out how the author arrived at that ending. I won’t spoil it for those of you who don’t like to know how a book ends before they begin it, but I will tell you I found the story intriguing to read even after I knew how it ends. You may want to read her other books about Jackie Flowers first. They are “Blind Spot” and “Extreme Indifference.” Another one she wrote that is not about Jackie Flowers is “Quiet Time.” I have read and enjoyed all of them.

Lerninstitut Basel Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA-CH Director Ruth Froels +41 (061) 272 24 00 Priska Baumgartner Wettingen +41 (056) 426 28 88

Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Beatrice Conti Wolfisberg +41 (062) 636 2146

Regula Dürr Basel +41 (061) 321 60 32 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410

Math on Call and Math at Hand
Reviewed by Ray Davis Both of these books make great references for visual learners. The illustrations and graphics show excellent examples of how numbers/ numerals work and how they work together with arithmetic functions. Although there is a great deal of information that is shared by both books, you will find that Math at Hand does not get as detailed. For example, Math at Hand introduces pre-algebra and stops there. Math on Call skips over pre-algebra and explores some actual algebra problem solving. For most Davis Program clients, Math at Hand will provide all the information you will need during a Davis Math Mastery Program.

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

However, some clients will want to explore the additional details covered in Math at Hand.
To order: Call 1-888-999-3324 or visit our online bookstore at: www.dyslexia.com/bookstore/

Christa Jaeger Riehen +41 (061) 641 4667 Susanne Jeker Olten +41 (062) 296 45 30

PAGE 14
Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Renate Löffel Basserdorf +41 (01) 836 96 59 Switzerland/CH (con’t)

THE DYSLEXIC READER

BOOK REVIEWS

Erika Meier-Schmid Bonstetten +41 (01) 700 10 38

Everything Parent’s Guide To Children With Dyslexia: All You Need To Ensure Your Child’s Success
Reviewed by Alice Davis As the manager of the Dyslexia.com web site and moderator of the Dyslexiatalk.com forum since 1995, Abigail Marshall has encountered and researched every imaginable question about dyslexia. She has a B.S. degree in applied behavioral sciences and a law degree, and is the mother of a son with dyslexia, now age 21. Abigail wrote this book to help parents face the challenges of dyslexia with a positive attitude. In it she gives parents practical, common sense information and advice about how to: • Select the right treatment programs for your child • Secure an IEP • Choose a school & reduce homework struggles • Develop your child’s skills with the use of assistive technology • Maintain open communication & offer support. This book is a “must read” for every parent who knows or suspects their child has dyslexia. It will act as a practical guide and provide welcome relief from the maze of often conflicting information a parent encounters when researching ways to help a child. Summary of Contents • Understanding Dyslexia – What Dyslexia Means, Learning Styles, Genetic Factors, Brain Research • Characteristics of Dyslexia – Early Signs of Dyslexia, Hearing & Vision Issues, School Age Children, Adolescents • Getting a Diagnosis – Deciding to Seek Help, Common Diagnostic Tests, Types of Dyslexia, Gifted Children, Commercial Screening • Related Conditions – Math Difficulties, Handwriting Problems, Clumsy Child Syndrome, Attention Deficit Disorder, Mood Disorders, Autistic Spectrum Disorders • Learning to Read – Reading Development, Phonemic Awareness, Morphology, Orthographic Knowledge, Fluency, Comprehension, Phonics vs. Whole Language • Reading Instruction for Dyslexia – Early Prevention, Classroom Teaching, OrtonGillingham Tutoring, Other Multisensory

Sandra Moschtaghi Basel +49 (0172) 81 57 351

Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (061) 701 39 16 Véronique Pfeiffer Zurich +41 (01) 342 22 61

Softcover; 320 pages $14.95 Publisher: Adams Media Corp. ISBN: 1593371357 Techniques, Building Fluency, Visualization and Reading Comprehension Dyslexia Treatment Programs – Choosing a Program, All Kinds of Minds, Davis Dyslexia Correction, Audiblox, Lindamood-Bell, Fast ForWord, Irlen Lenses, Vision Therapy, Dore Achievement Therapies for Related Issues – Occupational Therapy, Sensory Integration, Brain Gym, Neurofeedback, Auditory Training, The LCP Solution, The Feingold Diet Choosing a School – Charter Schools, Montessori, Waldorf , Specialized Schools for Dyslexia IDEA and the IEP Process – Qualifying for Services, IEP and FAPE, Texas Dyslexia Law, Appeals and Due Process Hearings Modifications and Accommodations – ADA and 504, Suggested Classroom Modifications, Standardized Tests, No Child Left Behind, Florida McKay Scholarships Your Child’s Teacher – Effective Communication with the Teacher, Building Self-Advocacy Skills, Assessment and Grading, Dealing with a Problem Teacher Academic Barriers – Speed Contests and Rote Learning, Privileges & Punishments, Organizational Skills, Grade Retention, High-Stakes Testing Teaching Reading at Home – Homeschooling, Choosing a Curriculum, Motivating your Child, Early Literacy Skills, Games and Software to Build Skills
Continued on page 15

Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth Mohlin/Basel +41 (061) 851 2685

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 25 38

Elisabeth Rudolf von Rohr Olten +41 (062) 293 46 66

Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015

Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Claudia Taverna Sent +41 (081) 864 9115

Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Iris Webber Bäretswil/Zürich +41 (01) 939 2633

THE DYSLEXIC READER

PAGE 15
Margit Zahnd Ettingen +41 (079) 256 86 65 Switzerland/CH (con’t)

BOOK REVIEWS
Everything Parent’s Guide
Continued from page 14

• Helping with Homework – Setting Limits on Study Time,Setting Priorities, Group Projects, Technology, Study Guides, Cheating • Spelling, Writing and Math – Visual Memory & Spelling, Word Families, Writing Tips, Math Concepts, Word Problems, Programs for Math • Home and Family Issues – Effective Communication, Chores, Behavior & Discipline, Sibling Rivalry, Sports, Rest & Relaxation • The Teen Years – Fostering Independence, New Challenges, Extracurricular Activities, Getting a Job, Learning to Drive

• High School Choices – Choosing a High School, The School Guidance Counselor, Electives, Foreign Language Learning • Planning for College & Career – College Entrance Exams, Test Accommodations, Choosing a College, Financial Aid, Career Planning.

Linda Rademan Dubai Tel: +9714 348 1687

United Arab Emirates

For an excerpt of Abigail Marshall’s book, see “Building Self-Advocacy Skills” on page 4.
To order: Call 1-888-999-3324 or visit our online bookstore at: www.dyslexia.com/bookstore/

Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Kate Blow Southampton, Hants +44 (02380) 704 734 Susan Duguid London +44 (020) 8878 9652

United Kingdom

The Secret Life of the Dyslexic Child: How She Thinks, How He Feels, How They Can Succeed
Reviewed by Abigail Marshall DDAI Information Services Director

Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Workshop Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699 Maureen Florido Harleston, Norfolk +44 (01379) 853 810

Author Robert Frank is an educational psychologist, family therapist, and a man who grew up with undiagnosed dyslexia. Through the filter of his own painful childhood memories, coupled with his adult perspective and experience, he is able to provide parents with a window on the world as experienced by a dyslexic child. Understanding your child is the key element in reaching and guiding the child to success in life – and I would consider this book to be an essential and valuable tool for parents in achieving this goal. I found the advice and suggestions in the book to be thoughtful and well-considered. Suggestions given for building self-esteem and confidence include how to coach a child to: • Improve academic achievement • Get support from friends and family • Establish solid work and study habits • Focus on abilities and strengths • Set and meet personal goals.

Carol Forster DLS Workshop Presenter Gloucester +44 (01452) 331 573

By Robert Frank, Ph.D. with Kathryn Livingston Publisher: Rodale Press ISBN 1579549853 List price: $14.95 The book has a direct and clear structure and style, full of gentle advice and practical suggestions for parents to help their child along the way.
To order: Call 1-888-999-3324 or visit our online bookstore at: www.dyslexia.com/bookstore/

Jo Grainger-Allen Hitchin, Herts +44 1462 435166

Axel Gudmundsson London +44 (020) 8341-7703

United Kingdom

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 645

Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Judith Jenkinson Old Windsor, Berks +44 (01753) 853 275

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THE DYSLEXIC READER

Keryn Middleton Barking, Essex, +44 (0208) 507 9164

Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 609 797 Elenica Nina Pitoska London +44 (020) 8451 4025

Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875

By Abigail Marshall, DDAI Information Services Director

Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 Center for Natural Health and Learning Judith Shaw Richard Whitehead DDA Director Staplehurst, Kent +44 (01580) 713 094 Laura Shone Ilford, Essex +44 (020) 8924 5755

Definitions of Dyslexia
Q. I’m having a hard time finding a definition for dyslexia. Could you help me? A. There is no uniformly adopted definition, but here are some to consider: NICHD definition of dyslexia: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” See: www.emersondickman.org/ReadRoom/ Articles/NEW_ARTICLES/DefDyslexia.htm Legal Definition (Texas Education Law, §38.003): “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.” In The Gift of Dyslexia, Ron Davis describes dyslexia as: “Dyslexia, a type of disorientation caused by a natural cognitive ability which can replace normal sensory perceptions with conceptualizations. Reading, writing, speaking, or directional difficulties which stem from disorientations triggered by confusions regarding symbols.” You will find eight alternative definitions here: www.dyslexia.uk.com/page30.html

“In questions of science, the authority of a thousand is not worth the humble reasoning of a single individual.”
Galileo Galilei, physicist & astronomer (1564-1642)

Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Barbara Timmins Solihull +44 (015) 6477 2657

Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116 Beth Waterman Hampton Wick, Surrey +44 (020) 8977 8777 +44 (07958) 252 792

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 v United States Alabama Paula Morehead Birmingham +1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale/Phoenix +1 (623) 203-1890

I’ve written a book on dyslexia which includes my own definition, as follows—I’m including this here because I wrote the definition taking into account the various other definitions I mentioned above: “Dyslexia is a learning difficulty manifested by problems with written or spoken language such as reading, writing, spelling, speaking, listening, and in some cases, working with numbers. Dyslexia stems from naturally occurring differences in the structure and function of the brain which are often associated with strong creative thinking and spatial reasoning skills, but are accompanied by problems translating language to thought (as in listening or reading) or thought to language (as in writing or speaking).”

Will I lose my “gift”?
Q. I am dyslexic and I agree that it can be a gift. I would like to try your system, but I am afraid that “correction” would eliminate the “gift.” Is my fear founded? A. Our approach is geared to helping you gain better control of the gift, and using it to work in your favor rather than as a barrier. If anything, the gift part of dyslexia – the creative and intuitive thought process – is enhanced and becomes more powerful after the Davis program, because you have more conscious control and awareness of your own thought processes.

John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Jeannette Myers Sedona +1 (928) 204-1963

Tamera P. Richardson Mesa/Phoenix +1 (480) 649-7737 x2237

THE DYSLEXIC READER

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Newly Licensed Davis Facilitators and DLS Workshop Presenters
A special welcome to our new group of Facilitators from Iceland and our first Facilitator in the United Arab Emirates!
Linda Rademan is a South African living in Dubai in the United Arab Emirates. She holds a B.A. degree in Languages and a Higher Diploma in Education. She is also a trained Montessori Educator. She has many years of experience teaching, and working with, a wide range of students from different age groups. She became interested in the field of dyslexia when her bright, articulate son was diagnosed as dyslexic. Conventional intervention seemed to make little difference and extensive research led to the Davis Method. Linda is establishing a Dyslexia Centre in Dubai and is looking forward to a new challenging career. She is fluent in English and Afrikaans. Dyslexia Dubai, c/o Capt. CFC Rademan, VP Flight Projects, Emirates Operations, Box 92, Dubai, United Arab Emirates. +97 14 348 1687. rademan@emirates.net.ae Sturla Kristjansson is a qualified Elementary and Secondary teacher and Psychologist. He has completed teacher training in Iceland, psychology studies and Cand. Pead.-Psyk. Degree from the Royal Danish School of Educational Studies, and doctoral studies in Educational Policy at University of British Columbia in Vancouver, Canada. He has work experience as a teacher, counselor, school principal, psychologist and superintendent of schools. “I have always been interested in equality in education and educational opportunities, equality in the meaning of ‘fitness’ not ‘sameness.’ In the past 15 years, I have been working as a psychologist in Iceland and Denmark and am especially interested in reading and spelling, ADD/ADHD and gifted kids. I have found many wonderful persons on the internet, like Bregger, Hartmann, Freed, Tolan and Silverman and enjoyed their work But, Davis has given us the tools that can be used to help the individual and the wisdom that could guide us in creating a better system, better schools so all students, including those that now are labeled dyslexic, ADD/ADHD or having any special learning disabilities, will have the opportunity to reach their potentials and enjoy their talents. I am proud of becoming a member of the Davis crew.” Bröttukinn 4, 220 Hafnarfjordur, Iceland. +354 845 6956. sturlak@ismennt.is Thorbjörg Sigurdardóttir “I am the mother of two wonderful grown up daughters and I have worked with O.A. pensioners and children in arts and crafts. I have an H.N.D. in Theater Design and I have also worked with sewing and pattern making in Scotland, Israel and Iceland. When I heard of the Davis program I was really excited and as I have the gift of Dyslexia. I know from first hand the complications and difficulties that go with it and no real solutions to be found in the school system. Therefore I will make it my mission now, to bring others the key of the Davis methods and help them on their way as early as possible.” Flatahrauni 29b, 220 Hafnarfirdi, Iceland. +354 862 2021. obbas@talnet.is Valgerdur Jónsdóttir is a qualified Special Educational needs teacher in Iceland. She has been a head-teacher for the last ten years in a school with 600 children of the age of 6-16 years. Prior to that she was a District Special Education Adviser. She taught in the Icelandic Teachers’ University as well as in primary and secondary schools. She believes she is the most privileged head-teacher in the world as almost all her teachers are attending Davis Learning Strategies Workshops this summer and will start implementing them at all levels in Smaraskoli this autumn. “The first moment I heard about The Gift of Dyslexia it hit me in the heart. Ron’s ideas are so clear and precise. I was amazed by the depth of insight and understanding. Now we know so much more about why children and adults function and feel the way they do. I feel very privileged to be able to present these programs to people of all ages.” Grundarsmári 5, 201 Kópavogur, Iceland. +354 554 5099. valsj@ismennt.is Gudrún Benediktsdóttir “My own dyslexia and my children’s dyslexia mean that I have a good understanding of what dyslexics face everyday. Before I was introduced to the Davis Method, I thought dyslexia was only a problem; but now I can recognize and enjoy the gifts it
Continued on page 18

Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis, DDAI Director, Ray Davis Ronald D. Davis, Founder Sharon Pfeiffer, Specialist Trainer DLS Workshop Presenter Dee Weldon White Lexie White Strain Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Palm Springs +1 (909) 241-6079 Learning Disability Resource Clinic Nicole Melton Karen Pongs Diamond Bar +1 (909) 229-5251

Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Terry DeMeo Littleton/Denver +1 (303) 850-7668 Erin Pratt Boulder +1 (303) 775-6464 Crystal Punch Centennial/Denver +1 (303) 850-0581

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

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Rita Von Bon Pensacola Beach +1 (850) 934-1389

Dyslexia Plus Alice J. Pratt DLS Workshop Presenter Jacksonville +1 (904) 389-9251 Edwina Stone Sunrise/Ft. Lauderdale +1 (954) 290-5395 Georgia Bill Allen Marietta/Atlanta +1 (770) 594-1770

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THE DYSLEXIC READER New Facilitators & Presenters
Continued from page 17

Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 685-1122

brings. I am really looking forward to being able to help people of all ages.” Mjosund 10, 220 Hafnarfirdi, Iceland. +354 822 0910. ggbah@mmedia.is Sigurborg Svala Gudmundsdóttir “I have been working with children of my life. I have been a Kindergarten teacher for 10 years and as well as an Elementary teacher for 7 years. In my spare time I play golf and love to take nature walks.” Lesblind.com, Kjarna 6, Thverholt 2, 270 Mosfellsbær, Iceland. +354 566 8657. sigsvala@simnet.is Stefanía Halldórsdóttir Wade “I am dyslexic myself and have, through the Davis techniques, been able to tackle problems in many areas of my life. I have enjoyed the challenges my field assignments have presented me and I look forward to starting my journey as a Davis Facilitator. My background is in psychology and counseling. I am privileged to be a part of a fantastic center in Iceland, though traveling for programs is an option.” Sunnubraut 31, 200 Kopavogur, Iceland. +354 564 2890. ryaninaw@hotmail.com Ingibjörg Ingolfsdóttir “I am so grateful for the opportunity to become a Davis Facilitator. My daughter is dyslexic and has been struggling in school, but since she has had the wonderful Davis tools, her life has changed in so many ways. I am looking forward to start working with clients to help them use the Davis tools to overcome their problem.” Lesblind.com, Kjarna, Thverholt 2, 270 Mosfellsbær, Iceland. +354 586 8180. ibi@isl.is Sigrún Jensdóttir “I am proud to become a Davis Facilitator and thankful to Ron Davis for this opportunity. I have watched my husband, son and daughter struggle with their dyslexia and they are now using their wonderful tools and their gifts with great results. I cannot wait to start working with clients and watching them use their gifts to overcome their problems in this unbelievable program.” Lesblind.com, Kjarna, Thverholt 2, 270 Mosfellsbær, Iceland. +354 586 8180. sibi@simnet.is

Illinois Kim Ainis Chicago +1 (312) 360-0805 Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280

Hólmfridur Gudmundsdóttir “My brother is dyslexic and through him I’ve gotten to know both the gifts and the drawbacks of dyslexia. I have had the same experience in my teaching for many years as some of my students were dyslexic. The lack of resources to help them has really made me frustrated and sad. THEN I learned of the Davis Program….” Holtsbud 43, 210 Gardabae, Iceland. +354 895 0252. frite@itn.is Francisca Sibbald was introduced to working in education with the Lorna Whiston Study Centre in Indonesia and Singapore, where the specialty is English as a Second Language and where all age groups are catered for. While she was part of the management team there and later worked in marketing at Kellogg’s, she had become interested in various aspects of learning. In 2000 she began to be involved in tutoring children and teenagers who had literacy difficulties and she now has extensive experience in this field. In early 2002 she commenced the Davis Dyslexia Facilitator Training in order to add to her skills. Francisca has also trained in the Learning Foundations developmental program with Marianne and Ken Johnson, is a certified practitioner of Auditory Integration Training, and has completed the introductory course of the HANDLE movement program which looks at neuro-developmental disorders. Francisca works with children, teenagers and adults in Literacy, Numeracy, Early Learning and Movement programs in Australia, Singapore and Bangkok. She speaks English and Indonesian. 13 Wentworth Street, Ermington, NSW 2115, Australia. +61 (02) 9638 4939. ciscasibbald@ozemail.com.au Erika Meier-Schmid JM Spaeten 24, Bonstetten, CH-8906, Switzerland. +41 (01) 700 1038. e.h.meier@swissonline.ch

Kansas Carole Coulter Overland Park/Kansas City +1 (913) 831-0388 Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741

Christina Martin Slidell/New Orleans +1 (985) 646-2201

Michigan Ann Minkel Six Lakes/Grand Rapids +1 (989) 365-3176

Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Minnesota Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460

Cyndi Deneson Supervisor-Specialist Advanced Workshop Presenter Bloomington/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550

Virginia Putzke Cold Spring/St. Cloud +1 (320)-685-7977

Mississippi M. Elizabeth Cook Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) +1 (601) 636-2900

Mark O’Brien has been a Naturopath/Homeopath for over 15 years. “After hearing a radio talk by Ron Davis about The Gift of Dyslexia, I was interested in the possibility of help for my two dyslexic children. Instead, I found the inspiration and motivation to become a Davis Facilitator and receive the fantastic benefits of the program myself. My two children have completed the program successfully and I now look forward to sharing these benefits with clients of all ages and stages.” 108 Kennedy Drive, Port Macquarie, 2444 NSW, Australia. +61 (02) 6582 3633. mark_dyslexia@hotmail.com

THE DYSLEXIC READER Maureen Florido initially trained as a PA, working in the Banking and Insurance sector. Not happy with the conventional way her three dyslexic children where being taught in school, she looked for an alternative method. This led her to Davis. After completing a Davis Programme herself, she is convinced this is the way forward for schools. Recently she has become a Governor of a Suffolk School, and intends to promote Davis through her work as a Facilitator in her Norfolk home and when meeting educational officials in her role as Governor. Dyslexia-East Anglia, Farm View, 98 High Road, Needham, Harleston, Norfolk IP20 9LF, UK. +44 (01379) 853 810. maureen@florido.fslife.co.uk Maria del Pilar Perez Ornelas Aprendo mas, Fray Jose de Arlegui 1355, Viveros, San Luis Potosi SLP 78290, Mexico. +52 444 817 0961. pilar-po@hotmail.com Gail Hallinan has a Bachelor of Education, Diploma of Teaching with 25 years Infants/Primary classroom experience. Her husband, two daughters and her grandson are dyslexic and classroom teaching did not provide the answers. Gail began her search with Davis in 2000 when she completed a DLS Teacher Workshop and implemented it in her school. She has now completed her Facilitator training and provides the Davis Program on a full time basis. 3rd Millennium Solutions Pty Ltd, 41 Waters Road, Naremburn, NSW 2065, Australia. +61 (02) 9405 2800. gail@3ms.com.au Laura Zink de Diaz “I look forward to this new and exciting career after 20 years of teaching and consulting in language learning. Thank you to DDAI for ‘turning me on’ to such a wonderful program, such a gift to humanity!” Laura speaks both Spanish and French as well as English. 1007 South 21st Place, Mount Vernon, WA 98274, USA. +1 (360) 848-9792. laura@prolinguistica.com Shari Chu of San Antonio, Texas, has a B.S. in Education with a specialization in reading from the University of Texas at San Antonio and a M.Ed. from Houston Baptist University. She has been in the field of education for 10 years as an elementary school teacher, tutor and administrator. She presently serves as the Board Chairperson for the Acivers School, a private school for students with special needs in San Antonio, Texas, which utilizes the Davis Learning Strategies. Several years ago, she was a Davis Program client, and has now become a Facilitator to share with others the life-changing gift she received through the Davis Program. Learning Solutions, 9402 Sageglen, San Antonio, TX 78254, USA. +1 (210) 414-0116. learningsolutionsofsa@yahoo.com Pearl Zarsky “Upon completing my B.S. in Elementary Education I moved to Israel and have taught English as a Second Language to children and adults. English, though not Israel’s official second language is important for those who wish to continue on to higher education or job advancement. Davis opens the door to those who may have been adapting in their mother tongue yet trapped in frustration when dealing with a foreign language with so many difficulties
Missouri Patricia Henry Kansas City +1 (816) 361 6563 Montana Elsie Johnson Kalispel +(406) 257-8556

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Linda Jo Price Bozeman +1 (406) 586-8218 Nancy Sitton Whitefish +1 (406) 863-9844 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188

Dinorah Stella Garcia Galvan Esmeralda #224, col. Petrolera Ch., Tampico, Tamaulipas 89219, Mexico. +52 833 228 3651. dinorah@jones.com.mx Agnes van den Homberg-Jacobs “My profession was nursing and social pedagogy. This changed since 2003 because of our son being dyslexic. Spelling was especially difficult for him but this has seriously improved after mastering all of the trigger words. I then decided to become a Davis Facilitator and can now work with many children and their parents. Dyslexia and AD(H)D have my special interest. Beterlezen, Hofweg 37, 966 NE America Limburg, Nederland. +31 (077) 464 2322. info@beterlezen.nl Trudy Joling is a high school teacher and mother of a daughter. After trying different types of therapy for her daughter, Trudy experienced the positive impact of the Davis Program and decided to become a Davis Facilitator herself. Her past experiences as a sales representative for Pan Am, as well as a high school teacher are a great asset to work with both adults and children, parents and schools. Her office is located at her home address in the centre of Holland and is called “Keerpunt X,” which means Turning Point. Trudy speaks Dutch, English, French and German. Keerppunt X., Rozenlaanije 1, 1251 BW Laren, Nederland. +31 (035) 531 0066. trudyjoling@zonnet.nl

New Hampshire Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037

Nancy Cimprich Elmer/Philadelphia +1 (856) 358-3102

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399

New York Carla C. Niessen Clintondale/Poughkeepsie +1 (845) 883-5766 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

North Carolina Gerri W. Cox DLS Workshop Presenter Shallotte/Wilmington +1 (910) 754-9559 Tina Kirby Sanford/Fayetteville +1 (919) 499-0774 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Elizabeth Ratliff Cary/Raleigh +1 (919) 461-3948 North Dakota Karen Nelson Bismarck +1 (701) 527-5367

Ohio Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118

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THE DYSLEXIC READER and differences. I plan to volunteer at our local center and a high school, which offers children with scholastic difficulties the possible chance to overcome and advance, giving them equal opportunity to reach their true potentials.” The Center of Learning Correction, 20, Hashahafim Street, Ra’anana, 43724 Israel. +972 (09) 772 9888. pzarsky@hotmail.com with the fascinating people who have the gift of dyslexia.” Dyslexia Assistance, 36 Castle Circuit, Seaforth, Sydney, NSW 2092, Australia. +61 (02) 9400 2305. suejutson@optusnet.com.au

Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

South Dakota Kim Carson DLS Workshop Presenter Brookings/Sioux Falls +1 (605) 692-1785 Tennessee Sheri Howard Harrison +1 (423) 432-4582

Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783

Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) Success Learning Center Rhonda Clemons DLS Workshop Presenter Colleen Millslagle DLS Workshop Presenter Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu San Antonio +1 (210) 414-0116

Véronique Pfeiffer “Originally a school teacher at senior grade, I have been teaching German as a Second Language Yvie Leenaars-de Rooÿ as well. Dyslexia is an important works part time as a teacher in topic in my scholastic field. a secondary school where she The Davis Dyslexia Correction is also tutoring adolescents Program gives me the opportunity with learning difficulties. to tackle the learning problems of pupils with She became enthusiastically systematic effectiveness. It impresses me to see involved with the Davis methods how young people and adults suffering from after having been tipped off by dyslexia learn techniques which will help them in a friend of hers about The Gift of Dyslexia while time to master their problems. With strengthened talking to her friend about the problems her son self-confidence they will come closer to their experienced at school because of his dyslexia.” personal goals. I am myself a mother of two Deken Dr. Dirckxweg 15, 4854 AA Bavel, school-age children.” Limmattalstr. 127, 8049 Nederland. +31 (0161) 433 449. Zurich, Switzerland. +41 (01) 342 22 61. yvieleenaars@hotmail.com v.pfeiffer@freesurf.ch Ann Devloo-Delva “I am a dyslexic myself and a parent of three dyslexic sons. In my family I have already worked for seven years with the Davis Programme with good results. It is very important that parents support their child. Therefore it is very positive when a parent can attend the programme.” Sint-Telesbaldusstr. 34, 8630 Veurne, Belgium. +32 (058) 316 352. Peggy Poppe “I’m a mother of two daughters. One of them completed the Davis Program in 2002. The result of her success with the Davis Methods encouraged me to become a Davis Facilitator. I’m looking forward to working with adults and children in order to help them discover their own special gift.” Leerstoornissen, Leren studeren, anders bekeken, Gebroeders Blommestraat 12, 2140 Borgerhout (Antwerpen), Belgium. +32 (047) 450 2332. peggy.poppe@pi.be Laurie Challoner, Welcome back! One of our starting Facilitators from the UK returns to providing correction programs, now “down under”!! Omega Dyslexia Correction, PO Box 1215, Nelson, New Zealand. +64 (021) 059 8670. Laurie_challoner@hotmail.com Jacinta Fennessy B.A. English and Philosophy, Postgraduate Diploma in Ed., M.A. Ed Psych., Certification in the Teaching of English as a Foreign Language. Over 20 years experience as a teacher in international education at elementary level, and in teaching English language at University level. “I am really excited about helping students acquire the tools to enable them to control their dyslexia. I am constantly amazed at the power of the Davis Program. Observing students thrive in terms of higher self-esteem, increased confidence and improved academic skills is most rewarding – like watching a butterfly emerge from its cocoon. Witnessing the intense relief in parents is an equally rewarding and moving experience.” Dyslexia Solutions Vienna, Schlachtshammerstr. 75, A-1220 Vienna, Austria. +43 (01) 774 9822. dyslexiasolutions@yahoo.co.uk Amanda Meyer “ My center is called the Lighthouse Dyslexia Center. I chose this name because throughout history lighthouses have provided hope and guidance. I came across the Davis Program while searching for a way to help my youngest son. It was our light in the fog. I plan for my center to provide a guiding light to others. I am married with two teenage sons, and I am a certified teacher with a B.S. in Industrial Technology. I love reading, collecting walking

Susan Dickens Leander/Austin +1 (512) 515-5591 Susan Lewis Lubbock +1 (806) 771-1385

Shannon Liverman Lampasas/Austin +1 (512) 556-6990

Amanda Meyer Burleson / Ft. Worth +1 (817) 426-4442

Dorothy Owen Supervisor - Specialist Plano/Dallas +1 (972) 447-8327

Paula Roberts Tyler +1 (903) 570-3427 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492

Laura Warren DLS Workshop Presenter Lubbock +1 (806) 771-7292 Virginia Donna Kouri Mount Pelier / Richmond +1 (804) 883-8867

Sue Jutson “Having heard Ron Davis speak, I was inspired to sell my design and manufacturing business and join the growing ranks of Davis Facilitators who are making a difference to those with learning difficulties. I began my working career as a registered nurse, then traveled, working on yachts, before meeting my husband and settling in Sydney where we are raising two boys. I now look forward to facilitating positive changes with all ages and walks of life and anticipate many rewarding hours working

THE DYSLEXIC READER canes and family time.” Lighthouse Dyslexia Center, 321 N.W. Hillery, Burleson Texas, 76028, USA. +1 (817) 426-4442. ameyer1517@sbcglobal.net Susan Nikolic-Vicentic “My blessing came in the form of the internet and the discovery of the DDAI website. My daughter is gifted with dyslexia and for years we had tortured her with programs and tutors with little or no success. The discovery of Davis and The Gift of Dyslexia was a true miracle for us. Jelena completed the program with great success and her self-confidence has soared; she now stands amongst the top students in her class. Following the success of my daughter’s program I became passionate about becoming a Facilitator and helping others achieve the same triumphs. With 20 years of experience in the automotive industry as a customer service manager behind me, I decided to do something much closer to my heart: become a Davis Facilitator. After all, the job I had been doing was only a paycheck; it brought no real gratification. Well, here I am and I feel honored to have studied Ron Davis’s work and am privileged to now be able to help others to nurture their own gifts. I am supported by my husband, our four children and my loving parents. I will provide programs from home.” Heart of the Matter Learning Solutions, 284 Kirby Cresent, Newmarket, Ontario, L3X 1H4, Canada. +1 (905) 953 0033. heartofthematterlearning@rogers.com Casey Linwick-Rouzer “I listened to the report of one child’s experience of a Davis Correction Program and the course of my life changed in an instant. I knew I wanted to be a Davis Facilitator. As a parent, spouse, aunt and friend of intelligent, creative and gifted dyslexics, I am honored to have the opportunity to help others discover their gifts and put the stress and struggles they encounter in a word-thinkers’ world behind them. The Davis Programs transform lives. They empower the recipients to become their own best selves. What a great pleasure to assist them as they embark on that new path with confidence. I am inspired to bring the correction programs to individuals and their families, as well as promote the Davis Learning Strategies to schools so that, truly, no child will be left behind.” New Perceptions Learning Center, 5619 Dairy Brook Cove, Sugar Land, Texas 77479, USA. +1 (832) 724 0492. newperceptions@nstci.com Karen Pongs “I have been an educator for ten years and have spent the last five working with learning disabled students of all ages. Over the years, I have witnessed student after student struggle in their academics. Unsatisfied with the temporary solutions that teaching provided, I went on search for an answer. I read books about various learning disabilities and felt frustrated when nothing helped. After stumbling upon the DDAI website, I knew that I had found something different. I read The Gift of Dyslexia and attended the Fundamentals Workshop. As I completed my training, student after student in my clinic benefited from the Davis methods. Finding the Davis Dyslexia Correction Program and becoming a Davis Facilitator has been such a positive and life-changing experience for me. Together with Facilitator Nicole Melton, I look forward to helping others benefit from the gifts that Ronald Davis has given us.” Learning Disability Resource Clinic, 22129 Steeplechase Lane, Diamond Bar, CA 91765. +1 (909) 229-5251. karenpongs@earthlink.net Nicole Melton has interacted with students struggling with learning disabilities as a private tutor for over five years. It was not until she found the Davis Program that she was able to truly understand and help these individuals overcome their learning disability symptoms that inhibit their success in daily activities. She will be providing the Davis Dyslexia Correction Program along with Facilitator Karen Pongs. Learning Disability Resource Clinic, 22129 Steeplechase Lane, Diamond Bar, CA 91765. +1 (909) 229-5251. nicolemelton@earthlink.net

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United States/Virginia (con’t.) Angela Odom DLS Workshop Presenter Midlothian/Richmond +1 (804) 833-8858 or (804) 744-0321 Jamie Worley Newport News/Norfolk +1 (757) 283-5218 Washington Dyslexia Correction Center of Washington Marilyn Anderson Aleta Clark Kent/Tacoma +1 (253) 854-9377

Christy Biron Washougal/Vancouver +1 (360) 835-9627

Jackie Black Arlington/Everett 1-866-218-1614 (Toll-Free)

Meadowbrook Educational Services Dorothy Bennett Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Carol Hern DLS Workshop Presenter Spokane Mary Ethel Kellogg DLS Workshop Presenter Spokane

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 who have had two-three 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, see www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Ruth Ann Youngberg Bellingham +1 (360) 671-9858

Laura Zink de Díaz Mount Vernon / Everett +1 (360) 848-9792

West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 O This Directory is current as of September 15, 2004. 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.

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THE DYSLEXIC READER
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Young Learner Kit for Home-Use

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Based on the Davis Dyslexia Correction methods, this Kit enables parents and tutors of children, ages 5-8, to home-teach and help young learners to:
• • • • • • focus attention control energy levels improve eye-hand coordination learn the alphabet learn basic punctuation develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how to learn” skills.

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The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mental 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 9 and up), we recommend the Davis Symbol Mastery Kit.

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The Kit includes:
• • • • • • • • • • • Instruction Manual Sturdy nylon briefcase Reusable modeling clay (2 lbs.) Clay cutter Webster’s Children’s Dictionary (hardcover) Checking Your Grammar (Softcover) Punctuation Marks & Styles Booklet Two Koosh Balls Letter Recognition Cards Laminated Alphabet Strip Stop Signs for Reading Chart

THE DYSLEXIC READER

PAGE 23

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

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

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

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

To register for US workshops call 1-888-805-7216 (toll-free)
2004-2005 FUNDAMENTAL WORKSHOP SCHEDULE
UNITED STATES
27-30 Oct. 2004
Boston, Massachusetts Presenter: Gerry Grant Language: English dorothy@dfwdyslexia.com Tel: +1 (866) 520-8858 and +1 (817)919-6200

2-5 March 2005
Austin, Texas Presenter: Cyndi Deneson Language: English Dorothy@dfwdyslexia.com Tel: +1(866) 520-8858 toll-free

DEUTSCHLAND
4-7 Nov. 2004
Münster Presenter: Ioannis Tzivanakis Language: German info@dyslexia.de Tel: +49 (040) 25 17 86 22

SWITZERLAND
3-6 Feb. 2005
Basel Presenter: Bonny Beuret Language: English/French info@dda.ch Tel: +41 (061) 273 81 85

9-12 March 2005
Denver, Colorado Presenter: Cyndi Deneson Language: English Dorothy@dfwdyslexia.com Tel: +1(866) 520-8858 toll-free

3-6 Nov. 2004
Atlanta, Georgia Presenter: Gerry Grant Language: English dorothy@dfwdyslexia.com Tel: +1 (866) 520-8858 and +1 (817) 919-6200

NEDERLAND
• 25-28 Nov. 2004
Amersfoort

NEW ZEALAND
27-30 Nov 2004
Auckland Presenter: Ron Davis Language: English pacific@dyslexia.com Tel: + 64 (09) 361 6115

• 10-13 Feb. 2005

MEXICO
30 Oct - 2 Nov 2004
Monterrey, Nuevo Leon Presenters: Ron Davis & Cathy Calderón Language: Spanish ddamexico@infosel.net.mx Tel: +52 (081) 8335-9435

10-13 Jan. 2005
Burlingame, California Presenter: Cyndi Deneson Language: English training@dyslexia.com Tel: +1(888) 805-7216 toll-free

Amersfoort Presenters: Siegerdina Mandema and/or Robin Temple Language: Dutch ddaned@plex.nl Tel: +31 (0475) 301 277

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

The

~ Dys•lex´ ic Read´ er • •

1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
30 Oct - 2 Nov 2004Monterrey, Nuevo Leon 2-5 March 2005Austin, Texas 9-12 March 2005Denver, Colorado

PRESORTED STANDARD U.S. POSTAGE BURLINGAME, CA PERMIT NO.14

PAID

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

2004-2005 International Schedule
27 - 30 Oct. 2004 30 Oct - 2 Nov 2004 3 - 6 Nov. 2004 4 - 7 Nov. 2004 25-28 Nov. 2004 27-30 Nov. 2004 10 - 13 Jan. 2005 10 - 13 Feb. 2005 3-6 Feb. 2005 2-5 March 2005 9-12 March 2005 Boston, Mass. Monterrey Atlanta, Georgia Münster Amersfoort Auckland Burlingame, Calif. Amersfoort Basel Austin, Texas Denver, Colorado USA Mexico USA Germany Nederland New Zealand USA Nederland Switzerland USA USA

Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 23 for more workshop details.

U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30)

U.S. Fees and Discounts
• $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 PO BOX 46023 Río Volga #308 ote Slaney Place Herne Bay Colonia del Valle Headcorn Road D-22089 Hamburg Auckland, New Zealand 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ. GERMANY Tel: +64 (09) 361 6115 MEXICO Tel: +44 (08700) 132 945 or Tel: 49 (040) 25 17 86 22 Fax: +64 (09) 361 6114 Tel/Fax: 52 (81) 8335-9435 (0870) 443 9059 Fax: 49 (040) 25 17 86 24 E-mail: pacific@dyslexia.com or 52 (81) 8356-8389 Fax: +44 (0870) 432 0317 E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com E-mail: uk@dyslexia.com DDA-CH DDA-Israel Freie Strasse 81 DDA-Nederland DDAI-Int’l, Canada & USA 20 Ha’shahafim St. CH 4001 Basel Kerkweg 38a 1601 Bayshore Highway, Ste 245 Ra’anana 43724 SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 ISRAEL Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 Tel: 972 (053) 693 384 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 E-mail: ch@dyslexia.com E-mail: holland@dyslexia.com E-mail: ddai@dyslexia.com E-mail: Israel@dyslexia.com

Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22 our booklet.

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