˜ Dys • lex´ ic Read´• er •


ISSUE 3 & 4 • 2011

The Davis Program: A Discovery of “Self”
By Esther Sloyer

It was the words. The small, simple red

letters formed by straight lines and funny curves drove my ten-year-old mind crazy. I could sound them out and say them normally, but the sentence didn’t make sense. Where You’re the Doctor was what I read on my Operation board game. I sat there by my closet door, staring at the words. I repeated them over and over

Esther and her mom, Mary, enjoy a new relationship since Esther underwent a Davis Dyslexia Correction Program.

I was beyond frustrated and extremely depressed, wondering why no one could understand me.

News & Feature Articles The Davis Program: A Discovery of “Self” ....1, 3 Healing for Mother and Daughter .............1, 3 A Change of Heart ..................................4, 5 A ‘Moving’ Story ......................................5, 6 More Evidence Davis is ‘Just Good Teaching’ .... 7 The Armchair of Dreams .............................. 8 Lunacy ........................................................ 9 In The News ......................................... 10,11 What The World Needs Now................. 15,16 Talent vs. Effort .................................... 17,18 Weaning Education Off Textbooks ............. 22 Asher’s Laws ....................................... 23, 24 Regular Features In the Mail .................................................. 2 Q&A .....................................................12-14 Lazy Reader Book Club......................... 19-21 Famous Dyslexics Remember ..................... 25 New Davis Licensees ............................26, 27 Davis Workshops ..................................30, 31

again, trying to picture the meaning. I could see a doctor, but the rest of the words were blank – I couldn’t find pictures for where, you’re, and the. At that age, it didn’t occur to me that my siblings already knew what it meant; I just assumed they were adult words. However, the older I got, the more I realized that I was expected to know what those words meant. Every year since that day, I would pull the box out and reread the sentence again, hoping that since I was a year older, I’d understand it. I never did. It frustrated me that I had to think so hard about a tagline! Apparently, it wasn’t just the game box

that drove me nuts – it was everything else I read, heard, and wrote. I noticed I had a hard time understanding math, science, recalling books I’d read, and spelling. When I turned fourteen and was advancing into higher math and science, my Mom and I saw that I wasn’t improving, but instead falling behind in those two subjects. I was beyond frustrated and extremely depressed, wondering why no one could understand me. Concerned, and thinking at first I was lazy, or careless, Mom started doing some research on the computer and came across a site that listed almost all my symptoms. I was dyslexic.
(continued on page 3)

Healing for Mother and Daughter
By Mary Sloyer

My daughter was bright. I knew that. Her inquisitive mind and cleverness were

evident to most adults who interacted with her. Then why were there so many little things that kept troubling us when it came to her academic progress? The need to relearn mathematical concepts we had already covered and which she had previously mastered; the unusual syntax I heard in her speech; the spelling quirks in words she had previously learned, adding syllables or using crazy phonics; looking at me in confusion when I asked logical questions – all of these in the face of well-aboveaverage standardized test scores year after year. We had been through so many difficult, frustrating sessions home schooling together.
(continued on page 3)



In The Mail

Like A Light Turned On
Dear DDAI, Sixteen years ago my oldest daughter was diagnosed with dyslexia. I knew she had it two years earlier, but the schools said her reading and writing where "normal" for her age. Still, I could tell she was special. I read The Gift of Dyslexia and learned or realized that I'm also dyslexic. It was like a light was turned on for me. (No really, I saw a light bulb go on in my head!). I was one of the unknown number who learned to compensate and went unrecognized as dyslexic. To this day my family jokes that I can't spell my way out of a paper bag. (Spell check is my friend!) Over the years I have shared your book with several families, even bought copies to give people. Today I shared it again. It has helped my family and countless others. Thank you for sharing your story and knowledge and improving the lives of dyslexics everywhere!
Jeannette L. Roman, CMSgt

After Davis, A High Achiever!
Dear Laura, I just wanted to let you know how happy we are to see such positive changes in Sam’s school work. His attitude has improved significantly. He’s more attentive in class, his concentration has improved and his scores on his most recent tests were 100% and 90%. I have been surprised to see that he does his math homework by himself now, with considerable ease. His teacher sends home daily scores on general performance. Sam used to get 1s and 2s out of 4 possible. Lately he’s getting 3s and 4s. And as far as I’m concerned, it’s a real feat to wrest a 4 out of that teacher, so we’re feeling very proud of Sam! We’re so grateful that we found the Davis approach and that Sam had the opportunity to do a Davis Program with you!
Tatiana H., Colombia P.S. – Sam is taking first semester final exams now and we're very pleased with his scores so far. To date, he's gotten 100% on all his exams, and they're not easy: some of them are 6 to 8 pages long! We're just delighted!

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI) 1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: INTERNET: The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2011 by DDAI, unless otherwise noted. All rights reserved.

Discovery (continued from page 1) Healing (continued from page 1)


That year, Mom called Jean Moser, a Davis Facilitator in Winston-Salem, NC, who helps people like me adapt to school. The technique she uses is called the Davis Dyslexia Correction Program. It uses tools such as soft clay, intense visual skills, and a visual point that students can use to help them gain their focus.

It relieved so much stress, anxiety, anger and confusion to know that she knew why I was like I was.

I went through the program and learned more about myself than I’d ever known. It was a relief and a life-changing experience for me. I finally knew who I was and why I did certain things. Reading became easier after building dozens of sight words in clay, and my reading comprehension was improving. The most important and dramatic change was my relationship with my mom. It relieved so much stress, anxiety, anger and confusion to know that she knew why I was like I was. Knowing that my mom could understand me made working with her so much more relaxing. After the first couple of days in the program, I decided to check to see if the method was really working. I went to my closet, pulled out that old Operation game and looked down at the corner, where those hideous red words were. I read it. My eyes widened, my heart started thumping, and a smile came over to my face. Finally, after so many years, I knew what that sentence meant. I was the doctor! When I finished the program, I used the Davis tools I had learned, applying them to science and math. I was amazed – I understood so much! Those little words – if, and, it, that – I now knew what they were trying to tell me! I could see the sentence in my head, instead of funny curvy lines that drove me insane. The Davis Program did more than help me with my academics, it revealed who I was as a person and strengthened my relationship with my family. v

The day I looked at the Davis Dyslexia Program and since, as she continues to website, reviewed the assessment tool implement the Davis strategies, into her for dyslexia, and realized that my child high school years. had the gift of dyslexia, I almost wept However, the greatest thing that I with relief – it all made sense for the treasure from our experience is our first time. I immediately shared the healing as mother and daughter. Learning Davis assessment about the gift tool with my of dyslexia, the daughter, and she, reasons for the too, was amazed glitches, and The day I looked as she quickly the truth about at the Davis Dyslexia read through the avoidance (as website, reviewed assessment. “I’m opposed to the assessment tool reading about me!” laziness) in for dyslexia, and she exclaimed. her approach realized that my My daughter to her studies, child had the gift subsequently transformed of dyslexia, I almost went through the our relationship wept with relief… Davis Dyslexia dramatically. Correction Understanding her Program, learning amazing gifts in art much about herself and graphic editing and her gifts in the process. She faithfully in the context of the gift has liberated completed her trigger word clay-building, both of us from frustration and fear, and regularly uses her Davis tools to assist in given us hope as we work together toward her studies, and continues to use clay as the goal of helping my daughter become needed to help her with difficult concepts. everything she’s meant to be. I am so Much was accomplished through the proud of her! v

Humor Corner
The early bird gets the worm, but the second mouse gets the cheese. Who is General Failure and why is he reading my hard disk? What happens if you get scared half to death twice? Experience is something you don't get until just after you need it. The sooner you fall behind, the more time you'll have to catch up. 42.7 percent of all statistics are made up on the spot. I went to a bookstore and asked the saleswoman, "Where's the self-help section?" She said if she told me, it would defeat the purpose. Why do they put Braille on the drive-through bank machines?



A Change of Heart
By Cathy Cook, Davis Facilitator in Columbia, MO, USA

Passion is what led me to become a licensed Davis Facilitator – passion for the children at the schools where I taught, passion for my own family – including my children and grandchildren – and for those I haven’t even met! To describe this
Ron and Wyatt meet in Columbia, Missouri during the Gift of Dyslexia Tour of 2009

Soon I learned that the Smiths’ young son, Wyatt, was having significant problems in school. To make matters worse his teachers didn’t seem to understand that Wyatt was a hands-onlearner who needed tools different from is not easy because at some point passion, those that worked well with most of the compassion, edification and more have other kids in his class. Rebecca was at a become rolled into one. And with each loss as to how to deal with this. We had new person I’m blessed to work with my several conversations and exchanged passion takes on yet a different dimension. numerous emails and text messages about I meet people through many sorts of Wyatt. For about four years Rebecca did situations – networking opportunities, her best to navigate the school system on during consultations and assessments, and Wyatt’s behalf with the information we in business and personal settings. I learn discussed. more about them as we work together and In the end our goal was to have Wyatt as I get to know their families. I’ve had complete a Davis Dyslexia Correction endless opportunities to meet people in Program. But Hugh saw no reason for his all walks of life, of all ages, from lots of son to do a ‘correction’ program. countries, with varying abilities, talents I guess you could say this was a and needs. Many truly become more than classic case of what I’ve heard educators clients: they’re dear friends. sometimes casually call the ‘oak treeWith every family that I come to know, acorn syndrome,’ because the difficulties I learn something that’s eye-opening, Wyatt was experiencing didn’t differ very whether it’s a new revelation about myself much from those his father experienced. or a new understanding of my business Hugh didn’t want to talk about his son’s or just an interesting person. Sometimes symptoms indicating a learning difference, those I meet make a significant impact but his reticence was deeper than just on my life. That was the case with Hugh talk. For him, discussing his son came Smith and his family. dangerously close to touching on what he My husband, Chris, first introduced me perceived as his own shortcomings. In all to the Smith family through Hugh’s wife, fairness I have to say Hugh was not alone. Rebecca. Chris and Rebecca work for This is common for many of us. the same organization here in Columbia, The truth is that Hugh did in fact have Missouri. We ran into Hugh and Rebecca difficulties with things like focusing and at church on Sunday mornings and out reading, but he also had a great talent for and about in the community. I always carpentry and woodworking. It took the had an inkling that there was more to this diagnosis of a life-threatening illness to friendship, something beyond outward change Hugh’s resistance to discussing appearances. help for Wyatt.

From Hugh I learned about struggle and endurance, but mostly I learned about faith, hope and love.

Cancer changes many things and strikes fear in our hearts. Cancer claimed the life of Hugh Smith a year ago in October of 2010. Yes, it took Hugh’s physical life but at the same time it made possible a change of heart. Hugh’s diagnosis quickly led to the first rounds of chemotherapy. There was a reprieve from the disease as he entered remission. But as the disease progressed a significant change began to take place in his views. Hugh made one of the most radical transformations in his spiritual journey that I have ever witnessed. His faith soared in the face of this devastating diagnosis, and opened his eyes to the possibility that Davis tools could positively impact his son’s life. I have to say that I cannot think of anyone who so strongly voiced his love for the things that were important to him as I saw and heard Hugh Smith do during his final days here on earth.

…discussing his son came dangerously close to touching on what he perceived as his own shortcomings…

As it turned out Hugh didn’t have much time left, but he made the most of that time as he quickly grew to accept his own dyslexia. Once there, he was ready to allow his son to experience the Davis Dyslexia Correction Program.


A ‘Moving’ Story
Did you know that I am a gifted person, not an outcast?

Most people will only hear of the Davis Orientation Counseling Procedure when a Davis Facilitator tells them about it as While Wyatt and I worked together part of an assessment or Davis Program. navigating through the Davis Dyslexia So imagine my surprise when I answered Correction Program, Hugh and Wyatt my office phone a few months ago and navigated through the work at home using was greeted by a warm voice inquiring if those same tools. After Wyatt’s program I provided Orientation Counseling. he and Hugh continued creating concepts and words in clay. They did the Koosh® ball and focusing exercises together. Instead of fighting his learning difference She had been suffering Hugh now chose to let his particular way from very severe of learning shine. motion sickness What Wyatt typed out one day on the for over 10 years. ancient typewriter he loved using in my workroom says it all: “Did you know that I am a gifted person, not an outcast?” I was quite surprised, but quickly In the fall of 2009 Ron and Alice determined that this warm and wonderful Davis visited us in Columbia over a long woman, Julia, was quite serious. She weekend, as part of their US Tour. On had been suffering from very severe Saturday afternoon Ron gave a lecture on motion sickness for over 10 years. She The Gift of Dyslexia and Hugh attended. was no longer able to take part in or even As Ron stood at the back and began to observe most things that require motion. greet attendees I looked up to a scene Julia had difficulty doing anything, that’s emblazoned in my memory. other than walking, without becoming At the back of the room, sitting atop overwhelmed with nausea. She had a stool by a small round table sat Ron consulted many professionals in and Davis intently engaged in a conversation outside of the medical profession and with Hugh standing close by. From my had almost given up hope when a neuroperspective they looked like long-lost specialist in Toronto suggested she find friends. There was a bond between the a Davis Facilitator and try Orientation creator of the methods that have changed Counseling. With an upcoming flight so many people’s lives and this man who to Florida for a family get-away on the had come to hear more. horizon, Julia decided to try Davis. That weekend two years ago was filled with memories and experiences I will cherish for a lifetime but the image of Hugh and Ron is one of the best. Two great men came together that day. As I said at the beginning, I learn significant things from the clients I work with. From Hugh I learned about struggle and endurance, but mostly I learned about faith, hope and love. While Hugh’s faith was strengthened through his experience with cancer, knowing him has made me a different person. And although he is gone from this earth, Hugh left his wife and son the passion of his faith and his perseverance in learning. v

By Elizabeth Currie Shier, Davis Facilitator and Autism Facilitator/Coach in Oakville, Ontario, Canada


…she was able to use an orientation point to control her mind’s eye, use an energy dial to control her level of anxiety and use release to feel calm.

When I met with her, I found out more about Julia’s level of disability. Many everyday things caused her great discomfort, illness, and anxiety. For example, she was unable to be a passenger in a car, unable to rock in a rocking chair, unable to read, unable to play the guitar and unable to watch her daughter dance. The things she missed most were activities with her girls and husband – swimming, dancing, jogging, etc. Whenever she forced herself to do one of the activities that triggered her motion sickness, the symptoms would last well beyond the time she was actually engaged in the activity. For example, flying in a plane left her very, very ill for at least two days. Driving a car for more than 45 minutes meant she couldn’t eat for a day, and reading or playing the piano made her sick for the rest of the day. Julia’s life was a carefully orchestrated schedule of events to ensure that her level of illness wasn’t overwhelming. So many times she had to say, “No, I can’t…” to invitations. For example, she couldn’t drive her daughter to an outing because it was on the same day as her own birthday party and she knew if she drove, she would be sick for the celebration.

(continued on the next page)

A Moving Story (continued from page 5)

Although Julia isn’t dyslexic, she was able to use an orientation point to control her mind’s eye, use an energy dial to control her level of anxiety and use release to feel calm. She also mastered the 3 parts of self – body, mind, and life-force, and spent quite a bit of time exploring how they are separate and distinct as well as intertwined. Separating them in her identity allowed her to prevent the mental anxiety caused by prior experiences from affecting her body in future, similar situations. She also mastered “change” (meaning something becoming something else) by depicting herself going from being sick and emotional on a plane, to being happy and using her Davis tools on the plane. She carried that picture on the plane with her and referred to it often. After the first session, Julia used her tools on the flight to Florida. Although it wasn’t easy, it was less horrific than it had ever been before and Julia was able to eat food the same day of the flight – something previously unheard of. While on vacation, Julia had plenty of time to


when she does have symptoms, she is able to recover much more quickly and return to her usual activities. She also when she does have reports feeling generally more well and symptoms, she is able that she has much more energy as her to recover much more body deals less and less with unpleasant quickly and return symptoms. to her usual activities In Julia’s last session with me, she mastered “I” (the person who is speaking) because she had developed a negative idea of that word. She felt that it practice using her tools and was very happy to be able to swim without illness was always followed by “can’t”. She said that she was so disabled by her motion for the first time in years. When she returned from the trip, she beamed as she sickness that she had nothing to say and described swimming under the water with no experiences to talk about. She felt her girls and being able to take part in the that everyone else around her was doing interesting things while she had trouble family fun. even watching others be active. But, with Since that first flight with her tools, her Davis tools, she had found her voice Julia and I have met a few more times again. So Julia’s clay model of “I” shows and uncovered many triggers. Julia has her talking about herself singing – she slowly and steadily challenged herself has found her voice. Next she decided to try using the tools in more and more to model “can” (is able to). She made a situations. She is able to jog for 20 model of herself jogging. When she put minutes, watch her daughter dance and them together on the table, there was a her husband play hockey, exercise with peace and calm about her that I hadn’t her girls, drive a car for considerably observed before. Thank you, Ron Davis, longer distances, read and dance with for allowing Julia to step back into life! v virtually no symptoms. She reports that

Quotable Quotes
I walk slowly, but I never walk backward. Abraham Lincoln (1809 – 1865), 16th president of the United States If you can give your son or daughter only one gift, let it be enthusiasm. Bruce Barton (1886 – July 5, 1967), American author, advertising executive and US House of Representatives from New York from 1937 to 1940 If there is no struggle, there is no progress. Frederick Douglass (1818 – 1895), American abolitionist, author and statesman Intelligence is the ability to adapt to change. Stephen Hawking, British theoretical physicist and cosmologist The things we hate about ourselves aren't more real than the things we like about ourselves. Ellen Goodman, Pulitzer prize winning columnist, author, speaker, and commentator Fear paralyzes; curiosity empowers. Be more interested than afraid. Patricia Alexander, American educational psychologist


Principle 2: New information is difficult to learn unless it builds on and connects to prior knowledge. A majority of students are concrete learners who prefer an example or scenario, followed by an explanation - the why. Most textbooks establish theories and principles before providing examples. Many Davis Program activities ask the student to connect to their prior knowledge. The Davis reading exercise, Picture at Punctuation, connects readers to their own prior knowledge when they take note of the mental imagery forming as they read and describe to another person. This also gives readers an opportunity to engage in conversations about what they see, what the helper sees, and how their experience relates to the text. When our clients do Symbol Mastery with words and concepts, they relate their own experience and understanding to the concepts being mastered. In fact, all of the clay models our clients create in order to master new material, are the result of the client combining new information with their experience, imagination and creativity. Multiple aspects of the Davis Program fulfil Principle 2. Principle 3: Each learner constructs their own conceptual understanding by a different path. With print texts, students must follow the logical progression set by the text’s authors. Symbol Mastery is precisely a process by which clients construct their own conceptual understanding, depending on their own imagination and creativity
see the results after those five stress-free days, in the great strides our clients make! The Davis Program makes excellent use of Principle 4.

More Evidence that Davis is ‘Just Good Teaching’
By Laura Zink de Diaz, Davis Facilitator, Bogotá Colombia

Wake Forest University has posted on its website the six essential principles of learning, recommended in the National Research Council study, How People Learn.

…research not specific to the Davis Dyslexia Correction Program once again demonstrates that the Davis philosophy is absolutely in line with the best educational practices revealed by research.

Principle 5: Conscious awareness of one‘s own learning process improves the outcome. Becoming consciously aware of how they learn is precisely what our clients do during their Davis Program. They come to understand their talents, the habits that have been holding them back, and new strategies more appropriate to their learning style, that free them to improve their learning and performance. Conscious awareness – Principle 5 – is at the core of the Davis Program. Principle 6: Learning is reinforced when students work and learn collaboratively. For most students reading is solitary; they do not compare what they have learned from reading assignments with their peers. Although each Davis Program is individualized, our clients work collaboratively with their facilitators and later, with their support persons during the follow-up period. One of the benefits my clients and their families often report after completing the Davis Program, is that they no longer fear participating in class, instead they become leaders in class discussions and organizers of class activities. Many students who had not before worked well with others, become great collaborators after their Davis Program. The Davis Program enables students to implement Principle 6. It’s wonderful to see once again that research not specific to the Davis Dyslexia Correction Program demonstrates that the Davis philosophy is absolutely in line with the best educational practices revealed by research!

Principle 1: Deep learning physically changes the brain. Learners must actively engage with new information via multiple senses. Passive reading - such as reading textbooks - focuses on a single sense, so it is unlikely to initiate deep learning. The Davis Program is multi-sensory. Our use of plasticine clay is a tactile activity; the Koosh® ball exercise is a kinesthetic activity; and visualizing the Orientation Point is a spatial activity. Creating Alignment involves both the tactile and visual imagination. Auditory Orientation involves both listening with imagination, and balance. The reading exercises, Spell Reading and SweepSweep-Spell, both involve adding small physical movements to the process of reading as well as visualizing the Orientation Point or creating Alignment. And Symbol Mastery takes the reading of words and definitions to a higher level, by requiring students to communicate verbally, coordinate with their helper, and use their imagination and creativity to build a deeper and more personally meaningful understanding of words and concepts. Multiple aspects of the Davis Program fulfill Principle 1. v

Reference: Research principles support new learning concept, Wake Forest University, April 20, 2011. You can read the original to express their understanding in three article at: dimensions. The Davis Program is the 20/research-principles-support-newembodiment of Principle 3. learning-concept/ Principle 4: Frequent informal feedback For more information on the study itself: How People Learn: Brain, Mind, promotes deeper and more accurate Experience, and School. learning. Publisher: The National Academy of I would suggest that the entire five days Sciences (2000) ISBN 0-309-07036-8 (pbk.) of the Davis Program with its emphasis on reducing stress and eliminating frustration, Available on-line at: v is a form of informal feedback, and we can

Each learner constructs their own conceptual understanding by a different path.



The Armchair of Dreams
By Laura Zink de Díaz, Davis Facilitator in Bogotá, Colombia

Johana V. is a university student who works at my accountant’s office. Until she decided she needed a Davis Dyslexia Correction Program, I only knew her as a pleasant-voiced young woman who called each month to let me know it was time to send in all my business receipts so the accountant could calculate my monthly taxes. Then one day, she also asked for an assessment. “Of course,” I replied. “Let’s get you an appointment…” Johana was disappointed, but not When Johana arrived on the day of her deterred. She refused to give up on her assessment I learned much more about dream of a college education, so she got her. She’d always had difficulty with a job, scrimped and saved until, several some subjects at school, but she was a years later, she could finally afford the hard worker, always determined to learn. She didn’t get much support at home, but tuition for one semester at a private university. She applied herself as never nonetheless made her way successfully before and loved every minute of every through primary and high school, and class. She was certain she was learning hoped she would do well on the highso much, did well during class... and yet stakes ICFES test Colombian students must take at the end of high school. If you failed several classes in which she KNEW do well enough on that test, you can study she’d mastered the material. She still froze at the sight of a test paper, and simply at the National University for such a low price, it’s nearly free. Johana wasn’t going could not show on paper what she’d to get any financial help with college from learned. Professors were sympathetic. From her performance in class, they knew her family. They believe even now, years her ability and her determination. But later, that, as a girl, what she ought to do unless she could pass the tests, there was is find a husband and start a family, stop nothing they could do to help her. wasting time studying. No, if she was to So Johana went back to work, began get a college education and establish a saving pesos again, career, she would and when she need to earn heard that I am a admission to the She’d always had Davis Dyslexia National University. difficulty with some Correction Unfortunately, subjects at school, Facilitator, she felt one of Johana’s but she was a hard a flutter of hope. long-time worker, always Last month challenges had determined to learn. Johana came for always been test her Davis Program. anxiety. She studied We worked hardest and studied, and at home seemed to know it all perfectly. But on tools to build her confidence and help her deal with test anxiety and other kinds when she sat down to take a test, words of stress. She took to the Davis tools with utterly failed her. Time after time she’d energy and immediate ownership. By the disappointed herself and her teachers, time she completed her program she felt failing tests she and they were certain she’d ace. It had happened so many times, infinitely more optimistic about her ability and it happened again with the ICFES. So, to use her tools to good advantage. And no admission to the National University.

she was enthusiastic about using them at her job in my accountant’s office too! Johana’s long-term goal is to continue working to save enough to go back to school and try again. If she can just get through a semester with good grades, she can try once more to get admitted to the National University, where the tuition will be so low that she won’t have to take a break after every semester and spend a year or two saving before she can afford to continue her studies. I wish the point of this little article were to announce her success, but it’s too soon. It will take a long time for Johana to save enough to go back to college. Once she does, I’m sure she’ll make her dream come true, because I’ve rarely met anyone with as much determination and sticktoitiveness as Johana. But no, for now, I simply want to show you a model she made, el sillón de los sueños, the armchair of dreams. It’s so evocative and touching, I had to share it. The armchair of dreams is Johana’s Create-A-Word model. It’s what she hopes to achieve some day, after she’s finished college. It is working at a decent salary in a professional career: a tranquil place where she can sit high up, surrounded by green – instead of the brick and concrete din of the city – and read, read about everything, read to her heart’s content. v




By Laura Zink de Diaz Davis Facilitator in Bogotá, Colombia

The Washington Post blog, The Answer Sheet (A School Survival Guide for Parents – and Everyone Else) by Valerie Strauss, is a great source of information about education reform. Last July she published an article by Michigan kindergarten teacher, Nancy Creech, that gives us concrete data about the crazy lengths to which teachers are now required to go to give and record the results of standardized tests. Keep in mind as you read the following statistics, that Ms. Creech works with 5-year-old children. Ms. Creech states, “I now have to give a total of about 27,000 check marks or grades for my class of 25 students per year. This is not counting the stars, stickers or smiley faces I put on their work each day.” She then goes on to list the assessments she must administer:

uses a four-point rubric sheet. And a test page. This test is given 4 times a year. The calculation is too confusing for me to reproduce here, but the total number of scores recorded adds up to another 1,000.

• Of course, she must also enter scores into her grade book 3 times per year for each of her 25 kids, in the following skill areas: retell, colors, connections, sorting/classifying, patterning, more/less/ equal, shapes, counting to 100, and matching quantity to written number. These nine skills result in another 675 scores to record. (Keep in mind, she’s telling • The Michigan Literacy Progress Profile us how many (MLPP) assessed 4 times per year with marks the results written on a check sheet. The or scores specific items are: 26 letters, 26 sounds, she must 28 letters (two forms of ‘a’ and ‘g’), 22 questions related to concepts of print, 16 record. items on rhyme supply and identification. Imagine how much This requires a total of 12,300 check marks (118 check marks, 4 times per year time it takes out of class = 472 x 25 children). learning activities Ms. Creech must also record these to listen to 25 five-yearresults on something called the Data Director, a computer program to manage olds attempt to count to 100!) data for educators. Some of these data are combined, but ultimately she records • Kindergarteners must also take the Developmental Reading Assessment 11,250 discreet scores for this same (DRA). Ms. Creech states that, assessment in this program. “sometimes determining the level at • The district also requires a 15 question which to assess requires that 2 or 3 Kindergarten math test. Ms. Creech must reading samples be attempted. A level is to be recorded as well as a fluency fill in Scantron-type bubbles for the 15 and comprehension rubric number.” answers for her 25 children. That’s: 375 Add another 75 scores to the list. bubbles, 3 times per year, or a total of 1,125 bubbles filled in. • Teachers must record these levels on • Kindergarteners also take a writing test, report cards, so add another 75 marks (25 scores, three times per year…). Teachers scores from which must be recorded on are also required to “analyze the DRAs to the Data Director. For this Ms. Creech see if the children are using the syntactic, semantic, graphophonemic or pragmatic cueing systems.”

Ms. Creech makes a good case. “If on average I have the children 5 hours per day (on days we have a prep and lunch), times 180 days, we have the students 54,000 minutes per year. Recording more than 27,500 scores and checks in a year, we would be doing a check mark every two minutes of every hour of every day for district required assessments. When do we have time for a word of encouragement? When do we have time to give a sticker or a smiley face? When do we go to the bathroom? When do we teach?” Ms. Creech doesn’t object to assessing her students. What she does object to is spending so much time on assessments that actually don’t tell her anything useful about her students’ learning. I agree with her, as I suspect would most parents. I’m surprised that by the end of each year she hasn’t changed her name to Ms. Screech! Spending this much time on standardized testing of 5-year-olds, is nothing short of lunacy.
You’ll find the most recent of Valerie Strauss’ blog postings: www. You can read Ms. Creech’s entire article at: v



In the News

By Laura Zink de Diaz, Davis Facilitator, Bogotá, Colombia

ADHD Diagnoses Apparently on the Increase

The State of America’s Children, 2011

According to The State of America’s Children 2011, a report issued last month

by the Children's Defense Fund, the impact of the recession on children's wellbeing has been catastrophic. Here are a few of the findings: • The number of children living in poverty has increased by four million since 2000, and the number of children who fell into poverty between 2008 and 2009 was the largest single-year increase ever recorded. • The number of homeless children in public schools increased 41 percent between the 2006-7 and 2008-9 school years. • In 2009, an average of 15.6 million children received food stamps monthly, a 65 percent increase over 10 years. • A majority of children in all racial groups and 79 percent or more of black and Hispanic children in public schools cannot read or do math at grade level in the fourth, eighth or 12th grades. • The annual cost of center-based child care for a 4-year-old is more than the annual in-state tuition at a public fouryear college in 33 states and the District of Columbia.

In August, USA Today reported that the result of a recent study by the US Centers for Disease Control and Prevention has found that from 2007 to 2009, an average of 9 percent of children between the age of 5 and 17 years, were diagnosed with ADHD. This statistic is an increase of 2 percent over the period from 1998 to 2000. The study also found that rates of ADHD among white, black and some Hispanic groups of Americans are now comparable. According to Dr. Lara J. Akinbami, a medical officer with the National Center for Health Statistics, “We don't have the data to say for certain what explains these patterns, but I would caution against concluding that what we have here is a real increase in the occurrence of this condition … this is probably about better screening, rather than a real increase, and that means we may continue to see this pattern unfold.” The National Institutes of Health considers ADHD the most common behavioral disorder among children. The hyperactivity and impulsivity of children with symptoms of the condition can affect their ability to stay focused, and may create problems with learning and behavior in traditional classroom settings. Somewhat more common among boys, the rate of ADHD rose from about 10 percent for the period between 1998 and 2000, to over 12 percent between 2007 and 2009. The rate for girls over the same period rose from 4 percent to between 5 and 6 percent. The findings also suggest that ADHD rates among families living below the poverty line and those with incomes less than twice the poverty line are slightly higher than average, at 10 and 11 percent respectively. Ten years ago in the United States ADHD was more often seen in the southern region. This study suggests that the Midwest is seeing an increase in the diagnosis as well.

Dr. Akinbami commented, “Even if we're not exactly clear on what accounts for the rise in ADHD, on a population level the increase of this condition really signals a challenge for the education system and the health care system … it's clearly something for public policy experts to be concerned about.” I can say that in my own practice, in the last year I have seen a significant increase in clients with symptoms of ADHD. Many of them are seeking a way to control their symptoms without medication, something they are definitely able to do with the Davis Tools. You can find more information on ADHD at the U.S. National Institutes of Health: PMH0002518/

Math Disability Linked to Problem Relating Quantities to Numerals
The October 24, 2011 issue of Science Daily reports that a study supported by the National Institutes of Health suggests that by fifth grade kindergarteners who start school unable to associate small quantities of items with the printed numerals representing those quantities, are more likely than their peers to be diagnosed with a math learning disability. Such children displayed other factors that correlate with this type of disability, such as difficulty recalling solutions to

simple addition problems, distractibility, and difficulty understanding that complex math problems can be broken down into smaller steps or problems that can be solved one by one. Although these children didn’t catch up to their peers in learning number facts or adding sets of items and numerals together, by fifth grade they did catch up in the use of counting to solve problems. The researchers tested 177 students at twelve public schools in Columbia, Missouri from kindergarten through fifth grade, measuring several factors: • math achievement • reading ability • intelligence and general cognitive ability • paying attention in class • working memory, the ability to hold one idea or concept in mind while switching between tasks • an understanding of numbers and their relation to each other • understanding of the number line • aptitude for solving simple and complex addition problems The study wasn’t designed to show cause and effect. As a result, the results don’t indicate whether the factors they identified caused the learning disability or were linked to other, unidentified factors. “The search for factors underlying difficulty learning mathematics is extremely important,” said Kathy Mann Koepke, Ph.D., of NIH's Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). “Once we identify such factors, the hope is that we can modify them through appropriate teaching methods to help people who have difficulty learning and using math. Math skills are important for higher education and for entry into many higher paying technical fields,” she said. “Math skills have many health implications. For example, many American adults lack even the basic math skills necessary to estimate the appropriate number of calories in their diets or to calculate the time intervals at which to take their medications.”
Mary K. Hoard, Ph.D., Lara Nugent, Drew H. Bailey and David C. Geary, Ph.D., all of the University of Missouri, Columbia carried out the study. Their findings were published in the Journal of Educational Psychology. You can read the full article at: releases/2011/10/111024165553.htm


Henry Winkler, the Fonz in Happy Days, appointed OBE

Henry Winkler with British Ambassador, Sir Nigel Sheinwald and his Order of the British Empire.

hands. By the time I've read to them The Dyslexic Reader has featured from Hank Zipzer... everybody wants Henry Winkler a number of times, in to be dyslexic.” articles and in the Famous Dyslexics Clearly, his work in schools has Remember section. Once again, Mr. brought him attention from on high. Winkler deserves comment. Recently Mr. As most of Winkler was our readers know, awarded an although Henry Just because we honorary OBE Winkler shot to learn differently, that – Order of the fame playing The does not mean that British Empire Fonz in the classic we are not incredibly – in recognition sitcom Happy Days, smart human beings. of his work on these days, he is dyslexia. British also known as the ambassador, Sir author of the Hank Nigel Sheinwald, presented the OBE to Zipzer children's books, which feature a Mr. Winkler during a ceremony at the young dyslexic protagonist. Many of the British Embassy in Washington, DC. Sir stories are based on Mr. Winkler's own Nigel stated, “Through [Henry Winkler], childhood struggles in school, and the thousands of young people have seen bullying he experienced. a role model and an inspiration for Henry Winkler has spent the last overcoming their learning challenges.” two years touring schools in the United The honor was unexpected and Kingdom talking about dyslexia, and has said that visiting schools in the UK is “one somewhat overwhelming to Mr. Winkler. He posted a photograph of himself with of his favorite things to do.” When he visits a school Mr. Winkler tells students, the medal on Twitter with the following message: “Here I am with my OBE “School was unbelievably hard for me. Teachers didn't know what dyslexia was at pinned on. Very honored, very proud...” that time. So I was labeled a troublemaker. He has also been quoted as saying during I was told I was stupid, lazy and not living the ceremony, “Receiving this honour is a very humbling experience. My goal up to my potential most of my life. And, when you're younger and you're told that, when I started working with children was you believe it. It's part of your self image. never to bring accolades on myself, but Just because we learn differently, that does instead to change how people think about not mean that we are not incredibly smart those around them for whom learning is a struggle. I am flattered to have had human beings.” On the television show, BBC Breakfast, my work recognized in this manner, and he commented “I walk into the classroom hope to continue showing kids that their learning difficulty isn't a disability.” and ask if anybody has trouble in school Way to go, Fonzie! v and maybe one or two people raise their

PAGE 12 International Davis Dyslexia Correction® Providers
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Davis Reading
Q: What parts of reading instruction are worked on during a Davis Dyslexia Correction Program? A: Davis Facilitators focus primarily on word recognition, vocabulary skills, fluency and comprehension. The Davis Program also includes by Abigail Marshall an element of phonemic awareness, as the Facilitator will work with the child to make sure that the child can accurately hear the difference between the various sounds of language. If the child does have difficulty with hearing or Q: Does the Davis Dyslexia Correction Program distinguishing specific sounds, the Facilitator will teach whole word identification? work with the child specifically on those sounds. The Davis Program does not include instruction A: Yes it does. Davis uses a multisensory on traditional phonetic decoding skills (such as approach to provide whole word mastery, segmenting & blending), but includes learning involving simultaneous study of the three parts to use the pronunciation key in a dictionary. of every word: what it looks like, what it sounds We do this because we want to give the child like, and what it means. The Davis “trigger” word a consistent, reliable way of determining the list overlaps significantly with the Dolch list of pronunciation of any word. high-frequency words. It’s important to keep in mind that most Davis clients are children age 8 and over who may already have received several years of tutoring focused on phonetic skills, yet are still struggling with reading. We often see kids who already Q: Can the Davis approach help with spelling, know how to use phonics to decode words, other than sight words? but still read very slowly and fail to recognize familiar words. They end up having to sound A: Davis provides specific tools and exercises out the same words over and over again, and of that will help with spelling all words, over time. course, they struggle with irregularly spelled These include techniques to ensure that the child words. Our goal is to give them a new set of tools is accurately perceiving the letters and their that will help them become capable and confident sequence, and reading exercises that reinforce readers. sequencing of letters, as well as dictionary skills. All of the Davis techniques can be used for study of any word list that has to be learned for school. if a child is resistant, However, because of the inconsistency of the solution is English spelling, improvement will take time, ALWAYS especially for words with irregular or unusual to take a break spelling, or homophones. After the Davis Program, a child will be able to study, learn and remember new spelling words as the need arises.

Whole Word

Tools For Spelling

It’s important to keep in mind that most Davis clients are children age 8 and over who may already have received several years of tutoring focused on phonetic skills, yet are still struggling with reading.

Frustrated? Take A Break!

Q: I have a nearly 7-year-old daughter diagnosed last fall with “characteristics strongly suggestive of dyslexia.” We came upon the Davis Method and it makes sense to us. We ordered the Young Learner Kit for our daughter, and she has spent 3 weeks making the capital letters. But she’s becoming resistant to making the letters unless she can form them on top of the card, using it as a template. She is extremely bright and manipulates with tantrums. We spent 3 days

coaxing her to make the Z. Are we going too fast, or doing something wrong? How can we get her to cooperate? A: With Davis, if a child is resistant, the solution is ALWAYS to take a break. Have you done work with release, focusing, dial-setting and the Koosh balls? If your daughter wants to make the letters using the cards as a template, perhaps the best approach is to let her do that with all the letters until she feels more confident. Buy some extra clay so that you can let her keep the letters she has made rather than re-molding them, and after she has a complete set she can set them out in order. If she has molded the letters on top of the template, they are still her letters, made with her own hands. It's possible that there are visualperceptual issues that make it difficult for her to simply use the printed version as a model. You may find the information on this page helpful: The Cause of Dyslexia: Anatomy of a Learning Disability ( library/anatomy.htm). If your daughter is having temper tantrums, she is probably at around item #8 on the list: (“Emotional reactions bring about a condition of frustration.”) You can't reasonably expect her to model her letters, or gain any benefit from it, when she’s in an emotionally agitated state. So before you can continue with modeling letters, you will need to ensure that she has a firm grasp of how to use release and focusing. If your daughter is still resistant to working with you, you may have to take some time off and wait until she is more willing. it's harder for you to understand. That’s because you’ll be using your son's learning strengths, the things he does easily and naturally, not your own. Try to just follow the script. What is actually happening is that you will be teaching your son a way to refocus whenever he gets confused or disoriented. It’s a very efficient way for him to 'get in the zone' for accurate perception and learning. (This excellent answer was provided by “Kanga” at the Davis discussion board at cgi?3/207691.)

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It Takes As Long As It Takes
Q: I live in Sri Lanka where there are currently no trained Davis Facilitators. My son is less than 7 years old. He shows signs of ADHD. I think I should do the Alignment Procedure with him, as well as the Dial, Symbol and Concept Mastery, and the procedure for Establishing Order. Should the Alignment Procedure be carried out just once? Should Symbol and Concept Mastery and the procedure for establish order be repeated, or should I just remind him and guide him after the initial session?

A New Way To Focus
Q: I just recently learned that most of my 13 year-old son’s learning problems have been due to dyslexia. Having read The Gift of Dyslexia I purchased a Davis Symbol Mastery kit. After watching the DVD on the Orientation Counseling Procedure, I feel like this procedure is odd. I want to do whatever I can to help my son, but I’ve watched the DVD twice and haven’t had the courage to try the procedure with my son yet because it just seems so strange. Is this because I’m not dyslexic? Will the Orientation Counseling make more sense to my son because he is dyslexic? A: Many times over the years of educating your son you may have experienced trying to teach your son something that seemed so self-evident to you, but your son really struggled to fully understand it. This will be the opposite. Your son is very likely to say that it’s easy for him, but

There’s no need to rush… with a young child it’s far more important to take whatever time is needed to fully master each concept

A: You will only do the procedure (with the full instructions) to establish Alignment one time, but your son will use his Alignment tool again and again. Once he has learned the procedure, then you will always help or guide him to do Release and Alignment throughout the day. You may develop a non-verbal signal for this. For example, “Release” is often signaled by the parent or helper simply letting out a sigh of release himself. Or you can say, “let's do release together” and let out a sigh. Over time it should become natural for your son to do this on his own, but he will need frequent, gentle reminders at first.
(continued on the next page)

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With the energy Dial, you will need to do a lot of reminding and guiding, usually in a questioning fashion. You will not need to repeat the procedure that establishes his Dial. Your son will know what the Dial means, but you will frequently help him draw attention to his Dial setting. You will also want to encourage him to observe others around him to get a sense of where their “dials” are set and to match his to theirs. There is an interesting article about practicing this skill with pets on page 3 of Issue 24 of The Dyslexic Reader. You can find it on line at The-Dyslexic-Reader-2001-Issue-24. Over time, your son’s use of his Dial will become habit, but at first it should be more like a game you and he play whenever the opportunity arises, simply to get in the habit of observing his own energy level, and the energy levels of others around him. Once you’ve made a model with Symbol Mastery and/or Concept Mastery, that model does not need to be repeated. The point of mastery is that the person has learned the symbol or concept in such a way that it has become a part of himself. There may be occasions when you will feel it’s necessary for your son to redo a specific model, if some confusion arises. This generally means that your son didn't quite master things the first time around. In other words, you or he made a mistake the first time. But mistakes happen to everyone and the solution is simple -- you simply redo the part that was missed and move on. The Establishing Order exercise is also done only once. Afterwards, the child has the tool and will be able to establish order in his life on his own. But it’s very likely that your son will not be ready for that stage until he is somewhat older (perhaps age 8 or 9). You may reach a point where you discover that the concepts normally done in Concept Mastery are too difficult for a 7 year-old child to understand. That’s not a problem. It simply means that you’ll stop for a while, wait a few weeks or months to see when he is ready, and in the meantime you can continue to explore and reinforce other Davis tools and lessons. Keep in mind that if your son isn’t quite ready for certain concepts, at 7 years old, that’s more a matter of maturity than symptomatic of ADHD. He’s still a very young child. Over time he will become more sophisticated in his understanding of his world. For now, your goal should be to go as far as you can with the concepts, and introduce new and more advanced concepts as he appears to reach readiness. There’s no need to rush the process; with a young child it’s far more important to take whatever time is needed to fully master each concept in turn. v

Two Kinds of Intelligence
By Rumi

There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out.
Rumi was Persian poet, jurist, theologian and Sufi mystic who lived from 1207 to 1273.


v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Claudine Clergeat Brunoy + 33 (06) 78 69 79 56 Jayne Cooke Barr +33 (0) 3 88 74 06 01 Corinne Couelle Lyon +33 (04) 78 88 65 52 Patrick Courtois Juvignac +33 (6) 37 40 49 67 Jennifer Delrieu Auffargis +33 (01) 34 84 88 30 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (09) 52 63 02 05 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 Autism Facilitator/Coach Berlin +49 (030) 61 65 91 25 Christian Gleiss Ingelfingen +49 (07) 940 2276 Monika Graf Autism Facilitator/Coach Stuttgart + 49 (711) 538 0033 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Anne Guignard Trier +352 (691) 245 252 Christine Heinrich Remseck +49 (0)7146 284 65 60 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 Randolph Keitel Bühlertal +49 (0) 7556-928845 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 (711) 479 1000

What The World Needs Now, is a Few More Hiccups

I thoroughly enjoyed this film. I enjoy most films (and books) that reveal apparently weak or disadvantaged characters to have inner strength and hidden talents. Probably the first such film I ever saw was Walt Disney’s Dumbo, produced in 1941, although it came to my town in the late 1950s. But there have been many more, including By Laura Zink de Díaz, Davis Facilitator, Bogotá, a good number of characters from the Harry Colombia Potter series. As a Davis Facilitator I find it appealing He told me that his teachers reported that... that Hollywood continues to make films like he was mentally slow, unsociable, and adrift these, because it’s a truism that we find strength, forever in his foolish dreams. – Hans Albert goodness and intelligence in unlikely places, Einstein, on his father, Albert Einstein that people are more than they appear to be on I recently watched the movie, How to Train the surface, and that society occasionally needs Your Dragon. It’s based on a children’s book of to be reminded that those who are different the same name, written by Cressida Cowell. It often have as much or more to contribute as fits neatly into a genre we often see produced for those who ‘fit in.’ This is a longstanding current children, usually enjoyed equally by adults. Little in children’s literature. It fits nicely with our boy (or girl) is somehow national tendency to different from others his believe in the importance age. Kids don’t understand of individuality, and our …society occasionally him, tease him, perhaps respect for the ‘maverick.’ needs to be reminded even bully him. Parents It’s such a prevalent value that those who are don’t ‘get’ him either, and that it’s not unusual to find different often have despair that he’ll ever ‘find examples from real life in as much or more to his way.’ But the child has the public interest section a particular kind of smarts, contribute as those of newspapers, and even and one way or another, occasionally on the nightly who ‘fit in’. eventually manages to show television news. everyone that, different or As I was musing about not, he’s worthy of respect, even admiration. the movie the other day, I realized that there’s In How to Train Your Dragon, Hiccup, the a real disconnect between this cultural value, protagonist, is the son of a Viking chief. He’s and what’s been happening in public education just about the only person in his village who’s over the last ten years. With every passing year, scrawny, rather than big and muscular, and he’s the powers that be force schools to standardize totally inept at fighting the dragons that frequently curriculum, and impose more and more high attack his people. But Hiccup is observant and full stakes testing on children, at ever younger ages. of ideas. He knows he’s not strong enough to fight Standardization is precisely what you want bodily, so he designs contraptions he hopes will in a widget factory. In a factory, it is of course, give him the upper hand. Sure enough, with one important to know what processes create a perfect of his crazy contraptions, during a dragon attack product, and standardize them in order to assure he downs a Night Fury, the most mysterious and that the lowest possible number of defective dangerous of all the dragons his people must items are produced. McDonalds and most fast defend against. food outlets are also geniuses at standardization. But when he has the Night Fury at his mercy, I’ve visited McDonalds all over the US, in Costa he just can’t bring himself to kill it. Instead, he Rica, Colombia, Ecuador, and Russia. The food rescues and then trains Toothless (who actually never varies. It is exactly the same everywhere. has plenty of very sharp I admit, when you’re teeth). In the process, abroad, there’s some Hiccup not only learns how comfort in knowing Standardized tests… to work with all kinds of exactly what a meal is expect that all kids… dragons, but discovers that going to taste like. But will be able to demonstrate the dragons are not truly the it’s also somewhat creepy that they possess exactly enemies of the Vikings. In to realize that no matter the same knowledge, the end, Hiccup saves all where on earth you are, at the same level of dragons from slavery, and there’s simply no variation puts an end to the enmity mastery, in the in McDonalds’ fare, that it between them and all same grade. is virtually unaffected by humans. the culture around it! One

v Germany (continued) Angela Przemus Shönebeck +49 (3928) 845 159 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Gabriele Wirtz Stuttgart +49 (711) 55 17 18 Elvira Woelki Mindelheim +33 (6) 37 40 49 67 v Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 (231) 054 0008 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252

computer in the far-away has to wonder, do human office of some testing beings play any role in the company defines ‘on track’? production of such food? How is it possible for Back when I was a A standardized us to hold to the notion teacher, I was fortunate curriculum in schools is that ‘weird kids’ to have chosen to teach one that assumes that all may actually be the elective subjects (foreign kids can and should learn innovators of tomorrow, languages) that usually the same things, to the yet simultaneously get little attention from same level of mastery, at embrace the idea that the standardizing bullies the same point in their we should hold back in education; and at my education. Standardized kids who aren’t precisely school for many years, we tests are based on the same on track with how some held to a more generous notion, and expect that philosophy, even in core all kids who have been anonymous publisher areas, understanding that properly taught will be sitting at a computer in our students were varied able to demonstrate that a far-away office of some individuals with their they possess exactly the testing company defines own goals and interests, same knowledge, at the ‘on track’? that seldom meshed same level of mastery, in precisely with those of the same grade. In some their adult guides. We often states, children who don’t taught students whose only motivation to drag score high enough on standardized grade-level tests are held back to repeat the grade they’ve just themselves into school each day was the chance completed, because the omniscient computerized to see friends, a particularly beloved teacher, or study a particular subject, (usually one of the test scoring program knows they don’t possess sufficient information to be successful later in the electives, the kind that don’t count enough to be tested rigorously and therefore, are always on the next step of their educational career. Anyone who has more than one child knows all chopping block in times of budgetary distress). These days many such kids are pushed out of this is foolishness. Not even children in the same family have the same talents, learn the same things school, because their test scores may pull down the overall average of the school, which can in the same order, to the same degree of mastery. then face sanctions. If it isn’t true in the small unit of a family, how It’s a good thing Hiccup doesn’t live in such can we expect it to be true of an entire classroom a world. It’s too bad ANY children do. I guess it’s a of children, much less, of millions of children in good thing that we Davis Facilitators are around schools all over the country? The standardistas reply is usually that standards to offer some of today’s Hiccups tools to help them survive and ultimately thrive. Because if exist to guide and improve instruction, not to there’s anything the world needs to help us solve punish children. But the real effects are not only that teachers have gradually lost the power to make the myriad problems facing us today – in the environment, the economy, our politics, our decisions about instruction, but that individual culture in general – it’s fewer kids who absorb children are indeed penalized if their performance mass-produced education without questioning on tests falls outside ‘acceptable’ norms. its content, and a lot more divergent thinkers! I suspect even rabid standardizers would I suspect we’ll find most of them among the admit that children are a tad more complicated standardized test failures, the scrawny and than widgets. So how did we reach a point in our clumsy, the supposedly slow, unsociable, country when – at least in school – we’ve begun adrift forever in their foolish dreams, the to ignore a basic belief in the individual that’s so unrecognized but brilliant kids like Hiccup... prevalent in our literature and culture? How is it and Albert Einstein. v that in so many of the stories our culture tells, we can recognize that even the scrawny kid, behind his peers in strength, or intellectual prowess, has something useful to contribute? How is it possible for us to hold to the notion that ‘weird kids’ may actually be the innovators of tomorrow, yet simultaneously embrace the idea that we should hold back kids who aren’t precisely on track with how some anonymous publisher sitting at a


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

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

Symbol Mastery Kit $139.95

Young Learner Kit for Home-Use $129.95

DVD/Audio CD/Software
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.

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.)

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

DVD $39.95

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

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

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

Deluxe Kit $219.95



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.
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 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 $4.99 $12.00

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 $4.99 $12.00

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 $4.99 $19.95

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

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

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 $4.99 $15.00

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

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 $4.99 $12.99

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

Bumperly Bumper Bee
by Michael D. Davis 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.

Charlie’s Challenge
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

$12.75 Hardcover



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.

Softcover: $13.25 $14.95 An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matterof-fact advice.

Ten Things Every Child With Autism Wishes You Knew
by Ellen Notbohm

Born on a Blue Day
by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Asperger’s syndrome

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 $4.99 $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

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

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

Gabby's Wordspeller
by Diane Frank 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. $25.95 Softcover

Math Dictionary by Carol Vorderman Ages 7 to 12. More than 300 entries on words, phrases, and concepts used by grade-school students in math class and in their lives. $14.95


Ultimate Visual Dictionary
by Dorling Kindersley Publishing

at Hand by Great Source Education Group Staff Softcover $17.00 $23.00

(672 pages) Hardcover $32.00 $39.95



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DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00 Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00 Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00 Symbol Mastery & Reading Exercises DVD . . . . . . $85.00 I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00 The Gift of Dyslexia 2010 Edition . . .. . . . . . NEW! $15.95 ..... The Gift of Learning . . . . . . . . . . . .LOWER. PRICE! $13.95 ..... ..... Dyslexia-the Gift DVD . . . . . . . . . . . . . . . . . . . . . . $39.95 Gift of Dyslexia Audio CD Set . . . . . LOWER PRICE! $29.95 ........... Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Symbol Mastery Deluxe Kit . . . . . . . . . . . . NEW!.$219.95 .... Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING ADD: A Different Perception . . . . . . . . . . . . . . . . . .$9.95 $4.99 Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 $9.10 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$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 . . . . . . . . . . . $4.99.$14.00 ..... Everything Parent’s Guide To Autism . . . . $13.45.$14.95 ...... Everything Parent’s Guide To Dyslexia . . . $13.45.$14.95 ...... Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95 $9.95 Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95 Math Dictionary . . . . . . . . . . . . . . . . . . . . .NEW!.$14.95 .... Math On Hand . . . . . . . . . . . . . . . . . . . . $17.00.$23.00 ...... $4.99 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00 Parents Guide to Asperger Autism . . . . . $13.25.$18.95 ...... Ten Things Every Child With Autism Wishes .$10.50.$14.95 ..... The Right Mind . . . . . . . . . . . . . . . . . . . . . $4.99.$12.00 ..... The Secret Life of The Dyslexic Child . . . . . . $10.50 .$14.95 ...... Smart But Stuck . . . . . . . . . . . . . . . . . . . . $4.99 .$19.95 ..... Strong-Willed Child or Dreamer? . . . . . . . $4.99 .$12.99 ..... Ultimate Visual Dictionary . . . . . . . . . . . . $32.00 $39.95 Understanding Controversial Therapies . . . .$17.95 .$19.95 ...... Webster’s New World Children’s Dictionary . . . . . .$19.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Don’t Have to Be Dyslexic . . . . . . . . $15.95 .$19.95 ......

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v Iceland (continued) 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 Veera Gupta New Delhi +91 (11) 986 828 0240 Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Anne Marie Beggs Old Portmarnock +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Angela Frenkel Beer Sheva +972 (52) 655 8485 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz 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

Talent vs. Effort The Words That Could Unlock Your Child by Matthew Syed
Reviewed by Laura Zink de Díaz Davis Facilitator in Bogotá, Colombia

Many years ago, I had a quiet and unassuming student in my Spanish class called Mike. Blond, tall, and slender, Mike wasn’t my top student, but he was a very good one. He took three years of Spanish, so we got to know one another pretty well. During his third year he was in the first period class, and every day we all listened to the school announcements over the public address system before we turned our attention to Spanish. One day, towards the end of the school year, the principal’s voice came over the PA, and announced the names of a number of graduating seniors who’d achieved a perfect 4.0 average, straight As, during their last year at our school. Mike was one of those named, and we all applauded for him. Later, chatting with him, he said, “I know I’m not as smart as some of the others on that list. For many of them, it’s really easy to get the top grades. Not for me. I get good grades because I work harder than anyone I know at this school.” My own thought at the time was that that level of selfknowledge in an 18-year-old, combined with such insight about what it takes to achieve, probably indicated that Mike was indeed, among the smartest – it just depends on what you consider smarts. I was reminded of Mike the other day, reading an essay, posted at the BBC website titled, The Words That Could Unlock Your Child, by Matthew Syed. Mr. Syed is the author of Bounce: The Myth of Talent and the Power of Practice. At one time he was the top ranked table tennis player in England. He won the Men's Singles at the Commonwealth Table Tennis Championships three times (in 1997, 2000 and 2001), and he also competed for Great Britain in two Olympic Games. Matthew Syed knows a little something about practice and hard work! The gist of his essay at the BBC website is that we make a mistake when we praise our children for their talent, saying things like,

“You learned that so quickly, you're so smart!” “Look at that drawing. Are you the next Picasso or what?” or “You're so brilliant - you passed that exam without really studying!” His point is that although when we praise a child’s talent, we think we’re building his self confidence, in fact, we’re orienting the child to a fixed mindset that suggests that “intelligence is of primary importance rather than the effort through which intelligence can be transformed.” This is problematic because although for years we’ve operated on the assumption that excellence is rooted in talent, in fact, many studies show that the best students, regardless of subject matter, learn no faster than those who perform at lower academic levels. Hour for hour, the best and the rest improve at almost identical rates. The principal difference is that the top students practice more. And often, according to Syed, those children who appear to have a particular gift or talent, have actually received considerable support and additional instruction and practice at home from highly motivated parents. I always look to my own experience when I read something like this, and Mike came to mind immediately, because he is the only student of mine who ever expressed the possibility that his intense studying contributed to his academic success more than his innate intelligence. This idea is also consistent with our understanding that intelligence isn’t static, that most people’s IQ rises with age and experience. And it also made me recall that my own “talent” for languages was based on numerous advantages in my home. We lived abroad when I was ten, where I learned to speak Greek; and again when I was 12, at which point I began to study French. I’d almost
(continued on the next page)

v Italy (continued) Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Eugenie Schares Liberta 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 Jamaica Leslie Dahl St. Ann +876 457-1350 v Kenya Alia Qamar Abbas Nairobi Manisha Shah Nairobi +254 (0) 721 492 217 v Lebanon Samar Riad Saab Beirut +961 3 700 206 v Luxembourg Nadine Roeder Luxembourg +352 691 30 0296 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas DDA Director Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Zapopan +52 (33) 13 71 29 75 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 Autism Facilitator/Coach Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892 Lourdes Zepeda Solorzano Cancun, Quintana Roo +988 (99) 8577 3090

‘no good’ at math and should turn my attention to something else. (And no, I never once screwed up that budget…) For Syed, the talent mindset destroys motivation: why even try if you believe you have no talent? He takes us back to the three examples of talent-oriented praise he mentioned at the start of his essay, to show us the subliminal messages lurking in the background: “If I don't learn something quickly, I'm not smart.” (My own specialty…) forgotten that I had a French tutor two afternoons a week after my high school let out for the day. I got the chance to study Spanish in Mexico, and later in Colombia. My father finagled a chance for me to audit college level classes in Spanish while I was a senior in high school. It’s true that I loved ALL of it, so I was motivated to work hard at the languages I studied. I wanted to speak them as well as I spoke English. Everyone always said, “That Laura sure has a talent for languages.” In fact, what I had was far more exposure, practice, support (and fun!) than most people ever get studying a language! Of course, I’d like to think I also had talent. But Syed points out that there have been studies to examine the question of the fixed talent mindset versus the growth mindset. Some results he cites: • Computer studies students received lessons on the importance of the growth mindset. It resulted in a dramatic improvement in test scores after a six-week intervention. • Students at Stanford University were encouraged towards the growth mindset in a workshop. At the end of term, these students had earned significantly higher grade point averages than the control group. “I shouldn't try drawing anything hard or they'll see I'm no Picasso.” “I'd better quit studying or they won't think I'm brilliant.” On the other hand, the growth mindset gives us all hope and motivation to strive, because it tells us that regardless of innate talent, with effort we will improve. So Syed’s advice is to “praise effort, never talent… teach kids to see challenges as learning opportunities rather than threats; and … emphasize how abilities can be transformed.” I think he’s right, and there are studies supporting his point of view. One famous one is the 1998 study by Claudia Mueller and Carol Dweck, Effects of Intelligence and Effort Praise. They found that among children who were consistently praised for their smarts, rather than their effort, when faced with a significantly more difficult task that they failed at, the kids “displayed less task persistence, less task enjoyment, more low-ability attributions, and worse task performance than children praised for effort.” Mueller and Dweck concluded that such children assume that if they have to work hard at something, they’re not smart. Praising kids for their intelligence, causes them to focus on grades, rather than on the learning process itself. And recent studies of the brain indicate that our abilities and knowledge are determined more by how effective our learning process is, than by our IQ. Ultimately, this means that anyone can learn if our focus is on our learning process, the work, and our effort. It’s not that our children don’t have talents. We all do, and we all also have challenges. But by changing the focus of our praise, perhaps we can make the difference between a child who perseveres, like Mike, and one who gives up as quickly as I did (at least on everything math-related).

And we do see young students in schools for whom a particular subject, say mathematics, is difficult, who simply say, “I’m no good at math.” They do the minimum they can get away with because they assume that if they were naturally talented in that area, it would be easy. I know whereof I speak, for I was one of those kids! For me languages were fun and easy, but math was hard. I grew up convinced that I had no talent for math, that my talents lay elsewhere and I should stay away from any career involving numbers. It wasn’t until decades later, running You can read all of Matthew Syed’s essay at http:// a $1.2 million departmental budget in a small v school district, that I realized talent had nothing to do with my math issues – I’d simply convinced myself that if numbers challenged me, I was


v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Lloyd Christopher Blake Rotterdam +31 (10) 262 1664 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98

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

Human.4 By Mike A. Lancaster Young Adult 240 pages Publisher: EgmontUSA (March 8, 2011) ISBN-10: 1606840991 ISBN-13: 978-1606840993 So you’re trying to find a book for your teenage boy? Science Fiction is not everyone’s cup of tea, but this story seems to grab the boys (and girls). A hypnotized teen wakes up to find he is obsolete. Suspenseful throughout!
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v Netherlands Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959 Petra Pouw-Legêne DLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter DDA Director Maria Hoop +31 (0475) 302 203 Kirsten Theeuwen Eibergen +31 (545) 286 828 Romina Toroz Utrecht +31 (61) 280-1821 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 Hilde van Westrhenen Delft +31 (610) 681 605 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369


Bystander by James Preller Young Adult 256 pages Publisher: Square Fish; Reprint edition (May 10, 2011) ISBN-10: 031254796X ISBN-13: 978-0312547967 Bystander is probably one of the bestwritten books I have ever read about bullying. This book will haunt you and prompt an important discussion among your middle school students.

13 Words by Lemony Snicket (Maira Kalman, Illustrator) Children 40 pages Publisher: HarperCollins (October 5, 2010) ISBN-10: 0061664650 ISBN-13: 978-0061664656 I love letting people know about books that bring words to life, and Lemony Snicket has made that task easy. Along with Maira Kalman’s gorgeous illustrations, this book mirrors Snicket’s A Series of Unfortunate Events by misleading readers into thinking they’re in for a sad tale, only to find a happy ending. Magnificent!

Judy Moody Was in a Mood by Megan McDonald Young Adult 176 pages Publisher: Candlewick; Reissue edition (January 26, 2010) ISBN-10: 0763648493 ISBN-13: 978-0763648497 I just realized that I had never included Judy Moody on a previous list, and I thought since a Judy Moody film opened in June of this year, now is a good time to get kids interested in her books. I love this one, in particular, as it includes wonderful artwork by Peter Reynolds, one of my favorite illustrators.

13 Art Mysteries Children Should Know by Angela Wenzel Children 48 pages Publisher: Prestel USA (June 1, 2011) ISBN-10: 3791370448 ISBN-13: 978-3791370446 From 13 Sculptures Children Should Know to 13 Buildings Children Should Know, Wenzel has created a wonderful niche. She’s filling in the gap left at schools where budget cuts mean art education gets short shrift. This latest entry will entice your students to ask more questions about art. A fabulous series!


v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Autism Facilitator/Coach Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 360 7377 Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Angi Edwards Whakatane +64 (7) 308 6682 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Autism Facilitator/Coach Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Alma Holden Autism Facilitator/Coach Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator-Coach Autism Training Supervisor Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +64 (6) 374 1575 Colleen Morton Gore +64 (03) 208 6308 Wendy Person Hastings +64 (06) 870 4243 Janet Pirie Raumati Beach Wellington + 64 (04) 298 1626 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Supervisor-Specialist Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (09) 416 1230

Me…Jane by Patrick McDonnell Children 40 pages Publisher: Little, Brown Books for Young Readers (April 5, 2011) ISBN-10: 0316045462 ISBN-13: 978-0316045469 McDonnell is a gifted author and illustrator, and I wholeheartedly recommend all of his books for space on your shelves. This delightful book introduces all ages to naturalist Jane Goodall, and includes wonderful illustrations and tidbits about her life with chimpanzees.

Press Here by Herve Tullet Children 56 pages Publisher: Chronicle Books (March 30, 2011) ISBN-10: 0811879542 ISBN-13: 978-0811879545 Who needs an iPhone when you have this book? Tullet cleverly entices children to press “buttons” and see what happens. Kids are always engaged with this book.

Brodie and the Yeti: The True Tale of Two Little Dogs by Dennis Robert Komick Children 34 pages Publisher: BATY Publishing (Sept 1, 2009) ISBN-10: 0982446306 ISBN-13: 978-0982446300 There are lots of “dog” books out there, but not many about the power of adopting unwanted dogs. This is a story that can be used by teachers and parents to address kindness to animals and the power of pet adoption (child adoption, too – for that matter).

Theodore Boone: The Abduction by John Grisham Young Adult 256 pages Publisher: Dutton Juvenile; First Edition (June 6, 2011) ISBN-10: 0525425578 ISBN-13: 978-0525425571 I try not to publicize well-established authors, since I know they need no help selling books. However, John Grisham is precious to me, as he got me interested in reading for fun. I read all of his paperbacks when I lived in Spain (there were only three then: A Time to Kill, The Firm and The Pelican Brief). His books set me on the path to reading lots of other authors. What a treat it is that he has written this Theodore Boone series, as now Grisham can attract a younger audience to his wonderful legal suspense thrillers.

v Norway


Heida Karen Vidarsdottir Stavanger +47 958 03 822 Ragnhild Slettevold Skjaerhalden v Peru Judith Zapata Prange Lima +51 (964) 381 889 v Philippines Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (46) 855 77 02 v Portugal Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Rubianes Vieira Lisboa +35 (191) 921 48 07 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moscow 972-3-6350973 Luba Niazov Moscow +972 (54) 476 6203 (Israel) Kalina Potyak Moscow + 972 (52) 257 2783 v Scotland Paul Francis Wright Forres, Scotland +44 (077) 9684 0762 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v South Africa Sharon Gerken Salt Rock +27 (82) 828 5180 Axel Gudmundsson Fundamentals Workshop Presenter Western Cape +27 (021) 783 2722 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

Weaning Education Off Textbooks
By Laura Zink de Díaz Davis Facilitator in Bogotá, Colombia

Why reading alone doesn’t work for learning and retaining new concepts
Adapted from: • Typically, textbook chapters are too long, and overtax attention. Many are also uninteresting. This problem has been reported at both the secondary and college level. • Under 50% of students actually read their textbooks regularly. Only about 55% do if they have to turn in homework based on the text. • Students frequently attempt to learn by rereading the text multiple times. But research has found that re-reading does not significantly increase recall, regardless of general reading comprehension skills. • Reading is cognitively intensive. Student may focus so much on getting at the facts in what they’ve read that they don’t think about ways they might improve their retention. • Reading shorter selections that deal with a specific question or learning goal are easier to learn and recall, yet most texts are made up of long, broadly focused narratives. • Students who read without testing their knowledge periodically make smaller learning gains than students who pause frequently to assess their understanding.

According to an article by Alicia Roberts of Wake Forest University in Winston-Salem, North Carolina, three professors are changing the way they teach in order to better support their students. Senior Lecturer in Biology, Dan Johnson, Associate Professor of Physics, Jed Macosko and Assistant Professor of Education, Kristin Redington Bennett, are using a $249,000 grant to fund a research project that eliminates textbooks from their prime position in education, and allows students to tailor their studies to their learning style. “Students don’t read textbooks – study after study has shown that,” said Professor Johnson. “And even if a student completes a reading assignment, the text doesn’t promote deep understanding and long-term retention. It facilitates memorization. So why are we still using them?” Excellent question! The two-year project is designed to support various different learning styles as well as students with learning difficulties like dyslexia. These students often struggle with the traditional lecture/reading model of university education. Instead, using iPads and other kinds of emerging technology, students can access many sources of information. The researchers expect that increasing the variety of easily accessible supplemental information will improve students’ understanding and motivation. There has been much talk in educational circles about switching to e-textbooks, but these researchers realize that technology by itself doesn’t improve student learning. They have something more complex in mind. They’ve organized the information for each course into 40 or 50 interconnected “learning nodes” that contain everything a textbook would, plus additional material and self assessments. These nodes allow students to explore multiple sources about the concepts they’re studying. “Take the example of how mitosis works,” Johnson says. “It’s a fundamental piece of knowledge for anyone taking Introduction to Biology, but the average student walks out of college still not understanding it because all they’re expected to do is read about it then take a test.” For students involved in the project, a basic text for the course is supplemented with multimedia, embedded quizzes as comprehension checks, and the ability for students to post questions to their professor and to other students.

Both students and teachers can also write and post additional nodes. Last year, the 19 students in Professor Macosko’s first year course wrote 130 new nodes in one semester. In other words, the students were generating knowledge sources for their own use and for future students to access as well. This interactivity and autonomy is motivating to students, and is far more engaging than reading assigned textbook chapters. “Think of a textbook,” says Macosko, “it’s too long, has lots of text, and gives few opportunities to check your thinking. When you read a textbook, you don’t often ask the question, ‘Why should I know this?’ It’s our very nature to learn by questioning.”
Reference: Learning: No longer a textbook case Professors pioneer new way of teaching, By Alicia Roberts Office of Communications and External Relations, Wake Forest University, April 19, 2011 You can read the original article at: v


Hard to imagine? From Dr. Asher’s point of view this isn’t unachievable. Today we have a much greater understanding of how the hemispheres of the brain work and we can put that understanding to work to make language learning easier and more fun than ever before.
v Switzerland (continued) Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Hortensia Florin Zurich +41 (079) 914 4124 Antoinette Fluckiger Mohlin + 41 (61) 854 4760 Heidi Gander-Belz Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Bern +41(31) 382 00 29 Doris Rubli Huber St. Gallen +41 (071) 245 5690 Christa Jaeger Riehen +41 (061) 643 2326 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 Yvonne Meili Reinach +41 (61) 422 16 06 Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Hilary Rhodes Antagnes – Ollon + 41 (24) 495 8703 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Benita Ruckli Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Beatrix Vetterli Frauenfeld +41 (52) 720 1017 Andreas Villain Zürich +41 (076) 371 84 32 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Judith Zapata Prange Basel +51 964 382 889 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315

Asher’s Laws on Language Learning and Teaching
Dr. James J. Asher is the originator of Total Physical Response (TPR), an innovative way to learn another language through actions. I’ve known Dr. Asher since the late 1980s, when I attended a conference for teachers featuring his ideas about language teaching and learning. Dr. Asher was the very first researcher I ever met who emphasized the importance of making learning fun for both students and teachers. His research helped me - and continues to help thousands of language teachers across the world - to design lessons that motivate learners of all ages, and to make learning another language fun and almost effortless. In my own teaching I quickly learned that Asher’s comprehensionfirst principle of language learning, helped all my students enjoy learning, and made success accessible to all, including kids who had been diagnosed with learning challenges and placed in Special Education classes.

By Laura Zink de Díaz, Davis Facilitator in Bogotá Colombia

When we present information in a fun and interesting – even better, a surprising – context, our brains enjoy the novelty, and tend to remember.

Many researchers, including Dr. Asher understand that high school is too late to start learning another language. By that age most students have great difficulty developing good pronunciation in a second language. Dr. Asher’s next law is that we should start learning another language before puberty, because young children have the best ability to acquire native-like pronunciation. Another of Asher’s goals for the 21st century is for us to figure out how to enable Asher’s comprehensioneven adults to acquire excellent pronunciation. first principle of (Once we learn to teach adults better pronunciation, language learning, we won’t have nearly so much trouble helped all my students understanding customer support agents, on the phone from VERY distant places…) enjoy learning, Traditional language instruction (Listen and and made success repeat after me, memorize this dialog, conjugate accessible to all. this verb…) plays to the left hemisphere of the brain. Asher says, “My research shows that the best chance for long-term retention of anything, Recently Dr. Asher sent me a copy of a speech including mathematical concepts, is to get it in the he gave in July of 2010 to several hundred first exposure. Each repetition indicates that the language instructors in Project Coach, sponsored left brain is resisting the intake of the information. by the International Forum on Language The left brain is erasing the information as fast Teaching. He organized his talk around a number as it comes in. You may have experienced this in of Asher’s Laws. These are ideas he considers ‘cramming for a test.’ This is a ‘sledge-hammer’ essential for learning in the 21st century. Many strategy with repetition, repetition, repetition, of them fit very comfortably with the philosophy until your brain says, “Ok. I give up! I can’t take we espouse as Davis Facilitators. anymore. I’m tired. I’ll retain the information During the 20th century an important goal in until this test is over and then I will erase it.” schools was that we all learn to speak another When we present information in a fun and language. We didn’t reach that goal, and Asher interesting – even better, a surprising – believes this failure is in part due to the fact that context, our brains enjoy the novelty, and tend most language educators assumed that fluency to remember. Repeating endless exercises, in a language begins with speaking. conjugating verbs and memorizing dialogs we Asher believes that the reverse is true: once know we’ll never use, these are strategies our we begin to speak, language learning has already brains find boring, and resist. So our teaching taken place. The more language we understand on strategies should strive to introduce surprise, a listening-comprehension level, the more speech novelty and plenty of fun, so that students recall we can produce. So Asher’s first law is that in the as much as possible from the very first input. 21st century, a reasonable goal would be that we (continued on the next page) learn multiple languages!

v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Lisa Cartwright London +44 (0773) 890-6500 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Autism Facilitator/Coach Jane E.M. Heywood Autism Facilitator/Coach DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Ines Graefin Grote Great Yarmouth Norfolk + 44 (1493) 393 208 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Tessa Halliwell Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Sara Kramer London +44 (02035) 652 222 Marilyn Lane Redhill +44 (0173) 776-9049 Isabel Martin Crowborough, East Sussex +44 (01892) 667 323

(This is what we do in Davis Symbol Mastery, for example, actively creating something and mastering it without memorization.) What you merely Dr. Asher recommends that teachers organize memorize disappears their instruction around student goals. He’s after a time. What you particularly suspicious of teacher goals, like internalize becomes a covering a particular chapter by a particular date part of you. in the school year. Asher says, “I find the word “cover” interesting. An alternate meaning is “hide.” Certainly the target language is hidden somewhere in [the textbook’s] chapters… why Most Americans enter their first foreign should covering chapters in one book, followed language classroom already convinced that they by covering chapters in another… be fascinating can’t and won’t learn another language. I’ve met to students? Why should grammar be fascinating many Americans who take it as a badge of honor to students? Grammar is like one’s body: it works that they ‘took four years of [insert language] and best when we are unaware it is working.” can’t remember a single word’. Asher considers Student goals tend to relate to the real world, that teachers only have about five minutes at the to their lives. Like, how to order breakfast, beginning of the year to prove to their students direct a taxi driver to your hotel, or how to have that they can indeed learn the language they’ve a conversation with that cute boy over there. signed up for. Do that, he says, and you’ll have Students are motivated when what they’re them with you the whole year – in my experience, learning relates to their lives and their interests. for several years! Isn’t that true of all of us? TPR is a teaching tool that allows students to One of my favorites among Asher’s laws states realize in just minutes that “Wow. I understand that there’s nothing sacred about the language everything she is saying in Chinese! …I think I you’re studying, so you should use it to laugh can actually learn this language.” With TPR the and have fun. Dr. Asher suggests encouraging teacher acts out everything she says, which makes students to experiment outside of class, talking, her speech immediately comprehensible. Within joking with one another, making up crazy, silly a few minutes, students are copying her actions conversations in the language they’re learning. and relating their movement to the sounds of I agree, and living in español for the last five the language. Add a few props, and pretty soon, years, I suspect I’ve learned more by ‘doodling’ everyone is having great fun and understanding with the language, than I have from the well absolutely everything they hear. meaning efforts of those who want to correct Dr. Asher would like to see certain words me when I make a mistake. disappear from teaching vocabulary. One is the Dr. Asher strikes a contrast between repetitive word method, because it implies a formula, and practice before learning, and practice after formulaic teaching gets boring very quickly. learning. He states, “For maximum gain, there Once your students’ brains go into boredom should be no repetitions before learning. Learning mode, they stop letting new information in. should happen in the first exposure, but after Another word: translate, because language learning, the more we play with the language, always involves context and because so many the steeper the learning curve for fluency in words in every language have multiple meanings understanding the subtle blending and truncating and uses. Context, tone, and intention determine of words in the target language.” For example, meaning, and some things simply can’t be practice at the right level will let you recognize expressed the same way in different languages. that when someone asks, “Whashurname?” (When a Spanish speaker hears an English they’re actually saying what you learned in class speaker say “John has two left feet,” he’s likely as, “What-is-your-name?” to think the poor man was born with a horrible physical defect!) You can download the original article, A New Memorize is another word Dr. Asher considers Note About TPR, by clicking the link under the title worthy of banishment. Memorizing vocabulary, Nine Laws for 21st Century Language Learners at dialogs or conjugations focuses on the You can find more articles on motion learning of the left brain, rather than Stress-Free Language Learning and Stress-Free the faster, active learning of the right. There are Math Learning by clicking the green link, TPR some things more advanced students find useful Articles, at v to memorize, but early learning needs to focus more on internalization than memorization. What you merely memorize disappears after a time. What you internalize becomes a part of you.



v United Kingdom (continued) Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 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 Longhope Gloucestershire +44 (01452) 830 056 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Caroline Smith Moggerhanger Bedfordshire +44 (01767) 640 430 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 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) 243 083 The Blueberry Center Margarita Viktorovna Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Reading Research Council Dyslexia Correction Center Ray Davis Autism Facilitator/Coach 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

Famous Dyslexics Remember
Tony Bennett
Tony Bennett is an American musician and singer specializing in popular music, standards, show tunes, and jazz. During World War II he served in the US Army in Europe. His experiences during the war turned him into a patriot and pacifist. After the war, Bennett turned his attention to his career as a singer, and signed a contract with Columbia Records. He first shot to the top of the charts with Because of You in 1951. But his signature song, I Left My Heart in San Francisco, came in 1962. The advent of the rock music era put a dent in his career that lasted many years, as Bennett is a ‘crooner’, a style that nearly disappeared in the 1970s and 1980s. But Bennett staged quite a comeback in the late 1980s and 1990s, recording gold albums again. Although he kept his musical style intact, the MTV Generation discovered his sound and grew to love it. Even today he is still a popular recording and concert performer, receiving critical praise and selling over 50 million recordings worldwide in the course of his career. Bennett recalls, “I’ve always had a bit of dyslexia, so it’s very hard for me to read proficiently. It’s very difficult. My eyes bounce, so it’s difficult for me to follow musically that way. I have to do it instinctively and intuitively. I just have to work a lot slower...” Slow or not, Bennett has won fifteen Grammy Awards, two Emmy Awards, been named an NEA Jazz Master and is a Kennedy Center Honoree!


Jewel Kilcher, professionally known as Jewel, is an American singer-songwriter, guitarist, producer, actress and poet. “Mostly, having dyslexia made me feel like I would never be interested in life again,” the singer is quoted as saying on “I used to love reading when I was little, and then it became difficult and I didn’t understand why. I thought, what a bummer; my passion all drained out of me. So when I found out I had dyslexia it was like, oh, that’s what it was.” Jewel’s mother was always very supportive of her and encouraged her to follow her dreams. She certainly has done that! Her debut album, Pieces of You, released in 1995, became one of the best-selling debut albums of all time, going platinum 15 times. Since then Jewel has continued making music in many genres with wide public appeal. She’s received four Grammy Award nominations and has sold over 27 million albums worldwide. And as of May, 2011 Jewel is also the co-host, and a judge, on the reality show Platinum Hit, a songwriting competition on the cable network, Bravo.

Vince Vaughn

Vincent Anthony “Vince” Vaughn is an American actor, screenwriter, producer and comedian. Vaughn grew up in Buffalo Grove, Illinois, where he played football, baseball and wrestled, although he considers that he was unathletic and “very average” in high school. He got his first taste of musical theater at a young age and decided to become an actor in 1987. He began acting, winning minor television roles before gaining wider recognition with the 1996 movie Swingers. Since that time he has appeared in a number of movies, including The Lost World: Jurassic Park, Old School, Starsky & Hutch, Dodgeball: A True Underdog Story, Mr. & Mrs. Smith, and Wedding Crashers. Vaughn has always been inspired by his mother’s experiences. “I saw her overcome stuff, and I thought if you worked hard at something you’d give yourself a chance,” he says. According to Contact Music Vaughn is grateful for his dyslexia because, although he was not a very good student in high school, having to overcome his learning disability taught him perseverance, which in turn is a skill that has always helped him with his career. v

California (continued) 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 Nichols Placentia +1 (949) 873-2008 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Janet Confer Littleton +1 (720) 425-7585 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 Autism Facilitator/Coach 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


Newly Licensed Davis Facilitators
A warm welcome to our first Facilitator from Jamaica!
Veera Gupta “I am a qualified teacher and student counselor. I have been practicing educational policy-making and implementing at NUEPA and CBSE, Delhi India. I have more than two decades of experience in the field of education.” C-330 Yojana Vihar, New Delhi, India 110092. +91 (011) 986 828 0240.

A special welcome to all our new Facilitators!

Claudine Clergeat “Teaching mathematics at the junior high level, I often had students with learning difficulties. I looked for ways to help them and took several different trainings. When I came upon The Gift of Dyslexia and the Davis Dyslexia Correction Program, I felt they went to the root of the problem. The children helped by this approach are given the keys to success rather than just a way to compensate and ‘get by.’” 19 Allée du Bois Heude, 91800 Brundy, France. +33 (067) 869 7996. Kathryn Kovac “Like most Facilitators, I became inspired and got involved with the Davis Program as a result of a loved one going through the program. I look forward to many magical moments as a Davis Facilitator and to counting myself among so many elite and outstanding Davis Facilitators and Specialists.” Step Forward. 4315 Sterlington Road, Monroe, LA 71203. +1 (318) 789-8976. Hilde van Westrhenen “A few years ago I heard from an enthusiastic Davis Facilitator about the Davis Method. I thought this could be the solution for so many learning problems at school, without using medicine and endless repeating (I work at a primary school). So I started the training to become a Davis Facilitator. It was an eye-opener for me to discover, during the training, that I also am a picture thinker. So I also learned a lot about myself.” inBalans voor heeldenkers. Azielaan 236 Delft, Netherlands 2622JN. +31 610 681 605. Lloyd Blake “Learning Support Rotterdam offers a full array of learning support services for students and adults. Mr. Blake, the principal, is a licensed Davis Facilitator with over 30 years of educational experience dealing with reading diagnosis and remediation, special needs and learning support. Mr. Blake also has earned a lifetime secondary high school teaching credential and a lifetime reading specialist credential. He currently provides learning support half-time at a fully accredited international secondary school.” Learning Support Rotterdam. Bellamystraat 46, 3027RJ, Rotterdam, Netherlands. +31 (10) 262-1664.

Amanda Du Toit “As is the case with many Facilitators, I came across Davis while looking for help for my eldest daughter, who is dyslexic. I was so impressed by the program that I talked about it with any and everybody! My passion for Davis was so apparent that many people asked me to work with their children. But I had other plans for my life at the time. Then, in 2009 an unexpected opportunity came up and we relocated to Australia. As a result of this big change in my life, I reviewed my options and decided to follow my passion for Davis after all. I began training in July 2010 in Christchurch, New Zealand and have never looked back. I’ve met many wonderful people along my training journey and learned so much from them all. Now I’m excited to become a part of the worldwide group of Davis Facilitators and begin touching peple’s lives in such a positive and rewarding way.” Dyslexia Matters. 24 Lightwood Way, Beaumont Hills, NSW 2155, Australia. +61 (405) 565 338. Kirsten Theeuwen “My name is Kirsten Theeuwen. I just started as a certified Davis counselor, building my own practice named “GoedgeSien” which means “Well Seen.” I was born, raised and live now in a rural area in eastern Netherlands. I’ve always liked to work with people and build relationships. I get inspired when people grow and take pleasure in their life. I want people to flourish. I worked for 25 years as a teacher in primary school. Now, for the first time I have a clear picture of the root of the problems that many people struggle with. And I have tools to help people develop the skills they need to handle their problems. I love it when people find their own way of learning, are able to focus and make positive changes in their lives.” GoedgeSien. Pagenkamp 2, 7152KN, Eibergen, Netherlands. +31 (545) 286 828 or +31 (06) 5360 9527. Ines Graefin Grote “I’m an experienced KS2 teacher, working with young people with learning difficulties. I was introduced to the Davis Method in 1998 when my son’s life was transformed by the Davis Program. Since then, I have trained as a facilitator to help others gain the confidence to reach their potential. Often this can happen in a matter of weeks. The Davis Dyslexia Correction Program is unique in that it provides the tools to overcome reading difficulties and also tackles writing issues, maths problems and attention deficit.” Bluddles Farm, East Somerton, Great Yarmouth UK NR29 4DU.+44 (778) 599 1590. Janet Pirie “I am a registered preschool, primary and secondary teacher. During my career I have worked extensively in both gifted and Montessori education. I run a programme at Kenakera Primary School for dyslexic students and also take on private students.” Dyslexic Kids (and Grown-Ups). 51 Wharemauku Rd. Raumati Beach, Wellington New Zealand 5032. +64 (04) 298 1626.


Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Louisiana Kathryn Kovac Monroe +1 (318) 789-8976 Massachussetts Karen LoGiudice Fundamentals Workshop Presenter, Autism Facilitator/Coach Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 997-4642 Michigan Molly Scoby Greenville +1 (231) 250-7260 Kathleen McNally Near Ann Arbor, Kalamazoo +1 (517) 796-5429 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Charlotte +1 (517) 652-5156 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) +1 (231) 250-7260 Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Clark Brown Roach +1 (573) 552-5772 Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Montana Elsie Johnson Manhatten +1 (406) 282-7416 Nebraska Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Reno +1 (775) 265-1188 New Hampshire Glenna Giveans Autism Facilitator/Coach Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Ritchie Byron +1 (585) 233-4364

Newly Licensed Davis Facilitators
Patti Godwin “During my 20-year career as an educator, I’ve witnessed how children who do not have the tools to progress academically, struggle with low self-esteem and are inappropriately labeled as slow or lazy learners. Davis has given me the knowledge and the tools to help individuals discover the gifts within them and accomplish their goals. I am excited to provide hope to those that struggle with reading, math and attention issues.” 1117 S. Dewey Avenue, Bartlesville, OK 74003. +1 (918) 232-0462. Carole L. Ford, Ph.D., M.A., B.Ed. “As an elementary school teacher and teacher of teachers, my goal has been to help all learners maximize their potential. As a Davis Facilitator, I look forward to continuing this quest by empowering learners to control their perceptions to enable learning.” ReSet. 11874 Elliot Way, Ladysmith, BC Canada V9G 1K7. +1 (250)245-8412. Leslie Dahl “My specialty is developing individualized learning programs that provide positive and effective intervention for specific learning needs. I’m an educator with more than 40 years of experience in a variety of classroom and learning environments.” Landmark Academy and Learning Clinic. Box 181, Laughlands P.O., St. Ann, Jamaica. +876 457-1350 or +876 459-4917. Brenda Davies “I look forward to helping those with dyslexia find their true potential.” New View Learning. Box 695, Rosedale Station, Alberta T0J 2V0, Canada. +1 (403) 823-6680. rbdavies@ Janell Warkentin “At On Point Tutoring we specialize in the correction of dyslexia, dysgraphia, dyspraxia, challenges with math, ADD. and ADHD. We help learners unlock their gift and the power of their learning style. Adults and children are welcome.” On Point Tutoring. P.O. Box 1009, Christmas Valley, OR 97641. +1 (541) 647-0847. Caroline Smith “I spent many years teaching children diagnosed with dyslexia, avidly reading every new book on the subject and attending a huge number of training courses. It is only since training to be a Davis Dyslexia Corrrection Facilitator that I have finally found a rational and successful answer to the enigmas of dyslexia, dyspraxia, dyscalculia and ADHD! I have been privileged to work with many exceptionally talented visual learners who even after years of traditional teaching still find reading, writing and spelling incredibly difficult. With the emphasis in schools on phonics, phonics and yet more phonics, many children are failing to acquire a basic sight vocabulary! Ron Davis has provided us with a unique way to tackle the root causes of their difficulties. I would love to see the Davis techniques adopted in every school. Please look on the various websites for more information or give me a call.” 53a Bedford Road, Moggerhanger, Bedfordshire MK44 3RS, UK. +44 (017167) 640 430. or

Shelley McMeeken, of Dunedin, New Zealand, is already the Director of DDA-Pacific, and an Autism Facilitator/Coach and Training Supervisor. Now she's also a Davis Supervisor-Specialist! Congratulations, Shelley! Larry Smith, Jr. of Calgary, Alberta completed his Davis Advanced Workshop Presenter training! Congratulations, Larry! Davis Facilitator Axel Gudmundsson has completed the coursework and training to become a full-fledged Gift of Dyslexia Fundamentals Workshop Presenter. Now, in addition to his work as a Facilitator, he'll be working in South Africa presenting the fundamentals of the Davis Method to many others! Congratulations, Axel!

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 Oklahoma Patti Godwin Bartlesville +1 (918) 232-0462 Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Linda Wright Duncan +1 (580) 641-1056 Oregon Nicki Cates Portland +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Janell Warkentin Christmas Valley +1 (541) 647-0841 Pennsylvania Marcia Maust Autism Facilitator/Coach Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427


Special congratulations to the following Davis Facilitators who are now licensed as Davis Autism Facilitator/Coaches!
Kirsteen Britten - New Zealand Elizabeth Currie Shier - Canada Cathy Dodge Smith - Canada Cornelia Garbe - Germany Glenna Giveans - USA Monika Graf - Germany Tina Guy - New Zealand Jane Heywood - UK Barbara Hoi - Australia Alma Holden - New Zealand Phyllida Howlett - UK Vickie Kozuki - USA Karen LoGiudice - USA Lucero Palafox - Mexico Christien Vos - Netherlands Kim Willson-Rymer - Canada Livia Wong - China

Davis Training Programs

The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.

The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.

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


Texas (continued) Donna Northcutt Irving +1 (214) 315-3698 Dorothy Owen Supervisor-Specialist Autism Facilitator/Coach Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Susan Stark Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Laura Warren DLS Workshop Presenter-Mentor Lubbock +1 (806) 790-7292 Virginia Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Blackburg +1 (540) 552-0603 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 West Virginia Allison Boggess Culloden +1 (888) 517-7830 Gale Long Autism Facilitator-Coach Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Autism Facilitator/Coach Wausau +1 (715) 551-7144 Marla Verdone Janesville +1 (800) 753-8147 (Toll Free) v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326

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

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

This Directory is current as of December 1st, 2011. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at is always up to date.



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

Date Mar 8-9 Mar 19-20 May 3-4 June 14-15 June 14-15 June 19-20 June 28-29 July 12-13 Location Tyler, TX Richmond, VA Tyler, TX Shallotte, NC Tyler, TX Denver, CO San Diego, CA Amarillo, TX Brookings, SD Shallotte, NC Tyler, TX Springfield, MA Tyler, TX Richmond, VA Telephone +1 (903) 531-2446 +1 (804) 833-8858 +1 (903) 531-2446 +1 (910) 754-9559 +1 (903) 531-2446 +1 (719) 324-9256 +1 (903) 531-2446 +1 (806) 790-7291 +1 (605) 692-1785 +1 (910) 754-9559 +1 (903) 531-2446 +1 (903) 531-2446 +1 (903) 531-2446 +1 (804) 833-8858

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $78 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.

July 24-25 Aug 2-3 Aug 2-3 Sept 20 Oct 19-20 Nov 15-16

For more details, visit


Materials included with workshop

The Gift of Dyslexia Workshop
Read the book? Take the next step in helping others correct dyslexia. Attend this workshop! 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, or visit

Denmark March 28 - 31 Silkeborg (near Aarhus) Presenter: Robin Temple Language: English/Danish Telephone: +49 (0)40 2517 8622 Email: Mexico February 3 - 6 Guadalajara Presenter: Cathy Calderon Language: Spanish Telephone: +52 (81) 8335 9435 Email: Netherlands February 17 - 19 March 5 - 7 Day 4: late March Loenen aan de Vecht (near Amsterdam) Presenter: Robin Temple Language: English/Dutch Telephone: +31 (475) 520 433 Email: New Zealand April 17 - 20 Dunedin Presenter: Lorna Timms Language: English Telephone: +64 (3) 477 0056 Email: United States March 14-17 Burlingame/San Francisco, CA Language: English Telephone: +1 (888) 805-7216 Email: July 9 - 12 Burlingame/ San Francisco, CA Language: English Telephone: +1 (888) 805-7216 Email: October 8 - 11 Burlingame, CA Language: English Telephone: +1 (888) 805-7216 Email:

For updated workshop schedules visit:


PAGE 32 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010

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USA Workshop Information Questions?
Toll Free: 1 (888) 805-7216 Email:

The Gift of Dyslexia Workshop
Come learn and experience the Davis Dyslexia Correction procedures first hand! 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.

February 3 - 6 February 17 - 19 March 5 - 7 March 14 - 17 March 28 - 31 April 17 - 20 July 9 - 12 October 8 - 11 Guadalajara Loenen aan de Vecht Loenen aan de Vecht Burlingame, CA Silkeborg Dunedin Burlingame, CA Burlingame, CA Mexico Netherlands Netherlands USA Denmark New Zealand USA USA

USA Workshop Fees • $1175 per person • Academic units and CEUs available

See page 31 for more workshop details.

CALL 1 (888) 805-7216 for special discounts and early bird rates!

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E-mail: DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: DDA-Latin America Calzada del Valle #400 Local 8 Colonia del Valle Garza García, Monterrey Nuevo León México, CP 66220 Tel: 52 (81) 8335-9435 Email: DDA-Nederland Jacques Schreursstraat 25 6074 CR Melick NEDERLAND Tel: 31 (475) 520 433 E-mail: DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0) 330 011 0680 E-mail: DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email:

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