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˜ Dys • lex´ ic Read´• er •
DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
ISSUE 1 • 2010
A Davis “Graduate” Answers a BIG Question
By Justin Carson He’s applying for college scholarships, elementary student. As a third grader, hoping to major in Sports Marketing. I struggled immensely to read first grade Many scholarship applications require level books. Also, I was unable to write students to write extensively about their a complete sentence on my own. experiences so far in life, and Justin was asked to answer a major question: “What Back in third grade, my parents gave is the most significant challenge that you me the opportunity to seek help through have achieved?” Just seventeen years old the Davis Dyslexia Correction Program. when he composed his answer in the spring My parents only showed me the door, of 2009, I think but I made the you’ll agree with decision to walk me that he’s written through it. I My parents only an articulate and spent one week insightful answer. showed me the door, working with a Congratulations and Davis Facilitator, but I made the decision good luck, Justin! who provided to walk through it.
Justin’s Senior Picture Justin Carson was just nine years old when he flew to Arizona for a Davis Program with Davis Facilitator, Dr. Edie Fritz. Justin’s Davis experience not only changed his life, but also ultimately led his mother, Kim Carson, to become a Davis Facilitator and Davis Learning Strategies Mentor and Presenter. Today Justin is a high school senior in Brookings, North Dakota. IN THIS ISSUE
Simply stated, my most significant challenge in life was learning how to read and write independently. My journey learning how to read and write is more challenging than it is for most because I am a diagnosed dyslexic learner. That means that I think predominately in three-dimensions, but all our words and letters are two-dimensional. The transition from thought to written word was nearly impossible for me as an
me with learning tools. Although the program lasted one week, the work has continued for each one of my school years. I feel this was the start of building my very strong work ethic, which has extended into my involvement in my school, community, and church activities. I can think of so many goals that I never thought I would be able to accomplish. Starting with when I was
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News & Feature Articles Opening the Gift .................................... 4 Questions Teachers Ask ....................... 5-7 Labelled “Learning Disabled” .............7, 19 Creativity ...........................................8-10 Lazy Readers’ Book Club .................. 14-15 Book Reviews ................................. 16-17 Creatividad .....................................20-22 Regular Features In the Mail .............................................. 2 Famous Dyslexics .................................. 18 Q&A ................................................11-13 New Davis Licensees ....................... 23, 24 Davis Workshops ............................. 26, 27
Timmy Subdues a Cloud of Letters
By Lesa Hall, Davis Facilitator Pooler, Georgia
Timmy Thornburg is a nine-yearold third grader. His parents brought him in for a Davis Perceptual Ability Assessment because he was having trouble with reading. One of the things Timmy told me during his assessment was that when he built things with Legos he knew just what to do with the pieces, but when it came to letters, he was at a
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Timmy Thornburg, Cloud Master!
© 2005 Randy Glasbergen www.glasbergen.com
THE DYSLEXIC READER
In The Mail
A Mother’s Lament
Dear Editor: I just wanted to say that I’ve come to hate the phrase “standardized test”. My son has failed every standardized test he’s taken, because he’s an “out of the box” thinker. Public school teachers also told me my son didn’t pay attention and was “just not catching on” in class. They asked me to have him tested for ADD. So I took him to the doctor. At that appointment, the doctor asked what my son was interested in. I said, “Human anatomy.” He looked at me strangely, because my son is only 6. He then started to talk to my son about the cardiovascular system.... Forty-five minutes later, after answering my son’s questions, the doctor said, “There is nothing wrong with your son. Either he is not interested in what the teacher is teaching or the teacher is not answering his questions.” I relayed this to my son’s teacher. Her response was, “ Yes, he seems to ask “LOTS” of questions!” I was left wondering, why is that a problem? Isn’t that one way a child learns? According to last year’s report card, my son is two years behind his fellow classmates. I’ve chosen to home school him this year and I am shocked to discover that he’s definitely not below grade level. I know he is working at grade level, as that is what I teach.
A Frustrated Mom
The Fourth Meal
Dear Ronald D. Davis: My son did a Davis Program last September with Laura Zink de Díaz in Bogotá, Colombia. I want to tell you that the Davis Program has helped my son a lot! I have to confess, I was skeptical at first, but all through September and October, the results were marvelous. When he brought home his next progress report, I was delighted with his grades. The head teacher said, “What did they do to your boy in Bogotá? Because he’s come back changed. Now he’s so confident and sure of himself, very enthusiastic, and he participates so much in class.“ His grades have dramatically improved. The only subject in which he didn’t reach some of the standards was math. Later, at the second semester, I thought, “Oh, heavens, I’m not going to see such good grades this time!” That’s because my son got involved in a theatrical production at church. He played two roles, and had to learn to perform some dances. They rehearsed for two months, and he had no time for homework or to prepare for the ESN, Colombia, South America v end of term exams. He’d get home from
school and have to rehearse for two hours every night, even on Saturdays. As a result he was just too tired to do any of his Davis exercises. But I have to tell you that he surprised me: he managed to maintain his grades and the only subject in which he failed to meet all the standards was English. And he recognizes that happened because he and his friends fooled around too much in that class. Soon he’ll be going back to school after Christmas break, and we’ve started doing Symbol Mastery and all the rest of his follow up exercises again. We’re both sure that this coming term he’ll get even better grades than ever, because we’re both very focused on moving ahead with his home program. Thank you and Laura so much for this amazing Davis Method! The results are so wonderful, especially the confidence that it gives people with dyslexia. I’m sure that the results would be even better if we parents were more disciplined about the follow up work, which I think of as our “fourth meal” of each day.
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: email@example.com INTERNET: www.dyslexia.com The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, 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.
THE DYSLEXIC READER
A Davis Graduate (continued from page 1)
younger, I wanted to read Harry Potter. But knew I never would. After my program, I started to read these books and finished each one before its movie release. More recently, I’ve been named a Varsity Athlete Scholar, a goal achieved by maintaining a GPA of 3.5 or higher during the corresponding season. I never dreamed of receiving even one of these awards in my entire high school career. This year, I earned three. Earning a 21 on the ACT college entrance exams may not seem like a
at how much I’ve struggled in school and I’m very proud of my score. Finally, the biggest surprise is being a Boys State Delegate. Boys State is a summer leadership and citizenship program sponsored by The American Legion. I never dreamed I would receive an invitation to apply for Boys State. I am so glad to have this opportunity to strengthen my future with this honor. But I am not anywhere near finishing my goals. I only see this as just the beginning to the rest of my life. v
After my program, I started to read the Harry Potter books and finished each one before its movie release.
good score, but I couldn’t ask for anything better. I achieved this without the help of any accommodations. I look
A Cloud of Letters (continued from page 1)
loss. It seemed to him that letters were “like a cloud spilling over my head.” “When I see a letter, like “F”,” he told me, “Instead of seeing it as a letter, I see what I can make it into.” Quickly sketching a drawing, he showed me how he can make an “F” turn into a forklift. Timmy could do this with any and every letter of the alphabet! Sometimes when Timmy was reading, his forehead would get hot. And sometimes he’d even start to sweat. It’s just not fun to read under those circumstances! So Timmy decided to do a Davis Program in late October of 2009.
Timmy’s parents, Ceciel and Jimmy Thornburg, were present during the entire week of his Davis program. Timmy wanted them there, and it was a great experience for all of us. His father says it was a gift for him to be present and watch as Timmy progressed through the Davis Program. He feels it allowed him to understand how his son’s mind works. At the end of his Program I asked Timmy what changes he’d noticed about himself that week. Timmy’s head hadn’t gotten hot all week, and he felt he was learning to read. I asked him if that “cloud of letters” was gone. “Oh, yes!” So I asked him to draw me before and after pictures. Here they are:
It’s like Timmy has a whole new lease on life.
During the program, just after we had finished Symbol Mastery of the word “a,” Timmy asked me if there were any words that didn’t have letters. I said, “Look at the model you just made. Words have three parts: what they look like, what they sound like, and what they mean.” We discussed this quite a bit, and Timmy showed me how his model depicted all three parts. It was an “aha moment” for him to realize that every single word in The cloud before Timmy’s Davis Program our language is made up of those three parts.
The cloud after Timmy finished his program
Mr. Thornburg was in the room listening to this and when Timmy finished drawing, he looked at the pictures and said, “Well, that tells me that everything is in order now!” Timmy’s mother tells me that on his first day back at school after his program, his teachers commented, “It’s like Timmy has a whole new lease on life.” Yesterday I spoke with Timmy on the phone and here’s what he had to say: “Before the program I didn’t know a whole lot about reading. I enjoyed reading but I didn’t like it. After the program I like reading; and science and history are easier now. I’m having a whole bunch of fun at school now and I’m reading faster. At school I’m totally on my gray dot.” Congratulations, Timmy, Master of the Cloud! v
THE DYSLEXIC READER
Opening the Gift
up or been distracted by an illustration that went with some other word entirely. I loved to read to myself, carefully, going By Amity Skala over each page until I understood the words. I could happily re-read a chapter “You have to read this book,” my mother said over the telephone. She went three times and escape into the wonderful world that the words triggered in my on to tell me about Ron Davis’ work mind. It didn’t matter that I avoided and The Gift of Dyslexia. She told me situations when I would have to read excitedly how, as a baby, I had watched out-loud for others. and waited, reluctant to crawl. She said A very few pages into reading The Gift that as a young child I had all the preof Dyslexia I was in tears. How could reading skills but could not appear to this man who had never met me know make use of them. These stories were so much about my mind? I had to find mixed in with something about “picture a facilitator and it could not even wait thinking,” Albert Einstein, and clay for me to finish the next chapter. My skepticism faltered in the glimmer of hope that I would finally receive the help that I needed. I went on-line and soon A very few pages into had messages out to all the practitioners reading “The Gift of within 200 kilometers of my home. Dyslexia” I was in tears. This is how I found Sher Goerzen, my How did this man who had Davis Facilitator. She inspired me right never met me know so away with her interest, caring, and vast much about my mind? willingness to listen to my story. Sher patiently guided me through the training steps and taught me the fundamentals of the Davis approach. models. She seemed to be telling me Together we discovered that years of that my 29 years of frustration with experiencing dizziness, which I had spelling were actually some sort of gift. attributed to low-blood pressure, could “This book makes you wish you were be significantly decreased through dyslexic,” she said happily. I was very skeptical. Had she forgotten all the years orientation. I learned (and for the first time understood) that letters represent of embarrassment I’d been through? sounds. And for the first time in my life What about the time I’d signed all I could effortlessly spell “available.” my Valentine cards “form” instead of No longer would I have to sit staring at “from”? What about the opportunities a jumble of lines and dots, desperately I had passed up because I was afraid willing them to make sense, and all the I would be asked to spell something time knowing that something was terribly that I could not? wrong with them, or me. Why should I expect anything from I’m continuing to work my way this magical book by Ron Davis? I slowly through the list of words that can managed fine, didn’t I? I had a good trigger disorientation. Slowly I’m making job as a professional dancer and dance clay models, knowing that once I’ve instructor. I had a team of friends to proofread my written work. My computer completed them I will own the words, rather than them having control over me. had a spell-check program that I relied I’ve discovered that street signs can on and when I didn’t know how to spell something I would think back to the last actually give me useful information, and that I can read and understand a sentence time I’d read the word in question, go and find the magazine or package I knew without tripping over the words. I no longer need to carry in my wallet a list of had the word I needed and then copy common words that I may suddenly need the spelling. I did not own a dictionary because it took me so long to look things to spell. Every day I’m realizing that my world is like a high definition television up. Using the dictionary was such a chore! I would sing my way through the compared to the black and white screen experienced by non-dyslexics. alphabet song for the first letter. Then Shortly after my training, my father back to the beginning for the second letter. By the time I got to letter three and asked, “Is it true that when you read the word “cat” you get a picture of a cat four I had forgotten what I was looking
Amity Skala and Gareth Owen, Flamenco guitarist with the Spanish dance company, Alma de España (Soul of Spain)
in your mind?” All I can say is, “Yes, it is a picture. But it’s a picture so real, so sensory, so rich and alive, that I can become ‘cat’ and know what it is to feel retracting claws, tuna breath, the vibration of purring, and melting into furry puddles of sunshine. To be stroked and stroking at the same time.” I feel sorry for those who only see the sterile letters that represent “cat.” I was reading a book the other day and came to the word “of,” which has always had my vote as being the most difficult word in the English language. I waited. Nothing happened. I looked at the page again. “Of” was still there and I was confident about the meaning of the sentence. I suppose it’s not true that nothing happened. There was a tremendous sense of relief and gratitude to Sher Goerzen, my parents, and most of all to Ron Davis, for acknowledging the gift of dyslexia.
Amity Skala is 30 years old and lives in Victoria, B.C., Canada. She was fully homeschooled as a child and as an adult has completed diplomas in small business management, nutrition, and eating disorders. She works as a professional Flamenco dance instructor and booking coordinator for the Alma de España Flamenco Dance Company. Amity is an accomplished painter, baker, and published poet. Recently her artistic projects have gravitated towards film and video editing. v
THE DYSLEXIC READER
Questions Teachers Ask about Dyslexia and Davis Dyslexia Correction
By Abigail Marshall
the weaknesses, such as stopping music lessons or participation in sports in order to fit in reading tutoring sessions. Rather, parents and teachers need to find a good way to balance both. All children should be encouraged to pursue activities that they find enjoyable, in which they excel, and can experience success on a regular basis. Should a child be held back a grade if it appears he can’t keep up? It is rarely a good idea to retain a child in school to repeat the same instruction that was given the previous year. If it didn’t “take” the first time, the same thing repeated a second time won’t suddenly lead to better results. The long-term harm that comes from
Teachers and parents need to understand that “learning disability” is probably an inaccurate term when used to describe dyslexia.
Who gets dyslexia? Dyslexia is not a disease that someone “gets” -- it is a term used to describe a learning style. Depending on how one defines dyslexia, the term applies to anywhere from 5% to 20% of the population. When is the disorder usually detected? We do not consider dyslexia to be a “disorder” but rather, a learning difference. Most often, the symptoms of dyslexia become apparent in primary grades when the child has difficulty learning to read, but many individuals are not identified as dyslexic until they are in their teens or even adults. When is it too late for treatment? In our view, it’s never too late. We have worked successfully with individuals in their 80’s.
How can I know for sure the problem is dyslexia and not something else? “Dyslexia” is a term used to describe a set of symptoms, so almost by definition, a person who has a significant number of those symptoms is dyslexic. The exception would be the cases where the symptoms are clearly due to another physical or medical cause. For example, a child with an undiagnosed vision or hearing problem might also have difficulties learning to read, but the real need might be treatment to correct vision or recognize and treat hearing loss.
The long-term harm that comes from retention usually outweighs the benefits.
Some Davis Dyslexia Program graduates, ages 7 to 88.
How can I help parents keep their children from feeling inferior when they have a learning disability? Teachers and parents need to understand that “learning disability” is probably an inaccurate term when used to describe dyslexia. A better term would be “learning difference.” It is also important to realize that all children have both strengths and weaknesses, and that many strengths typically accompany dyslexia. Dyslexic children tend to be weaker on language skills, but stronger with visual-spatial skills, and they are often very creative thinkers and problem solvers. This may simply be due to the way their brains are wired. They are more likely to think three-dimensionally and to think in pictures than to focus on words and symbols. Both parents and teachers should be attentive to the strengths they observe in children and encourage activities and interests that allow those strengths to be expressed. Although it is also important to remediate weaknesses, we should not make the mistake of limiting a child’s ability to participate in areas of strength in order to create extra time to focus on
retention usually outweighs the benefits. Rather than to hold them back, it is much better to give such children targeted support and intervention, and help them maximize their learning potential. If there are other factors in addition to dyslexia, those may be the exception that proves the rule. For example, if a child is one of the youngest and/or smallest in his grade, if he missed many days of school due to illness during the year, or if the child is moving to a new school or community, enrolling him in a lower grade may be a better fit, and the child may be less likely to suffer loss of self-esteem. Is it possible that children who have trouble with literacy are just not bright? Reading ability and dyslexia are not related to intelligence. That is, many children who are intellectually impaired can learn to read, and many dyslexic students are highly or even profoundly gifted.
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When is the best time to get treatment? A standard Davis Dyslexia Correction Program seems to work best with children age 9 and older. However, it is best for individuals to get appropriate support as soon as there is a need. That is, as soon as their dyslexia creates some sort of functional problem for them. Since this generally occurs in primary years, that would be the time to start with age-appropriate support. For what age group is the Davis approach most appropriate? Would it be appropriate for kindergarteners? The Davis Dyslexia Correction Program is appropriate for individuals age 8 through adult. It is not appropriate for kindergartners. That said, we do have a program developed for classroom use with children from Kindergarten through Third Grade (age 5-9). It uses a number of Davis techniques, which have been adapted for younger children. This program is called Davis Learning Strategies and you can read about it or energy level. They are not meant to correct dyslexia, which really requires a more intensive, one-on-one approach. Nonetheless, if younger kids learn these skills, they often can avoid falling behind and may not develop the learning barriers that are typical of dyslexia.
THE DYSLEXIC READER
without their own mental creative process involved, students are unlikely to remember or retain the picture, may mistake the concept at its heart, or may not have a complete understanding of it.
I read about the idea of modeling the alphabet and trigger words I understand that one of the issues out of clay. This seems like a great with dyslexic students is their activity for students but I question tendency to process thoughts whether modeling 200 trigger through mental images, rather words would be too overwhelming. than sounds. As an educator, Through your experience and would it be beneficial for me to observations, do you have any develop picture representations insight into whether this was for my dyslexic students? an easy task to complete? Did An important part of the Davis modeling all 200 words become Program is to enable dyslexic students confusing? Would you recommend to have a mental picture depicting the focusing on few words at a time?
meaning of abstract words, or of any word that causes confusion for them. We find that it is best to use a threedimensional medium, and that is why we work with clay. However, it is also essential that the student’s creative process be involved, such that each student creates his own picture. To understand the reason for this, consider a model for the word “let,” specifically, its use meaning “permit.” The model depicts a person stroking a cat in his lap. The sentence that goes along with the model is, “The cat let me pet her.” The student who created that model gave a lot of thought to the meaning of the word, and created something with personal meaning as well as a concept that can be explained to others. But another individual, looking at that picture might only remember the cat, or perhaps associate that picture in their mind with a different word, such as “pet.” For this reason, we do not think that it is helpful for teachers to create pictures for the students, simply because
Words are modeled one at a time. An older child doing the regular Dyslexia Correction Program might model two or three words at each session, and might spend 45 minutes to an hour every day making models. That child could easily model 15 words each week. In a K-3 classroom setting using Davis Learning Strategies, a teacher would probably focus on one word for each class session, especially with the youngest children.
Let: allow; permit “The cat let me pet her.”
view videos from a school using the program at http://www.davislearn.com. Davis Facilitators can also help younger children, by working with a parent to get their child started using Davis techniques, with a program called the Davis Reading Program for Young Learners. However, the Davis Learning Strategies and the Davis Reading Program for Young Learners are intended to provide foundational skills, both for reading development and for self-regulation of attention, focus and
“We never understand a thing so well, and make it our own, as when we have discovered it for ourselves.”
Rene Descartes 1596 – 1650 French mathematician, philosopher and physicist
THE DYSLEXIC READER
Is it realistic to think that I could implement the Davis approach in a classroom with many students who are not dyslexic? I teach in a general education classroom in which student needs are diverse, and may not always include dyslexia. I am curious as By Elisabeth Snell to whether I can implement this method in my classroom so that it I’ve been increasingly frustrated with benefits all students, not just those public education’s heavy slant toward with dyslexia.
I Know! Let’s Put All Our Great Thinkers in a Box Stamped “Learning Disabled”
Davis Learning Strategies is intended to be used in a general classroom setting, with all students. The study completed with the Davis Learning Strategies pilot program showed that all children benefited. None of the children who participated in the program during their K-3 years needed special education services during subsequent grades. In fact, a far greater than expected percentage of the students qualified for gifted education programs after their Davis Learning Strategies experience. These children fared better than children in other classrooms at the same schools with similar demographic profiles. If you are interested in implementing the Davis Learning Strategies, I would highly recommend attending a two-day Davis Learning Strategies Workshop. There, your questions would be answered, and the workshop materials would provide you with a suggested scope and sequence for the presentation of words, as well as suggested activities. Keep in mind that the book, The Gift of Dyslexia, focuses on the standard Dyslexia Correction Program, not on the modified, Davis Learning Strategies for K-3 classrooms. So, again, the best approach for working with younger children would be to take the two-day workshop. We usually schedule many workshops during summer months, and they are priced in a way that we hope is affordable on a teacher’s salary. v
Davis Learning Strategies is intended to be used in a general classroom setting, with all students.
gifted. His art continued to expand, his reading continued to lag. The school verbal, non-visual learners – even in moved him to humiliating remedial areas where visual/spatial learners are classes for two years, while at the same naturally gifted. time giving him the most advanced art For example, dyslexic people are classes available. Finally, at 16 Cliff was often in the higher IQ ranges and tend diagnosed with severe dyslexia and a to be heavily gifted in arts, music, and very high IQ. conceptual or spatial relations. Alexander He isn’t alone. Many children are Graham Bell, Da Vinci, Picasso, Thomas branded “slow” who excel outrageously Edison and Einstein were all dyslexic. It’s in another area. In my opinion, the area a wiring of the brain in a totally different of natural inborn skill should be greatly way that fuels a different section instead encouraged in a child in this situation of the reading/symbol relation section because odds are good they are wired traditional thinkers for something use. This wouldn’t incredible. have mattered at Understandably all when most of parents are more … we’ve got things so the world didn’t concerned with boxed up and stamped read – books were weaknesses than neatly that if a child isn’t too expensive for strengths – but an excellent reader … regular people, sometimes these they’re made to feel and the scribes “odd” strengths like a failure. and priests were are what the child the readers. The was made to do. gifted woodworker, Thomas Edison artist and inventor wasn’t looked down never did become a stellar writer – but on because he didn’t read; most people somehow he fulfilled his destiny; a didn’t. This alternate brain wiring gave destiny other men weren’t wired to fulfill. these trades a great advantage. Many From the outside, visual learners appear famous scientists had assistants to take to have difficulty paying attention to a the dictation we now know as their spoken lecture. This is because they think “writings.” entirely in images and the instructor is However, now we’ve got things so using a verbal communication method, boxed up and stamped neatly that if a and they must use enormous mental effort child isn’t an excellent reader – because to translate the words to images before they are physically wired differently taking them in. and must use a whole other section of This is bad enough in middle school. the mind than the easy readers – they’re Let’s move on to college and the made to feel like a failure. The gifts workplace. Hello, tech companies – I’m they inherit as part of this package are talking to you – if you’re requiring a neglected (they are rewired for a purpose degree – and especially a four-year – and it isn’t to win the spelling bee!), or more degree – before hiring your and too often they drop out of school creative/troubleshooting employees, because it isn’t speaking a language they you’re ruling out many of the ones who can take in. are actually going to prove most gifted My husband was a child prodigy in in your area – the minds wired to invent arts and won awards as early as six. His – dyslexic and other visual/spatial/ skill with all things spatial drew attention conceptual minds. Look for experience! and he was placed in a school for the
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PAGE 8 International Davis Dyslexia Correction® Providers
THE DYSLEXIC READER
The Davis Dyslexia Correction program is now available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 [Toll free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm
Creativity: What Is It – And Where Can I Get Some?
By Laura Zink de Díaz, Davis Facilitator, Bogotá, Colombia
v Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 v Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Caringbah NSW +61 (02) 9531 8106 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Mosman/Sydney +61 (02) 9968 1093 Annette Johnston Rockingham WA +61 (8) 9591 3482 Eileen McCarthy Manly/Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98
Everyone is creative – even me. Although most of my life I believed that because I had no particular artistic ability, I wasn’t creative either. We sell ourselves short when we think of creativity that way. So what is it, really? There are probably as many ways to be creative as there are people on the face of the earth. Often we think of creativity as the ability to imagine or invent something new. Sometimes we think this new thing has to be astoundingly brilliant to qualify as creative. But in fact, a creative idea might just be a good one that no one has thought of yet. Perhaps it’s simply a way to fix a broken item when you don’t have the “right” tools handy. Or adapting a traditional activity to apply it in a new way. Or creativity might simply be the expression of a personal vision that others don’t share – yet.
Creativity is a hard thing to measure. To my knowledge, there are no standardized tests capable of measuring it. The issue of creativity is important to Davis Facilitators, though we don’t really feel the need to quantify it. We understand that our clients tend to be very imaginative and creative, but we also know that they learn faster and better when they’re allowed to use their creativity as a tool for learning. While measuring creativity objectively is hard, there are attitudes and conditions that foster the creative drive, in school and in life beyond school. If you want to support and encourage creativity in your children and others around you, here’s quick overview of conditions that will help you do that. • Be supportive and accepting. Creative efforts need support. Creativity blossoms in an environment of acceptance, one that’s free of the fear of failure, and emotionally safe for self-expression, experimentation and exploration. • Recognize that we all have strengths and weaknesses. With children, sometimes we tend to focus so much on remediating their weaknesses, that we ignore their strengths. We assume those talents will simply develop naturally, whether or not we give them attention. Children need positive feedback about their strengths and lots of opportunities to develop them. This feedback creates a safe place in their lives to experiment creatively. • Process is more important than outcome. There’s a lot of focus these days on standards and outcomes for school children. But the process of creating (and learning) is more important than the outcome, because we always learn along the way. Many’s the teacher who’s discovered that while she was focused on teaching a particular skill, her students learned something incidentally of equal or greater importance. When we focus too heavily on the “perfect” outcome, we can miss entirely what can be learned from the process.
Generally, creative people are flexible, open to change, willing to imagine possibilities and to play with ideas. Sometimes we call them “divergent” or “out of the box” thinkers. They aren’t necessarily malcontents, but they do tend to operate on the assumption that things can always be improved. Along with this, creative people also tend to approach work with an eye for quality, and, whatever their area of expertise, they’re dedicated to producing that quality. We have the romantic notion that creative people get their ideas in a sudden, singular “Eureka!” moment of inspiration. Of course, that can happen. But most creativity is the result of working, re-working, revising, and refining – an effort the creative person makes willingly, even enthusiastically, because he’s always trying to make things better, especially his own work.
THE DYSLEXIC READER
• Make room for exercise. Glucose and oxygen feed the brain. Any time your child feels his learning, focus or creativity isn’t working, a little exercise may break the block. (Koosh balls are great for this!) If your child’s school is considering canceling recess in favor of extra time for test preparation, it’s time to organize a protest!
On the other hand, it’s wise to be aware of some of the attitudes, behaviors and conditions that tend to quash creativity:
v Belgium Marian de Bruin Tervuren/Brussels +32 (2) 768 13 23 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Viki Vandevenne Bonheiden +32 (0473) 30 41 51 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505 Viviane Resende da Costa Melo Brasilia, DF +55 (61) 3349 9998 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Rocky Point Academy Stacey Borger-Smith Autism Facilitator/Coach Lawrence Smith, Jr. Autism Facilitator/Coach Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free) Elizabeth Currie Shier Oakville (Near Toronto) +1 (905) 829-4084 Cathy Dodge Smith Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Kimberly Doyle Dundalk, Ontario +1 (519) 923-5420 Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Gerry Grant Workshop Presenter Waterloo/Toronto +1 (519) 498-2424 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779
• Fear of failure. When I was a teacher, one of the first things I learned about my students – whether they had learning challenges or not – • Incubation time isn’t wasted time. was that those who had a history of failure often refused to try anything new. Failure is such an The brain incubates and processes ideas in part assault on self-esteem that such children need through daydreaming. The creative process has to protect themselves from the psychological its own timetable – coming up with an idea or solution takes as long as it takes. Don’t rush – the consequences of failing again. Often they do brain of a child who appears to be woolgathering, this by not engaging, simply not trying. It’s less humiliating to tell yourself and others, “I may actually be hard at work. decided not to do that” or “I didn’t even try” • Expose your child to many than to have tried and failed. Fear of failure is different kinds of experience. Exposure one of the biggest obstacles to creativity, so it’s to many different forms of creativity sparks important to frame it in a positive light whenever creative thinking and helps us make connections possible. After all, we “fail forward”. That is, between things we might otherwise assume are failing teaches us something important we can unrelated. And keep in mind that imitation is the use next time. Edison tried about 1,800 different first step towards independent creation. substances for the filament in his incandescent lamp. His comment around attempt number 1,000 was, “I’ve gained a lot of knowledge. I now know a thousand things that won’t work.” • “We’ve always done it this way.” Don’t rock the boat, don’t swim against the current, things are fine the way they are… These attitudes discourage us from trying anything new, impede progress in general, and stifle creativity in both young and old. • Pressure. Please, please, please, hold reasonable expectations about what children are developmentally capable of. If we expect or demand that children perform at a level too advanced for their stage of development, we run the risk that they’ll develop an aversion for the subject, task or activity in question. Aversion can turn into fear, and fear paralyzes. • Excessive control. Always keep in mind Piaget’s famous quote: “Each time one prematurely teaches a child something he could have discovered for himself, that child is kept from inventing it and consequently from understanding it completely.” Worse, if we continually tell children how to do things, they can come to distrust their own instincts, believing instead that experimentation and exploration are a waste of time, because there’s only one right way to do it – your way! • Competition. Oh, I know, this is heresy! Americans are supposed to believe in competition in all things. Competition has its place, even in learning, but it can be carried to extreme. We all develop at our own rate. Win/lose situations can deny us the opportunity to move to the beat of our
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• There’s more than one way to skin a cat. This frightful old saying is full of wisdom. While 2 + 2 may always be 4 in base 10, the world is full of issues and problems for which there is more than one right answer. Listen carefully for “an” answer, as opposed to “the” answer you expected. • Simple is as good as complex – and sometimes, better. Kids need to know that being creative doesn’t necessarily mean doing something complicated. An example: When hot dogs were first invented, you just got the tube of meat served with gloves. But people kept walking off with the gloves. The solution: serve them in a bun! • Most importantly, believe in your child’s creativity. Because he IS creative, in his own way, and if you’re patient, you’ll soon discover how!
v Canada (continued) Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-1716 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec +1 (514) 690-9164 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Ingrid Poupart Cote St Luc, Quebec +1 (514) 543-1580 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763 v China Yvonne Wong Ho Hing Hong Kong +852-6302-5630 Livia Wong Hong Kong +852-2756-6603 v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven Bryrup +45 7575 7105 v Ecuador Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Inés Gimena Paredes Ríos Ambato +593 (2) 854 281 v Estonia Olga Knut Tallinn +372-56-509-840
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own drum and take pride in the progress we make But for a Davis Facilitator like me, it’s clear competing against ourselves. that the tools and strategies I use with my clients include all of the attitudes and conditions that • Excessive use of rewards. Many foster creativity, and none of those that quash it. activities offer us intrinsic pleasures, but we Using the Davis Tools can also help parents and can stifle our children’s motivation by offering teachers minimize their use of the more negative extrinsic rewards for what’s already intrinsically attitudes at home or in class. motivating. Inappropriate use of material rewards Davis Dyslexia Correction presupposes that stunts intrinsic motivation. It’s is a great way to the child is intelligent and has an intrinsic desire teach children that learning is so unpleasant, you to overcome his difficulties. The Dial, Release, have to be bribed into doing it! And it can keep a our focus on using the Orientation Point or creative child from experimenting for the sheer Alignment, all these allow the child and his fun of discovering something new. support persons to create the conditions that foster both learning and creativity. They create a stress• Surveillance. To be creative, you need to free, accepting environment that allows the child be willing to take a risk, try something that might to progress, something that scolding and blaming not turn out perfectly. It’s pretty hard to find the rarely produce. In this accepting environment courage to risk failure when you’re constantly the child can take responsibility for his use of being observed. Under surveillance, we play it tools and strategies that help him learn, as well safe and creativity rarely blooms. as for how he uses his creativity and imagination for the same purposes. • Excessive evaluation. Including, This is extremely important, because no matter excessive standardized testing. Creative people how much we parents and facilitators might tend to be self-critical and given to selfwish to do this work for the child, we simply examination. This is true of creative children can’t. None of us can take control of another as well. When we put too much emphasis on person’s perceptions, imagination or creativity external evaluation they can lose this ability, as and manipulate them to produce what we want. well as the ability to take satisfaction in their What we can do, is create an environment that accomplishments and progress. frees the child to do all this for himself. The job of both Facilitator and teacher is ultimately, to How many of those negative attitudes and create a stress-free emotional space in which the conditions do we see growing in schools today? child can become motivated and have faith in his I’d venture to guess that most of us have seen intelligence, creativity, and ability to make sense our children or clients subjected to many or all of the world around him. In the long term, this of these in traditional classrooms. And many of will allow the child to develop all his talents and us realize that we grew up with them ourselves, create a successful life. And who can say which at home, in school or at work. of our creative children and students, at some time in the future, might be the one to solve one of the many critical challenges that human kind is facing? v
“Each time one prematurely teaches a child something he could have discovered for himself, that child is kept from inventing it and consequently from understanding it completely.”
Jean Piaget, 1896 – 1980 Swiss psychologist and philosopher, pioneer of the “constructivist theory of knowing.”
THE DYSLEXIC READER
“I don’t know. You’ll have to try it out and let me know what happens.” Whether or not he can use his mind’s eye to see behind him or backward and forward in time is really a function of his own imagination. It’s OK for kids to play around with their mind’s eye – I know my son did! But that isn’t the goal of our work. You will help him find his orientation point, recognize when he is on point, and bring his mind’s eye back when he goes off point while reading or writing. He can play around to see what else he can do during his free time.
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
Swiveling Camera Eye Q: I have been reading about the concept of the “mind’s eye” in The Gift of Learning, but I hesitate to teach or discuss it with my son until I understand it better. Given his vivid imagination, I’m sure he’ll ask me, “Can I see behind me with my mind’s eye?”. If he has a swiveling camera view from on top of his head, he may be tempted to make interesting use of it, and I’m not sure I should encourage him to try that. Should I perhaps tell him to just turn around if he wants to see behind himself with his mind’s eye... and keep his mind’s eye facing forward all the time? He’ll probably also ask me, “Can I see backwards and forwards in time?” Oh dear... I don’t want to get his attention any more off track than it already tends to be! What would be the correct answers to these questions?
The purpose of Orientation Counseling is to give a person the ability to control the location of the mind’s eye and eliminate perceptual distortions while reading.”
Disoriented Daydreamer Q: Is there a way of telling when I’m disoriented? Are the disorientations the same for everyone or do different people experience them in different ways? Also, I’m a very consistent daydreamer. Is that a symptom of disorientation? A: Yes, daydreaming is a sign of disorientation. And yes, you can tell when you are disoriented. But in order to tell, first you have to know what it feels like to be oriented. Some people go through their lives disoriented most of the time – so there is no reference point for them to know the difference. Essentially, here’s what it feels like to be oriented: • All your perceptions are accurate. • Your body feels relaxed, centered and balanced. • Your mind feels calm and alert.
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A: Your image of a swiveling camera is a good one. The mind’s eye can move all over the place and point in any direction. The purpose of Orientation Counseling is to give your son the ability to control his mind’s eye. Being on point is similar to putting the camera on a fixed tripod – it will be stabilized and focused in a way that is ideal for reading with his real eyes. It’s location is what is important in Orientation Counseling. I don’t think you need to worry about answering your son’s questions about what else he can see with his mind’s eye. Rather, if he asks those questions, the best answer would be,
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 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18 v Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 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
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Backwards Out Come Sentences Q: Sometimes I say sentences backwards. Here’s an example: I might say, “The tail’s dog is sticking out,” instead of “The dog’s tail is sticking out.” Does this mean I am dyslexic? I’ve also noticed that I have some of the other characteristics, such as being a deep sleeper and I’m really good with faces. A: It is possible that your reversal of words stems from the same causes as dyslexia. Most dyslexics report that they think mostly in pictures. Sometimes the words do not flow in the same order as their mental pictures. Dyslexic individuals also often have problems with sequences, and getting things out of sequence. You’ll find more information about the dyslexic thinking style in the book The Gift of Dyslexia, by Ronald D. Davis. This book might give you more insight into the reasons for your verbal mistakes and other characteristics. URL: http://www.dyslexia.com/articles/ SERIOLandSpellReading.pdf Basically, the tools we use are: • Davis Orientation Counseling. This ensures accuracy of perception, which helps the individual to correctly perceive and retain a memory of letter order in words • Spell Reading & Sweep-Sweep-Spell Reading Exercises. These reading exercises encourage students to take note of left-to-right ordering and to spell-out the letters of unfamiliar words. This helps build strong mental sequencing ability and ensures that letters are perceived and recalled in their correct order. • Davis Symbol Mastery with words. Our clay modeling approach includes modeling all the letters of a word, and practice visualizing the word, including mastering the spelling backward as well as forward. (If you have a clear mental picture of the letters of the word, it is as easy to recite the letters right to left as left to right, so this exercise helps build the habit of keeping a stable visual memory of the word). Here’s a tip for your students, that might help for now. Encourage them to slow down and say the letters of words aloud as they write them. Sometimes these errors are just an output problem. That is, the student has the right letters in mind, but they come out in the wrong order on paper. I noticed when my own son was a child that if I asked him to spell a word orally he usually got it right, but it came out wrong on paper. So sometimes the solution is to involve other parts of the brain in the process. This is why most good teaching approaches for dyslexia, including the Davis Program, are multi-sensory, combining visual, auditory, and kinesthetic mental pathways whenever possible.
Sometimes the words do not flow in the same order as their mental pictures.
The Letters Are All There – But In the Wrong Order
Q: I work with adults with learning disabilities. A couple of our students seem to write and spell reasonably well. When they spell a word they most often have the right letters but one or two may be inverted. What I mean is if they were writing ‘charity’ they may in fact write “chraity.” Could this be a symptom of dyslexia, and if it isn’t do you know what this might be or what may cause this? A: Yes, the inversion of letters is a common symptom of dyslexia. It is caused by issues related to sequencing – either in the initial perception of letters, or in the writing process. The Davis Dyslexia Correction Program provides specific tools and techniques to address this problem. I wrote an article describing a possible neurological reason for this difficulty and explaining how the Davis Program addresses the problem. The title of the article is “Brain Function, Spell Reading, and Sweep-SweepSpell” and you can find it at the following
…most good teaching approaches for dyslexia, including the Davis Program, are multisensory, combining visual, auditory, and kinesthetic mental pathways whenever possible.”
THE DYSLEXIC READER
Teaching English in Italy Q: I’m an Italian teacher of English at a primary school (pupils age 6 to 10). I’m looking for practical guides and specific books for teaching English to dyslexic students at Pre-K-2 and Grade 1 (such as, skill builders based on NCTE standards). In our country there are some web sites and books that offer information and tips about dyslexia. And I’ve found lots of books about how to teach Italian or Math, but none about English at the primary level. Can you recommend anything? You can read more about this technique, and how we use it, in Ronald D. Davis’ book, The Gift of Dyslexia. This book is available in Italian as well as English and you can learn more about the Italian version at: http://www. dyslexia.com/italian.htm Over-stimulated or Predisposed? Q: After reading The Gift of Dyslexia, I am sure my three children have dyslexia. As an educated mother, I made a point of stimulating my children from birth on. Is it possible that dyslexia could be developed from 3 to 6 months of age, if the child is over-stimulated? I am very concerned about all those Baby Einstein videos.
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
A: We don’t think that dyslexia would result from over-stimulating children during early infancy. We do think that dyslexia could be worsened by pushing toddlers and pre-school age children to read or write before they are ready, such as at age 3 or 4. That is because, when confused they are likely to ”disorient”, make mistakes, and eventually become frustrated. Very quickly they can develop an automatic, emotional response, which we call a “trigger.” In other words, if they A: We don’t have materials for teaching English felt confused and disoriented when they saw a particular letter or word, they may automatically as a foreign or second language, but you might find that the Symbol Mastery technique described have the same response when they see that letter or word again. Over time, these triggers in The Gift of Dyslexia will help your students can manifest as symptoms of dyslexia and the master basic English vocabulary. A study frustrations will lead to compulsive solutions using this technique for teaching adult English speakers to learn Spanish vocabulary is discussed that disable the learning process. However, we would think that 3 to 6 months under the heading “Academic Research” at would be far too young an age for an infant to the following URL: http://www.dyslexia.com/ develop that response. At that age, the whole science/research.htm world is confusing to all infants, but they are probably too young to develop triggers as a And you can see examples of Davis Symbol response to confusing stimuli. We do not think Mastery here: http://www.symbolmastery.com/ there is any particular benefit to programs that We use clay modeling to help dyslexic students attempt to expose infants to letters and words, in their native language because we feel that most dyslexic individuals think in pictures rather but we have no evidence that such activities than words, and experience confusion when they could lead to or cause dyslexia. Keep in mind that there is a genetic component encounter in their reading small, abstract words to dyslexia. If all three of your children have that have no pictorial meaning. Clay modeling dyslexia, it is quite likely that they share a helps them integrate the appearance of the word genetic predisposition. v in print with a mental image representing the meaning of the word. This can be used for learning a foreign language because it can be particularly difficult to master these small, abstract words, especially when translations do not fully reflect the nuances in meaning that affect usage. To the same extent that this approach helps dyslexic students master their own language, it should also help students master a second language.
v Italy (continued) Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Kenya Manisha Shah Nairobi +254 (0) 721 492 217 v Luxembourg Nadine Roeder Luxembourg +352 691 30 0296 v Lebanon Samar Riad Saab Beirut +961 3 700 206 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca Davis Workshop Presenter México D.F. +52 (55) 5540-7205 Bertha Figueroa Yllana Juárez +52 (656) 325-0285 María Silvia Flores Salinas DDA Director Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutiérrez Mexico D.F. +52 (555) 593 18 22 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484
THE DYSLEXIC READER
The Lazy Readers’ Book Club
Great Reads from
By Laura Zink de Díaz, Facilitator in Bogotá, Colombia Here are some excellent recommendations from Danny Brassell of The Lazy Readers’ Book Club. These are great reads for reluctant readers or those who just plain don’t have time for reading. Danny’s just kidding when he says these books are for “lazy” readers. He knows we’re all busy, and some of us just need encouragement. At his website, www.lazyreaders.com, you can find Danny’s picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at Amazon.com through links at the Lazy Readers’ website, Bookends (www.bookends.org) will receive a donation. Bookends is a nonprofit organization devoted to increasing children’s access to books. Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; and CH, for children’s books. He always lists a page count and some brief comments, which we include below. He usually posts about 10 recommendations per month, three or four per category. At the website, you can sign up to receive his monthly recommendations by email, just as I do! This time we’ve included recommendations from all categories, including one for adults.
Parallel Play: Growing Up with Undiagnosed Asperger’s By Tim Page Adult, 208 pages Doubleday, 2009 ISBN-10: 0385525621 ISBN-13: 978-0385525626 The highly uplifting memoir of a Pulitzer Prize-winning critic who just happened to grow up with Asperger’s Syndrome (and nobody diagnosed it – which could be seen as a curse and a blessing). To me, this is essential reading for all teachers.
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. Symbol Mastery Kit $139.95
Davis Young Learner Kit for Home-Use
Provides parents with the instructions and materials needed to provide 5-7 year olds with effective and fun learning strategies for improving prereading and language arts skills.
Young Learner Kit for Home-Use $129.95
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
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
$25.95 Softcover 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
Bumperly Bumper Bee
$12.75 Hardcover A beautifully illustrated story of a bee with challenges, whose talents help him prevail. A great tale of tolerance, understanding, friendship and achievement for ages 4 - 8. by Michael D. Davis
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THE DYSLEXIC READER
BOOKS FOR CREATIVE LEARNING
The Gift of Learning
by Ronald D. Davis, Eldon M. Braun Expands the Davis Methods with theories and correction procedures that address the three basic areas of learning disability other than reading, which children and adults experience.
The Gift of Dyslexia: Why some of the smartest people can’t read and how they can learn. by Ronald Davis, Eldon Braun Explains the theories behind Davis Dyslexia Correction methods, and details basic procedures in an easy-to-follow, scripted format. Large type, illustrations and photos make this book dyslexic-friendly.
Right-Brained Children in a Left-Brained World by Jeffrey Freed & Laurie Parsons Innovative ideas and visual-spatial approaches for helping A.D.D. kids to tune in and excel in educational endeavors. Softcover $9.95 $14.00
Softcover $13.95 $15.95
Attention Deficit Disorder: A Different Perception by Thom Hartmann Explores the benefits of an ‘A.D.D.’ mind, and provides good reasons for ‘distractable’ people to celebrate their creative thinking style. REVISED EDITION Softcover $8.50 $12.00 Beyond ADD: Hunting for Reasons in the Past & Present by Thom Hartmann Explore a variety of theories as to why ADD has become so prevalent in modern society, and solutions related to many of the theories. Softcover $9.10 $12.95 In the Mind’s Eye by Thomas West An in-depth look at the connections between creative ability, visual thinking, and academic learning difficulties. Explores the minds of famous dyslexics from Einstein to Churchill. Hardcover $20.00 $29.00 Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution by Jonathan Mooney & David Cole Softcover $9.80 $14.00 Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability by Joyanne Cobb Softcover $13.25 $18.95
Softcover $10.50 $15.95
El Don de la Dislexia The Gift of Dyslexia in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex Softcover $28.95 Smart But Stuck: What Every Therapist Needs to Know About Learning Disabilities and Imprisoned Intelligence by Myrna Orenstein, Ph.D. Deals largely with ndiagnosed learning disabilities in adults. Softcover $13.95 $19.95 Strong-Willed Child or Dreamer? by Dana Spears & Ron Braund A must for parents of children who are imaginative,sensitive, moody, stubborn, and compassionate. Softcover $9.25 $12.99 Teaching Kids with Learning Difficulties in the Regular Classroom Find proven and powerful strategies and techniques to help any student become a successful learner. Softcover $29.50 $36.95 The Myth of the ADD Child by Thomas Armstrong, Ph.D. Essential for any parent of an active child. Detailed profiles of behavior patterns are keyed to suggested strategies for getting each child on track, without drugs or coercion. Softcover $11.00 $15.00 Everything Parent’s Guide To Children With Dyslexia: All You Need To Ensure Your Child’s Success by Abigail Marshall A “must read” for every parent who knows or suspects their child has dyslexia. Softcover $13.45 $14.95
The Right Mind: Making Sense of the Hemispheres Explores how our brain hemispheres work together to make sense of language and accomplish other tasks. Softcover $8.40 $12.00
You Don’t Have to be Dyslexic by Dr. Joan Smith Case histories illustrate a useful and easy-to-use collection of assessment methods, skill-building exercises, and learning strategies geared to the dyslexic learning style. Softcover $15.95 Getting The Horse To Drink: How To Motivate Unmotivated Students by Suzanne H. Stevens Practical teaching strategies for motivating students who have lost all interest in academic achievement. Softcover $9.95 The Secret Life of the Dyslexic Child: How She Thinks, How He Feels, How They Can Succeed by Robert Frank, Ph.D. with Kathryn Livingston Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence. Softcover $10.50 $14.95 The Everything Sign Language Book by Irene Duke The Language that let’s you talk with your hands and listen with your eyes. More than 300 easy-to -follow illustrations, including expressions, songs, emotions, ASL alphabet, money, and time. Softcover $10.50 $14.95
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SUPPLEMENT PAGE A3
Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities
by Lisa Kurtz
The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day
by Adelle Jameson Tilton
A Parents Guide to Asperger Syndrome & High Functioning Autism
by Sally Ozonoff, Geraldine Dawson and James McPartland
Softcover: 17.95 $19.95 A comprehensive guide to just about every outside-the-box therapy you might run across, and then some. An absolutely essential reference for anyone who wants to know and explore available options
Softcover: $13.45 $14.95 From finding support groups to planning for their child's future, this book provides parents with all the information they need to ensure that their child's – and their families’ – needs are met. Ten Things Every Child With Autism Wishes You Knew
by Ellen Notbohm
Softcover: $13.25 $14.95 An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matterof-fact advice.
All Cats have Asperger Syndrome
By Kathy Hoopman
Born on a Blue Day
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome
Insightful and humorous look at the Asperger Syndrome, especially endearing for cat lovers. $10.50 $14.95 Hardcover
A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member Softcover $10.50 $14.95
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
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’t
by Jean Bullard & Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00
The Hate to Write But Have To Writer’s Guide
by Jim Evers Practical tips and guidelines help visual thinkers improve their writing skills. Softcover $5.00 $9.95
Barron’s Mathematics Study Dictionary
by Frank Tapson Comprehensive definitions and explanations of mathematical terms, organized by concept. Geared to ages 10 to adult. Softcover $14.99
Homework Without Tears: A Parent’s Guide for Motivating Children to do Homework and to Succeed in School?
by Lee Canter & Lee Hausner, Ph.D. Detailed, step-by-step approach to turning the responsibility of homework over to your children. Hardcover $9.95 $13.95
Math-a-pedia: A visual mathematical reference for intermediate students
Math-a-pedia: Intermediate Hardcover $34.95 each Math-a-pedia: Primary Hardcover $24.95 each
Ultimate Visual Dictionary
by Dorling Kindersley Publishing (672 pages) Hardcover $32.00 $39.95 Workbook and Guide for Students, Parents & Teachers by Kathryn Libby Over 70 reproducible pages for developing cursive writing skills Softcover $15.99 How to Read Music by Roger Evans Fundamentals of Musical Notation Made Easy Softcover $7.95 $11.95
Math on Call
by Andrew Kaplan, et al Softcover $17.00 $23.00 Math at Hand
by Great Source Education Group Staff Softcover $17.00 $23.00
by Ann Root & Linda Gladden This richly illustrated story offers a positive view and encouraging news for youngsters struggling in school. Geared to ages 5-9. Softcover $13.45 $14.95
SUPPLEMENT PAGE A4
How To Order
Mail: DDAI 1601 Old Bayshore Hwy. #260 Burlingame, CA 94010 Fax: 1-650-692-7075 Phone: Toll free 1-888-999-3324 Local 1-650-692-7141 Online: www.dyslexia.com/bookstore
ITEM DESCRIPTION UNIT PRICE QTY 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 . . . . . . . . . . . .LOWER. PRICE! $10.50 ..... ..... LOWER . . . . The Gift of Learning . . . . . . . . . . . . . . . . . .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 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 ...... Right Brained Children in a Left-Brained World $9.50 . .$9.95 ..... Ten Things Every Child With Autism Wishes .$10.50 .$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
THE DYSLEXIC READER
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v Netherlands (continued) Lot Blom Utrecht +31 (030) 271 0005 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Dorothea de Gier Den Haag +31 (6) 22 33 98 40 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit DLS Mentor Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959
The Journey that Saved Curious George Children, 30 pages HMH Book, 2005 ISBN-10: 0618339248 ISBN-13: 978-0618339242 I cannot believe it took me so long to recommend this wonderful book, which I just recommended to a couple of my mentors. The true story of Jews, Margret and H.A. Rey (creators of Curious George), fleeing Paris in 1940 from Nazi invasion. Makes a wonderful writing prompt for children, as the world would have never known Curious George if they had not escaped. My writing prompt: who did not escape – the person with the cure for cancer, the world’s most-gifted ballerina or perhaps the inventor of a microphone for NFL referees that actually works?
Purplicious By Victoria Kann & Elizabeth Kann Children, 40 pages HarperCollins, 2007 ISBN-10: 0061244058 ISBN-13: 978-0061244056 My daughter Kate loves me reading aloud this book to her every night. A girl who loves pink is teased by all the other girls who insist black is the “it” color, but she finds a kindred spirit who mixes pink and blue to create a beautiful purple cake. “That’s the kind of girl I want you to be friends with,” I always tell Kate.
Maybe a Bear Ate It By Robie Harris Children, 32 pages Orchard Books, 2008 ISBN-10: 043992961X ISBN-13: 978-0439929615 With funny illustrations by Michael Emberley, this fun story about a boy searching for his lost favorite book is sure to get a lot of giggles from little ones.
The Samurai’s Tale By Erik C. Haugaard Young Adult, 256 pages Sandpiper, 2005 ISBN-10: 0618615121 ISBN-13: 978-0618615124 Wow! Yeah, this is the kind of book I would have liked to read when I was a teenage boy. Haugaard immerses the reader in 16th century Japan. There, the young protagonist Taro (an orphan – of course!) serves the great warlord Takeda and avenges the death of his family. Boys can read this book faster than the Nestle Quik bunny downs a glass of chocolate milk.
v Netherlands (continued) Petra Pouw-Legêne DLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter DDA Director Maria Hoop +31 (0475) 302 203 Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Marieke Uiterwijk Leiden +31 (06) 45 911 913 Mieke van Delden Leek +31 (059) 4514985 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Annemarie van Hof Utrecht +31 (030) 65 86 700 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369 v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 815 8626
THE DYSLEXIC READER
by Abigail Marshall
Dyslexia Pocketbook A Pocketful of Tips, Tools and Techniques to Unlock the Potential of Learners with Dyslexia By Julie Bennett Cartoons by Phil Hailstone Teachers’ Pocketbooks 2006 ISBN-13: 9781903776681 The Dyslexia Pocketbook is a short, cheerful book that provides a friendly and supportive overview of dyslexia, geared to giving classroom teachers the ability to understand the dyslexic learning style, and to reach all of their students. The book is filled with helpful suggestions, with an emphasis on the need to promote self-esteem and use teaching methods that reach all kinds of learners. I particularly liked the book’s emphasis on positive aspects of dyslexia coupled with the cheerful cartoons. I feel that this book is very compatible with the Davis approach, because of the emphasis on dyslexic talents and suggestions about presenting information in ways geared to all learning styles. I found a couple of tips for spelling or math that seemed to be “old solutions” – tricks that really don’t help with conceptual learning – but most of the ideas presented were sound, with an emphasis on teaching the way students learn best. I also appreciated that the book provided a good overview of various approaches to dyslexia, including a succinct and accurate description of Davis methods. This little book might make a nice gift for parents to share with teachers, to gently guide them to creating a more dyslexia-friendly learning environment. The pocketbook size, brevity of text and lively illustrations pack a large amount of information into a compact and easily-used format.
Flight By Elizabeth Stow Ellison Holiday House, 2008 ISBN-13: 978-082342128 Young Adult Fiction (ages 9-12+) This first novel by author Elizabeth Ellison provides a candid portrayal of hidden illiteracy in a family of three siblings and their parents. Set in a suburban California community in the 1980’s, the book is narrated from the viewpoint of Samantha, a 12-year-old girl with a dyslexic older brother named Evan, who is blessed with an adventurous spirit and exceptional artistic and athletic talent. Unfortunately, Evan’s school struggles eclipse his talents, and are often the source of conflict with his parents who clearly favor their eldest son, who is a high achiever making plans for college.
The author avoids taking the easy way out in plot development, deftly avoiding seemingly predictable outcomes, and adding complexity to her characters.
I was particularly impressed with the insightful portrayal of the family dynamics, including the emotional distance between the younger teenage children and their parents. The author avoids taking the easy way out in plot development, deftly avoiding seemingly predictable outcomes, and adding complexity to her characters. Even though the book is geared to middle-school age readers, I found
THE DYSLEXIC READER
it a compelling read. Although it is a work of fiction, I do think it may also provide helpful insights for parents of dyslexic children or their siblings. The author is a schoolteacher who shared her own painful childhood experiences with me:
My inspiration for writing the book comes from many sources and personal experiences as a student and now as a teacher. While I have enjoyed writing from a very young age, it was a real struggle for me, as was reading. I was extremely sensitive and recall feeling very overwhelmed by entire pages of text. I remember looking at pages of text and thinking, “I can’t get through that.” In second and fourth grade my teachers used the SRA Reading Comprehension Program. I had such a hard time with those little reading cards. In fourth grade my teacher made this elaborate bulletin board. Each student had a rocket and as we progressed through the levels in the SRA kit, our rockets moved up on the board. I can honestly tell you that my rocket never took off. I was stuck in what was appropriately called the brown level. I just couldn’t make my way through the text and the laborious exercises. This teacher also used a speed-reading device. It was a projector that would project lines of text and we were supposed to read along to the end of what ultimately amounted to a story. I remember that my classmates were all asking the teacher to make it go faster, and I wasn’t keeping up as it was, but I just went along because it was easier to “look” like I was managing. On the inside I felt horrible.”
Book Review by Sue Hall, Davis Facilitator in West Vancouver, B.C., Canada
v New Zealand (continued) Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Upper Moutere +64 (3) 540 3109 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator/Coach Dunedin +64 0274 399 020 Colleen Morton Gore +64 (03) 208 6308 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Supervisor-Specialist Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627 v Panama Amy Homsany Panama City +507 (6) 671-1244 v Peru Judith Zapata Prange Lima +41 61 721 7501 v Philippines Imelda Casuga Baguio City +63 (744) 42 29 01 Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (22) 658-2237 v Portugal Catarina do Passo Lisboa +35 (121) 781-6090
Under the Desk
By Amanda LeRoux, Illustrated by Michael P. Burke $15.00 from Aaspirations Publishing
I saw a clip of Amanda La Roux being interviewed on CNN, and she describes herself as severely dyslexic. She rarely reads, as reading gives her migraines that can last for weeks, and yet she loves to write and is an accomplished author! Under the Desk is a story of a little girl entering Grade 1. Maria didn’t like Kindergarten and is pretty sure she won’t like Grade 1. Her fears are realised when she meets symbols, whether alphabet letters or numerals. She finds a friend, and they make a deal to ensure that her work gets done, but Maria remains ignorant of what these symbols are, or how to write them. Her friend leaves the school after one term of Grade 1, and Maria is devastated. The deal no longer exists. The principal identifies her as dyslexic and becomes Maria’s saviour. That’s the end of the book. In my opinion, Under the Desk is beautifully written, and well illustrated. There is no doubt that the story is told by a six-year-old, who lives in the moment. I felt a bit left up in the air at the end, but that is because I am a Davis Dyslexia Correction Facilitator, and I want to know what the Principal did to help Maria! I later learned that there will be 5 more books, taking us right up to Maria’s university experience. My sense of uncertainty was probably like what little Maria felt when the principal promised her mom, “we’ll help Maria to learn in her own way.” I think lots of people would enjoy reading Under the Desk, particularly the parent of a child recently identified as dyslexic, or an older child who needs to know she’s not alone. My own ‘need to know’ tells me I have to read the next 5 books in the series!
Sue Hall founded The Whole Dyslexic Society, devoted to increasing awareness and providing support to dyslexic individuals. Sue’s website is www.positivedyslexia.com and the website of The Whole Dyslexia Society is www.dyslexiacanada.com.
The book ends on a positive note, with a message of empowerment – not just for Evan, the dyslexic sibling, but for his younger sister, who learns that she has the ability to take a stand within her own family to confront some long-festering problems. Flight was named one of Bank Street College Education’s Best Books of 2009. Elizabeth Ellison has a master’s degree in literature and teaches 5th grade language arts.
v Portugal (continued) Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Vieira Lisboa +35 (191) 921 4808 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moskva + 972 (3) 635 0973 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v South Africa Sharon Gerken Durban +27 (82) 82 85 180 v Spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Heidi Gander-Belz DLS Presenter-Mentor Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Bern +41(31) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667
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Twenty-six-year old Edward Vickerman was named Outstanding Teacher of the Year for the United Kingdom in October, 2009. Vickerman is dyslexic, and in school was never expected to amount to much. It was assumed that he would join the family furniture restoration business. But Vickerman persevered, determined to become a teacher in spite of being rejected by two teacher training courses. Today he is director of specialism, head of business and a business and enterprise teacher at The Freeston Business and Enterprise College in Normanton, West Yorkshire. He doesn’t hide his dyslexia from students, and often uses new technology in the classroom. He is determined to ensure that his students have every opportunity to succeed. “I was told I could never be a teacher,” Vickerman said upon accepting the award, “ so this… is for everyone like me who is dyslexic but who wants to teach.” Award judges described him as “witty, funny, innovative and an absolute dynamo” in the classroom, and the colleague who submitted his name in nomination for the award said: “He is the most talented, exciting and enthusiastic teacher we have ever had, with skills way beyond our expectations.” (References: http://news.bbc.co.uk/2/hi/uk_news/england/west_yorkshire/8325792.stm; http://www.wakefieldexpress.co.uk/news/Outstanding-teacher-rewarded.5766658.jp; and http://www.independent.co.uk/news/education/education-news/teacher-of-the-year-award-fordyslexic-1809427.html)
Carolyn W. Greider
Carolyn Greider is a professor and molecular biologist at Johns Hopkins University. Working with Elizabeth Blackburn at UC Berkely, she discovered the enzyme telomerase in 1984. She subsequently pioneered research into the structure of telomeres and how they are protected from progressive shortening by the enzyme she discovered. (Telomeres are areas of repeated DNA that protect the ends of chromosomes from destruction over time.) In 2009 she was awarded the Nobel Prize for Physiology or Medicine, sharing the honor with Dr. Blackburn and Dr. Jack Szostak. Greider was brilliant even as a high school student. She became interested in laboratory research and biochemistry at the University of California, Santa Barbara, and eventually applied to graduate programs in molecular biology programs across California. In spite of having “great research experience, great letters of recommendation and outstanding grades,” she had poor GRE scores. Greider later learned that she is dyslexic. Fortunately, the University of California, Berkeley admitted her to the graduate program she was interested in. There, she and Dr. Blackburn met, and there she made the discovery which ultimately led to her Nobel Prize.
Bernie Taylor is an American writer, lecturer and fly-fishing instructor. His articles have appeared in the magazine Fly Fishing and many other angling publications. His research on fishing has taken him all over the Western United States, to Canada and Alaska. In 2005 his book, Big Trout: How & Where to Target Trophies, was published by The Lyon’s Press. He realized he was dyslexic as an adult and has read Ron Davis’ book, The Gift of Dyslexia. “I found out that I am dyslexic recently, at 38 years of age. It put a lot of things in perspective. Oddly enough I am a writer and author. I have written for more than a dozen magazines in as many countries. Unlike other writers it takes me dozens of rewrites to get it grammatically correct. But the creative juices keep me going. I am a big out-of-the-box thinker. Ron Davis’ book was very helpful to me. I have also bought a dozen or so copies to send to relatives and associates whom I thought were also dyslexics.” v
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A Box Stamped “Learning Disabled” (continued from page 7)
Ever wonder why so many start-ups that made billions were headed by someone who was “only a high school dropout?” There’s your answer. Not all visual/conceptual learners are dyslexic, but it’s a good clue the brain’s been rewired to invent and conceptualize. If you seek out the people who are largely degreed from traditional schools, odds are good they’re traditional/verbal/ sequential learners and while they’ll excel in school, they likely won’t have the visual/ conceptual rewiring which gives difficulty in school, but also gives the instinctive ability to think in connected, lucrative rabbit trails and uncover the unnoticed patterns and connections that lead to invention. Verbal/traditional learners learn things by repetition and drill, building one concept on top of the other. They are good with lists of facts. They learn concepts in building blocks. They are often orderly and follow sequences well. Visual learners learn a concept as a whole, all at once and not in pieces, and then they link it to everything else they know. This leads to invention. The world needs both kinds, and when a company is only hiring one kind of mind, they’re going to lose the benefits of the other. Due to the artificial focus on degrees, valuable dyslexic minds are often shunted into little nothing jobs because people tend to equate writing/reading ability with overall intelligence, which is a mistake that will cost much time and delay in the advancement of science and industry which are traditionally headed up by visual thinkers and especially dyslexic minds. v
Reprinted with permission from the blog, Love in a Tin Roof Cottage. Elisabeth Snell is a retired agent, daughter of an inventor and the wife of acclaimed dyslexic nature artist, Cliff Snell III. You can read more postings at Elisabeth Snell’s blog at http://tinroofcottage.typepad.com/love_ in_a_tin_roof_cottag
By Laura Zink de Diaz, Davis Facilitator, Bogotá, Colombia
v Switzerland (continued) Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Therese Rice-Schumacher Uster/Zurich +41 (052) 267 5154 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Doris Rubli-Huber St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 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 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0798) 413 1436 Kim Balaskas Westcliff on Sea, Essex +44 (0) 789 482 8084 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Autism Facilitator/Coach Jane E.M. Heywood Autism Facilitator/Coach DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045
A very long time ago, before paper money was invented, people used coins made of gold, silver or copper. When they bought something worth less than the value of the coin, the vendor would snip off the edges to make change. That’s one reason why you’ll often see coins in museums where part of the decorative image is missing. Have you ever noticed that the character “Elmo” on Sesame Street never refers to himself using the words “I” or “me”? He’s suffering from “autophoby,” the fear of referring to yourself! Say this word three times fast:
Floccinaucinihilipilification! Floccinaucinihilipilification! Floccinaucinihilipilification!
Floccinaucinihilipilification is one of the longest words in the English language. It dates from about 1741, when highly educated men would say it to impress others with their erudite vocabulary. (How obnoxious!) What does it mean? It comes from four small Latin words, all of which mean the same thing: that something is valueless. Adding “-fication” to them, turns the word into a noun, which means the statement that something is utterly without value. Next time you feel like saying, “Wow, interesting,” or “That’s weird!” say this instead: “That’s really ostrobogulous!” And see how people react! v
Elizabeth Snell and her husband, Cliff Snell, III
v United Kingdom (continued) Nichola Farnum MA London +44 (020) 8977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Autism Facilitator/Coach Barrow upon Soar, Leics +44 (01509) 412 695 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer Wimbledon/London +44 (0208) 946 4308 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough, East Sussex +44 (01892) 667 323 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Shilpa Patel Ealing, London +44 (0) 8000 272657 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson London +44 (07846) 734-320 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077
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Association Internationale Davis Dyslexie Davis Legasthenie Gesellschaft International Davis Dislexia Asociación Internacional
Creatividad: ¿En Qué Consiste y Cómo La Cultivamos?
Por Laura Zink de Díaz, Facilitadora Davis en Bogotá, Colombia
Muchos suponen que la creatividad únicamente se revela en habilidades artísticas. Pero esa sería una definición demasiado limitada. Por lo general consideramos que la creatividad es la habilidad de imaginar o inventar algo nuevo. A veces pensamos que solo las ideas más brillantes son creativas. Pero en realidad las ideas creativas pueden ser sencillas o complejas, y muchas veces simplemente ofrecen una nueva manera de resolver un problema. Por lo general, las personas creativas tienden a ser adaptables, abiertas al cambio, dispuestas a imaginar las posibilidades de la vida, y a jugar con las ideas. En su propio trabajo, tienden a ser perfeccionistas, insistiendo mucho en la calidad, y mantienen la actitud de que siempre es posible mejorar. A veces tenemos a impresión de que las ideas creativas llegan repentinamente, en un instante de inspiración. Puede suceder así, pero por lo general, la creatividad resulta de mucho esfuerzo y varias revisiones del trabajo. La persona creativa está dispuesta a hacer este esfuerzo, porque siempre está tratando de mejorar las cosas, sobre todo sus propias creaciones e ideas.
síntomas de dislexia no solamente tienden a ser muy creativas y de gran imaginación, sino que aprenden mucho más rápido y más fácilmente cuando pueden acceder su propia creatividad. A continuación, una lista de las condiciones y actitudes que apoyan y cultivan la creatividad en niños y adultos (seguida de otra lista de las actitudes que hay que evitar si no queremos suprimir la creatividad). • Apoyar y animar. Los esfuerzos creativos necesitan nuestro apoyo. La creatividad florece en los entornos tolerantes y abiertos. En estos entornos la persona creativa se libera del miedo del fracaso, y se siente con libertad de expresarse, explorar, y experimentar. • Reconocer que todos tenemos debilidades pero también talentos. A veces con los niños nos enfocamos tanto en intervenciones para mejorar sus debilidades, que hacemos caso omiso de sus talentos. Suponemos que los talentos van a desarrollarse por si solos. Pero, para su bien psicológico, los niños necesitan oír comentarios positivos respecto a sus talentos, y también necesitan oportunidades para desarrollarlos. Los comentarios positivos les proporcionan la autoestima necesaria para arriesgarse a experimentar con su creatividad. • El proceso importa más que el resultado. Hoy en día hay mucho enfoque en las normas y estándares académicos. Pero el proceso de crear (tanto como el de aprender) es más importante que el resultado, porque siempre aprendemos mucho en camino al resultado. A muchos profesores les ha pasado que mientras enseñan alguna destreza a la clase, los estudiantes aprenden indirectamente otras cosas de igual o mayor importancia. Cuando nos enfocamos
Es muy difícil medir la creatividad. No hay exámenes estandarizados que la midan. Pero sí hay actitudes y condiciones que fomentan y cultivan la creatividad en los estudios y en la vida. Este tema nos importa en el Método Davis porque entendemos que las personas con
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demasiado en el resultado “perfecto”, podemos perder la oportunidad de aprender del proceso otras cosas igualmente valiosas. • No olvidarse de los beneficios del ejercicio. La glucosa y el oxígeno alimentan el cerebro. Cuando su hijo siente que tiene poco enfoque o que su creatividad no está funcionando, es posible que con un poco de ejercicio, se rompa ese bloqueo. (¡Las pelotas Koosh ayudan con esto!) Si en el colegio de sus hijos, piensan eliminar el recreo para dedicar más tiempo a lo académico, ¡deben protestar! Se han hecho estudios que demuestran que después de esos minutos de actividad física, los niños vuelven a clase (y los adultos a su trabajo) no solo con más ánimo para seguir estudiando o trabajando, sino con más capacidad de ejecutar bien! • El período de incubación no es tiempo desperdiciado. Cuando soñamos despierto, el cerebro no desperdicia el tiempo: desarrolla y procesa ideas durante esos minutos. El proceso creativo toma el tiempo que toma, sigue su propio ritmo y horario. No apresuren – puede que cuando ven al niño soñando despierto, ¡su cerebro esté muy activo! • Más importante que nada: es importante creer en la creatividad de sus hijos. Porque SÍ SON creativos, a su manera, y si tenemos paciencia y les brindamos nuestro apoyo, nos revelarán su creatividad. Por otra parte, es bueno estar conciente también de las actitudes y condiciones que tienden a suprimir la creatividad. Por ejemplo: • El miedo al fracaso. El miedo al fracaso es uno de los obstaculos más grandes a la creatividad. Fracasar repetidamente destruye la autoestima. Los niños necesitan protegerse del fracaso, y una manera de lograr esto es simplemente no esforzarse, o negarse a intentar lo nuevo. Sienten menos humillación al decir, “No lo hice”, que al decir “Lo intenté pero no pude.” Pero hay que ser realista: todos fracasamos de vez en cuando. Por eso, es importante ayudar al niño a comprender que cada vez que fracasamos, tenemos la oportunidad de aprender algo que nos sirva para el próximo intento. Thomas Edison probó 1,800 sustancias para el filamento de su bombillo incandescente. Cuando ya había hecho 1,000 intentos comentó, “He aprendido mucho. Ya eliminé mil sustancias que no dan resultado.” • “No se hace así.” No mezas el bote, no nades contra la corriente, las cosas están bien como están, siempre lo hacemos así… Estas actitudes nos comunican la idea de que no debemos intentar nada nuevo. Impide el progreso en general y sofoca la creatividad entre los jóvenes y adultos. • Presión. Debemos tener expectativas realistas y razonables respecto a lo que pueden lograr los niños, de acuerdo con su nivel de desarrollo físico y cognoscitivo. Si obligamos a los niños a ejecutar a un nivel más avanzado que su habilidad, corremos el riesgo de que terminen sintiendo aversión para el tema, tarea, o actividad en cuestión. Esa aversión puede convertirse en miedo; y el miedo paraliza. • Control excesivo. Tengamos siempre concientes las palabras de Piaget: “Cada vez que enseñamos al niño algo que hubiera podido aprender por si solo, le quitamos la oportunidad de inventarlo, y por lo tanto, de comprenderlo completamente.” Peor, si siempre le decimos al niño cómo hacer las cosas, puede desconfiar de sus propios instintos, creyendo que la experimentación y la exploración son un desperdicio de tiempo, porque solo hay una manera correcta de hacer las cosas.
v United Kingdom (continued) Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Jacqui Stewart Eastbourne, East Sussex +44 (01323) 748 933 Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker West Kirby Wirral +44 (0151) 625 6705 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Paul Francis Wright Barton-Upon-Humber, North Lincolnshire +44 (077) 9684 0762 The Blueberry Center Margarita Viktorovna Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Phoenix +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Reading Research Council Dyslexia Correction Center Ray Davis Davis Autism Trainer Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990 Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Riverside +1 (951) 710-9616 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Newport Beach +1 (949) 873-2008
• Cada quien tiene su manera de matar pulgas. Aunque puede ser siempre verdad que 2 + 2 = 4, en la vida encontramos muchos problemas para los cuales hay más de una solución aceptable. No debemos descartar las respuestas inesperadas que nos pueden dar los niños. Las respuestas o soluciones más comunes, muchas veces no son las únicas, ni las mejores. • Lo sencillo es tan bueno como lo complejo – y a veces es mejor. Los niños deben comprender que lo creativo no tiene que ser complicado. Por ejemplo: Cuando primero inventaron los “perros calientes”, se vendía sólo el tubito de carne y el vendedor le proporcionaba guantes al que combraba. Pero la gente tenía la tendencia de irse con los guantes todavía puestos. La solución: servir el ‘perro’ en un pan – una solución sencilla y duradera.
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California (continued) Cheryl Rodrigues San Jose +1 (408) 440-2280 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Lesa Hall Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 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 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)
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que utilizo con mis clientes, incluyen todas las actitudes y condiciones que cultivan la creatividad, y ninguna de las que la suprimen. Al usar las Herramientas Davis, los padres y profesores pueden bajar al mínimo su uso de las actitudes más negativas indicadas arriba, en casa o en el salón de clase. El Método Davis presupone que el niño es inteligente y posee el deseo intrínseco • Uso excesivo de premios. Muchas de dominar sus retos. El Disco Selector, la actividades nos ofrecen placeres intrínsecos. Liberación, y nuestro enfoque en el uso del Pero podemos suprimer la motivación del niño Punto de Orientación o si le ofrecemos premios Alineación, todas estas extrínsecos por hacer algo herramientas permiten al intrínsecamente motivador. niño y a sus ayudantes El uso excesivo de premios “Finalmente, la crear las condiciones que puede sofocar la motivación responsabilidad de fomentan el aprendizaje de los niños de experimentar facilitador tanto de y la creatividad. Crean y descubrir nuevas cosas profesor, es de crear un un entorno apoyador, e ideas. Y en entornos espacio emocional libre sin estrés, que permite académicos les comunica la de estrés, en que el al niño progresar – algo idea de que el aprender es niño pueda motivarse y que no podemos realizar tan desagradable que ¡solo desarrollar fé en culpando y regañando al vale la pena cuando nos su inteligencia, joven. En este entorno sobornan! creatividad, y capacidad apoyador, el niño puede de comprender responsabilizarse de su • Vigilancia. Para uso de las herramientas correctamente el ser creativo, hay que estar y estrategias que le dispuesto a arriesgar la mundo a su ayudan a aprender, y posibilidad del fracaso. alrededor.” también de su uso de la Es difícil encontrar la creatividad e imaginación. valentía de arriesgar Esto es sumamente el fracaso, cuando nos importante, porque por mucho que nosotros, observan constantemente. Cuando nos vigilan, nos volvemos tímidos y la creatividad no florece. los padres y facilitador, quisiéramos hacer este trabajo por el niño, no podemos. No podemos tomar control de las percepciones, imaginación • Evaluación excesiva. Sobre todo, evaluación estandarizada. Las personas creativas y creatividad de otra persona para producir lo que nosotros queramos. Pero sí podemos tienden a ser auto-críticas y dadas a la autocrear un entorno que libera al niño a hacer este evaluación. También son así los niños creativos. trabajo por su propia cuenta. Finalmente, la Cuando nos enfocamos demasiado en la evaluación externa, pueden perder esta habilidad, responsabilidad de facilitador tanto de profesor, es de crear un espacio emocional libre de estrés, y también pueden perder la habilidad de sentir en que el niño pueda motivarse y desarrollar satifacción de sus logros y progreso. fé en su inteligencia, creatividad, y capacidad ¿Cuantas de estas actitudes y condiciones de comprender correctamente el mundo a su vemos en los colegios hoy en día? Me imagino alrededor. A la larga, esto le permitirá desarrollar que la mayoría de Uds. han visto muchas de éstas todos sus talentos y crear un futuro exitoso. Y en los salones de clases de los colegios de sus ¿quién puede decir cuáles de nuestros hijos o hijos. Y otros reconocerán que crecieron con ellas estudiantes, en su futuro, sería el que haga un también, en casa, en el colegio, o en el trabajo. descubrimiento o invente algo que resuelva Para mi, como Facilitadora del Método Davis, alguno de los retos más difíciles que enfrenta la está claro que las herramientas y estrategias humanidad? v • Competencia. Eviten llevar la competencia a extremos. Todos desarrollamos a nuestro ritmo. Si en todas las actividades de la vida hubiera un solo ganador y muchos perdedores, eliminaríamos la oportunidad de progresar a nuestro ritmo, y de sentir orgullo cuando competimos no con otros, sino con nosotros mismos.
THE DYSLEXIC READER
Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 v Missouri 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 Gardnerville/Carson City +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Lisa Anderson Seneca Falls +1 (315) 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 Marlow +1 (580) 641-1056
Newly Licensed Davis Facilitators
Brigitte Reinhardt “I have years of experience with young people having learning difficulties during their professional training. Now I will be able to better guide them towards greater success in vocational school and on their final exams.” Praxis für Lernberatung, Moosgasse 7 94560 Offenberg-Neuhausen Germany, +49 (78109) 919 268, brigitte@bgreinhardt@.de. Ana Menéndez Porrero “Centro especializado en la evaluación y tratamiento de problemas de aprendizaje, ‘El rincón de los niños.’” 29c sur #3518 casa 1, Colonia El Vergel, Puebla, Mexico 72170 +52 (222) 750 76 42, Anam84@yahoo.com. Luciana Borelli Noronha Batalha “When I read the book, I knew there was something special about this man, Ron Davis, just by the sentence: “the prayer of that child is the only reason this book exists!” I was not wrong at all. I decided to take the course to become a Facilitator and I met him. He is one of the most special, enlightened and humble people I’ve ever met in my whole life and I am very proud to represent Davis in Brasil, and help him make “his dream come true (as he wrote to me on my book), which is to help dyslexics stop suffering and start to discover their gifts and talents. I am willing to do that! Thanks to everyone who is responsible for my graduation and growth as a Facilitator, especially, Dorothy Owen.” +55 (61) 8185-6442 Luciana.firstname.lastname@example.org. María Cristina López–Araiza González Consultorio Particular. Dr. José María Vertiz # 985, Interior C, Mexico, D.F. CP 03600 +52 (55) 5536 5889, email@example.com. Leila Martin “I started my Davis journey after watching a New Zealand game show where a woman was trying to win enough money to cover the cost of training in the Davis methods. My daughter, Lauren, then 11, is dyslexic, so I rang the woman and she talked about the progress her son was making using the program. I immediately phoned a Facilitator and booked Lauren into a program. Her Facilitator, Rochelle Booth, was fantastic, and she totally understood my daughter. It was Rochelle who encouraged me to investigate the training. Thanks Rochelle! I’d like to thank my husband and two wonderful girls for their love, support and understanding through my journey; Catherine Churton, for her wonderful guidance during my training, and Ron for providing us with a fantastic program.” Dyslexia Freedom. 365 High St., Hawera New Zealand 4610, +64 (027) 721 3273 firstname.lastname@example.org. Markus Rauch Gerda-Weiler-Str. 30 Freiburg, Germany +49 (761) 476 2581 email@example.com Elizabeth Currie Shier “I am so very happy to intoduce myself as a newly licensed Facilitator. I can’t wait to officially open the doors of my new business – Dyslexia and ADD Alternatives of Oakville. My journey with Davis began almost 3 years ago. My daughter completed the Davis Dyslexia Correction Program in grade 3 with great results. When she began struggling with math in grade 4 it was natural to have her complete the Davis Math Mastery Program. Although I had toyed with the idea at the end of Julia’s reading program, it was on the last day of her math program that I decided to find a way to become a Facilitator. I wanted to be able to give to other dyslexics what the programs gave to my daughter: tools to take back self-esteem, confidence, and a sense of accomplishment. I feel privileged that I am allowed to watch clients walk away with bright eyes and smiles on Fridays. I quite seriously can’t think of a better way to end each and every week. It’s been a great journey and I can’t wait to see what’s around the next bend.” Dyslexia and ADD Alternatives of Oakville. 1138 Gable Drive, Oakville, Ontario Canada L6J 7P2. +1 (905)-829-4084 Bethshier38@hotmail.com. Judith Zapata Prange “Two members of my little family have attended a Davis Program. Our quality of life shot up! Now I’m a newly licensed Davis Facilitator, hopeful and excited to help more people with dyslexia in Basel, Switzerland and in Lima, Peru, South America.” Jiron Romero Hidalgo 115-402, Lima-41 San Borja, Peru +41 (61) 721 7501 Abc1223zapata@blluewin.ch. Guido Peerboom “I have a degree in physics and discovered at the age of 40 that I am dyslexic. The success of my own Davis Dyslexia Correction Program led me to decide to complete the training to become Davis Facilitator and start my own business.” Peerboom Counseling, Diepstraat 15, Eijsden, Nederland 6245 BJ +31 (62) 155-2959. www.peerboom.org, firstname.lastname@example.org Angela Gonzales MD “I am the mother of three boys. My youngest is a gifted and talented dyslexic. It was on the journey to help him regain his self-esteem and confidence that we found the Davis Dyslexia Correction Program. Immediately following his program his confidence and reading skills began to blossom. Throughout my years of practicing pediatrics, I knew that the dyslexics I saw in my office were intelligent, but I had no treatment options for them, short of medication. To find this effective, medicationfree approach to correcting dyslexia is a dream come true. My personal journey to become a Davis Facilitator has been one of enlightenment and growth. Thanks to everyone at DDAI for spreading this gift.” Renaissance Mind, 4199 Flat Rock Dr. #16, Riverside, CA 92505, email@example.com +1 (951) 710-9616
Oregon Nicole Cates Milwaukie +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Kathy Pozzi Ontario +1 (541) 881 6497 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Autism Facilitator/Coach Berlin/Pittsburgh +1 (814) 267-5765 Puerto Rico Ines Grajales Pagan Caguas +1 (787) 743-0605 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Lillian “Lee” Miles Sioux Falls +1 (605) 274-2294 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park/Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Accelerated Comprehension Center Dorothy Owen Supervisor Specialist Edward E. Owen Susan Stark Owen Dallas/Ft. Worth +1 (888) 329-1134 (Toll Free) +1 (817) 919-6200 Paula Roberts Tyler +1 (903) 570-3427 Laura Warren DLS Mentor-Presenter Lubbock +1 (806) 790-7292
THE DYSLEXIC READER
Special Congratulations and Greetings!
Congratulations to Marcia Maust of Berlin, Pennsylvania, Gale Long of Elkview, West Virginia, Gabriela Scholter of Stuttgart, Germany and Shelley McMeeken of Dunedin, New Zealand on completing their Davis Autism Approach Supervisor training! Congratulations to Davis Facilitators Georgina Dunlop of the Dyslexia Correction Centre in Ascot, Berkshire, UK and Tessa Halliwell of Arrow Upon Soar, Leicestershire, UK! They have now also earned the designation, Davis Autism Approach Facilitator/Coach! Congratulations to Lorna Timms in Christchurch, New Zealand for completing her Davis Supervisor-Specialist training! A special “Welcome Back” to reinstated Facilitators, Paul Francis Wright in BartonUpon-Humber, North Lincolnshire, UK and Christine Noiset in Chavannes, Switzerland.
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: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.
THE DYSLEXIC READER
Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Rebecca Luera, M.Ed. Fall City +1 (800) 818-9056 (Toll free) +1 (425) 222-4163 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 Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144
Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• • • • • • focus attention control energy levels improve eye-hand coordination learn the alphabet learn basic punctuation develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 lbs.) • 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 online ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1 (888) 999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.
This Directory is current as of January 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 www.dyslexia.com is always up to date.
THE DYSLEXIC READER
Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, blackline 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
2010 DATES & LOCATIONS
Date International June 5-6 United States June 17-18 June 21-22 June 23-24 July15-16 Shallotte, NC Richmond, VA Denver, CO San Diego, CA Amarillo, TX Brookings, SD Lubbock, TX Springfield, MA Clinton, OK Tyler, TX Richmond, VA +1 (910) 754-9559 +1 (888) 805-7216 +1 (888) 805-7216 +1 (888) 805-7216 +1 (806)-790-7292 +1(605)-692-1785 +1 (806)790-7292 +1 (866)-531-2446 +1 (806) 790-7292 +1 (866) 531-2446 +1 (804) 833-8858 Zurich, Switzerland +41 (44) 948 1410 Location Telephone
Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $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.
Aug. 2-3 Aug 3-4 Aug. 5-6 Sept. 23-24 Sept. 30-Oct. 1 Oct. 7-8 Oct. 11-12
For more details, visit www.davislearn.com
THE DYSLEXIC READER
Materials included with workshop
The Gift of Dyslexia Workshop
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis 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 INTERNATIONAL SChEDULE
April 7-11, 2010 Melbourne Presenter: Lorna Timms Language; English Email: firstname.lastname@example.org Telephone: +64 (3) 477 0056
Feb 11-14 Hamburg Presenter: Ioannis Tzivanakis Language: German (English Translation) Email: email@example.com Telephone: +49 (040) 2517 8622 May 13-16 Freiburg Language: German (English Translation) Presenter: Ioannis Tzivanakis Email: firstname.lastname@example.org Telephone: +49 (040) 2517 8622
March 14-17 Daytona Beach, FL Presenter: Gerry Grant Language: English Email: email@example.com Telephone: +1 (888) 392-1134 June 24-27 Burlingame, CA Presenter: Loma Timms Language: English Email: firstname.lastname@example.org Telephone: +1 (888) 392-1134 Aug 11-14 Dallas, TX Presenter: TBA Language: English Email: email@example.com Telephone: +1 (888) 392-1134
April 22-25 2010 Silkeborg (Near Aarhus) Presenter: Robin Temple Language: English (Danish Translation) Email: firstname.lastname@example.org Telephone: +49 (040) 2517 8622
Mar 29 – Apr 1 Torquay, Devon Language: English Presenter: Richard Whitehead Email: uk@ dyslexia.com Telephone: +44 (0)1684 566300
For updated workshop schedules visit: www.dyslexia.com/train.htm
Dys•lex´ Read´ er •ic • PAGE 28 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010
THE DYSLEXIC READER STANDARD
BURLINGAME, CA PERMIT NO.14
CHANGE SERVICE REQUESTED
U.S.A. Workshop Information: Questions?
Call Dorothy Owen Davis Training Consultant: Toll Free: 1 (888) 392-1134 Email: email@example.com
The Gift of Dyslexia Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. 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 International Schedule
Feb 11-13 March 14-17 Mar 29 - Apr 1 April 7-11 April 22-25 May 13-16 June 24-27 Aug 11-14 Hamburg Daytona Beach, FL Torquay, Devon Melbourne Silkeborg Freiburg Burlingame, CA Dallas, TX Germany USA UK Australia Denmark Germany USA USA
U.S. Course Schedule • 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30) U.S. Fees and Discounts – Special Rates for 2009 • $925 per person, normally $1175 ($200 deposit required) • $875 early bird discount with full payment, normally $1075 • Advance registration required • Includes manual, one-year DDAI membership, verification of attendance, and Workshop Kit • Academic units and CEUs available
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: firstname.lastname@example.org 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: email@example.com SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: firstname.lastname@example.org 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: email@example.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: 31 (475) 520 433 Fax: 31 (0475) 301 381 E-mail: firstname.lastname@example.org DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0)1684 566300 E-mail: email@example.com DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: firstname.lastname@example.org
Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask for our booklet.
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