˜ Dys • lex´ • ic Read´ • er


ISSUE 3 • 2010

A Totally Davis Family
By Cathy Dodge Smith, Ed. D., Davis Dyslexia Program Facilitator and Autism Approach Facilitator/Coach in Oakville, Ontario, Canada

Louis Breithaupt difficulty with first came to me several aspects of in September ADD, including The follow-up work at of 2009 for a time awareness home became a family Davis Dyslexia and management, affair, with a table set up Correction shifting gears from in the family room to Program. He was one activity to keep all materials 10 years old, and another, and being ready for use. could not read at a bullied at school. second grade level. He could not see By the end of the his own role in week, he was able setting himself to comfortably read at the third grade up for teasing and bullying. He did all level, and felt quite proud of himself. the concept work, and then returned for Both parents, Anne and Lou Breithaupt, (continued on page 3) came for the support training session, and agreed on who would do what to assist in Louis’ follow-up work. The follow-up work at home became a family affair, with a table set up in the family room to keep all materials ready for use. Louis returned in November to master the ADD concepts. He had been having

Louis with his Davis Facilitator, Cathy Dodge Smith

No!… I won’t read!!!


News & Feature Articles A Totally Davis Family . ......................... 1, 3, 4 No I Won't Read...................................... 1, 5 Davis Facilitators at BDA Family Day............. 6 The Gift of Dyslexia I Discovered................... 7 Why ‘Tyrannosaurus’, But Not ‘If’? Part 2.... 8-10 The Ballad of Johnny Jacobs........................14 ¿Por qué ‘Tyranosauro’ Pero No ‘Cual’? Segunda Parte. ..............19-21 Rise Above................................................. 22 Riddles. ...................................................... 22 Regular Features In the Mail................................................... 2 Q&A..................................................... 11-13 Lazy Reader Book Club......................... 15-17 Famous Dyslexics....................................... 18 New Davis Licensees.................................. 23 Davis Workshops...................................26, 27

writing, but also in their relationship to life in general. When 8-year-old Jordan first came to my office for a dyslexia assessment, he was extremely quiet. He barely looked at me. His hair covered his eyes, his shoulders were slouched down, and he answered questions minimally, mostly a “yes” or a “no.” When it came to the reading part of the assessment, he quickly put his head down on his folded arms By David C. Rosen, Davis Facilitator in on the table and in a loud, firm voice San Rafael, CA, USA exclaimed, “No… I won’t read!” His mom, sitting behind us, put her I work with special needs young people head down and sadly shook her head. who have dyslexia. I help them overcome Quietly, I moved around the table and their difficulties in reading, writing, sat next to Jordan. speaking and thinking clearly, and “If I read with you, would that help?” focusing attention. Jordan looked up at me. There were tears Dyslexia is not just a learning in his eyes. He looked directly at me for a disability. It carries with it enormous time and then said, “Maybe…” emotional frustration, shame, and lack “Ok, we will share the reading… I will of self-worth. Every once in a while you start, OK?” He looked at me and sat up. get the privilege of working with a young I picked the simplest, most visually based person who is so ready to make major page in the reading choices. I told him a changes–not only in their reading and bit about the story we were going to read.
(continued on page 5)



In The Mail
I discovered your book while working on a research project involving my son, Trevor. He was diagnosed with mild dyslexia in the 4th grade. He is now 16. I wish that in all of our floundering trying to understand and help our son with his dyslexia, we’d come across this wonderful book sooner, rather than so much later. In my research project, I used your correction procedure with my son. In the tenth grade his grade point average spiked dramatically. Before we performed the correction procedure, his average for the year was 2.4. His GPA for the last mid-term report was 3.43. Perhaps it is too early to say that it was the orientation correction sessions that made the difference, but my son has stated that he is able to recognize disorientation when it happens, and interrupt it. He even added a verbal cue to complement moving back to the orientation point: “lock and load.” I thought that was neat! I want to thank you for writing this book and turning your own experience into such a marvelous contribution to others who are struggling to understand their gift. You have given this family new hope. Thank you!
Sincerely, Rick H., Lafayette, LA

New Hope for a Family Dear Ron Davis, I wanted to offer you some feedback about the correction method contained in your book, The Gift of Dyslexia. I am a senior at Liberty University, in Lynchburg, VA. I am an online student working on a BA in Psychology to enhance my family counseling capabilities as a full time pastoral staff member at a church in Lafayette, Louisiana.

The society which scorns excellence in plumbing as a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water.
John W. Gardner, Secretary of Health, Education and Welfare under President Lyndon Johnson (1912 - 2002)

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI) 1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: INTERNET: The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2010 by DDAI, unless otherwise noted. All rights reserved.

A Totally Davis Family (continued from page 1)


one more day to specifically work on the bullying situation. At the end of that day, I went to the family home to guide Louis through the exercise for establishing order in his room, an exercise the entire family found intriguing, and we celebrated, sharing a glass of wine (for the adults).

In March of 2010, Louis came back once more to complete the Davis Math Mastery Program. At the completion of that program, he wanted to know if there wasn’t another program he could do, and his little sister is quite determined to have her own week with “Dr. Cathy”, even though she is showing no signs of dyslexia! I think she loves the clay and the big red exercise ball in the waiting room.

The way in which Louis and his entire family embraced the Davis methods is making sure that Louis will henceforth be an enthusiastic and successful learner. While Louis was working with me in November, he shared a poem he had written for a school project. It is reproduced here for your enjoyment!

A Leopard’s Routine
By Louis Y. Breithaupt, 10 years old, Grade 4

With food in his jaws and powerful paws He climbs a tree. Then he eats. Then sleeps. All through the day he dozes about When nightfall comes, he wakes and sets out. He takes a little midnight stroll. Trusting his senses he looks for food. Suddenly, he smells something yummy. He follows the smell then, he sees an impala. Wasting no time he drops to the ground. Stalking his prey as silent as the night. Once he is right behind the impala, he stops. He takes a breath. Then, he leaps! Gliding through the air with claws unsheathed, He lands on its back and takes it to its knees, And kills it without much fight. Then, with food in his jaws and powerful paws, He climbs a tree. Then he eats. Then Sleeps.

Louis' reflections It was a great experience. I think other people would enjoy it. Before I did the reading program, I could not read very well. But when I got out of there, I was in a brand new world! I could read! Whenever I went to the library, I could pull a book off the shelf and read it – it was great! I love to read! Before the Ron Davis program, I dreaded reading. Then I heard the word “dyslexia” and thought, “Oh boy, mom and dad are about to teach me some weird thing again.” But it was not weird. It was great and fun (even today). Homework can be boring at times, but is all worth it (which is the clay model I made for the trigger word “but”). The clay is great fun too. Now at school my favourite class is reading and I am a good reader and love books. I just finished my first big long book The Dragon Boy - 245 pages. It feels so good to read by myself (besides, it is such a good story, you should read it too!). Then I heard about the math program and I thought “This is so exciting, I can’t wait!” So I did the math program and it was great. It was We all learned that fantastic to get the dyslexia isn’t a synonym feeling of math for shame. Louis’ brain is and understanding it. I used to have a simply wired differently, hard time at school and therefore traditional understanding teaching methods simple arithmetic weren’t working. and my classmates would laugh at me. And nobody laughs at me anymore. Thank you Dr. Cathy for being such a great teacher.

Louis’ Father Speaks Some time ago, I began to suspect that my son, Louis, might have dyslexia. He was quite a gregarious child who loved people and loved life, but he was
(continued on the next page)

A Totally Davis Family (continued from page 3)


struggling in school. His pediatricians By then Louis was 10 years old, in As a parent, I know we were lucky. said that writing numbers and letters grade four, and he learned to read in that It was mere chance that we found backwards was a phase many children one-week program. Five intense and fun a solution for Louis. But they say go through. When Louis was in days. When the coincidence Kindergarten, professional school system week began, Louis happens for a consultants, including a doctor of child wasn’t even sure reason. (Perhaps The library is our psychiatry from the Hospital for Sick of the alphabet. that’s why you’re new best friend. Children, suggested we put our son A month later he reading this now. on drugs, Ritalin or Concerta. “Why was reassessed I wish you and wouldn’t we want to open a portal to as reading at the your child luck learning,” she seductively asked, “he’s fourth grade level. on your journey.) borderline ADHD!” Ritalin was her This is the good news. The new bad The Davis Dyslexia Correction Program answer to it all, supposedly a lifetime news is that he won’t stop reading! works, not just for my son, but clearly cure. At that time Louis was just five If we can’t find him, it always turns for many others. If only school boards, years old!! “Really,” we thought, out that he’s curled up somewhere in governments, and the medical community “Ritalin?” the house, reading. The library is our would embrace it, the world could truly Then one day, someone called new best friend. He reads stories to his be a better place for thousands more. The “Dr. Cathy” referred to what was 6-year-old sister at bedtime. True, the Davis solution is powerful. It requires happening with Louis as, “the gift writing/spelling/grammar part is still effort and commitment, but what better of dyslexia.” I beg catching up, but gift can you give your child? v your pardon? A gift Dr. Cathy assures you say? Who is us the gap will When the week began, this Dr. Cathy? It narrow with time, Louis wasn’t even sure turned out, she was as he practices, Dr. Cathy Dodge and hones his of the alphabet. A month Smith, a disciple of reading skills. later he was reassessed Ron Davis, author as reading at the of the book, The fourth grade level. Gift of Dyslexia. Dr. This is the good news. Cathy offered to do The new bad news an assessment. We is that he won’t waited for the date, stop reading! then the time, then

the results. Dyslexia confirmed. Several deep breaths. Now what? We had the opportunity to hear Ron Davis speak. He came to our city to share his concept, his life story, and the remarkable outcomes for those with challenges like his own, dyslexia and autism. The Davis approach seemed to work for so many others, turning their lives around, and we met many of them the evening we heard Ron speak. We enrolled Louis in the Davis Program. It involved only 5 days of coaching. Somehow “coaching” doesn’t seem to describe the program, which was much more than coaching. We all learned that dyslexia isn’t a synonym for shame. Louis’ brain is simply wired differently, and therefore traditional teaching methods weren’t working.

No! I Won't Read (continued from page 1)

I suggested, and the teacher agreed that somehow his new-found abilities had opened up Jordan’s energy. That cork on his energy was a result of his frustration and shame when reading and writing. Now it was opening up. To my delight, Jordan’s teacher told me that after the outburst and laughter, he humorously told Jordan in front of the class that it was good to be energetic and expressive in his relationships, but maybe eventually he should find a way to communicate that did not involve shouting! Jordan smiled sheepishly and nodded his head in agreement. Throughout the next few months I got weekly reports from Jordan’s teacher about his progress. One morning Jordan and I worked on writing a simple story. Slowly but steadily we worked on selecting a topic (rock climbing!). Then I helped him develop a way to sequence all the aspects of his subject. Sequencing can be very difficult for dyslexic individuals. When we finished writing the three paragraphs of his story, Jordan briskly put his pencil down on the table and smiled ear to ear. When his parents came to pick him up he very proudly showed them his writing. Then he said in a loud voice, “Wanna hear me read it?” It took several tries for him to get all of the words right. The last reading was almost a play, with Jordan as writer, actor, and director! Success stories like Jordan’s make working with dyslexic youngsters completely worth it. Beneath the complication, shame, struggle, and behavior issues they suffer, they are intelligent, creative, motivated, and immensely talented people. I’m very fortunate to have the wonderful job of helping them unlock all that potential! v

explored the “dreaded” dictionary and I started, and then I urged him to read how to look up words. To my surprise, the words. He struggled tremendously. Jordan did not complain, or even hesitate. He was hardly able to get through most He worked with me to understand how to words. We did a very short reading, and look up words, and I read the definitions then I praised his effort, and ended that to him. He clearly enjoyed it. We kept it part of the assessment. fun and gradually increased the difficulty The initial program with Jordan took of the words. After a short time, he was five days. We started with the alphabet. able to look up most words on his own. He was unable to write or speak most of the letters. There were lots of reversals and Several weeks after the initial program, Jordan’s teacher called. I had made him confusion. He would confuse the sound of a letter with its name. I am sure he had aware of the tools Jordan acquired during proper instruction in school, but it was our work together and had shown him the not well suited to Jordan’s thinking style, reading exercises and dictionary skills. predominantly “I cannot believe visual. It took the enthusiasm nearly two full Jordan has for Sometimes it was slow days, with lots of learning right now! going, but Jordan I’ve never seen this breaks, to identify was starting to feel in him. Today after and correct issues accomplishments, class he walked up he had with letters and there were daily to me and handed of the alphabet. breakthroughs. me his dictionary The reading and asked, ‘Can exercises we did you help me look up were initially very challenging for Jordan. One day I took him words?’ When we did the reading exercises, for a walk to a nearby shopping center. As Jordan finished several sentences without difficulty, smiled at me and said, ‘What does we walked I asked him what his favorite stores were. Without hesitation he pointed that word mean?’ We explored this in his to the video game store. He saw the name dictionary. He is slowly gaining the ability to read short sentences. When he finishes a of one of his favorite games on the store short reading, he initiates a conversation window, and some writing under it. asking me, ‘What does that mean?’ David, “What does that say?” he asked. this is quite interesting and wonderful to “Let’s do the reading exercise together see what is opening up for Jordan. Let me on that!” Jordan moved quickly towards know whatever I can do to help him further the window. develop his skills!” Slowly we did a reading exercise A few weeks later that helps to ensure the person is seeing Jordan’s teacher and saying each letter in a word and called again. tracking his eyes across the word left to “Something right. Usually we do this exercise in my interesting happened office, drawing a large index card across today. Jordan was the letters one at a time. But this time trying to do a project we walked up to the window. My hand in the classroom and became the card and we did the reading several students next to exercise right in front of the store with him were talking very people watching us wondering what we loudly. Without any were doing. notice Jordan yelled Jordan made good progress that day! at the top of his lungs In the mall he read a number of signs of ‘Be quiet!!!’ There interest to him, visibly excited about his was a dead silence in the room. This was so new-found skill. That walk became part uncharacteristic of Jordan! Then in a roll of our daily routine. that spread throughout the room, everybody The rest of the program went started giggling, then laughing, and finally quite well. Sometimes it was slow clapping. Even Jordan smiled and enjoyed going, but Jordan was starting to feel the whole event.” accomplishments, and there were daily breakthroughs. On the last day we


on a Davis programme that gave her the tools to control the negative symptoms of her dyslexia. In the four years since her program Megan has achieved a ‘B’ grade in the General Certificate of Secondary Education (GCSE) test in science taken

UK Davis Facilitators Association Active at BDA June 2010 Family Day
By Sara Kramer, Davis Facilitator in Wimbledon, London, UK and Jacqui Stewart, Davis Facilitator, in Eastbourne, East Sussex, UK

A young girl busily models a dinosaur at the Davis Facilitators Association booth during Family Day

The Davis Facilitators’ Association (DDFA) in the United Kingdom hosted an exhibit at the British Dyslexia Association’s Family Day on June 19, 2010. One of their activities that day involved clay, and the children in attendance were keen to take part in it. They each picked up a card bearing two written words, one noun and one trigger word. One card might say, for example, tyrannosaurus and the other if. The children were asked to make a threedimensional model of each word.

A great dinosaur modeled by a young girl during the BDA event in June

Not surprisingly the children produced a good number of dinosaurs and dogs, but very few attempted to create models of the abstract words, which are difficult to visualise. That fact gave rise to considerable conversation about this issue with the parents, who looked on with interest as their children worked the clay.

There were some beautifully crafted models, and a selection of them will be displayed at the British Dyslexia Association’s art exhibition in London this coming November. Also in attendance at the Family Day was Edward Vickerman, who was named New Teacher of the Year in the UK in 2009. Vickerman was featured in the first issue of The Dyslexic Reader in 2010. Upon receiving the award, Vickerman said, “I was told I could never be a teacher, so this…is for everyone like me who is dyslexic but who wants to teach.” He has been described as witty, funny, innovative and an absolute dynamo in the classroom, and the colleague who nominated him said: “He is the most talented, exciting and enthusiastic teacher we have ever had, with skills way beyond our expectations.” At the Family Day he told the Davis Facilitators in attendance, “My dyslexia is a gift – it is the reason that I teach the way that I teach.” Davis Facilitators also had the opportunity to meet Louis Barnett. Barnett is a gifted dyslexic who started his own chocolate business at the age of twelve. Today, at the ripe old age of 18, he is a hugely successful entrepreneur, and is featured in Famous Dyslexics Remember in this issue. In addition to running his business, Louis is very involved in charities dedicated to protecting endangered species, such as the orangutan. At the Family Day, 14-year-old Megan Stewart, a Davis graduate and daughter of Davis Facilitator Jacqui Stewart, was nominated for the Young Achiever's Award. Ultimately, Megan didn't win but, after all, just being nominated is a fantastic honor! She will receive a runners-up award at the Annual General Meeting of the British Dyslexia Association later this year. Megan’s nomination form described some of the challenges that she faced and conquered. At nine years of age Megan was unable to read her own handwriting and had a reading age of four years. This affected her self-esteem and self-confidence, so she embarked

Talking with parents in front of the Davis Facilitators Association booth

two years earlier than would be expected with no additional time or reader present. Megan is an avid reader now, even sharing books with her mother. She has also worked for a year as a volunteer with the program “Buddy Scheme,” helping children with disabilities live fuller lives by providing support at events and during days out. As part of this program Megan was also part of a small team that successfully applied for lottery grant of a £2,000 to fund an event for the group. She also secured a place at Plumpton College to undertake a Higher Diploma in Land Base & Bio-diversity Studies. But Megan has decided to keep her subject options open, because she wants to become a teacher!

Megan Stewart, Young Achievers Award Nominee for 2010

Megan’s mother says of her, “I am so very proud of Megan and all that she has achieved, always giving it her best shot and being strong. She has received a Davis Programme and demonstrates the use of her tools exceptionally well in academic situations. What makes me the proudest of all is that she has always been true to herself, always been her own person and is proud to have a dyslexic style of thinking.” v

A model of both “dog” and “again”


The Gift of Dyslexia I Discovered
By Sierra Smith

For example: Cat = On the other hand, The = ???????

Many people think that dyslexia is a disorder. But I learned that it is a gift when treated properly. I have learned how to make dyslexia a convenient gift for me to use daily in both academic and physical areas, in and outside of school. This is my story: My mother and father (Stacey and Larry Smith) were trying to find me a school to enroll in for grade one. We came across a certain school where they said they would let me take part in the school if I passed a qualification test. The first question they asked me was, “What’s your name?” I simply answered, “Sierra.” “And, how do you spell that?” “My name? Ummm... S... And I don’t know the rest.” Of course they wouldn’t take me because I could not answer any of the questions on their enrollment test. I was eventually accepted at another school near Spring Bank. Then I moved to a school called Red Deer Lake. I remember taking 30 seconds to read a single, simple word at that school. It was a word like “the” or “and” and many more. These are called trigger words. My parents put me in their Davis Dyslexia Correction Program so that I could start learning to overcome my reading struggles. They taught me that dyslexics think way faster in pictures than the normal person does in words. Since dyslexics think in pictures they need a picture for every word they come across.


Dyslexia is not an obstacle, but a gift that I am grateful for.

Dyslexics can’t find a picture for “the” until they make a correct one. So, my parents worked with me. We used clay to make the word “the” and a model for me to get a picture of what the meaning of “thet looks like. They also taught me how to be oriented and aware instead of disoriented and unaware. Since then I have improved in academic, social and physical skills that are important for succeeding in life. In the past year I have earned a lot of recognition for my development of skills by being awarded the following:

Sierra Smith is the daughter of Stacey Borger-Smith and Lawrence Smith, Jr., both of whom are Davis Facilitators and Autism Facilitator/Coaches. They founded and operate the Rocky Point Academy in Calgary, Alberta, Canada.

• The Winston Parker Award- for being respectful and academically rounded (given to one person in all Junior High – voted on by the staff). • The Citizens Award-for being a helpful student (given to one person in Junior high – voted on by the students). • Took part in 14 extracurricular activities. • Got 2nd prize in the Science Fair at Red Deer Lake School. • Came in second in Zones Shot Put. • Came in second in our grade’s foot race and 15th at the divisional foot race. • Received a grade of 94% in Band. • Received honours in four subjects (one was in Language Arts). I feel all this has happened because I learned how to make my dyslexia a talent, not a disability. Dyslexia is not an obstacle, but a gift that I am grateful for.

Quotable Quotes
Fear paralyzes; curiosity empowers. Be more interested than afraid. Patricia Alexander American educational psychologist We never understand a thing so well, and make it our own, as when we have discovered it for ourselves. Rene Descartes French mathematician and philosopher

PAGE 8 International Davis Dyslexia Correction® Providers
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Why ‘Tyrannosaurus’, But Not ‘If’? Part Two
By Richard Whitehead, DDA Director, Great Malvern, Worcestershire, UK

Things To Try Out If appropriate, have a lesson with your class on human energy. Have your class roleplay progressively “energetic” activities, starting with being asleep and gradually moving to higher-energy activities such as running a race. Think up some fun activities – card games, dance manoeuvres, tongue-twisters or challenging activities such as patting your head while rubbing your tummy – and have your students try them out: first slowly and on a low level of energy; then on medium energy; and finally, on a high level of energy. Have them tell you which energy level seemed best for each activity. Finally, discuss some common classroom activities and ask your class which energy level seems best for each of the activities. In subsequent lessons, remind the class to check their energy levels before important tasks, or whenever students seem overly tired or unruly.

Richard Whitehead offered a free on-line course designed to help teachers understand why some smart students struggle so much to master basic academic skills. Richard has kindly given us permission to publish his course in The Dyslexic Reader in several installments. The first part appeared in our spring issue, and here, for your reading pleasure, is the second part of this valuable course.

Energy Management – A Simple Key to Turbo-Charging Our Students’ Learning Imagine you’re in hospital for a major operation. The surgeon comes bouncing into the room at about thirty miles an hour, shakes your hand vigorously, rubs his hands with glee and announces how much he’s looking forward to the operation. His energy levels are super-charged, and he reminds you of Tigger from Winnie-thePooh. I guess you’d be running down the corridor in your hospital gown, looking for the nearest exit, wouldn’t you? Because a job can go wrong when it’s done with too much energy - or with too little. Every task needs to be done with the right level of energy. Too little, and you lack forward thrust. Too much, and you lose control. Musicians know this very well. When mastering a new piece, they’ll practise the difficult passages slowly, then gradually speed up as they gain mastery and control. Yet in the classroom, students often do the opposite. Have you noticed how a child with a reading difficulty will often speed up when asked to read out loud? The increased energy level is a result of mental tension – but it leads to mistakes that otherwise wouldn’t have been made. In the Davis approach, we have our students create an imaginary dial which they can use as a tool to match their energy level to the task in hand. The Davis Dial has had dramatic effects

on people with energy management problems such as hyper- and hypoactivity. Great fun can be had with it in role-playing exercises, juggling, and other games. Full instructions on how to administer the Dial are in Davis’s second book, The Gift of Learning. One Thing at a Time – The Importance of Task Analysis and Sequentially Ordered Learning Imagine arriving at a hospital to visit a sick relative and being handed a scalpel and asked to finish a brain operation on a certain patient because the regular surgeon has just fainted on the job. Imagine your driving instructor turning up to your first ever lesson in an articulated lorry and suggesting you take a drive in it on the motorway. Or being invited to ride a unicycle across a tightrope during a circus visit when you have barely learnt how to ride a regular bicycle across terra firma.

Your reaction would most likely be one of panic and fear. On a larger scale, perhaps, but not dissimilar in quality to the reaction that some of our children face on a daily basis when asked to complete learning tasks. Every skill we have is based on other more basic skills, some of which are in turn based on yet more basic skills and so on. As an example, let’s look at handwriting. To be able to write, you need to be able to hold a pen. This in turn is based on the ability to grip, which is based on the ability to move and control your hand. You also need to be able to move the pen across a piece of paper in a controlled fashion, maintaining equal pressure. This involves fine motor control and the ability to use shoulder, elbow and wrist movements in combination. Next, you must be able to make the shapes of all the letters, which involves a whole range of skills. First, you must know the letters, and be able to recognize and distinguish one from another. Next, you need to be certain where to start each letter, what direction to move in tracing its shape, how to join it to the next letter, and which letters (like capitals) are not usually joined to the letter following. As most letters are started at the “top,” you may be confused by this idea unless you have grasped that when working with a flat piece of paper, “top” refers to the part of the paper furthest away from you, even though the paper is on an even surface and no part is actually higher than any other. If you and your class speak a European language written from left to right, you must be able to distinguish left from right. What’s more, in order to understand the idea of “starting” at the top and on the left, and where you go “next,” you need awareness of the flow of time. Finally, to produce new pieces of writing (as opposed to copying) you will need to have knowledge of language, and be aware of the purpose of words. You must also have mastered the spelling of the words you plan to use, which again involves grasping the concept of sequence and the fact that words consist of a particular combination of letters in a particular sequence from left to right. Some of these skills may sound too obvious to mention. But the reason we don’t teach one-yearolds to write is that many of these skills are not yet mastered at that age. More importantly, a thorough understanding of the component skills of handwriting, and the component skills of those component skills, etc, will enable you to help a person with handwriting difficulties. When people have difficulty writing at an age when their peers have mastered it, the cause lies with one or more component skills that have not been fully mastered. When a component skill has not been fully mastered, you may need to look at other components of that skill until you find an the “problem” skill that is “ready” to be mastered. A skill is “ready” to be mastered when all the component skills of which it is composed have already been mastered. For educators, the ability to “see” the component parts of a particular skill, and the component parts of those component parts etc., is essential, whether we are designing a lesson plan, a scheme of work, a course book or a curriculum. It is also our key to troubleshooting why a particular student is unable to accomplish a task we have set him. If you have learned to drive a car, you will know the difference between learning and mastery. You will recall the time when you were receiving instruction and had to think about every Things To Try Out Choose one or two skills from the following list that you yourself have mastered. See if you can work out the component skills that you needed in order to master each skill. Also check whether each component skill in turn consists of others. See how long your list is: 1. Reading music 2. Riding a bicycle 3. Laying a patio 4. Speaking a foreign language 5. Reading a book 6. Composing and sending email 7. Playing tennis 8. Painting a picture 9. Making a chair out of wood 10. Managing your diary 11. Tying your shoelaces Note that to perform each of these tasks you must be so accomplished at each component skill that it comes automatically, without the need to think or try to remember anything. If you have completed the above exercise fully, the reasons for this will be obvious. If you must think about even a quarter of the component skills prior to execution, your list will simply be too long for it to be practicable to accomplish the task.

v Belgium Marian de Bruin Tervuren/Brussels +32 (2) 768 13 23 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505 Viviane Resende da Costa Melo Brasilia, DF +55 (61) 3349 9998 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Rocky Point Academy Stacey Borger-Smith Autism Training Supervisor Lawrence Smith, Jr. Autism Training Supervisor Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free) Elizabeth Currie Shier Oakville (Near Toronto) +1 (905) 829-4084 Cathy Dodge Smith Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Kimberly Doyle Dundalk, Ontario +1 (519) 923-5420 Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516

v Canada (continued) Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 232-7555 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-1716 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec +1 (514) 690-9164 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763 v China Yvonne Wong Ho Hing Autism Facilitator-Coach Hong Kong +852-6302-5630 Livia Wong Hong Kong +852-2756-6603 v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven Bryrup +45 7575 7105 v Ecuador Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Santiago Fernandez Ambato +593 (3) 242 4723 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723 Inés Gimena Paredes Ríos Ambato +593 (2) 854 281

individual action you needed to take. Mirror, Imaginative learning signal, manoeuvre, footbrake, clutch, gears – To retain information, visual-spatial thinkers remember the intensity of thought involved? It have to “get the picture.” For example, visualcould leave a person feeling quite tense and tired. spatial students who struggle with reading may Yet once you have passed your test and have frequently stumble on small abstract words been driving for a while, these functions such as “a,” “the,” “if” and “but.” This happens become mostly automatic. You may even be because it is more difficult to create a mental able to daydream, listen picture of what those to the radio or hold words mean than of conversations while words like “elephant” “When we teach to visualperforming them. and “tyrannosaurus.” spatial learners, it interests and When all the Coaching struggling stimulates advanced learners component skills of readers into recognizing while also supporting the a new skill have been these words by their struggling learner” not just learned, but phonemes may not mastered, acquiring work. Targeted sessions the next level of skill creating clay models becomes easy. People who experience the Davis of the definitions of these words using Davis methods often wonder at how easily and quickly Symbol Mastery, engages curiosity, imagination they can acquire new skills that challenged and creativity – typical visual-spatial strengths. them for years before. A key reason for this is sequencing. Learning through experience Visual-spatial learners respond far better to How To Support Struggling Learners investigative approaches than to memorization. And Stimulate Advanced Learners At They will not succeed in memorizing the times The Same Time tables until they have grasped why they are true. For us, as teachers, one of the biggest challenges we have is supporting and nurturing struggling Sequentially ordered learning learners while also helping more advanced Visual-spatial learners need to fully grasp a skill learners to move forward. Sometimes, it feels as at base level before building more advanced skills if we need to clone ourselves, as there just isn’t on top. They do not respond well to being rushed enough of “me” to go around. And yet there’s an through a subject. interesting thing about struggling learners. Struggling learners are often visual-spatial Relaxed focus thinkers. They can be imaginative, curious Struggling visual-spatial learners are particularly individuals who have just failed to respond to susceptible to stress. They will not learn if asked traditional auditory-sequential learning methods. to “concentrate” – they will do wonders if trained But interestingly, very able learners are to pace themselves and “go easy.” And relaxed often also visual-spatial thinkers. They too can focusing skills also benefit advanced learners. be imaginative, curious individuals who enjoy The Davis approach to learning is founded “getting the picture.” The difference is, they’ve on these key principles. When applied to mixedmanaged to adapt to auditory-sequential learning ability classrooms in three schools in the United methods and thrive within the classroom as it is. States, not only were special needs referrals So we find that, when we teach to visualeliminated from the Davis classrooms, but spatial learners, it interests and stimulates Talented and Gifted Education referrals soared advanced learners while also supporting the to levels far above the national average. When struggling learner. Because actually, there’s not appropriate, try out these principles with all our as much difference as we might think between students and see what happens. v how these two groups think, and therefore how they learn. Richard Whitehead offers Visual-spatial thinkers learn fast when certain Davis Learning Strategies key principles are applied: Workshops for Primary Teachers throughout the Ownership of learning UK. Please visit: www. Visual-spatial thinkers learn best what they have created for themselves. Primary level teachers uk/dls.html have sporadically dipped into creative media like clay over the years. When applied with a clear philosophy and direction, they constitute a powerful explorative learning medium.

Disorientation lets you do all that in your head, with your imagination. People who do not have the “gift” of dyslexia often have to rely on following written, step-by-step instructions to accomplish many of the creative tasks that dyslexic people can carry out in their heads.

v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Corinne Couelle Lyon +33 (628) 38 84 41 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (0) 1 49 09 12 33 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe Berlin +49 (030) 61 65 91 25 Monika Graf Stuttgart + 49 (711) 538 0033 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Christine Heinrich Schwäb Gmünd +49 (0717) 118 29 74 Sonja Heinrich Supervisor-Specialist DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (030) 28 38 78 71 Mechtild Hylla Kassel +49 (0561) 602 78 20 Rita Jarrar München +49 (089) 821 20 30 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Jutta Meissner Stuttgart +49 (711) 882 2106 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Angela Przemus Shönebeck +49 (3928) 845 159 Markus Rauch Freiburg +49 (761) 476 25 81

by Abigail Marshall

Don’t Mess With My Wiring!
Q: If you’re dyslexic are you just stuck with the problem? Are dyslexics simply “wired” so differently that the most they can expect is to improve a bit?

An Ounce of Prevention
Q: Can dyslexia be prevented? A: We believe that if individuals are given the right tools early enough in their education, the problems associated with dyslexia can be prevented. That is, children can learn to read and write and keep up in school, if they are taught with methods that are a good match for their learning style. These would include tools to prevent disorientation. That is also the theory behind our Davis Learning Strategies methods for primary level classrooms.

A: We are happy with the part of dyslexia that’s a “gift,” so we wouldn't want to get rid of it or change it. We don't see dyslexia as a disease that needs to be cured, because, after all, reading is not a natural process. Alphabets are simply an invention that provides a means of transmitting information. It's a great invention, and it would be best if everyone could access it, but we can't “cure” a person of having a hard time using a specific technology any more than we can “cure”

Creation through Disorientation

Q: How do dyslexics use disorientation to work things out? A: In the 3-dimensional world, it can be helpful to figure out the solution to a problem by imagining it from different perspectives. For example, Einstein imagined what it would be like to be riding on a beam of light, and this

Alphabets are simply an invention that provides a means of transmitting information.

Einstein imagined what it would be like to be riding on a beam of light, and this daydream helped him work out his special theory of relativity.

daydream helped him work out his special theory of relativity. If you need to solve a real-world problem - for example, fixing a broken appliance - it would helpful to be able to mentally move around the object and look at it from all angles. If you wanted to build something - perhaps a chair made of raw wood - it would help to have a picture in your mind of the finished product from all angles, in order to know what pieces you would need, how to cut them, and fit them together.

a person of not knowing how to speak Japanese, or not knowing how to program a computer. It doesn't make much sense to try to change the way a brain is wired just so the person can use an invention or piece of technology. Instead, we need to ask whether we could convey or teach the same thing in a different way. In our experience one of the gifts of dyslexia is the gift of mastery. That is, the dyslexic person has the ability to truly understand and integrate any sort of knowledge or skill. For dyslexics, the key is simply understanding how their mind works, and following the right learning approach.

v Germany (continued) Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (711) 55 17 18 v Greece Evagelia Apostolopoulou- Armaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 (231) 054 0008 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 ­ Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452


The Best Point For Reading

Q: In The Gift of Learning, on page 162, there is reference to orientation point locations for specific senses, in addition to the one optimal point recommended for dyslexic students. Where are these others points located, and what senses do they relate to? A: Each person would have to experiment to locate the optimum point for a specific sensation or activity. We have not made any effort to study these or collect even anecdotal data about them, because they have no particular relevance to our work. That is to say, our focus is on achieving optimum orientation for reading and communicating, not on other activities. The text you referred to reads as follows:

Aiming for the 70%

Q: Why aren’t your methods used more often in schools? A: Some schools do use our methods, but the reason we probably won't find them widely used is simply that only a minority of students are dyslexic. Even if 30% of students were potentially dyslexic, that would mean that 70% are not. Most schools want to use the one or two teaching methods they believe are appropriate for the majority of their students. So most schools tend to stick with educational approaches that are easy to implement and seem to work well for non-dyslexic kids. Another problem is that the method we use for addressing dyslexia is not really teaching or tutoring, but rather, a process that gives particular students the tools they need and shows them how to use them. This is great for self-motivated, hands-on learners, and it would be a good fit at schools where project-based or self-exploratory

We know from experience that the ‘athlete’s point’ is NOT optimal for reading, and in fact may actually cause letter reversals.

Most schools tend to stick with educational approaches that are easy to implement and seem to work well for non-dyslexic kids.

“There is only one optimum orientation point where all sensory data is most accurate. However, there are other orientation locations, one or more for each of the senses, where that sense will be very acute. The one for balance is two feet or more directly above the head, or forward of the center of gravity.”

learning is emphasized. But most schools still engage in what’s called “direct instruction.” That is, the teacher teaches, and the students listen. We believe that the creative process is essential for learning, especially for dyslexic learners. So any school for dyslexic students would need to provide an avenue for creative exploration of just about any subject or topic covered in the curriculum. There are some schools organized around this principle, which is sometimes called a “constructivist” approach. Unfortunately, this individualized and exploratory approach is considered inefficient by most traditional educators. They would prefer to stick with a single set of lesson plans for all their students.

The reason Ron Davis specifically mentioned the athlete's or dancer's point referenced on page 162, is that it’s easy to run into problems during Orientation Counseling if we are not aware of that point, and it is fairly common for us to encounter it in our work. An individual with a strong sense of balance will naturally tend to revert back to that very comfortable point when we do the fine tuning step, because fine tuning is based on achieving balance. Unfortunately, we know from experience that the “athlete’s point” is NOT optimal for reading, and in fact may actually cause letter reversals. That's why Ron goes on to explain, “When working with athletes, dancers, (anyone with excellent balance), make sure that they are oriented above and behind the head and not directly above or in front of it. Having students look down while checking should ensure this.”


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

Removing Barriers to Reading Success

most capable teenaged dyslexic readers appear Q: Some research suggests that multiple reads to read using alternate neural pathways – again, of lists: words, phrases, paragraphs, are one of a point that is consistent with the notion that the the best things that parents can do to increase reading fluency in their children. Sally Shaywitz, dyslexic brain is wired differently. in Overcoming Dyslexia, says three to five reads of The problem is that dyslexic readers struggle a paragraph or two of a story will wire the words, so hard to decipher the words, often through a veil of perceptual confusion, that they simply meanings, sounds, visual images into the brain. don't get to the point where Each time the student they can benefit from mere reads a word, all of those rereading of material. components become Dyslexic readers struggle They just don't have the stronger and process more underlying ability to take so hard to decipher quickly the next time. Is advantage of that approach this also Davis procedure? the words, often through to studying. Before I like what I’m reading in a veil of perceptual individuals can benefit from The Gift of Dyslexia, but I confusion, that they such practice, they must wonder if Sally Shaywitz simply don't get to the first be able to read the and Ron Davis would point where they can material accurately and with agree on this point? benefit from mere comprehension, even if their rereading of material. reading speed is slow. A: Dr. Shaywitz is a If the goal is to “wire brain researcher, not a the words, meanings, teacher or educational sounds, visual images into the brain,” then researcher. Some of what she reports in the part those elements have to be there in the first place of her book about reading research appears to when the student reads the word. The dyslexic conflict with statements in the first part of her book, about brain differences in dyslexia. This is learner simply isn't yet able to put those elements probably because the reading research reported in together.The Davis Dyslexia Correction Program addresses the barriers the second part was carried that stand in the way. out by other researchers, Davis Orientation (or on typical, nondyslexic, Alignment) gives the or undifferentiated individual the ability to populations of children. self-monitor and correct In the first part of her book, perceptual distortions. Dr. Shaywitz makes it clear Spell Reading and Sweepthat the dyslexic brain is Sweep-Spell help build wired differently, and that the habit of processing the dyslexic students she the letters of the word studied did not seem able separately in correct leftto develop the ability to to-right sequence. They store whole words in the also help build a habit of “visual word form area” of paying attention to the the brain used by capable visual appearance of the readers. She also states that letters and the sound of dyslexic students tend to the whole word. Picturebe top-down, whole-to-part at-Punctuation builds the learners, who do not do habit of associating mental well with rote learning. imagery with what is read. I would agree with the view that it is important Of course, the clay modeling we call Davis to gain practice with reading in order to build Symbol Mastery, is built around an effort to fluency, and that one way to do that would be through multiple readings of a the same material. connect meanings, sounds, and visual images in the brain, through a creative, hands-on, I believe that Dr. Shaywitz is right that such multisensory approach. The trigger words exercises will help “wire the brain” in most identified by Ron Davis overlap with the Dolch typically developing readers. Ironically, those exercises are probably strengthening connections word list, and comprise the basic sight vocabulary that all readers need to have in order to gain in the very parts of the brain that Dr. Shaywitz' own research shows are not used by the dyslexic reading fluency. (continued on the next page) readers. Her research also seems to show that the

v Italy (continued) Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Kenya Manisha Shah Nairobi +254 (0) 721 492 217 v Luxembourg Nadine Roeder Luxembourg +352 691 30 0296 v Lebanon Samar Riad Saab Beirut +961 3 700 206 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas DDA Director Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutiérrez Mexico D.F. +52 (555) 593 18 22 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 Ana Elena Payro Ogarrio Corregidora, Queretaro +55 442 228 1264 Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin Autism Facilitator/Coach Veracruz +52 (229) 935 1302 Magarita Saucedo Alvarez Icaza México, DF +52 (55) 3538 5240 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892

After a child completes a Davis Dyslexia Correction Program, I see no reason why a teacher couldn’t work with a dyslexic child to build fluency in the way recommended by Dr. Shaywitz, assuming the child is willing. With older children, we generally see a marked improvement in reading fluency simply by going through the Davis program. But of course, continued reading practice is necessary to sustain the gains achieved and to enable continued reading growth. However, as Dr. Shaywitz also notes (and of course, we agree), dyslexics tend to be highly creative and imaginative. Some might find it boring to read the same passage several times. An alternative might be to use curriculum materials or exercises structured to give those students repeated exposure to selected vocabulary words or phrases in varied contexts, in order to keep the student motivated and engaged. The specific technique of rereading material in order to gain fluency is not part of the Davis Program, but it is certainly a learning technique that may be used by a student after completion of the program. The goal of a Davis Dyslexia Correction Program is to eliminate the barriers that stood in the way of learning, and to provide students with the ability to progress on the same footing as others. We can anticipate that after a program, students will be able to benefit from other strategies for reading and studying that may have previously been too difficult or frustrating for them. v
by Mariah Siegmann

The Ballad of Johnny Jacobs

Poor Johnny Jacobs is a sweet, young chap, But society has led him to worse things than rap. Sometimes he drinks and sometimes he swears, And sometimes he says, “I don't give a care.” How and when it started, I wasn't there to know, But he warned me this: the way he'd gone not to go. Poor Johnny Jacobs - he could save the world, Like Rosa on the bus, or the stars n' stripes unfurled. He stands by his beliefs like a lamppost in the snow, Iron 'til the end, despite the winds that blow. But in the vast ocean his battles are just krill, The ones who count - the ones in charge have marked him as a pill. Poor Johnny Jacobs is branded like a cow, To teachers his forehead says, “Send to principal's now.” And they don't bother to question it, Johnny's a bug, a problem, a pit. And he may finish high school the very same way, Because no one stopped to hear what he'd say.

Mariah Siegmann is the daughter of Davis Facilitator Michele Siegmann of Mason, NH, USA. Mariah wrote and illustrated this poem when she was a freshman in high school. It was based on a classmate who Mariah, as a corrected dyslexic herself, thought might have benefited from a Davis program, as teachers at her school had long since given up on him. v

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

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

Symbol Mastery Kit $139.95

Young Learner Kit for Home-Use $129.95

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

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

Video or DVD $39.95

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

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

4-CD Set $29.95 $39.95

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

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

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

Deluxe Kit $219.95



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

The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day
!8 A#$++$ J ,$2.- T(+3.-

A Parents Guide to Asperger Syndrome & High Functioning Autism
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All Cats have Asperger Syndrome
By Kathy Hoopman

Born on a Blue Day
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Softcover $9.80 $14.00

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

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

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

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

C2+:53/C; C2+55/71/
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ITEM DESCRIPTION UNIT PRICE QTY DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00 Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00 Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00 Symbol Mastery & Reading Exercises DVD . . . . . . $85.00 I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00 The Gift of Dyslexia 2010 Edition . . .. . . . . .NEW! . . . . . $15.95 The Gift of Dyslexia Classic Edition .LOWER . .. . . . .PRICE! . . . . . .$9.50 The Gift of Learning . . . . . . . . . . . .LOWER . . . . . .PRICE! . . . . . $13.95 Dyslexia-the Gift Video (Specify: VHS or DVD . ). . . . $39.95 Gift of Dyslexia Audio CD Set . . . . .LOWER . . . . . . PRICE! . . . . . $29.95 Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Symbol Mastery Deluxe Kit . . . . . . . . . . . .NEW! . . . . .$219.95 Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING All Cats have Asperger Syndrome . . . . . . $10.50 . . . . . . .$14.95 ADD: A Different Perception . . . . . . . . . . . $8.50 . . . . . . .$9.95 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . $9.10 . . . . . .$12.95 Born on a Blue Day . . . . . . . . . . . . . . . . . $9.80 . . . . . .$14.00 Bumperly Bumper Bee . . . . . . . . . . . . . . $12.75 . . . . . . .$15.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . $13.45 . . . . . . .$14.95 Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99 Colleges That Change Lives . . . . . . . . . . $10.50 . . . . . . .$14.00 Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99 Everything Parent’s Guide To Autism . . . . $13.45 . . . . . . .$14.95 Everything Parent’s Guide To Dyslexia . . . $13.45 . . . . . . .$14.95 The Everything Sign Language Book . . . . . . $10.50 . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95 Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95 Hate to Write But Have To Writer’s Guide . . . $5.00 . . . . . . .$9.95 Homework Without Tears . . . . . . . . . . . . . $9.95 . . . . . .$13.95 How to Read Music . . . . . . . . . . . . . . . . . $7.95 . . . . . .$11.95 In the Mind’s Eye . . . . . . . . . . . . . . . . . . $20.00 . . . . . . .$29.00 Learning How to Learn-Revised . . . . . . . $13.25 . . . . . . .$18.95 Learning Outside the Lines . . . . . . . . . . . . $9.80 . . . . . .$14.00 Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95 Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95 Math On Call . . . . . . . . . . . . . . . . . . . . . $17.00 . . . . . . .$23.00 Math On Hand . . . . . . . . . . . . . . . . . . . . $17.00 . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . $11.00 . . . . . . .$15.00 Parents Guide to Asperger Autism . . . . . $13.25 . . . . . . .$18.95 $10.50 Ten Things Every Child With Autism Wishes . . . . . . .$14.95 The Right Mind . . . . . . . . . . . . . . . . . . . . . $8.40 . . . . . .$12.00 The Secret Life of The Dyslexic Child . . . . . . $10.50 . . . . . . .$14.95 Smart But Stuck . . . . . . . . . . . . . . . . . . . $13.95 . . . . . . .$19.95 Strong-Willed Child or Dreamer? . . . . . . . $9.25 . . . . . .$12.99 Teaching Kids with Learning Difficulties . . . . . $29.50 . . . . . . .$36.95 Ultimate Visual Dictionary . . . . . . . . . . . . $32.00 . . . . . . .$39.95 Understanding Controversial Therapies . . . .$17.95 . . . . . . .$19.95 Webster’s New World Children’s Dictionary . . . . . .$17.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Don’t Have to Be Dyslexic . . . . . . . . $15.95 . . . . . . .$19.95 OTHER ITEMS ReadOn Interactive Software . . . . . . . . . . . . . . . .$195.00 Young Learner Kit for Home Use . . . . . . . . . . . . .$129.95



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v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit DLS Mentor Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98

Recent Recommendations from The Lazy Reader Book Club
By Danny Brassell and Laura Zink de Diaz, Davis Facilitator in Bogotá Colombia Because I subscribe to The Lazy Readers’ Book Club, each month I receive an email from its founder, Danny Brassell, with a list of books he recommends for reluctant readers and those who just plain don’t have time for reading. (He knows we’re not lazy, just busy or in need of encouragement!) Since we haven’t published Danny’s most recent recommendations, here’s a sampling, with Danny’s comments on each. You can read lots more of Danny’s recommendations at the Lazy Readers’ website, There you’ll find the list of Danny’s picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at through links at the Lazy Readers’ website, Bookends ( will receive a donation. Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness. Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, for children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. At the website, you can sign up to receive recommendations by email, just as I do!

These Children Who Come at You with Knives and Other Fairy Tailes By Jim Knipfel AD - 256 pages Publisher: Simon and Schuster ISBN-10: 1439154120 ISBN-13: 978-1439154120 Have you ever read the real Grimm’s Fairy Tales? They’re pretty creepy, and Knipfel does a fine job of providing his own mischievous tales. I grabbed the book for its title and came away a big fan of Knipfel. I cannot wait to read more of his work.

The Case of the Purloined Professor by Judy Cox YA - 245 pages Publisher: Marshall Cavendish ISBN-10: 0761455442 ISBN-13: 978-0761455448 I am making it my mission to get students to read Judy Cox. This is her second story about two rat brothers who live in a cage in Ms. Dove’s fifth-grade classroom who, once in a while, escape for an adventure around the globe. Make sure to check out its predecessor, The Mystery of the Burmese Bandicoot.

v Netherlands (continued) Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959 Petra Pouw-Legêne DLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter DDA Director Maria Hoop +31 (0475) 302 203 Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Marieke Uiterwijk Leiden +31 (06) 45 911 913 Mieke van Delden Leek +31 (059) 4514985 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Annemarie van Hof Utrecht +31 (030) 65 86 700 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369


The Chain Letter By Julie Schumacher YA - 208 pages Publisher: Yearling ISBN-10: 0440420113 ISBN-13: 978-0440420118 I don’t know how I missed this book. You have to grab a copy of this funny, intelligent page-turner. Twelve-year-old Livvie throws away a chain letter, only to be reprimanded by her superstitious friend, Joyce. Hilarity and suspense ensue.

Heaven Looks A Lot Like the Mall by Wendy Mass YA - 256 pages Publisher: Little, Brown Books for Young Readers ISBN-10: 0316058513 ISBN-13: 978-0316058513 Great book! We need more books for teens that emulate this tone, a sort of It’s a Wonderful Life-like tale for teens. Mass accomplishes what great authors aim for: she makes you laugh, cry and think.

Don’t You Dare Read This, Mrs. Dunphrey by Margaret Peterson Haddix YA- 126 pages Publisher: Simon Pulse ISBN-10: 0689815433 ISBN-13: 978-0689815430 Margaret Peterson Haddix is one of the most popular young adult authors in America, and the reason is because of her mastery to create realistic teen characters in realistic situations in much the way that filmmaker John Hughes managed to capture teen dilemmas during the 1980s. I use this book to inspire middle schoolers to write, especially as I have taught girls like Tish Bonner who sit in the back of the class and think they are too good for school.

Bedtime for Mommy by Amy Krouse Rosenthal CH - 32 pages Publisher: Bloomsbury USA Children's Books # ISBN-10: 1599903415 # ISBN-13: 978-1599903415 In this delightful role reversal, a little girl tries to get her Mommy to go to bed, despite Mommy’s protests to stay up later. Any parent will be tickled, and kids get a kick out of the story and LeUyen Pham’s illustrations.



Book Review
By Cathy Dodge Smith, Ed. D. Davis Dyslexia Program Facilitator and Autism Approach Facilitator/Coach in Oakville, Ontario, Canada

Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins CH - 40 pages Publisher: Houghton Mifflin Books for Children # ISBN-10: 0618966366 # ISBN-13: 978-0618966363 Let’s put it this way: if you are a teacher or parent of young children, I suggest you feed your kids, clothe them and buy them books by Steve Jenkins. He is one of the greatest children’s authors out there, as his books inspire kids to ask all sorts of questions, and his illustrations are simply beautiful. I’ll add this book to my growing list of essentials by Jenkins: Actual Size, I See a Kookaburra, etc.

The Horse Boy: A Memoir of Healing By Rupert Isaacson
The Horse Boy is the heart-warming story of an autistic child and his parents. His mother, a psychologist, and his father, the author of The Horse Boy and other books, had no idea what to do with their non-verbal ball of rage and tantrums. This book takes you on a ride to the outer reaches of Mongolia with parents who are determined to find help for their son. Mr. Isaacson had work connections with old-world healers in Africa. An excellent horseman himself, he noticed that his son seemed calmer whenever he took him horseback riding. Isaacson’s experiences with African healers led him to decide that the best thing he could do for his son would be to take him to Mongolia, a part of the world where horses and traditional healing intersect. Once the family arrived, Isaacson and his wife saw that in the presence of shamans his son was solemn and calm. And it became apparent that the child had an amazing ability to communicate with horses. The story is intense and intriguing. As an added bonus, it is very well-written, making the reading journey a pleasure. While most people who have an autistic child do not have the resources–physical, mental, or financial– to undertake such a journey, they and anyone interested in autism will be able to relate to the struggles and triumphs of this amazing family. It has the ‘happy ending’ with which Davis Facilitators are so familiar. A good read for the summer!

The Circus Ship by Chris Van Dusen CH - 40 pages Publisher: Candlewick # ISBN-10: 076363090X # ISBN-13: 978-0763630904 What a treat! The local residents of an island in Maine are not too pleased when the animals of a wrecked circus ship scatter about – until a tiger saves a baby. Then it is the residents who disguise their new friends so the circus owner cannot take them away. Funny and heartwarming.

v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 815 8626 Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Nelson +64 (3) 548 8087 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator-Coach Autism Training Supervisor Dunedin +64 0274 399 020 Colleen Morton Gore +64 (03) 208 6308 Wendy Person Hastings +64 (06) 870 4243 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Supervisor-Specialist Christchurch +64 (03) 363 9358 Alicia Trent Upper Moutere Margot Young Auckland +64 (0) 9 638 3627 v Norway Heida Karen Vidarsdottir Stavanger +47 958 03 822 v Philippines Imelda Casuga Baguio City +63 (744) 42 29 01 Freddie Tan San Juan, Metro Manila +63 (2) 725 7137

v Poland Agnieszka £ubkowska Warsaw +48 (22) 658-2237 v Portugal Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Vieira Lisboa +35 (191) 921 4808 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moskva + 972 (3) 635 0973 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v South Africa Sharon Gerken Durban +27 (82) 82 85 180 v Spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Heidi Gander-Belz DLS Presenter-Mentor Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Bern +41(31) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667


Famous Dyslexics
Louis Barnett is an 18-year-old entrepreneur and chocolatier in the United Kingdom. He always found school hard, and was relieved to find out why, when he was diagnosed with dyslexia, dyspraxia and problems with short term memory. By the time he reached high school age, his parents decided to home school him. Barnett began his career in chocolate making a Belgian chocolate birthday cake for an aunt. It was such a hit, he began to receive requests for it. By the time he was twelve, he was so busy filling orders, he decided to set up his own business. At fifteen, Barnett was the youngest supplier of chocolate to several prestigious British stores. He has appeared on several TV and radio programs, in Britain, Japan, Russia, Belgium Spain and the USA, and has often been featured in local and national newspaper articles. Barnett studied chocolate intensely and discovered that palm oil, a common ingredient, was wreaking havoc with animal habitats. He eliminated it from his products and uses his popularity to communicate the idea that we must protect wildlife and the environment to ensure a sustainable future. At his website he states, “As a passionate conservationist I decided to use chocolate as a medium to both raise awareness of global climate change, animal endangerment and human impact and raise funds to charities and organisations that truly made a difference! These are called “Biting Back Bars.” Each bar of chocolate gives 10 pence from every bar sold to a charity or organisation.” In February of 2009 he received the Lord Carter Memorial Award in recognition of his outstanding achievement in the food industry and his active participation in charitable causes in support of wildlife programs. “We are all living in a time where things are tough, but I feel we need more emphasis on being positive and encouraging young people to get involved.” You can read more about Louis Barnett and the charities he supports at his website, http://

Louis Barnett

Artist and illustrator, Jerry Pinkney was born in Philadelphia in 1939. As a child Pinkney struggled with reading. But he began drawing at just four years of age. His ability and love of art bolstered his self esteem while he was in elementary and secondary school. "In all that time, the word dyslexia was never used, nor did anyone try to find out why it was so hard for me to read. Little was understood about learning disabilities or a child like me that was eager to learn, and was trying his best. I drew great satisfaction from making pictures and was acutely aware of how drawing centered my being, enabling me to focus.” Jerry was good at figuring out ways to compensate for his literacy challenges, so much so that he graduated from elementary school with honors. When he completed high school, he received a full scholarship to The Philadelphia Museum College of Art (now known as The University of the Arts). Pinkney began his artistic career designing greeting cards, but soon opened his own studio in New York. He has a reputation both as a fine artist and an illustrator of children’s books. He has even designed a dozen postage stamps for the US Postal Service Black Heritage series. Pinkney has won the Caldecott medal and multiple honors for his work as an illustrator. He also has wise words for youngsters at his website (http://www.jerrypinkneystudio. com): “For the young person who is struggling in school, never forget there are many different ways to learn. Be curious. Do not be afraid to try. Do not be disappointed when making mistakes. You will discover your own unique way of understanding the things being taught. Learn from mistakes. Everything that happens to you will frame who you are, and who you will become. Your path to success will follow.” v

Jerry Pinkney


Para Probar
Si lo consideras apropiado, prepara una lección sobre la energía humana. Que el grupo haga actividades con la energía, comenzando con dormir, y siguiendo poco a poco hacia actividades más enérgicas como competir corriendo. Incluye algunas actividades divertidas – juegos de naipes, pasos de baile, trabalenguas, etc. Que los estudiantes hagan estas actividades, primero despacio, con poca energía, después con un nivel de energía intermedio, y finalmente con mucha energía. Que tengan en cuenta cuál nivel de energía es el mejor para cada actividad. Finalmente, menciona algunas actividades normales del salón de clase y pregunta qué nivel de energía les correspondería mejor. Después, recuerda a los estudiantes que deben chequear su nivel de energía antes de comenzar cualquier tarea importante, o cuando se sientan muy cansados o desordenados.
v Switzerland (continued) Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Benita Ruckli Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Marianne Schutz Zofinger +41 (62) 752 8281 Andreas Villain Zürich +41 (076) 371 84 32 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Judith Zapata Prange Basel +41 (061) 721 7501 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Kim Balaskas Westcliff on Sea, Essex +44 (0) 789 482 8084 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Autism Facilitator/Coach Jane E.M. Heywood Autism Facilitator/Coach DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699

¿Por qué ‘Tyranosauro’ Pero No ‘Cual’? Segunda Parte
Por Richard Whitehead, Director de DDA en Great Malvern, Worcestershire, Reino Unido Richard Whitehead, ofreció un curso gratis en línea, diseñado para ayudar a profesores a comprender por qué algunos estudiantes inteligentes luchan tanto por dominar destrezas académicas básicas. Con mucha amabilidad, Richard nos concedió permiso de traducir y publicar su curso en The Dyslexic Reader en una serie de capítulos. Presentamos la primera parte en la edición de la primavera. A continuación sigue la segunda parte de este valioso curso.

El Manejo de la Energía – Lo que Afina el Aprendizaje de Nuestros Estudiantes Suponte que estás internado en una clínica para una intervención quirúrgica. El cirujano entra en tu habitación de mucho afán, te da la mano con mucha energía, y te cuenta lo emocionado que se siente de tener la oportunidad de operarlo. Su energía está altísima y se parece a “Tigger”, personaje loquito, del libro Winnie-The-Pooh. Me imagino que saldrías corriendo por el corredor de la clínica en busca de la salida más cercana, ¿no es cierto? Porque ciertos trabajos pueden quedar mal hechos si se hacen con un exceso de energía. O con muy poca energía. Hay que dedicar a cada tarea el nivel de energía debido. Muy poca,y no podemos completarla. Demasiada y perdemos control. Los músicos tienen muy en cuenta esta verdad. Al aprender una nueva pieza, practican despacio las partes complicadas. Solo comienzan a tocar más rápido después de desarrollar su dominio y control. Pero en el salón de clase, muchas veces los estudiantes hacen lo opuesto. ¿Te has fijado que cuando le pedimos a un niño con retos en la lectura leer en voz alta, a veces lee muy rápido? La energía excesiva es el resultado de su estrés mental – pero conduce a errores que en otra situación no cometería. En el Método Davis nuestros clientes forman mentalmente un Disco Selector imaginario que pueden utilizar para ajustar su energía al nivel apropiado para cada tarea. El Disco Selector de Davis puede tener efectos muy dramáticos en personas con dificultades en su manejo de la energía, como la hipoactividad o la hiperactividad. Y es bastante divertido utilizar el Disco en juegos de rol, malabares y otras actividades. En el segundo libro de Ronald Davis, El Don del Aprendizaje (The Gift of Learning) encontrarás instrucciones para el establecimiento del Disco Selector.

La Importancia del Análises de la Tarea y la Secuenciación del Aprendizaje Imagina que llegas a la clínica para visitar a un familiar enfermo y al entrar te entregan un bisturí y te piden que completes la cirugía cerebral del algún paciente porque el cirujano que comenzó la intervención se desmayó. O imagina que el profesor de autoescuela viene a tu primera lección manejando un bus articulado y te dice que lo manejes en la carretera. O que te invitan a andar en uniciclo por un cable en el circo cuando acabas de aprender a montar a bicicleta en la tierra. Seguramente reaccionarías con pánico y miedo. Estos ejemplos quizás te parezcan exagerados, pero son semejantes a lo que enfrentan los niños a diario cuando les pedimos que completen ciertas tareas académicas. Cada una de nuestras destrezas se establece en base de otras destrezas más básicas, algunas de las cuales, a su vez, se basan en otras destrezas aun más básicas, etc. Como ejemplo, consideremos la escritura, la letra. Para poder escribir, debes saber asir el bolígrafo en la mano. Esta destreza se basa en la habilidad de mover la mano con control. También es necesario tener la habilidad
(continued on the next page)

v United Kingdom (continued) Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Autism Facilitator/Coach Barrow upon Soar, Leics +44 (01509) 412 695 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer Wimbledon/London +44 (0208) 946 4308 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough, East Sussex +44 (01892) 667 323 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Shilpa Patel Ealing, London +44 (0778) 631 4375 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson London +44 (07846) 734-320 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Jacqui Stewart Eastbourne, East Sussex +44 (01323) 748 933

de mover el bolígrafo horizontalmente por el papel de manera controlada, manteniendo una presión constante, que no varía. Esto involucra la motricidad fina y la habilidad de utilizar el hombro, el codo y la muñeca de manera coordinada. Después, tienes que poseer la habilidad de crear las formas de todas las letras, lo que involucra toda una serie de destrezas. Primero, tienes que saber las letras, poder reconocerlas y distinguir una de otra. También, tienes que saber en qué posición comenzar a dibujar cada letra, en qué dirección mover la mano para formarla, cómo unirla a la siguiente letra, y saber cuáles de las letras (como las mayúsculas) normalmente no se unen a las letras que les siguen. Como es necesario comenzar a trazar la mayoría de las letras de arriba para abajo, esta idea puede confundirte si no hayas aprendido que cuando trabajamos con una hoja de papel, la parte superior se refiere a la parte más lejos de tí, a pesar de que la hoja se encuentre en una superficie plana, y ninguna parte de la hoja está más alta que otra. Si tú y tus compañeros de clase hablan un lenguaje europeo, escrito de izquierda a derecha, debes tener la habilidad de distinguir entre la derecha y la izquierda. Además, para comprender el concepto de “comenzar” en la parte superior a la izquierda, y saber adónde seguir después, te hará falta tener conciencia del flujo del tiempo. Finalmente, para producir nuevos escritos (a diferencia del copiado) te será necesario tener conocimiento del lenguaje y comprender el propósito de las palabras. También deberás haber dominado el deletreo de las palabras que piensas utilizar, lo que involucra captar el concepto de la secuencia y el hecho de que las palabras consisten en cierta combinación de letras, y en cierta secuencia de izquierda a derecha. Algunas de estas destrezas parecen tan obvias que ni siquiera hace falta mencionarlas. Pero no tratamos de enseñar la escritura a los niños de doce meses precisamente porque algunas de estas destrezas son demasiado avanzadas para niños de esa edad. Y aún más importante, si tú posees un entendimiento completo de las destrezas componentes de la escritura y de las subcomponentes de aquellas destrezas, podrás ayudar a las personas con dificultades con la letra. Porque cuando las personas tienen dificultades en escribir a la edad en que sus compañeros ya lo han dominado, la causa es que no han dominado del todo una o más de las destrezas componentes o sub-componentes. Cuando el estudiante no haya dominado del todo una destreza componente, es recomendable que examines los sub-componentes de esa destreza con el fin de identificar la destreza “problemática” PARA PROBAR
Escoge una o dos de las siguientes destrezas que tú mismo has dominado. A ver si puedes definir las destrezas componentes que se requiere para dominarlas. Mira también a ver si cada destreza involucra a otras. A ver qué tan larga será tu lista: 1. Leer música 2. Montar a bicicleta 3. Construir un patio 4. Hablar otro idioma 5. Leer un libro 6. Redactar y enviar email 7. Jugar al tenis 8. Pintar un cuadro 9. Construir una silla de madera 10. Mantener al día tu diario 11. Amarrar los cordones de los zapatos. Observa que para hacer cualquiera de estas tareas, debes saber la destreza componente tan bien que se vuelve automática; que la haces sin tener que pensar o recordar nada. Si has completado bien este ejercicio, la razón será aparente. Si para ejecutar tienes que pensar en siquiera la cuarta parte de las destrezas componentes, tu lista será tan larga que no podrías llevar a cabo la actividad.

que el estudiante debe primero dominar. Sabrás que está “listo” cuando todas las destrezas componentes en las que se basa el objetivo, ya las haya dominado. Para los educadores, es esencial la habilidad de “identificar” los componentes de una destreza específica, ya sea para diseñar una lección, una esquema, un texto o un plan de estudios. Es también la clave que nos permite comprender por qué un estudiante no pudo completar la tarea que le pusimos. Si has aprendido a manejar, sabrás la diferencia entre el aprendizaje y el dominio. Recordarás la época que en aprendías y tenías que pensar en cada acción que te tocaba hacer. Espejo, intermitentes, maniobras, freno, embrague, engranajes – ¿recuerdas el enfoque intenso que involucraba? A veces te dejaba en un estado bastante estresado y fatigado. Pero después de sacar la licencia de conducir y manejar durante algún tiempo, estas funciones se volvieron automáticas. Es posible que ahora puedes escuchar la radio, conversar, hasta soñar despierto mientras manejas.

“Cuando diseñamos actividades pedagógicas para los estudiantes con talentos viso-espaciales, interesamos y estimulamos a los estudiantes más capaces, y al mismo tiempo respondemos a las necesidades de los estudiantes con retos.” experimentado a veces con medios creativos como la plastilina. Aplicando el uso de estos medios con una filosofía clara y con dirección específica, podemos fomentar un ambiente de aprendizaje exploratorio muy poderoso.

v United Kingdom (continued) Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker West Kirby Wirral +44 (0151) 625 6705 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Paul Francis Wright Barton-Upon-Humber, North Lincolnshire +44 (077) 9684 0762 The Blueberry Center Margarita Viktorovna Whitehead DDA Director +44 (0)1684 574072 Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Janet Confer Irvine +1 (949) 589-6394 Reading Research Council Dyslexia Correction Center Ray Davis Davis Autism Trainer Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990 Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Riverside +1 (951) 710-9616 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Newport Beach +1 (949) 873-2008 Karen Pongs Newport Beach +1 (949) 873-2008 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700

Aprendizaje imaginativo. Para recordar la información, los estudiantes viso-espaciales se sirven de imágenes mentales. Por ejemplo, los que luchan con la lectura pueden tropezar con palabras cortas y abstractas, como “un”, “los”, “si,” o “pero”. Esto sucede Cuando el estudiante haya aprendido y dominado todas las destrezas componentes de una porque es más difícil crear una imagen mental nueva destreza, avanzar al próximo nivel es fácil. del significado de este tipo de palabra que de Los que experimentan el Método Davis a menudo palabras con definición concreta, como “elefante” y “tiranosauro”. Muchas veces la enseñanza con se sorprenden de lo fácil y rápido les es aprender destrezas que antes les retaban. Pero la clave es la enfoque en la fonética no conduce al aprendizaje de aquellas palabras cortas. Pero con sesiones secuenciación enfocadas, en que los estudiantes forman modelos Cómo Apoyar a Estudiantes con Retos en plastilina que representan las definiciones y al Mismo Tiempo Favorecer el Interés de tales palabras (técnica llamada Dominio del Símbolo Davis), podemos despertar la curiosidad, de Estudiantes Avanzados Para nosotros, como profesores, entre los temas imaginación y creatividad, fortalezas típicas de personas con talentos viso-espaciales. más importantes figura el de apoyar y cultivar los talentos de los estudiantes con retos, y al Aprendizaje experiencial. mismo tiempo ayudar a avanzar a los altamente capacitados. A veces, quisiéramos clonarnos, para Los estudiantes con talento viso-espacial aprenden más del estudio enfocado en poder responder a las necesidades diversas de todos nuestros estudiantes. Sin embargo, hay algo investigación, que de la memorización. Por interesante que debemos tener en cuenta respecto ejemplo, les puede ser difícil aprender de memoria las tablas de multiplicación si no hayan a los estudiantes con retos. Muchas veces son comprendido por qué son ciertas. estudiantes con talentos viso-espaciales. Muchos de ellos son imaginativos y curiosos, pero los Aprendizaje secuencial. métodos pedagógicos diseñados para la mayoría que aprende de manera secuencial-auditiva, no les Estos estudiantes necesitan comprender totalmente las destrezas básicas antes de pasar han servido bien. Pero es también interesante que muchos de los a destrezas más avanzadas. No aprenden bien cuando en clase estudiamos los temas estudiantes más capaces también poseen talentos superficialmente y con afán. viso-espaciales. También son imaginativos y curiosos. La diferencia es que han aprendido a Enfoque relajado. adaptarse a la enseñanza secuencial-auditiva; por lo tanto les va muy bien en los cursos tradicionales Los estudiantes viso-espaciales con dificultades en el estudio se estresan mucho. Si les pedimos que predominan hoy. que “se concentren” no aprenden bien. Pero sí Entonces hemos descubierto que cuando avanzan muy bien cuando aprenden a establecer diseñamos actividades pedagógicas para su propio ritmo y a mantenerse relajados cuando los estudiantes con talentos viso-espaciales, estudian. Y aprender a aprovechar del enfoque interesamos y estimulamos a los estudiantes más relajado también beneficia a los estudiantes más capaces, y al mismo tiempo respondemos a las capaces. necesidades de los estudiantes con retos. Porque Estos principios básicos forman la base del en realidad, entre estos dos grupos, en cuanto a Método Davis para el aprendizaje. Cuando su estilo de procesar y aprender, no hay tantas aplicamos estos principios en tres colegios de diferencias como suponemos. EEUU, en grupos de estudiantes con variados Los que poseen talentos viso-espaciales niveles de habilidad, ninguno de los estudiantes aprenden muy rápido cuando aplicamos los fue remitido a “educación especial”. Al mismo siguientes principios básicos: tiempo, el porcentaje de niños remitidos a programas para estudiantes talentosos subió a Responsabilidad del aprendizaje. niveles más altos que el promedio nacional. Tú Los estudiantes con talentos viso-espaciales puedes experimentar un poco con estos principos aprenden mejor cuando la lección involucra su en tu grupo, a ver qué sucede. v creatividad. Los profesores al nivel primario han

California (continued) Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Lesa Hall Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323 Indiana Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Massachussetts Karen LoGiudice Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577 Michigan Molly Scoby Greenville +1 (231) 250-7260 Kathleen McNally Jackson +1 (304) 382-5612 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Charlotte +1 (517) 652-5156 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) +1 (231) 250-7260 Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673


R I S E A B O V E – by Casey McGrath
I lived in a paint box of colors and sound, Sketched rainbows through air, with visions unbound. Then waves sucked me under, my mind grew jumbled, In a dyslexic world, my spirit slowly crumbled. Words spiraled and twisted like a backwards reflection, Could no longer steer, lost my sense of direction. Didn’t know who to trust, or who had my back, Caged in angst and confusion; dreams drenched in black. So broken for years, thrashing through rubble, ‘Til the light broke through, like looking through Hubble. Learned what I want, let go drama and pain, Learned who I am, learned to salsa in rain. Learned to find heaven from the embers of hell, Found growth and rebirth, breaking free from my cell. For those who sowed seeds through my hazy past, I’ll pay it all forward, live each day as my last. The joy is in giving, gets me out of my head, The rush is in living, now awake from the dead. Life is a treadmill, jogging at my own pace, Thirsting for knowledge, my purpose, my place. I won’t be kept down, won’t slip through the crack, Confident and strong, I’ll take my life back. Rebuilt, reconstructed, empowered with love, Shedding scales of despair, I will rise above.
Casey McGrath completed a Davis Dyslexia Correction Program in with Marcia Maust, Davis Facilitator in Berlin, Pennsylvania. The Dyslexic Reader featured Casey in early 2008 when she won admission to Georgetown University, and published her personal essay, Stepping Past Labels, about how her life changed once she learned to “rise above adversity, push myself to discover my potential and welcome life’s challenges.” Ultimately, Casey chose to enter the University of Pennsylvania where she is in her sophomore year of nursing school. A Hillman Scholar, Casey has committed to work for two years at a New York City hospital when she graduates. Since she loves babies, she plans to work in a neonatal unit. She says the line of the poem that talks about the light breaking through refers to Ronald Davis and the Davis Dyslexia Correction Program.


By Michael McGuinnes Submitted by Lesa Hall, B.S. Ed., Licensed Davis Facilitator in Pooler, GA

to humans, but I feel that is not true. Animals have much more intelligence than most people give them credit for. It is so awesome to be able to read for myself about animals now since completing the reading program with Mrs. Lesa." I have no shape to call my own yet prisoners live within me free. What am I? I run my fastest in swamp or bog. I fly my best in a fog. What am I? I’m not hungry, yet I’m not full! I’m bright, yet I don’t give off my own light. What am I?
1) Water 2) An Egret 3) The Moon

Michael McGuiness is 11 years old. In 2009 he did a Davis Dyslexia Correction Program with Lesa Hall. Now he reads Shakespeare with understanding! He has also completed the Davis Autism Approach Program and is currently working on the Davis Math Mastery Program. Michael says, "I have always had a great passion for animals, reptiles and birds in particular. Many people see animals as inferior


Missouri Clark Brown Roach +1 (573) 552-5772 Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611 Montana Elsie Johnson Manhatten +1 (406) 282-7416 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Reno +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Ritchie Holly/Rochester +1 (585) 233-4364 North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Linda Wright Duncan +1 (580) 641-1056 Oregon Nicole Cates Milwaukie +1 (586) 801-0772

Newly Licensed Davis Facilitators
Doreth Broenink “As a teacher I see the daily struggle learning to read, spell and do maths of more and more! children. All of them are very gifted one way or another but find it hard to cope with the demands of the ‘regular’ school system as it exists in the Netherlands. Reading The Gift of Dyslexia I began to understand why the current methods for working dyslectics don’t provide the results we want. Now I feel blessed to be part of a ‘family’ of Davis Facilitators who, together, help these beautiful people gain confidence in themselves and express their talents and gifts.” Doreth, praktijk voor dyslexiebegleiding. Rhienderstein 69, Nieuw-Vennep, Netherlands 2151HJ +31 (252) 680 667 Germania Jissela Ramos Ramos Llave del Aprendizaje. Av. Rodrigo Pachano, Centro Comercial Caracol L – 22 y 23, Ambato, Ecuador. +593 (3) 242 4723 Gina Liliana Alvarez Altamirano Llave del Aprendizaje. Av. Rodrigo Pachano, Centro Comercial Caracol L – 22 y 23 Ambato, Ecuador +593 (3) 242 4723 Santiago Fernandez Llave del Aprendizaje. Av. Rodrigo Pachano, Centro Comercial Caracol L – 22 y 23, Ambato, Ecuador. +593 (3) 242 4723 Heida Karen Vidarsdottir “I struggled all through my school life in Iceland, and I can say that I began cheating on exams from my first day in a classroom. It wasn’t that I was too lazy to learn. It was just that I could not remember what I learned, though I spent many hours studying. I finally found Davis Dyslexia Correction. After completing a Davis Program I went back to school, and for the first time in my life I could stay oriented, listen and understand what the teacher was saying, I could read a book in one day and remember what I read. And my grades improved. After doing the Davis follow up work at home, I graduated from The Commercial School of Iceland.” Mollegata 81, Stavanger 4008, Norway +47 958 03 822 Judith de Haan “In January 2009, a neighbour gave me the address of a nearby Davis Facilitator. My 10-year old son (dyslexic and ADHD) was still struggling in school despite a lot of guidance and many failures. After reading the website I had the gut feeling that this could be the answer to his learning difficulties and behavior at school. I read the book and signed up for the basic workshop so that we, his parents, could give him good support. I never imagined that, as have many others before me, I would be so enthusiatic about the Davis Program that I ended up doing the whole training program! I don’t know how I managed to find the time to do it all, but here I am now, a Davis Facilitator, about to start my own business! I work at a school for children with special needs because of their physical and/or mental handicaps. I hope that my enthusiasm will result in bringing the Davis Program into the school.” De Krommert 23, 1851 ZB Heiloo, Netherlands +31 (63) 078 64 83 Margartia Saucedo Alvarez Icaza “Centro especializado en problemas de aprendizaje.” Smart Start: A New Way of Learning. Av. Revolución # 1176-2094, San José Insurgentes, Distrito Federal, Mexico CP 03900 +52 (55) 3538-5240 Mauro Salvador Villagomez Santana Marte 243 Colonia Zona de Oro, Celaya, Guanajuato, Mexico CP 380240. +52 (461) 614 9892 Mieke Verhallen “Through my work as a French teacher I have seen many children suffer from dyslexia. I noticed those were often the most bright, sociable and very broadly interested children. Therefore, I wasn’t surprised to hear from my food friend Irma Lammers, who was already a Davis Facilitator at the time, that dyslexia is a gift. It fully corresponded with my experience. The decision to become a Davis Facilitator soon followed. Recently, I was appointed counselor for the students with learning challenges at my school. Of course, I implement elements of the Davis tools in my teaching methods. The remarkable thing is that students do not only get better at school, they also become happier people.” Burgemeester Pankenstraat 28 5731 LW Mierlo, Netherlands +31 (492) 43 05 04

Oregon (continued) Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Autism Facilitator/Coach Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 Puerto Rico Ines Grajales Pagan Caguas +1 (787) 743-0605 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Leslie Ledoux Amarillo Autism Facilitator/Coach +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427 Donna Northcutt Irving +1 (214) 315-3698 Dorothy Owen Supervisor-Specialist Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Susan Stark Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Laura Warren Lubbock +1 (806) 790-7292

Clark Brown “I was introduced to The Gift of Dyslexia by a parent whose child was in my Special Education Class. She challenged me to read the book because she saw her son’s difficulties described in the book. I read it, saw several of my students described in the book as well, and wanted to get a better understanding of the program. So I entered the facilitator training. Having worked with a variety of individuals and seeing how it has changed their lives, I feel honored that I can facilitate others, allowing them to understand how they think and go forward in life with confidence. When students finish their program they leave knowing that learning can be a fun experience rather than an intimidating ordeal. For me, creating life-long learners, unafraid to explore, create, and be themselves, is what teaching is all about.” Southwest Missouri Dyslexia Center, PO Box 402, Roach, MO 65787, USA. +1 (573) 552-5772.

And of special note...
Congratulations to Dorothy Owen (Texas), Anne Mataczynski (Wisconsin). Leslie Ledoux (Texas), and Yvonne Wong Ho Hing (Hong Kong) on completing their Autism Approach Facilitator/ Coach training! Congratulations to Stacey Borger-Smith and Larry Smith, Jr. of Rocky Point Academy in Calgary, Canada on completing their Davis Autism Approach Supervisor training! A special welcome back to Karen Pongs of The Learning Curve in Newport Beach, California and Heidi Rose in Pennington, South Australia!

Davis Training Programs
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.

For more information about training and a full directory of Davis providers, visit: or or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.


Virginia Donna Kouri Rockville +1 (804) 240-0470 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Allison Boggess Elkview +1 (888) 517-7830 Gale Long Autism Facilitator-Coach Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Autism Facilitator/Coach Wausau +1 (715) 551-7144

Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 pounds) • Clay cutter The Davis Methods • Webster’s Children’s Dictionary for Young Learners (hardcover) Davis Focusing Strategies provide • Punctuation Marks & Styles Booklet children with the self-directed ability to be physically and mentally focused • Two Koosh Balls • Letter Recognition Cards on the learning task at hand. • Laminated Alphabet Strip Davis Symbol Mastery enables • Stop Signs for Reading Chart children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $129.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: or call our toll-free number: 1 (888) 999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

This Directory is current as of August 31, 2010. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at is always up to date.



Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately) “In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose ­ Elementary School, Fremont, California

Date Location Telephone

United States Sept. 23-24 Springfield, MA +1 (903) 531-2446 Sept. 30 Oct. 1 Clinton, OK +1 (806) 790-7292 Oct. 7-8 Oct. 11-12 Tyler, TX +1 (903) 531-2446 Richmond, VA +1 (804) 833-8858

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $65 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1 (888) 805-7216, and ask for Paula McCarthy.

Jan. 6 - 7 Tyler,TX +1 (903) 574-5505 +1 (888) 805-7216 +1 (719) 324-5825

June 20 - 21 Richmond, VA June 21 - 22 Denver, CO

For more details, visit


Materials included with workshop

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

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

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

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

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

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


September 24 – 26, 2010 St. Odiliënberg (Limburg) Presenter: Robin Temple Language: English/Dutch Email: Tel: +31 (0) 475 33 11 94

United States

October 5 – 8, 2010 Burlingame, CA Presenter: Loma Timms Language: English Email: Tel: +1 (888) 805-7216 January 22 – 25, 2011 Burlingame, CA Presenter: Loma Timms Language: English Email: Tel: +1 (888) 805-7216 March 9 – 12, 2011 Orlando, FL Presenter: TBA Language: English Email: Tel: +1 (888) 392-1134


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

New Zealand

January 31 – February 3, 2011 Christchurch Canterbury Presenter: Lorna Timms Language: English Email: Tel: +64 (3) 477 0056


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

United Kingdom

December 16 – 19, 2010 Malvern Worcestershire Presenter: Richard Whitehead Language: English Email: Tel: +44 (0) 1684 566 300

For updated workshop schedules visit:

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


u.s. postage


burlingame, ca permit no.14


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

The Gift of Dyslexia Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who should attend: • Reading Specialists & Tutors • Parents & Homeschoolers • Resource Specialists • Educational Therapists • Occupational Therapists • Speech/Language Therapists Participants will learn: • How the Davis procedures were developed • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting.

2010 – 2011 International Schedule
Sept 24 – 26, 2010 Oct 5 – 8, 2010 Oct 20 – 23, 2010 Nov 18 – 21, 2010 Dec 16 – 19, 2010 Jan 22 – 25, 2011 Mar 9 – 12, 2011 St. Odiliënberg (Limburg) Netherlands Burlingame, CA Guadalajara, Jalisco Hamburg Burlingame, CA Orlando, FL USA Mexico France Germany USA USA

Oct 30 – Nov 2, 2010 Paris

Malvern Worcestershire UK

Jan 31 – Feb 3, 2011 Christchurch Canterbury New Zealand

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 & Discounts – Special Rates for 2010 - 2011 • $925 per person, normally $1175 ($200 deposit required) • $875 early bird discount with full payment, normally $1075 • Advance registration required • Includes manual, one-year DDAI membership, verification of attendance, and Workshop Kit • Academic units and CEUs available

See page 27 for more workshop details.

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E-mail: DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: DDA-Latin America Calzada del Valle #400 Local 8 Colonia del Valle Garza García, Monterrey Nuevo León México, CP 66220 Tel: 52 (81) 8335-9435 Email: DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: 31 (475) 520 433 Fax: 31 (0475) 301 381 E-mail: DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0)1684 566300 E-mail: DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email:

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