THE

Dyslex ic Read er
VOLUME 52

DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

ISSUES 2 & 3 2009

Sixteen Amazing Days in New Zealand

by Alice & Ron Davis

ur 16-day visit to New Zealand in early March was a wonderful experience and a big success!

We especially enjoyed the DDA-Pacific Symposium held March 6-8 in Christchurch, and the opportunity to renew connections and meet New Zealand and Australian Facilitators we had not met before. Thirty-five Davis Facilitators attended this exciting event. Gail Hallinan gave an engaging presentation on Davis Learning Strategies and Raewyn Matheson and Glenys Knopp teamed up to present some excellent tips for improving writing skills. Lots of discussion was devoted to sharing successful marketing strategies. Among the most intriguing of these strategies (to name just a few, for there were many!): Heidi Rose occasionally walks around Adelaide with a big piece of chalk and writes www.dyslexia.com in conspicuous places.

Alice and Ron Davis at the Dyslexia Discovery Exhibit in Christchurch

Raewyn Matheson and Tina Guy have large signs out by their roadside mailboxes featuring their business names: Dyslexia Help and Dyslexia Correction Services.
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IN THIS ISSUE
News & Feature Articles 2009 North American Lecture Tour: Discover the Answer to Dyslexia . . . . . . . . 1 16 Amazing Days in New Zealand . . . . . . . . . 1 Waiting for Recess . . . . . . . . . . . . . . . . . . . 12 A Dozen Frequently Asked Questions . . . . . 14 Lazy Readers Book Club . . . . . . . . . . . . . . . 16 Adult Dyslexia . . . . . . . . . . . . . . . . . . . . . . . 20 Down the Education Memory Hole . . . . . . . 22 A Caring Teacher Speaks . . . . . . . . . . . . . . . 24 Malfunction or Adaptation . . . . . . . . . . . . . 25 Remembering Tim . . . . . . . . . . . . . . . . . . . . 26 Hang on a Minute . . . . . . . . . . . . . . . . . . . . 27 Mejor Prender Una Vela . . . . . . . . . . . . . . . . 27 Whats in a Name? . . . . . . . . . . . . . . . . . . . 28 Regular Features In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Famous Dyslexics Remember . . . . . . . . . . . .10 New Davis Licensees . . . . . . . . . . . . . . . . . . 30 Davis Workshops . . . . . . . . . . . . . . . . . . . . . 34

2009 North American Lecture Tour: Discover the Answer to Dyslexia

onald D. Davis, internationally best-selling author and originator of Davis Dyslexia Correction, and Davis Math Mastery, has recently launched a tour of North America! He will be presenting a series of town-hall-style lectures titled Discover the Answer to Dyslexia, providing parents, dyslexics, educators, and professionals in communities across the United States and Canada an informative, in-depth look at the GIFT that is dyslexia. Davis began his US/Canadian tour in May, 2009 in the Southeastern and Mid-Atlantic United States and will make 5 additional trips to different regions of the continent during the course of the year.
Agenda: Ron Davis fascinating story of overcoming his own severe dyslexia. The background and development of Davis Dyslexia Correction The dyslexic thinking and learning style why it is a gift! How dyslexia develops and how it can be corrected. Audience Q & A. Booksigning.
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THE DYSLEXIC READER

In the Mail:
I also must say that of all the books I have read I have never before written to an author to say how much I enjoyed a book. I just loved your book so much and it helped me in such a way - I had to contact you and tell you. I am making my boyfriend read the book too. And I also plan to tell my friends and family about your book. Thank you very much, Alison Dear Ronald D. Davis, I have found that a lot of dyslexic children that I have taught (right up to high school level in all the cases), had a parent who was left handed. In New Zealand, in the 1930's, a child I know of was slapped for using the left hand and called names by classmates and school teachers names such as kaky handed, for example. This child became my mother. Even I thought she was uneducated. Her writing was very untidy, with badly formed lettering, making it very hard to read. And she was fully responsible for putting a pencil in my right hand (I am ambidextrous) because of all the problems she encountered during her school life. I thank you very much for your lecture last night in Dunedin, New Zealand and say Well done! in getting this information out to the public, concerned individuals, parents, and teachers. Yours with gratitude. Francis Ramsay

Dear Ronald D. Davis, Hello, my name is Alison. I just finished reading your book The Gift of Dyslexia and I thought it was wonderful. I also just found out that I am dyslexic. I was reading a sign out loud to my boyfriend and I had misread it. He said, joking, Alison, youre so dyslexic! At first I thought nothing much about it, only that I was a bit shocked he'd say that. I started to look for information on-line and was a little put off by all the references to your child. So what did I do? I went to Wikipedia to find out what it was and I realized I had dyslexia :-). I called my dad and told him about it. He knew I had it, just never told me! I decided to look for reading material on dyslexia at Borders.com. For some reason your book kept drawing my attention. I finally bought it. When I read your Author's Note it made me smile. I found your book so interesting. I have never before enjoyed a non-fiction book as much as I have enjoyed yours. The more I read, the more I felt like someone was opening my eyes to something that for so long hadnt made sense. Finally someone was saying Youre not stupid - you just understand things a different way. Your book also made me realize how my dad helped me while I was growing up - letting me be creative, helping me to understand things in away that would help me.

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 peoples abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Daz, 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: editor@dyslexia.com INTERNET: www.dyslexia.com The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis, Dyslexia Correction, Davis Symbol Mastery, Davis Orientation Counseling, Davis Math Mastery, Davis Autism Approach, Seed of Genius, and Davis Learning Strategies are trademarks of Ronald D. Davis. Copyright 2009 by DDAI, unless otherwise noted. All rights reserved.

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2009 North American Lecture Tour: Discover the Answer to Dyslexia

(continued from page 1)

Each venue establishes its own ticket price, varying from state to state, and ranging from $5 to $10 per person. Many venues offer a very reasonable family rate and in many locations attendees can obtain the best price by pre-registering on-line at http://dyslexia.com/lectures-rd. The dates and locations for Ronald Davis North American lecture tour have been posted at www.dyslexia.com, along with online registration forms. You can view a complete list of lecture sites, dates and times, and register to attend as many lectures as you wish from the link on the Davis home page or by visiting http://dyslexia.com/ lectures-rd. For biographical information on Ronald Davis, as well as more information about the lecture tour you can also visit http://www.rondavislectures.com. To get you started, heres a list of lectures scheduled from June 15 through October 20, with locations and the name and phone number of a person you can contact for additional information. Already, the North American Lecture Tour has been a great success, and is rapidly raising awareness of dyslexia and the Davis Dyslexia Correction Program. In early May Davis appeared in a televised interview in West Virginia (WSAZ, Channel 3, an NBC affiliate). He did a phone-in radio interview with Bill Edwards of WTKS 1290 in the Savannah area which aired on May 13, and was interviewed on the Good Day Atlanta television news program on that same day! There have also been many on-line and newspaper articles covering the lectures.
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2009 Lecture Tour Featuring International Best-selling Author, Ronald D. Davis

Dates Jun 15, 2009 Jun 18, 2009 Jul 18, 2009 Aug 10, 2009 Aug 12, 2009 Aug 13, 2009 Location Alma, AR Tampa, FL Irvine, CA Portland, OR Ontario, OR Boise, ID Sponsor/Contact Rebecca Landes Phone 479-997-1996

Random Lee Garretson 813-956-0502 Cyndi Coleman Janet Confer Nichole Cates Kathy Pozzi Rhonda Erstrom Rhonda Erstrom Kathy Pozzi Carma Sutherland Carma Sutherland Learning Options Dyslexia Gifted Rocky Point Academy Dyslexia Vancouver Mind Over Dyslexia Cheryl Wood Dyslexiability, Inc. Bernice Taylor Bernice Taylor Karen LoGiudice Michele Siegmann Lynn M. Chigounis Barbara L. Clark Kim Ainis Susan Smarjesse Cathy Cook Gretchen FitzGerald Anne Mataczynski Michelle Wellman 949-388-1578 949-589-6394 586-801-0772 541-881-6497 or 541-881-7817 541-881-7817 or 541-881-6497 or 208-313-6907 208-313-6907 800-276-3138 780-489-6225 866-685-0067 604-732-1516 905-464-4798 705-783-2763 514-815-7827 506-871-5674 506-871-5674 978-337-7753 603-878-6006 973-746-5037 775-265-1188 312-360-0805 217-789-7323 573-886-8917 816-806-8611 715-551-7144 989-772-3084

Aug 15, 2009 Aug 16, 2009 Aug 18, 2009 Aug 19, 2009 Aug 22, 2009 Sept 10, 2009 Sept 12, 2009 Sept 14, 2009 Sept 16, 2009 Sept 17, 2009 Sept 19, 2009 Sept 21, 2009 Sept 24, 2009 Oct 3, 2009 Oct 14, 2009 Oct 16, 2009

Rexburg, ID Bozeman, MT Edmonton, Alberta Calgary, Alberta Vancouver BC Oakville, Ontario Huntsville, Ontario Montreal, Quebec Moncton, NB Halifax NS Amesbury, MA Mason, NH Montclair, NJ Gardnerville, NV Chicago, IL Springfield, IL

Oct 17 & 18, 2009 Columbia, MO Oct 20, 2009 Oct 2009 Oct 2009 Kansas City, MO Wausau, WI Mt. Pleasant, MI

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16 Amazing Days (continued from page 1)

THE DYSLEXIC READER

A huge tire cover on Tinas SUV bears her business name. Rochelle Booth has a huge sign on the back of her car that reads Dyslexia Unlocked and Margot Young has personalized license plates.

Davis Facilitators, Tina Guy and Glenys Knopp of New Zealand relax with Bets Gregory, Davis Facilitator from Sydney, Australia

The Symposium also gave us occasion to welcome Shelley McMeeken as the new Director of DDA-Pacific. Our thanks to Shelley for taking on this challenging work we know shell be a great director! Rochelle Booth, Davis Facilitator in Wanganui, New Zealand, uses her car to spread the word about DDAI. We give extra special thanks and acknowledgements to those Facilitators who organized, collaborated and sponsored Rons The DDA-Pacific Symposium was six lectures all over New Zealand. also an opportunity to honor and give Together, they exemplified the very best attributes of teamwork, and special thanks to retiring Directors, extended extraordinary and generous Milt Barlow and Catherine Churton, hospitality at every step of our tour. for the tremendous work they have done representing Davis in New Shelley McMeeken did an Zealand and Australia over the last extraordinary job handling the seven years. Catherine is continuing her work as a Davis Specialist and is administration and organization of the entire Symposium and lecture tour. She very excited about returning to also took us on a gorgeous driving trip providing Davis Programs after a from Christchurch to Dunedin, with seven-year break. stunning and clear views of Lake Tekapo and Lake Pukaki/ Mt.Cook. AND, she drove us from Dunedin to Queenstown, allowing us to experience the beauty and grandeur of Otago.

If that werent enough, Shelley also became our personal tour guide for a day in and around Queenstown. Shelley and Alma Holden took us on a Shotover River jetboat ride and managed to keep Ron from bungee jumping! (For a vicarious thrill, visit http://shotoverjet.com/ )

Alma Holden, and Ron and Alice Davis try to stay dry during a Shotover River Jetboat Ride near Queenstown

New Zealand Facilitators, Konstanca Friedrich-Palzer of Marahau, and Kirsteen Britten of Christchurch.

Lorna Timms and her family took such good personal care of us during our 10-day stay in Christchurch. From home-cooked meals, to spa facilities, to a personal tour for Alice of her long-awaited, first-time visit to see and step in Rons bronzed shoes at the Shelley also arranged two Dyslexia Discovery Exhibit, to the newspaper interviews for Ron. best New Zealand wines in the Timms You can read these at: cellar, to constant airport and local taxi http://www.odt.co.nz/news/dunedin/46 service, Lorna was a constant and 617/dyslexia-educator-give-lectures amazingly attentive host, cheerful, warm and full of grace from start to http://www.odt.co.nz/news/dunedin/46 finish. Many, many thanks to you 911/dyslexic-learner-spreads-hisLorna! method-education

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Could this be Alice filling Rons shoes at the Dyslexia Discovery exhibit in Christchurch? Kirsteen Britten graciously hosted the Symposium reception in her spacious and unique home and garden. Our sincerest thanks to you, Kirsteen! Margot Young, her husband Murray and her two sons Rogan and Noah, and Ann Cook gave us a very warm welcome to Auckland. The full-house lecture turnout there of 280 people at Epsom Girls Grammar Theatre was a great success!

Another successful lecture at the Epsom Girls Grammar Theater, in Auckland

Thank you also to the Facilitators of Canterbury Dyslexia and their families: Alison Syme, Glenys Knopp, Martine Falconer, Kirsteen Britten, Lorna Timms, and Tania McGrath, who organized the lecture at Christchurch Boys High School. Four hundred attended that talk!

Four hundred filled the auditorium We are looking forward to touring the for Rons USA and Canada this year with equal talk at the success and every bit as much fun! Christchurch Boys High School

Tina Guy, Konstanca FriederichPalzer and Sandra Hartnett and their families also have our thanks for their warm welcome to Nelson and the successful lecture there attended by over 400 people. They also arranged for Ron to be interviewed and his lecture taped by Fresh FM Radio. The radio website, freshfm.net, aired Rons talk in Nelson in April and later uploaded it to the website as a download under the program name Fresh Feature. Look for it!

Rochelle Booth and her family drew close to 200 people to the lecture in Wanganui and introduced us to home-made Kiwi roast, which Alice, at first, to Rochelle's immense amusement, mistakenly took to be roasted kiwi! (Its beef!) We were especially touched to meet some Davis Program clients and their families in Wanganui, some of whom drove 4 hours to attend Rons lecture! Our thanks to you, Rochelle!

Special thanks to Tania and her son, Jack, who escorted Ron to Wellington for the TV3 Morning Show interview, and brought Alice back a magic scarf from Weta Cave. Our thanks to Shelley McMeeken Alma Holden, Wendy Haddon and Colleen Morton who filled two lectures in Dunedin (an audience of over 300!) and Queenstown (also nearly 300 attendees!).

Canterbury Dyslexia and Christchurch Boys High School motto, Altiora Peto, (I aim higher) greet attendees at Ron Davis lecture.

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THE DYSLEXIC READER

And of course, the possibility of transposing the numerals in 12 also remains. Most dyslexic children have strong visual and spatial reasoning skills, so they tend to understand better when math concepts are taught through manipulative or visual strategies. For most, it would be easier if you gave them 12 beads, instructing them to by Abigail Marshall divide them into 4 equal groups, and then tell you how many groups they had. Even so, Dyslexia and Math their difficulties understanding concepts of Q: How does dyslexia affect children in time and sequence can still be a problem. math and algebra? This could be reflected in difficulty counting or arranging the beads; it often turns out that A: Children with dyslexia have difficulty using and understanding symbols and words, barriers encountered in higher math are especially the small function words of caused by difficulty applying very simple or language. The meanings of such words elementary concepts. usually cannot be easily pictured, and they often have multiple meanings depending on concepts. Children with dyslexia can also Most dyslexic children have difficulty understanding concepts such have strong visual and as time, sequence and order. spatial reasoning skills, so they tend to understand With mathematics, this leads to confusion better when math concepts both in comprehension of the symbols are taught through manipulative or visual commonly used in problems and equations, strategies. and in making sense of word problems. For example, if you ask a dyslexic child, How many times does 4 go into 12? its possible Because the root cause of the problem is a that he will only have heard and made sense lack of understanding of particular words, of the words four and twelve. The other symbols or concepts, each child has a words how, many, times, does, go and into particular and unique set of challenges. Each, can all potentially cause confusion and over time, will have learned to recognize may be meaningless to him. some words and symbols, or mastered certain

The Davis Dyslexia Correction program is now available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 [Toll free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Caringbah NSW +61 (02) 9524 3837 Jan Gorman Eastwood /Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Mosman /Sydney +61 (02) 9968 1093 Eileen McCarthy Manly /Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Mordialloc /Melbourne +61 (342) 030 54 05 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala /Sydney +61 (02) 9649 4299 Heidi Rose Pennington /Adelaide +61 (08) 8240 1834 Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012

If a child is expected to read that sentence on his own, he might also be confused by the numerals - especially 12, since among dyslexics there is a tendency to transpose numbers. That is, to a dyslexic child, 12 may look the same as 21.

concepts, but not others. So each will have areas that are personally difficult.

Clearly, the solution is to resolve the underlying confusion by mastering all necessary words and concepts. With the Davis Dyslexia Correction and Davis Math Mastery Programs, a Davis Facilitator can In algebra, the student might be instructed offer a systematic approach to mastering to solve for the value of X, and the same letters, numerals, symbols, function words, problem might be written like this: and the basic concepts fundamental to mathematics. 4 x X = 12 A tutor, classroom teacher, or parent, working with a child on a particular area, can help by keeping in mind that very simple misunderstandings over words and symbols are often the root of the problem. That is, often children cannot solve a problem simply because they dont understand what theyre being asked.

This is an improvement, since the child has fewer words to make sense of. But it is still meaningless if he doesnt know the meaning of the symbols x and =. In addition, the similarity in appearance between the letter X (representing the unknown value) and the sign for multiplication (x) can create confusion.

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Austria (contd) Marika Kaufmann Lochau +43 (05574) 446 98 Belgium Ann Devloo-Delva Veurne +32 (058) 31 63 52 Hilde Duchesne Brasschaat +32 (0)3 653 1371 Inge Lanneau Beernem +32 (050) 33 29 92

?
I Forgot
Q: First, I want to thank Mr. Davis for writing The Gift of Dyslexia. I have finally been able to get a glimpse of how my 10-year-old thinks! We have been trying for 3 years to understand how his mind works, and this book opened all kinds of doors. My son was diagnosed with mild dyslexia. Is forgetfulness a sign of dyslexia? He will ask us questions several times yet not remember the answer we gave him 2 days or 5 minutes before.

You can help your son with his memory by trying to use words that have strong visual connotations.

word with no meaning, quickly forgotten. But our answer could also be, Penguins live in a vast land, covered with snow, called Antarctica. Antarctica is at the South Pole of the planet. Hearing this, the child creates a mental picture of what Antarctica looks like A: For many dyslexics it can be very hard to and where it is. If we encourage the child to remember information conveyed in words, look at pictures in a book or on the internet, but they tend to have a strong memory for or ask questions like, What do you think a visual images. So, for example, if you tell penguin sees when it looks around? the your son to pick up his socks, three minutes picture and word will become more firmly later he might forget that you asked him to do established in the childs mind. that simple task. At the same time he might have a very strong visual memory for real We use Davis Symbol Mastery (clay world objects. For example, he might notice modeling) to help dyslexic individuals right away if an item has been removed from develop a clear mental picture for all the a shelf in his bedroom. small words of language. This process can You can help your son with his memory by trying to use words that have strong visual connotations or encouraging him to visualize things and give you feedback showing that he has a picture in mind. For example, include references to the color and size of objects when giving instructions. Or, after you have answered a question for your son, ask him questions that will help him develop a mental picture of the information. help with verbal memory. When a child has difficulty remembering oral instructions, it often is caused by small trigger words. If the child doesnt have a picture for words like to or on, hell quickly forget a set of instructions that contained them. The same procedure can be also applied to learning new, more complex words and vocabulary. For instance, in the above example, if the child was having difficulty remembering the name Antarctica, making a clay model would be an easy and enjoyable solution.

Peggy Poppe Antwerpen +32 (474) 50 23 32 Viki Vandevenne Bonheiden +32 (0473) 30 41 51 Chantal Wyseur Waterloo +32 (486) 11 65 82 Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 Canada Wayne Aadelstone-Hassel Halfmoon Bay, BC +1 (604) 741-0605 Raylene Barnhill Fredericton, New Brunswick +1 (506) 458-0494 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Kimberly Doyle Dundalk, Ontario +1 (519) 923-5420 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free) Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Rene Figlarz Montreal, Quebec +1 (514) 815-7827 Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Gerry Grant Workshop Presenter Waterloo/Toronto +1 (519) 498-2424 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084

A child might ask, Where do penguins live? The answer, Antarctica, is simply a

Quotable Quotes
We all have different gifts, so we all have different ways of saying to the world who we are. Fred Rogers, educator and childrens TV host, Mr. Rogers (1928-2003)

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Canada (contd) Dvorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535 [Toll Free] Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-1716 Maureen OSullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec + 1 (514) 690-9164 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Ingrid Poupart Cote St Luc, Quebec +1 (514) 543-1580 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Kendra Rodych Saskatoon/Saskatchewan +1 (306) 227-7484 Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Kitchener Ontario +1 (519) 584-0873 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763 China Yvonne Wong Ho Hing Hong Kong +852-7323-7702 Livia Wong Hong Kong +852-6398-3734 Colombia Laura Zink de Daz Bogot +57 (1) 704-4399 Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078

THE DYSLEXIC READER

So Messy!
Q: My 9-year-old grandson took the Davis training last August and it has been very helpful. When he and his siblings visit me, the children always comment on how neat and tidy my house is, and how good they feel here. This strongly contrasts with the messiness they live with at home. Their mother leaves clothes strewn on the floor, and closets and desks are overflowing with clutter. My guess is that the children have learned that this is how they should be, too, so their rooms are a total mess. Would tidiness be helpful to a dyslexic? A: When we work with dyslexic clients to help understand and establish order, a key concept is that they need to establish their own order. It is very important to the Davis Program that we help our clients establish internal control over their own lives and learning. Understanding key concepts helps them achieve this. With understanding, they gain the ability to develop their own sense of order, and to take responsibility for establishing order in their own lives.

Its wonderful that your home provides a good model for your grandchildren. It will help provide them with a good mental picture of what a very tidy home looks like. As your grandchildren grow older, they may take more initiative in their own home, keeping their own rooms neater, and helping keep common areas straightened up. But keep in mind that in the end they will need to create their own standards. You can help them when they visit you by letting them take a role in helping you around the house. When they are helping you put things away, you might ask questions like, Where should this jacket go? or Lets set the table - where should we put the spoons? This will help them think about the process of creating order. That is often the piece that is missing in the lives of people who seem disorderly.

A More Comprehensive Choice Q: How does Davis Dyslexia Correction compare to the Learning Breakthrough program? A: Learning Breakthrough, sometimes called Balametrics, is a system of balance training exercises geared to improving small and large motor coordination and cross-lateral movements. The child practices catching tasks such as tossing beanbags while standing on a special Belgau balance board set on rockers. The web site describing the program explains, Balance therapy hinges on the relationship between the vestibular system (balance), the cerebellum and several other key functional areas in the brain refining the relationship (integration) between these brain centers (via neuropathways). The Davis Program also has a component that addresses similar skills, but the Davis approach is far more comprehensive than Learning Breakthrough. We agree that vestibular and cerebellar function is important to learning and should be addressed in any effective program for dyslexia or ADHD. With a program that is solely focused on these skills, it would be reasonable to expect some improvement over

With understanding, they gain the ability to develop their own sense of order, and to take responsibility for establishing order in their own lives.

Among the concepts we believe are important to learn are sequence, order, and disorder. These concepts can be modeled in clay. In Ron Davis second book, The Gift of Learning, you can find more information about the Davis approach called Concept Mastery and its use in establishing order. It is a set of techniques we use when Davis clients specifically ask for help in establishing order or addressing ADHD, or sometimes when they come back for a follow up program. It is not something that would typically be covered if your grandsons Davis Program focused primarily on helping him with reading skills, so it is likely that he has not yet been introduced to these concepts

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time. The Learning Breakthrough web site seems to be consistent with this view. Their web site states, Many people experience improvements right away. However, lasting improvements may take from 6 to 12 months of daily use.

Thus, the Davis program addresses multiple aspects of learning within one comprehensive program, including:
attention focus & orienting balance & coordination visual perceptual issues auditory perceptual issues sequencing and visual tracking issues in reading techniques for improving word recognition skills in reading techniques for building reading fluency strategies for improved reading comprehension

Costa Rica (contd) Marcela Rodriguez Alajuela +506 442-8090 Cyprus Alexis Mouzouris Limassol +357 25 382 090 Denmark Moniek Geven Bryrup +45 7575 7105 Ecuador Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Nora Cristina Garza Daz Ambato +593 (3) 282 5998 Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281 Ins Gimena Paredes Ros Ambato +593 (2) 854 281 Estonia Olga Knut Tallinn +372-56-509-840 Finland Elisabeth Helenelund Borga +358 400 79 54 97 France Christine Bleus Saint Jean de Gonville/ Genve +33 450 56 40 48 Corinne Couelle Lyon +33 (628) 38 84 41 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Franoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (0) 1 49 09 12 33 Odile Puget Segny/Geneve +33 (0) 450 418 267 Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe Berlin +49 (030) 61 65 91 25 Monika Graf Stuttgart + 49 (711) 538 0033 Astrid Grosse-Mnch Buxtehude +49 (04161) 702 90 70

Davis includes several specific mental focusing techniques that are easily learned and result in immediate and rapid improvement in balance and perception.

The Davis program exercises do not require the use of any special or expensive equipment. Rather we use commonly available toys such as Koosh balls; the individual might practice catching tossed balls with alternate hands while standing on one foot. Davis clients do the Koosh Ball Exercise during the 5-day Davis Program, and after the program continue to practice daily at home for short periods. We do see tremendous improvement over time with these exercises, and have no doubt that any program that helps a student with balance and cross-lateral coordination would tend to help mental function, with the best improvement being seen if the exercises are practiced regularly over time. However, the Koosh ball exercises are only a small part of the Davis Program and can be taught in a matter of minutes. The Davis Program also offers an array of additional tools to improve attention focus and to address perceptual awareness. Likewise, our clients learn to use specific tools to address reading deficits or other learning challenges. Davis includes several specific mental focusing techniques that are easily learned and result in immediate and rapid improvement in balance and perception.

If a client came to a Davis provider with a problem other than reading, such as ADHD or math, the program would include tools geared specifically to address those issues. Additionally, Davis Facilitators work closely with the client to tailor the program to the student's individual needs. That is one reason for the very rapid and dramatic progress often seen in the one-week program. The Facilitator is able to devote time to areas where the individual's need is greatest, and guide the person toward specifically meeting their learning goals. Learning Breakthrough advertises a home kit on their web site at www.learningbreakthrough.com and there does not seem to be anything inconsistent with using their kit in conjunction with a Davis Program. For most students this probably would be unnecessary duplication, given the similarity of the coordination exercises. However, a child with particular difficulty with physical coordination, bodily awareness, or sensory integration might benefit from the extra, complementary activity. A homeschooler might elect to incorporate both programs into a childs day, especially if also working with siblings who do not seem to need the other elements of a Davis Program. Kits and materials purchased from the Davis web site (www.dyslexia.com) could still be used as the primary way to introduce reading skills or overcome reading barriers. We would still recommend continuing the Koosh ball practice with any Davis client, simply because that is the approach we are most familiar with.

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Germany/Deutschland (contd) Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 Christine Heinrich Schwb Gmnd +49 (0717) 118 29 74 Sonja Heinrich Supervisor-Specialist DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nrnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (030) 28 38 78 71 Mechtild Hylla Kassel +49 (0561) 602 78 20 Rita Jarrar Mnchen +49 (089) 821 20 30 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Knigsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 711 47 91 000 Jutta Meissner Stuttgart +49 (711) 882 2106 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Angela Przemus Shnebeck +49 (3928) 845 159 Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe SchlauchAgostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Stuttgart +49 (0711) 578 28 33

THE DYSLEXIC READER

Famous Dyslexics Remember

Harrison Ford Google Harrison Ford and the word dyslexia and youll discover that this highly sought-after actors dyslexia is well known. Born and schooled in Chicago and Park Ridge, Illinois, he was picked on by bullies all through his school years. Ford describes himself as a late bloomer and didnt begin studying drama until college. He began his career working for Columbia pictures and later moved to Universal Studios. He wasnt happy with the jobs they offered, so to support his family he became a professional carpenter. His first break-through role was in American Graffiti, in 1973. In 1975 he won the role of Han Solo in Star Wars. From 1977 to 1983 Ford appeared in the top ten highest grossing movies up to that time. He is well known for his performances in the Star Wars films, and as Indiana Jones in the Raiders of the Lost Ark series of movies. Ford also starred in two Tom Clancy films, Witness, The Fugitive, and the cult classic, Blade Runner. Ford is listed in the Guinness Book of Records as the richest actor alive today. Although he has been one of the most successful actors of his generation, he has so far received only one Oscar nomination (Best Actor, Witness). However, in 2000 he received a Life Achievement Award from the American Film Institute. Alyssa Milano Actress and singer, Alyssa Jayne Milano was born in New York City and grew up on Staten Island. She began her career at age eight when she won a part for a national tour of Annie. By eleven, shed won her first major role on the TV show Whos the Boss? More recently, she starred as Phoebe Halliwell in the supernatural series Charmed. In 2004, Milano commented on her learning difficulties due to dyslexia: I stumbled over words while reading from teleprompters. Sir John Gielgud, whom I worked with on The Canterville Ghost years ago, gave me great advice. When I asked how he memorized his monologues, he said, I write them down. I use that method to this day. It not only familiarizes me with the words, it makes them my own. Today, in addition to her work on television, Milano also has a line of fashions, called Touch. John Lennon John Lennon was born in 1940 in Liverpool, England, in the middle of a German air raid during World War II. During much of his childhood and adolescence he lived with his aunt and uncle, Mimi and George Smith. They encouraged him to read, solve crossword puzzles, write and draw. In high school, Lennon was known euphemistically as a happy-go-lucky student, and he liked to mimick his teachers. He failed all his high school exit exams but with help from his high school principal enrolled in the Liverpool College of Art. Since he was often disruptive, making fun of his teachers, many rejected him as a student. When he failed one of his annual exams Lennon dropped out of college. Much later in life he understood that his poor spelling, and tendency to change words into others that sounded similar, was an indication that he was dyslexic. Still, when he was fifteen he wrote a comic strip book called The Daily Howl. He became interested in music in his late teens, and its the rare person who doesnt know Lennon mostly as one of the original founders of The Beatles. In 1964 he published In His Own Write, and the following year A Spaniard in the Works. Lennon was a controversial and difficult figure, but no one denies he was a prolific artist, writing nearly 100 songs on his own and collaborating on hundreds more with fellow Beatle, Paul McCartney, and later with his wife, Yoko Ono. He died in 1980, when Mark David Chapman shot him outside an apartment building in New York City.

THE DYSLEXIC READER

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Germany/Deutschland (contd) 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 / Mnster +49 (02507) 57 04 84 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18 Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Irma Vierstra-Vourvachakis Rethymnon/ Crete +30 283105 8201 or 69766 40292 Iceland slaug sgeirsdttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 Sigrn Jnina Baldursdttir Snaefellsbae +354 586 8180 Gudrn Benediktsdttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjrg Emilsdttir DLS Mentor Kpavogur +354 554 3452 Hlmfridur Gudmundsdttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdttir Mosfellsbaer +354 867 1928 Ingibjrg Ingolfsdttir Mosfellsbaer +354 899-2747 Sigrn Jensdttir Mosfellsbaer +354 897 4437 Valgerdur Jnsdttir DLS Mentor Kpavogur +354 863 2005 Sturla Kristjansson DLS Mentor Hafnarfjordur +354 862 0872

The Gift of Dyslexia Available In Yet Another Language!

The Korean edition of The Gift of Dyslexia is now on sale. This groundbreaking book is now available in 19 languages! American and British English Croatian Danish German Spanish French Greek Hebrew Icelandic Japanese Italian Dutch Polish Brazilian Portuguese Russian Serbian Swedish Slovenian, and now Korean!

Korea is a civilization (formerly a single nation), and geographic area composed of two sovereign states, North Korea and South Korea. The two Koreas are located on the Korean Peninsula in East Asia. To the northwest lies China, and to the northeast, Russia. The Koreas are separated from Japan to the east by the Korea Strait. North and South Korea have been separate countries since 1948. South Korea is a capitalistic democracy, member of the United Nations and a major world economy. You may have heard of some South Korean brand names Samsung (my cell phone!), LG Electronics, and Hyundai. The capital city is Seoul and the current President is Lee Myung-Bak. North Korea is a communist country which follows a particular form of communism Juche based on an ideology of self reliance. The capital city is Pyongyang. The current leader is Kim-Jong-Il, who became Eternal President of the Republic in April of 1993. Starting in 2002, North Korea began experimenting with capitalism in limited areas of the country. Currently, China and South Korea are North Koreas main trading partners. At this time there are no Licensed Davis Facilitators in Korea. But now that The Gift of Dyslexia is available in Korean, perhaps one day soon there will be!

Breaking News: The Gift of Dyslexia in Chinese Coming in June 2009!

Stop the presses! The Gift of Dyslexia is coming out in different languages so fast, its hard for an editor to keep up! Now this amazing book is also available in Chinese, bringing to 20 the number of languages in which it is available! Livia Wong, Davis Facilitator in Hong Kong, China says: It has always been a myth that there are no dyslexics among the Chinese population because the characters of Chinese writing are diagrammatic. Realizing that dyslexics are picture thinkers who have problems with two-dimensional symbols, it is not difficult to understand that dyslexia would also exist among the Chinese, since the characters are clearly two-dimensional symbols. The Davis Dyslexia Correction Program was introduced for Chinese language in 2002. The success of that implementation was immediately evident. We hope that this newest version of The Gift of Dyslexia will shine new lights on over 1 billion Chinese dyslexics.

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Germany/Deutschland (contd) Jon Einar Haraldsson Lambi Akureyri +354 867 1875 sta Olafsdttir Vopnafjordur +354 473-1164 Thorbjrg Sigurdardttir Reykjavk +354 698 7213 Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrn Svavarsdttir Mosfellsbr +354 698-6465 Margret Thorarinsdottir Selfoss +354 486 1188 India Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 Ireland Veronica Bayly Dublin +353 (86) 226 354 Anne Marie Beggs Old Portmarnock/Dublin +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (052) 272 9532 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz DDA-Israel Director Supervisor-Specialist Raanana/Tel Aviv +972 (09) 772 9888 Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Antonella Deriu Nuoro, Sardinia +32 059 32 96 Elisa De Felice Roma +39 (06) 507 3570 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541

THE DYSLEXIC READER

W A I T I N G
By an anonymous parent and teacher

F O R

R E C E S S

Last issue, we celebrated our newest Davis Learning Strategies School in Elbert, Colorado. This week we share the contrast of a sad kindergarten described by an anonymous mom and teacher. What a pity that teachers and parents dont feel safe to put their names to their observations... Now that my son is in kindergarten, I understand how bad reading instruction can be. It isnt just the scripted, phonics-based reading program, but the attitudes toward teaching children to read and write that developed at my sons school after a few years using that kind of program. see him start to use vowels consistently when he wrote. What a big developmental leap! I told his teacher, thinking wed discuss how exciting it was. But she looked at me like I was crazy. After a while I understood that she didnt know or care, because the children in my sons class never write anything. There is no celebration of childrens writing and no ALL my son has done in kindergarten this recognition of the great variation in literacy year is sit at his desk and fill out worksheets. readiness at that age. Language Arts is taught to the whole class My sons homework is always worksheets all students do the same work regardless of (some are test practice with bubbles to fill what individual needs the children might have. Even when they rotate groups, students in!). He also brings home decodable reading program books and promptly hands them to literally to go from one worksheet group to his three-year-old brother, saying, Heres a another. By now, they are also expected to book for you, Eric. And he tells me, Mom, look at this book. It says Matt sat. He sat here. Isnt that ridiculous mom? Then he Kindergarteners love to pulls out Fox on the Job, re-reads the chapter draw a picture and write something about it, or where Fox gets a job at a haunted house, and dictate something for an laughs with Eric about the story. adult to write. Theyre naturally curious about What are all these worksheets and boring everything and passionate decodable books teaching my son about about learning. school? When I ask him how he likes school he says, I just get through it until recess. have memorized about 32 high frequency Sometimes it takes a really long time to get words and read decodables. Although this to recess, but its the best part of school. He is just kindergarten, there is no understanding sits at his desk, colors pictures that start with or acceptance of the fact that some children /w/ (even though thats really inappropriate in the class might not be ready for those for him) and waits for the recess bell to ring. academic activities. Parent volunteers tell me that students who are struggling just cry or It seems kindergarten is no longer a place withdraw. to learn about yourself and others, listen to stories, do shared reading, sing, draw, write My son happens to be ahead in reading. at your own level, make art, do hands-on When he comes home from school he loves learning, or learn about things in your world to read dinosaur books. He uses reading with a teacher who has passion, and strategies and monitors for meaning. He understands that the children in her class draws pictures of cars, dinosaurs or pirates work at different levels. Now its only about and writes about his pictures. At the following a scripted program and meeting beginning of kindergarten I was thrilled to standards.

THE DYSLEXIC READER

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Italy (contd) Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 Kenya Josephine Naikuni Nairobi +254 (20) 604 347 Manisha Shah Nairobi +254 (0) 721 492 217 Kimberly Swallow Nairobi + 254 (20) 712 0472 Lebanon Samar Riad Saab Beirut +961 3 700 206 Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 Mexico Silvia B. Arana Garca Mexico, D.F. +52 (55) 5540-7205 Cathy Caldern de la Barca Davis Workshop Presenter Mxico D.F. +52 (55) 5540-7205 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Bertha Figueroa Yllana Jurez +52 (656) 325-0285 Mara Silvia Flores Salinas DDA Director Supervisor Specialist Garza Garca Monterrey NL +52 (81) 8378 61 75 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutirrez Mexico D.F. +52 (555) 593 18 22 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza Garca Monterrey NL +52 (81) 8242 0666 Lourdes Zepeda Solorzano Cancn +52 (998) 577 30 90 Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539

At parent/teacher conferences last fall, I met parents who left their meeting in shock, as I did. Apparently, assessment is no longer about understanding the instructional level of a child so you can provide what he needs in order to learn. Now assessment is just a list of the standards your child is supposed to

expected to sit with nothing to do. No one had favorite books to read. Ive worked as a literacy coach in kindergarten. Each student had a book bag. Some had books with a picture and one word, mom, friend, or teacher. Others had books with one sentence on a page. Others were reading books at the early first grade level. Regardless of their level, all of them could come to me and proudly show what they were reading or What are all the writing. Kindergarteners love to draw a worksheets and boring picture and write something about it, or decodable books teaching dictate something for an adult to write. my son about school? Theyre naturally curious about everything and passionate about learning. My sons kindergarten doesnt have an ounce of meet. My sons teacher went over his report passion in it. There is nothing in that room card telling me how he did on all the assessments. He can supply rhyming words that comes from the children nothing showing whats important to them, what (2 out of 3), he was able to identify the letters, he could only count up to 20 - Ill hold they want to learn about, what theyre curious about, what they love. him accountable to count to 30 by spring... I wanted to tell her, Ill be holding YOU accountable to TEACH him by spring!

After talking with parents who have children in other grades, I realized that at my sons school the purpose of assessment is not to inform instruction. I expected to hear the teacher say something like, This is what Ive observed and seen on assessments, and this is how I will change my teaching to meet your childs needs. Instead, I got a meaningless laundry list of things my child is supposed to know or do. And hed better learn them from whole-class instruction, or hell be in trouble. I wanted to ask the teacher, Do you know why you want him to supply rhyming words? Why thats important? My impression is that the teacher never asks herself, Whats the purpose of this? What does this really tell me about this child? How should this affect the way Im teaching? I know teachers used to think about such things, but today, all of that professionalism seems to have been lost. Apparently today its enough to just agree that students must meet the standards, regardless of whether we understand their purpose. The day I observed my sons class, I came home depressed. How do the students deal with the boredom? That day, if they finished their worksheet early they were just

Last week I walked the halls of the school, looking for evidence that something interesting was going on somewhere inside its walls. Every hallway bulletin board in the school had commercially produced worksheets stapled to it. I guess thats what you can get when your school buys a scripted, phonics-based reading program. Editors note: Its not hard to contrast the above with a Davis Learning Strategies kindergarten. There, children make alphabet letters and basic words with clay. They practice self-regulation of their learning state, tossing and catching Koosh Balls balanced on one foot. They close their eyes for a couple seconds to focus so they can pay attention in a relaxed mental state and best of all, THEY LEARN!

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Netherlands (contd) Hester Cnossen Veghel +31 (495) 641 920 Dorothea de Gier Den Haag +31 (6) 22 33 98 40 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit DLS Mentor Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves Mara Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 6 34 928 983 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Gldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Yvie Leenaars-de Roo Bavel +31 (0161) 433 449 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67

THE DYSLEXIC READER

A Dozen Frequently Asked Questions about Assessment

Abigail Marshall, DDAI Director of Internet Information Services 1. Do you do dyslexia testing? Davis Dyslexia Association International does not provide testing services directly to dyslexic individuals. Rather, we provide training to professionals in our methods, and provide families with referrals to licensed Davis Program Facilitators. They focus on providing meaningful help to dyslexic individuals. That includes screening techniques that are specific to our program. In other words, all our providers can provide consultation and screening that will help individuals better understand their own learning needs, and to determine whether they are likely to benefit from the Davis Program. This is not the same as full diagnostic testing and will not result in an official diagnosis. 2. How and where was the Davis Program developed? The program was developed by Ronald D. Davis in 1981 in Burlingame, California. The screening we use was developed over time, based on experience. DDAI has trained and licensed Davis Facilitators to provide the program since 1996.

3. What does the term dyslexia mean to the Davis Dyslexia Association? There is no generally accepted definition of dyslexia nor commonly accepted battery of assessments for it. To us, the word dyslexia is a generalized term referring to individuals with a wide variety of symptoms. Dyslexic One reason that Davis Facilitators do not individuals tend to think in pictures, rather focus on diagnostic testing is that it simply is than words, and they use different mental not necessary to our work. We can help many pathways in reading and writing. Their with our program, whether or not they are different thinking and learning style typically formally diagnosed with dyslexia or any other leads to early frustration in school and impediment to learning. And a Davis difficulty learning to read with traditional Facilitator can very quickly and efficiently phonics instruction. This, in turn, can lead to evaluate prospective clients to determine a cycle of frustration and confusion that leads whether they will do well with our program. to compulsive solutions and adds to their The full cost of a Davis Program is less than difficulties. what some people pay out of pocket for comprehensive testing, so it is often more effective for individuals with limited financial 4. What kinds of tests do you use resources to focus on working on the solution in assessment? to their problem, rather than expending time The initial screening tool we use is called and resources looking for an outside the Davis Perceptual Ability Assessment, definition of the problem. which we now use primarily as a guide to understanding how best to structure a program for our clients. We can help potential clients no matter what the result of this assessment, but depending on that result, we would choose somewhat differing techniques Dyslexic individuals to work with them. Our assessment also tend to think in focuses on having a consultation and pictures, rather than words, and they use interview to ascertain the individuals own different mental self-perception of strengths and weaknesses, pathways in reading as well as motivation to improve academic and writing. performance and conquer any learning difficulties.

THE DYSLEXIC READER

PAGE 15

Davis Facilitators have all completed a rigorous training program leading to licensing.

A searchable directory of licensed Davis Facilitators world wide is available on our web site, at www.dyslexia.com.

Netherlands (contd) Petra Pouw-Legne DLS Nederlands Director DLS Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286

5. What do you charge for testing? Davis Facilitators set their own fees, and generally the charge for screening and consultation is very modest. This typically may range from a free evaluation to a charge of about $150 in the US. Some Davis Facilitators will apply the evaluation to their program fee, if the individual decides to continue with a Davis Program. Some Davis Facilitators are qualified to provide additional evaluation services and may set their fees accordingly. But these additional services would not be directly related to our program and would be clearly specified.

9. Is a written report provided? And what might it include? Davis Facilitators follow their own practices about providing written reports. If a written report is provided, it is most likely to be focused on outlining factors related to Davis Program services and their benefit to the potential client.

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 Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Marieke Uiterwijk Leiden +31 (06) 45 911 913 Mieke van Delden Leek +31 (059) 4514985 Carly van den Akker Schijndel/Einhoven +31 (06) 15 20 81 73 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Annemarie van Hof Utrecht +31 (030) 65 86 700 Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Tolbert +31 (0594) 511 607 Lucie Wauben-Cruts DLS Mentor Elsloo +31 (046) 437 0329 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163Elisabeth WeteringsGaaikema Al Harkstede + 31 (623) 045 369

6. How long does assessment take? This varies. Normally, an initial evaluation and consultation takes 1-2 hours.

7. Do you meet with the clients when the testing is done to explain the results? Yes, but again, Davis Facilitators do little or no testing. When the potential client is a child, parents are involved in part of the screening process. As part of that parental session the Davis Facilitator explains the results of the screening, provides information about the Davis Program, and answers questions about how the program will address the clients needs.

10. If my child has dyslexia, will your recommendations section be written with legal terminology that will make it easy to get a 504 Plan? An evaluation by a Davis Facilitator would not generally qualify a child for a 504 Plan. If a formal plan is important to a family, we would recommend getting an independent evaluation BEFORE a Davis Program, because once a child has completed the Davis Program, their level of improvement may make it more difficult to document areas of difficulty, even though they might still benefit from various accommodations. In other words, the child may not test as poorly as they would have prior to the program.

8. Will you be able to refer us to an appropriate and qualified tutor? And how do you know the tutor is qualified? Because our screening is specific to the Davis Program, a client would typically receive services from the same Davis Facilitator who provided the assessment. Davis Facilitators have all completed a rigorous training program leading to licensing.

11. Will you talk with my childs teacher(s) and explain the results? Davis Facilitators are happy to talk or meet with teachers of children who have completed the Davis Program to offer suggestions for post-program support, or to provide support training to a resource teacher who may be working with the child on program follow-up. Usually there would be no charge for such services it would be considered part of the process of helping the family put postprogram support in place.

12. Can you provide me with a list of references from the parents of children you have worked with? Individual Davis Facilitators are happy to provide references. Many post testimonials from satisfied clients on their websites.

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New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 815 8626 Jennifer Churton Auckland +64 (09) 360 494 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Appleby +64 (03) 544 2362 Alma Holden Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Dunedin +64 0274 399 020 Colleen Morton Gore +64 (03) 208 6308 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627 Panama Amy Homsany Panama City +507 (6) 671-1244 Philippines Imelda Casuga Baguio City +63 (744) 42 29 01

THE DYSLEXIC READER

Good stuff from The Lazy Readers Book Club

By Laura Zink de Daz, Davis Facilitator, Bogot, Colombia

Time to share more recommendations from Danny Brassell of The Lazy Readers Book Club. These are great reads for reluctant readers or those who dont have much time for reading. Danny knows were not lazy, just busy or in need of information and encouragement. At his website, www.lazyreaders.com, you can find Dannys picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at Amazon.com through links at the Lazy Readers website, Bookends (www.bookends.org) will receive a donation. Bookends is a nonprofit organization devoted to increasing childrens access to books. Danny comments on each book he recommends, and I include those comments below. He always organizes the books into categories: AD, for adults; YA, for young adults; and CH, for childrens books, and usually posts about 10 recommendations per month, three or four per category. At the website, you can subscribe (its free!) and receive his monthly book list by email, just as I do!

Imaginary Enemy by Julie Gonzalez Publisher: Delacorte Books for Young Readers (March 2008) Young Adult, 256 pages ISBN-10: 0385735529 ISBN-13: 978-0385735520 Many children grow up with an imaginary friend. Slacker teen, Jane White, on the other hand, creates an imaginary enemy that she can blame all of her problems on. Nothing is ever Janes fault (sounds like a typical American teen, yes?), so when Janes imaginary friend writes her back, silliness - sure to bring a smile to your face - ensues.

A Field Guide to Monsters by Johan Olander Publisher: Marshall Cavendish Corp/Ccb (August 2007) Young Adult, 64 pages ISBN-10: 0761453598 ISBN-13: 978-0761453598 Olander, a world-famous monstrologist, shares his insights with readers on a variety of googly-eyed wart floppers, shadowcasters, toe-eaters and other creatures. A book to be enjoyed by all ages, it is particularly popular with fifth-grade boys.

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Poland Agnieszka ubkowska Warsaw +48 (22) 658-2237 Portugal Catarina do Passo Lisboa +35 (121) 781-6090 Cristina Rocha Vieira Coimbra +35 (123) 943 7732 Sofia Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Vieira Lisboa +35 (191) 921 4808 Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 South Africa Sharon Gerken Durban +27 (82) 82 85 180 Spain Silvia Mara Sabats Rodrigo Madrid +34 (091) 636 31 44 Switzerland/CH Tinka AltweggScheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dnki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Mieke Friederichs Reinach +41 (061) 712 42 06 Heidi Gander-Belz DLS Presenter-Mentor Fehraltorf/Zurich +41 (44) 948 14 10

The Truth About Horses, Friends & My Life as a Coward by Sarah P. Gibson Publisher: Marshall Cavendish Corp/Ccb (October 2008) Young Adult, 146 pages ISBN-10: 0761454594 ISBN-13: 978-0761454595 What a wonderful book with quirky characters. Your youngsters will breeze through this set of tales from a small island town in Maine. A great read aloud for all ages, and the book reminds me a lot of Tom Bodetts End of the Road. Glin Dibleys illustrations are an added treat, the way Quentin Blakes drawings add to Roald Dahls books.

The Outfoxed Fox by Tim Myers Publisher: Marshall Cavendish Children's Books Children, 28 pages ISBN-10: 0761453563 ISBN-13: 978-0761453567 When a young fox offers an idea to stop a hunter from trapping foxes, an elder brushes the idea aside as being too simple. But later the elder fox learns that there is something to be said for simplicity. A simple tale that younger students appreciate for its message that all ideas should be considered, regardless of who they come from.

The Ten Most Phenomenal Athletes by David Suchanek Publisher: Children's Press (CT) (December 2007) Children, 48 pages ISBN-10: 1554484758 ISBN-13: 978-1554484751 Let me just say that I LOVE this book, and I know that most boys who have any interest in sports (which includes most boys), as well as many girls, will love it too. Great facts, great pictures and best of all the book does not just judge athletes solely for their merits on the field but looks at their exploits off the field, as well (translation: you wont find any jerks in these pages). Part of a great series from Scholastic.

Bad to the Bone by Lucy Nolan Publisher: Marshall Cavendish Corp/Ccb; (November 2008) Children, 53 pages ISBN-10: 076145439X ISBN-13: 978-0761454397 Another in the delightful series about two dogs, Down Girl and Sit. Down Girl narrates her adventures with Sit as they deal with obedience school and proffer important advice like cats and squirrels are dangerous and dogs need attention. Kids get a giggle, and they especially enjoy Mike Reeds illustrations.

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Switzerland/CH (contd) Katharina Grenacher Bern +41(31) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Verena Luisa Moser Riken +41 (076) 346 93 34 Maya Muraro Stfa +41 (079) 704 03 07 Vronique Pfeiffer Zrich +41 (01) 342 22 61 Elisabeth Raberger Effretikon +41 (052) 343 62 34 Therese Rice-Schumacher Uster/ Zurich +41 (052) 267 5154 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Doris Rubli-Huber St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Marianne Schutz Zofinger +41 (62) 752 8281 Andreas Villain Zrich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 United Arab Emirates Linda Rademan Dubai +9714 348 1687

THE DYSLEXIC READER

More selections from The Lazy Readers Book Club

The Quiz Life by Marina Khidekel Publisher: Delacorte Books for Young Readers (January 8, 2008) Young Adult, 224 pages ISBN-10: 0375842632 ISBN-13: 978-0375842634 I confess that I love taking teenie-bopper quizzes, as they provide me with some of my favorite interactive exercises to attract students attention. This book is filled with quizzes geared for teenage girls looking for what guys want. In reality a good teacher can adapt these quizzes for use as icebreakers with students.

Emako Blue by Brenda Woods Publisher: Putnam Young Adult, 128 pages ISBN-10: 0142404187 ISBN-13: 978-0142404188 I very rarely use the word poignant, but I think that is the best description of this important inner-city tale. True, I used to teach in inner-city Los Angeles, so I found the book particularly powerful for my peeps (translation: my people). Woods is such a wonderful storyteller, though, that I think it would be pretty difficult for anyone to finish this book with dry eyes.

Alvin Ho: Allergic to Girls, School, and Other Scary Things by Lenore Look Publisher: Yearling Young Adult, 192 pages ISBN-10: 0375849300 ISBN-13: 978-0375849305 Really meant for fourth and fifth graders, Alvin Ho is entertaining to all ages, as he freaks out about everything. He is a shy second grader who becomes the loud superhero Firecracker Man at home. A quick, enjoyable read with fun illustrations from LeUyen Pham and one of the most entertaining glossaries I have ever encountered.

Ladybug Girl and Bumblebee Boy by David Soman & Jackie Davis Publisher: Dial (March 5, 2009) Children, 40 pages ISBN-10: 0803733399 ISBN-13: 978-0803733398 The sequel to the popular Ladybug Girl, this fun book follows Lulu as she encounters Sam on the playground. Both seem to like the opposite of one another until Lulu suggests her Ladybug Girl game, which allows them to save the playground from hairy monsters and mean robots. Lots of fun to read aloud with little ones.

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More selections from The Lazy Readers Book Club

The Importance of Reading for Pleasure

Studies tell us that those who read more for pleasure read better, write better, have larger vocabularies, spell better, and have better control of complex grammar. In addition, those who read more have more subject matter knowledge in a wide variety of subjects as well as more knowledge of the world. Those students who are well-prepared for the demanding reading assignments of middle and high school are those who have done wide pleasure reading, not those who have studied more vocabulary, grammar, and reading strategies. Dr. Stephen Krashen, Professor Emeritus, University of Southern California, in a comment posted at: http://www.edweek.org/ew/articles/2009/05/ 01/31literacy.h28.html?tkn=XVUFxbue%2B h9gYeNnkT2cODlnvvViJNX5i65j&print=1 Dr. Krashen is an awardwinning linguist and education researcher, who has published more than 350 papers and books contributing to the fields of second language acquisition, bilingual education and reading.

United Kingdom Joy Allan-Baker London +44 (0798) 413 1436 Kim Balaskas Westcliff on Sea, Essex + 44 (0) 8000 272657 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sarah Dixon East Horsley, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (0118) 9464 892 Nichola Farnum MA London +44 (020) 8977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695 Karen Hautz London +44 (0207) 228-2947

A Fuzzy-Fast Blur: Poems About Pets by Laura Purdie Salas Publisher: Capstone Press (September 1, 2008) Children, 24 pages ISBN-10: 1429617047 ISBN-13: 978-1429617048 I want to encourage parents and teachers to utilize poetry as a way of enhancing students reading abilities. Combine poetry and pets and you get two great motivators that are sure to interest students in reading. Besides having a variety of great poems about different kinds of pets, this book uses several different styles of poetry, from acrostics to cinquains.

Quotable Quotes
Hieroglyphs by Kremena Spengler Publisher: Capstone Press (September 1, 2008) Children, 24 pages ISBN-10: 1429619171 ISBN-13: 978-1429619172 Great introduction to the history of picture writing and how to crack different writing codes. Also provides some fun writing activities for kids. To read without reflecting is like eating without digesting. Edmund Burke, British politician and writer

Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Sara Kramer Wimbledon/London +44 (0208) 946 4308 Marilyn Lane Redhill +44 (0173) 776-9049

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United Kingdom (contd) Isabel Martin Crowborough East Sussex +44 (0) 8000 272657 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Shilpa Patel Ealing, London +44 (0) 8000 272657 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson Blaisdon Longhope, Glos +44 (0145) 283 0056 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Nigel Sharp Isle of Wight +44 (01227) 731 756 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. Rene van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker Greasby Wirral/Liverpool +44 (0151) 678 14 99 Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 The Learning People Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 738 972 Rachel Williamson Hassocks, West Sussex +44 (0) 8000 272657 United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738

THE DYSLEXIC READER

Adult Dyslexia: Working Better with Customers and Co-Workers

By Cathy Cook, Davis Facilitator in Columbia, Missouri ccording to US government statistics, about 25,000,000 Americans (or one in ten) are functionally illiterate. Much of this illiteracy is credited to dyslexia or one of its many variations, such as ADD, dysgraphia (difficulty in the ability to write) or dyscalculia (difficulty in learning or comprehending mathematics).

Some dyslexics make small compensations for their learning and thinking style. For instance, they may prefer to wear slip-on shoes, because they find tying shoelaces tedious and ineffective. Others make accommodations by avoiding altogether activities they find challenging, such as reading or writing.

In her book, Upside-Down Brilliance, Dr. Linda Silverman states that about two When speaking over the phone, thirds of our entire US population use a consider writing down exactly visual-spatial learning style or picture what your clients request and thinking, at least some of the time. About a reading it back to them. quarter of us use picture thinking most of the time. Does that make you wonder how many Some dyslexics may seem rude when you of the adults you work with may actually discuss certain subjects with them. In fact, possess a dyslexic learning style? Here are the subject may simply be too emotionally some basic abilities all dyslexics share: charged, making it difficult for them to talk about it. They can utilize the brains ability to alter and create Although you may usually communicate perceptions. verbally with your customers, you may find They are highly aware of that some feel the need to see what you the environment. discussed with them in writing. This allows them further and more accurate processing of They are more curious than the matters discussed. When speaking over the average person. the phone, consider writing down exactly They think more often in what your clients request and reading it back pictures than in words. to them. This may help put them at ease, They are highly intuitive assuring them that their requests have been and insightful. clearly understood. They think and perceive multi-dimensionally, using all the senses. They can experience thought as reality. They have vivid imaginations. After reading this list you may wonder just what this looks like in the everyday environment. Some picture thinkers prefer multitasking. They might doodle on paper and check the messages on their phone, all while still listening to you. Take time to notice how they work, and dont assume a multi-tasker isnt paying attention to you!

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 clayall in a sturdy nylon shoulder bag. Suitable for work with students of any age. Symbol Mastery Kit $139.95

Davis Young Learner Kit for Home-Use

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

Young Learner Kit for Home-Use $119.95

DVD/Audio CD/Software
I Can Do itThe Confidence to Learn
Teachers, parents, and students discuss benefits of Davis Learning Strategies. Includes scenes of a DLS program at a school in Vale, Oregon. DVD: $9.00 (running time: 12 min.)

Dyslexia - The Gift

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

Video or DVD $39.95

ReadOn Interactive Software

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

Gift of Dyslexia Audio CD Set

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

Software $195.00

4-CD Set $39.95

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

NEW!
Understanding Controversial Therapies For Children with Autism, ADD and Other Learning Disabilities by Lisa Kurtz Softcover: $19.95 A comprehensive guide to just about every outside-the-box therapy you might run across, and then some. An absolutely essential reference for anyone who wants to know and explore available options

The Everything Parents Guide to Children with Autism: Know What to Expect, Find the Help You Need, and Get Through the Day by Adelle Jameson Tilton Softcover: $14.95 From finding support groups to planning for their child's future, this book provides parents with all the information they need to ensure that their child's--and their families'-needs are met.

A Parents Guide to Asperger Syndrome & High Functioning Autism by Sally Ozonoff, Geraldine Dawson and James McPartland Softcover: $14.95 An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matterof-fact advice.

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THE DYSLEXIC READER

BOOKS FOR CREATIVE LEARNING

The Gift of Learning
by Ronald D. Davis, Eldon M. Braun Expands the Davis Methods with theories and correction procedures that address the three basic areas of learning disability other than reading, which children and adults experience.
The Gift of Dyslexia: Why some of the smartest people cant read and how they can learn. by Ronald Davis, Eldon Braun Explains the theories behind Davis Dyslexia Correction methods, and details basic procedures in an easy-tofollow, scripted format. Large type, illustrations and photos make this book dyslexicfriendly.
Right-Brained Children in a Left-Brained World by Jeffrey Freed & Laurie Parsons Innovative ideas and visual-spatial approaches for helping A.D.D. kids to tune in and excel in educational endeavors. Softcover $14.00

Softcover $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. REVISEDEDITION Softcover $12.00 Beyond ADD: Hunting for Reasons in the Past & Present by Thom Hartmann Explore a variety of theories as to why ADD has become so prevalent in modern society, and solutions related to many of the theories. Softcover $12.95 In the Minds Eye-UPDATED by Thomas West An in-depth look at the connections between creative ability, visual thinking, and academic learning difficulties. Explores the minds of famous dyslexics from Einstein to Churchill. Hardcover $29.00

Softcover $15.95
El Don de la Dislexia The Gift of Dyslexia in Spanish. Newly revised with additional chapters, illustrations and photographs. Published in Spain by Editex Softcover $28.95 Smart But Stuck: What Every Therapist Needs to Know About Learning Disabilities and Imprisoned Intelligence by Myrna Orenstein, Ph.D. Deals largely with ndiagnosed learning disabilities in adults. Softcover $24.95 $19.95 Strong-Willed Child or Dreamer? by Dana Spears & Ron Braund A must for parents of children who are imaginative,sensitive, moody, stubborn, and compassionate. Softcover $12.99 Teaching Kids with Learning Difficulties in the Regular Classroom Find proven and powerful strategies and techniques to help any student become a successful learner. Softcover $36.95 The Myth of the ADD Child by Thomas Armstrong, Ph.D. Essential for any parent of an active child. Detailed profiles of behavior patterns are keyed to suggested strategies for getting each child on track, without drugs or coercion. Softcover $15.00 Everything Parents Guide To Children With Dyslexia: All You Need To Ensure Your Childs Success by Abigail Marshall A must read for every parent who knows or suspects their child has dyslexia. Softcover $14.95

The Right Mind: Making Sense of the Hemispheres Explores how our brain hemispheres work together to make sense of language and accomplish other tasks. Softcover $12.00

You Dont Have to be Dyslexic by Dr. Joan Smith Case histories illustrate a useful and easy-to-use collection of assessment methods, skill-building exercises, and learning strategies geared to the dyslexic learning style. Softcover $19.95 Getting The Horse To Drink: How To Motivate Unmotivated Students by Suzanne H. Stevens Practical teaching strategies for motivating students who have lost all interest in academic achievement. Softcover $9.95 The Secret Life of the Dyslexic Child: How She Thinks, How He Feels, How They Can Succeed by Robert Frank, Ph.D. with Kathryn Livingston Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence. Softcover $14.95 The Everything Sign Language Book by Irene Duke The Language that lets you talk with your hands and listen with your eyes. More than 300 easy-to -follow illustrations, including expressions, songs, emotions, ASL alphabet, money, and time. Softcover $14.95

Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution by Jonathan Mooney & David Cole Softcover $14.00 Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability-REVISED by Joyanne Cobb Softcover $18.95

THE DYSLEXIC READER

SUPPLEMENT PAGE A3

AUTISM BOOKS
All Cats have Asperger Syndrome By Kathy Hoopman

Ten Things Every Child With Autism Wishes You Knew by Ellen Notbohm A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family member Softcover $14.95

Born on a Blue Day

by Daniel Tammet First-person account of living with synesthesia and savantism, a rare form of Aspergers syndrome

Insightful and humorous look at the Asperger Syndrome, especially endearing for cat lovers. $14.95 Hardcover

Softcover $14.00

REFERENCE BOOKS
Colleges That Change Lives: 40 Schools You Should Know About Even If Youre Not a Straight-A Student by Loren Pope REVISED 2005 Softcover $14.00 Petersons Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders Softcover $32.95 How to Read Music by Roger Evans Fundamentals of Musical Notation Made Easy Softcover $11.95 Visual SAT Vocabulary Cards by Rebecca L. Lev, M.Ed. $24.95

MATH BOOKS
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Cant
by Jean Bullard & Louise Oborne Advice for parents and strategies for overcoming math anxiety and other barriers to learning. Softcover $18.00

The Hate to Write But Have To Writers Guide

by Jim Evers Practical tips and guidelines help visual thinkers improve their writing skills. Softcover $9.95

Barrons Mathematics Study Dictionary

by Frank Tapson Comprehensive definitions and explanations of mathematical terms, organized by concept. Geared to ages 10 to adult. Softcover $14.99

Homework Without Tears: A Parents Guide for Motivating Children to do Homework and to Succeed in School?
by Lee Canter &Lee Hausner, Ph.D. Detailed, step-by-step approach to turning the responsibility of homework over to your children. Hardcover $13.95

Math-a-pedia: A visual
mathematical reference for intermediate students

Math-a-pedia: Intermediate Hardcover $34.95 each

Math-a-pedia: Primary Hardcover $24.95 each

Math on Call by Andrew Kaplan, et al Softcover $23.00

Ultimate Visual Dictionary

by Dorling Kindersley Publishing Hardcover $39.95 (672 pages)

Math at Hand

by Great Source Education Group Staff Softcover $23.00

Cursive Connections
Workbook and Guide for Students, Parents and Teachers
by Kathryn Libby Over 70 reproducible pages for developing cursive writing skills Softcover $15.99

KIDS CORNER
Charlies 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 $14.95

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THE DYSLEXIC READER

How To Order
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PAGE 21

On the flip side, others may completely lose their focus and be easily overwhelmed if too much is happening around them. Some may appear inattentive while dicussing an emotionally charged subject seated in an office with fluorescent lighting. They may look (and feel) as if their brain is shutting down. Ringing phones, voices, movement outside the doorway, even the lighting in your office can adversely affect a dyslexic co-worker. Perhaps you can improve efficiency during your meeting by moving to a quiet conference room, or simply shutting your office door and forwarding your calls to a receptionist until the meeting is over. Some dyslexics have difficulty pronouncing long words. Mispronunciations or even skipping over small words like and, the, or there while speaking or reading can signal that a picture thinker has lost focus. So how can you help? Here are a few simple suggestions for when youre working with a person who has a dyslexic learning style: Take short breaks they help us refresh our ability to focus. Try including diagrams or pictures in written and oral explanations and presentations they can make your ideas more concrete, not just for picture thinkers, but for everyone listening. Avoid a lot of flash on your website too much animation or the wrong colors can make reading your web pages next to impossible for some dyslexics. Have drinking water available, particularly if the subject youll be discussing could be highly emotional for your client or co-worker. Keep in mind that we all have different learning styles just being aware that we dont all process information the same way helps us get along more easily.

Finally, as my fellow Davis Facilitators and I know, although being dyslexic can have its difficulties, it also has its rewards. Dyslexics are highly creative and imaginative, and as a result they have a lot to offer. Many famous people have made great contributions, perhaps precisely because

United States (contd) Nancy Kress Phoenix +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Reading Research Council Dyslexia Correction Center Ray Davis Davis Autism Trainer Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) Anette Fuller Walnut Creek +1 (925) 639-7846 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Melton Diamond Bar +1 (909) 861-5251 Cheryl Rodrigues San Jose +1 (408) 440-2280 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Lesa Hall Pooler/Savannah +1 (912) 330-8577

Dyslexics are highly creative and imaginative, and as a result they have a lot to offer.

of their dyslexic learning style. Think Albert Einstein, Winston Churchill, Thomas Edison, Jay Leno, General George Patton, Jackie Stewart to name only a few! It may be that some of your customers and co-workers are every bit as talented!

This article was originally printed in The BBC Broadcaster of Columbia, Missouri and is reprinted with the permission of the author. Cathy Cook has been a Davis Facilitator since 2005, and is the owner of On-Point Learning Center, LLC. You can visit her website at www.onpointlearning.org.

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United States/ Georgia (contd) Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323 Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Carol K. Williams Jeffersonville +1 (651) 324-9156 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Massachussetts Karen LoGiudice Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577 Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Charlotte +1 (517) 652-5156 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Michele Wellman Mt. Pleasant/Lansing +1 (989) 772-3084 Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611

THE DYSLEXIC READER

Down the Educational Memory Hole

By Laura Zink de Diaz, Davis Facilitator in Bogot Colombia Im thinking of creating a blog with this title. On a regular basis I read breaking educational news that astounds me. Whats astounding is how often the news isnt new at all, and I wonder whether were all infected with some invisible virus that causes us to forget every sensible thing we ever knew about children and learning. This month, its the astounding discovery that Physical Activity May Strengthen Childrens Ability to Pay Attention, which appeared in Science Daily. The authors began the article correctly noting that in the rush to comply with the No Child Left Behind Act, many school children have lost opportunities to get exercise during the school day. Its unfortunately true that many schools have cut back on PE and/or eliminated recess, replacing it with test prep sessions, keeping children inside, seated at their desks, pushing pencils. But according to findings of a study at the University of Illinois, eliminating recess and reducing P.E. time is probably counterproductive. Dr. Charles Hillman and his team at the Neurocognitive Kinesiology Laboratory at U of I have completed a study that suggests that physical activity may increase students cognitive control or ability to pay attention and also result in better performance on academic achievement tests. Isnt it amazing that it takes a university study to give legitimacy to something so simple and true? Apparently theres not much question that exercise is good for adult brains (the reason there are basketball courts and exercise rooms at Microsoft headquarters). But it seems that nobody had actually ever studied it in children - except thousands of teachers and para-educators at all levels, from preschool to high school. All teachers worth their salt know about the relationship

According to findings of a study at the University of Illinois, eliminating recess and reducing P.E. time is probably counterproductive.

between movement and learning, as well as the value of allowing kids to run around several times a day, pumping a little oxygen into their brains. It never needed scientific verification until the powers that be decided to ignore a century of experience and common sense and started treating children as if they were automatons.

In order to test the theory, the scientists had twenty 9-year-old children tested twice: once after a 20 minute rest period, and once after a 20 minute walk on a treadmill. Dr. Hillman states, What we found is that following the acute bout of walking, children performed better on both flanker tasks (pushing a button in response to information on a screen), and academic tests in reading, spelling and math. They especially performed better when the task or test was more difficult. And the improvement in reading comprehension specifically, equated to about one grade level. After exercise, the children were also better able to allocate attentional resources and screen out distractions, like noise in the environment, so they could focus on the task at hand. So naturally, the study authors suggest that we integrate physical activity into the curriculum. By making playground equipment available to students before and after school. Or broadcasting PE into classrooms over the internet or on TV monitors. Or including physical movement in lessons, like when studying a poem about nature or the seasons, students could act like falling leaves.

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PAGE 23 2009 North American Lecture Tour: Discover the Answer to Dyslexia
(continued from page 3)

Im thinking that being a falling leaf is a far cry from 20 minutes on a treadmill. Im not sure that qualifies as acute exercise. But then, academics rarely spend much time with 20 to 30 elementary, middle or high school children, so we should probably forgive them for the leaf idea. Its unquestionably a good thing that theyre raising the issue, suggesting that elementary level kids get 150 minutes of exercise a week at school (225 for high schoolers!). But theres nothing new in this idea. Laura, sitting at the back of a room filled with Concerned Politicians and ReformMinded Businessmen who seem stunned to learn that exercise is good for the brains of children, raises her hand meekly, and whispers, I think we used to have that it was called recess, and we didnt even need to buy treadmills References: University of Illinois at Urbana - Champaign (2009, April 1). Physical Activity May Strengthen Childrens Ability To Pay Attention. Science Daily. http://www.sciencedaily.com/releases/2009/0 3/090331183800.htm The U. of I. study appears in the journal Neuroscience. Co-Authors are Dr. Charles Hillman, Darla Castelli, Professor Art Kramer, Kinesiology and Community Health Graduate Student, Mathew Pontifex, and Undergraduate, Lauren Raine.

Montana Kimberly Bezanson Missoula +1 (406) 541-3076 or 677-4014 Elsie Johnson Manhatten +1 (406) 282-7416 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188

On May 15 Davis was interviewed on the NPR radio program Charlotte Talks, in Charlotte North Carolina. The interview has been archived on the internet, so you can hear it. Just type this URL into your browser: http://www.wfae.org/wfae/ 18_93_0.cfm?do=detail&id=10060. The program is about an hour long, and is well worth hearing!

New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364 North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895

Quotable Quotes
We have two ears and one mouth so that we can listen twice as much as we speak. Epictetus, Greek philosopher (ca. 55 to ca. 135) The shoe that fits one person pinches another; there is no recipe for living that suits all cases. Carl Jung, Swiss psychiatrist (1875-1961)

Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Linda Wright Marlow +1 (580) 641-1056 Oregon Rhonda Erstrom Vale +1 (541) 881-7817 Kathy Pozzi Ontario +1 (541) 881 6497

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Georgia (contd) Melissa Slominski Tigard / Portland +1 (503) 957-2998 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-5765 Puerto Rico Ines Grajales Pagan Caguas +1 (787) 743-0605 Rhode Island Linda M. Daniels Providence +1 (401) 301-7604 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Lillian Lee Miles Sioux Falls +1 (605) 274-2294 Tennessee Jackie Black Dover 1-866-218-1614 (Toll-Free) Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Janalee Beals Bedford/Dallas/Ft. Worth +1 (817) 354-2896 Success Learning Center Rhonda Clemons DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes /San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park/Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Accelerated Comprehension Center Dorothy Owen Supervisor Specialist Edward E. Owen Dallas/Ft. Worth +1 (888) 329-1134 (Toll Free) +1 (817) 919-6200

THE DYSLEXIC READER

A Caring Teacher Speaks Anonymously

The author is a teacher, who has asked to remain anonymous for professional reasons Recently, my holiday reading was The Gift of Dyslexia by Ronald D. Davis. Im a public school teacher and have taught for the past 23 years in several different grades including 1st, 2nd, 4th, 5th, and 6th. I currently teach 5th grade, teaming with another teacher. She handles the Language Arts piece and I teach Math and Science. We both are responsible for the Social Studies and the Writing curriculum in our classes.

hats, but with some students I come up against an absolute block. My frustration is not with the students, but really, with the entire educational system. When I was younger, I questioned my colleagues and administrators about the dilemma of dyslexia. Basically, they gave me to understand that the term was just another name for learning disabled. That there really wasnt a lot I could do with dyslexic students. I was told to continue tossing more worksheets, centers, songs, and now even pills at them, in the hope that we can just get through another year of failure. Part of my problem is I DO care and I take it to heart when a student fails. I have a handful of students in my class right now who are probably dyslexic. They are not being well served and they, too, will fall into a gaping hole of failure. And each time a student falls into that hole, part of me falls in with them.

I have tried to pull many rabbits out of a great variety of hats, but with some students I come up against an absolute block.

This year I decided to research the term dyslexia again, try to learn something new In the past 23 years I have stayed up many about this problem, and apply it to my teaching. I bought four books on the subject. nights wondering what I was doing wrong, I thought the one I read first was going to be because I always have a handful of students who, no matter what I try, just cannot read. As a more hands-on approach for working with a result, they fall behind in all subject areas as dyslexic students. But as I read it, it seemed I watch them wilt before my very eyes. They like more of the same old drill and skill. I didnt finish it and left it at school over always feel like failures and I do too. Christmas break. My B.A. is a double major in Elementary Two of the books I bought were authored and Special Education. I also hold a Masters by Ronald Davis. I picked up The Gift of degree in Elementary Education and have Dyslexia and read it in two days. I was received additional training in current brain amazed, elated! Finally, an approach that is research as well as staff development in different! And a new attitude, gift, to replace differentiation, much emphasized in todays the old one, problem. I researched a little education environment. further to see if there were any negative Im not sure if all school districts send opinions about the Davis approach. I indeed their teachers to all those workshops that found a negative website, but to my constitute the latest rave. It seems we expect amazement, there were blogs and responses each one to be the one magic bullet that will to it, praising the work of Ronald Davis and educate all students, but basically theyre documenting the success of so many people always the same: bells and whistles, or maybe who have experienced his method. a new color or shape. For the past 23 years Now Im reading The Gift of Learning my district has sent me to all the latest and talking to people about what I have workshops, yet I continually find myself learned. I also had an intriguing conversation faced with the same problem: bullet after with a parent last week. Hes a medical magic bullet, theres always a group of doctor, with some concerns about his very students who still cannot read. I have tried to intelligent, but unorganized fifth-grader. pull many rabbits out of a great variety of
(continued on page 29)

THE DYSLEXIC READER

PAGE 25

Malfunction or Adaptive Solution?

By Laura Zink de Diaz, Facilitator, Bogot, Colombia K. Ehardt, author of the article, Dyslexia, Not Disorder, proposes that dyslexia is not a disorder, but a way of thinking that at one time provided our ancestors an adaptive advantage. Ehardt notes several useful traits among dyslexics. He writes, Many dyslexics excel mechanically, finding it simple to assemble very complex structures It is common for dyslexics to perceive whole ideas and concepts rather than focusing on individual details In addition many dyslexics solve problems competently and are logically gifted. He also acknowledges the hypothesis that dyslexics think non-verbally, with mental pictures rather than words, and that although they experience symbolic two-dimensional difficulties they demonstrate threedimensional (3D) understanding. For Ehardt, its paradoxical that such a maladaptive trait as dyslexia would be as common as it is, affecting, by some estimates, eight percent of the population. Ehardts premise is that the answer may be found in our past as huntergatherers (HG). Since we cant study ancient hunter-gatherer cultures, he reviewed a number of studies of modern HG cultures in Africa, South America, Indonesia, Melanesia and the Arctic. Ehardt found that the mechanical competency, bigpicture focus and problem solving abilities of dyslexics would be very useful in such societies. And the difficulties dyslexics have processing two-dimensional symbols would be irrelevant in hunter-gatherer cultures, since they lack written language.

Still, if these traits would have been advantageous for our HG ancestors, wouldnt natural selection have made them more prevalent? Which leads Ehardt to ask, why arent we all dyslexic? The answer is that many non-dyslexic people possess some degree of 3D mental imaging and Ehardt suggests that in dyslexics, that ability is simply so strong that it prevents them from developing the ability to process in any other way. He suggests objective testing to determine whether in fact dyslexics and modern hunter-gatherers perform better on 3D tasks than non-dyslexics. He also suggests validating this in classrooms: if the theory is correct, he would expect children using 3D representations of the alphabet to do significantly better than they do with traditional 2D materials. Ehardt concludes, Dyslexics have consistently shown talents of 3D thought processing. This way of thinking would have been distinctly useful to our HG ancestors. In light of such evidence, we must re-examine whether dyslexia is actually a malfunction of internal mechanisms, or whether it is instead a strategically designed adaptive solution. As a Davis Facilitator, working regularly with amazing and brilliant 3D-picturethinking-problem-solving-whole-pictureperceiving-visually-spacially-gifted kiddos, I applaud Ehardt and indeed vote for understanding dyslexia as a strategically designed adaptive solution. My clients arent broken; they arent the problem. The problem lies outside of them, the way in which everything around them is normed for the 92% who lack their perceptual gifts. Ehardts idea brings to mind highly specialized species bound for extinction as we radically change or even eliminate their habitats. Modern life has narrowed the field, so to speak, forcing my clients into a school habitat that not only doesnt serve their needs or interests, but sometimes actively works against them.

United States/ Texas (contd) Paula Roberts Tyler +1 (903) 570-3427 Laura Warren DLSMentor-Presenter Lubbock +1 (806) 790-7292 Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Rebecca Luera, M.Ed. Fall City +1 (800) 818-9056 (Toll free) +1 (425) 222-4163 Nancy Sitton Marysville +1 (360) 651-1241 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Gale Long Autism Facilitator-Coach Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144 Uruguay Marcela Piffaretti Montevideo +598 (02) 600-6326

This Directory is current as of April 20, 2009. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.

(continued on page 29)

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THE DYSLEXIC READER

That he could not do. He replied, always a pleasure to read. And more important - he cared. It just permeates quite promptly, I will need to send the his writing - his was not the voice of article by snail mail. and signed the Abigail Marshall, DDAI Director of the dispassionate researcher, lost in email, Tim. This surprised me Internet Information Services the pursuit of numbers to validate somewhat, as he is in the UK and I some hypothesis or another about am in the US, so of course extra T.R. Miles passed away a few months what causes dyslexia or how best to postage is required but quite soon ago, on December 11, 2008, at age 85. treat it. thereafter I received a packet in the Although the T.R. stood for Thomas mail, with a full reprint of the article, Richard, he went by Tim I dont I met Professor Miles, if it can and a handwritten note: With good know why, but that is how I came to be called that, by email in June, 2007. wishes Tim. know him, in an ever so brief and I had read an abstract of a study he fleeting moment in his long life. authored, with a mouthful of a title I believe that one measure of a Verbatim and Gist Recall of person's life is what he has shared with I think most educators in Britain Sentences by Dyslexic and Nonothers. If a person has touched another are very familiar with Professor Dyslexic Adults and I thought that it in a positive way, and shared Miles work, as he was a prolific might have information useful for something conveyed an idea, taught writer in the dyslexia field. I dont understanding word-thinking vs. a skill, implanted a memory then the know how many books he wrote, picture-thinking. The article was person will always live on in the hearts but he wrote many with titles like published in the journal Dyslexia; and minds of those he has touched. Music and Dyslexia, Dyslexia and I could read an abstract online, but Tim Miles touched me, ever so Mathematics, Dyslexia at College, I could not get the full text article briefly and for that I am grateful. In and Understanding Dyslexia. without paying what I considered a the body of written work he leaves princely sum to the journal for short- behind, he not only has already I didnt know him through his term access. So I did what I often do: touched and shared his knowledge and books, however. I am more familiar I sent an email to the correspondent his thoughtful analysis with many with some of his research articles. indicated in the abstract in this case, thousands of readers, but he leaves a I read a LOT of research the kind to t.r.miles at Bangor University, gift that can continue to be shared. of stuff that is published in scientific whom I politely addressed as Dr. journals, often only available to Miles, and asked if he could send me So it is with good wishes, Tim, that academics with privileges at an electronic copy of the article. I bid you adieu. university libraries. I generally find such reading tedious I think sometimes that scientists must take writing classes in how to crowd a sentence with convoluted jargon The common problem, yours, mine, every ones and filling paragraphs with mindIs not to fancy what were fair in life numbing statistics.

Remembering Tim

Tim Miles was different. His writing was a model of clarity, sometime elegant, at times poetic -

Provided it could be but, finding first What may be, then find how to make it fair
From Robert Browning, Bishop Blougrams Apology a favorite poem of Professor Miles

Bangor University, in Bangor, Gwynedd, Wales, where Professor Miles taught - and wrote so many books on dyslexia.

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Hang on a Minute
For years, those in the US on the phonics side of the reading wars, have declared that phonemic awareness is an essential component of scientific reading instruction. Since its believed children cant learn to read well without it, reading instruction for elementary level children in the US now places a heavy emphasis on drills to develop phonemic awareness. Even children who start school already reading well are subjected to phonemic awareness instruction. And dyslexic children, many of whom derive little or no benefit from these exercises, must participate in them as well.

(hope) of characters, pictographs, representing a word or a part of a word. In recent years, with the rise of China as a commercial and financial power, American parents are placing their children in Mandarin classes, often in dual language immersion programs that begin in kindergarten.

Phonemic awareness may help a bit with English written words when young children are learning to read, but clearly it is not essential for reading in general. Perhaps those oft reviled researchers who have maintained that phonemic awareness is not the cause, but the result of learning to read, are on the right track after all!

Many of our beliefs and attitudes are molded by our culture in our case, a culture whose written symbols are alphabetic. Maybe our scientific studies of reading are unduly influenced by our unexamined assumptions in the case of reading, limited by centuries of alphabetic If it is essential for children to experience. Perhaps if we were to look develop phonemic awareness in order at a wider range of learners, wed to learn to read, how do American discover that what we take to be kindergarteners in dual language But hang on a minute, and lets essential, isnt that essential after all. immersion classes, manage to learn look at something a little different Perhaps we wouldnt even need to Written Chinese (Mandarin) bears no to read Mandarin with ease? They do. look as far away as China to make that A friend of mine teaches in such a phonetic relationship to the spoken discovery. program, and her kindergarteners can language. Mandarin is one of a few languages in the world that do not use already read words, and even short an alphabet or a syllabary. Instead, the sentences in Mandarin! written language consists of thousands

I N T E R N AT I O N A L Mejor prender una vela

Por Laura Zink de Daz, Facilitadora Davis en Bogot, Colombia Dicen que es mejor prender una vela que maldecir la oscuridad. Considero que en mi trabajo como Facilitadora del Mtodo Davis, trato de prender velas. En este caso, la vela representa el reconocimiento de que posees un talento muy poco comn y sumamente valioso. Y en la oscuridad estn representados tus retos, a veces dolorosos, pero que en realidad son efectos secundarios de tu talento perceptivo.

C O R N E R
Si naciste con un cerebro dotado de dislexia yo digo, Qu suerte tienes! Porque tienes potencial desconocida e inconmensurable. Eres un paquete sorpresa; nadie sabe lo que puedes hacer, ni siquiera t. Pero yo te puedo decir, despus de aos de experiencia, que puedes hacer cosas muy especiales. Tienes talentos que no pueden ser enseados, un cerebro que ni lo captan los poderes de prediccin de los videntes ms sabios.

Permanecer en la oscuridad durante largo tiempo es una tortura all puedes perder la conciencia de quien eres, de tu identidad como individuo. A veces necesitamos que alguien nos preste una ayudita, que encienda una vela, iluminando as nuestro valor y talento - de hecho, nuestro genio - aunque sea por un tiempito, para revelarnos de nuevo nuestro rumbo, permitirnos seguir adelante con entereza y confianza.

Pero a veces la duda nos abruma, nos enfocamos solamente en la oscuridad y nos entregamos al desespero. Si te sientes as, recuerda las palabras inspiradoras del Dr. Edward Hallowell, psiquiatra Las palabras del Dr. Hallowell, dislxico, autor y fundador del Centro son una antorcha que brilla en la Hallowell Para la Salud Cognoscitiva oscuridad ms profunda. Recurdalas y Emocional en EEUU: siempre, porque te describen a ti!

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WHATS IN A NAME?
By Brenda Baird, Davis Facilitator in Brisbane, Australia The current trend is to label symptoms of dyslexia. One of the labels is Slow Processor. But a more accurate label would be Detailed Processor. Let me explain. Lets imagine that a detailed processor is presented with a pen. A non-dyslexic will look at the pen and identify it as a pen and go no further. A detailed processor will look at the pen and mentally investigate its mechanics. This may appear to be slow processing compared to a person who only identifies the object as a pen, however, the dyslexic identifies key parts inside the pen and establishes how the pen works. Both of my children are detailed processors. My youngest son is always taking things apart - shampoo bottles, toys, motors. At one point I reached my frustration threshold when I stepped on a toy that my son had disassembled. With clenched teeth I said, Why do you always take things apart and leave them on the floor? My beautiful son looked at me and said, Mum, that is my gift. Knowing he was a detailed processor I immediately sensed this was a pivotal moment and after a few deep breaths replied, Youre absolutely right! In the future can you make sure you clean up the mess? Who am I to curtail the way my child learns? I can tell you, if something needs fixing I will always ask one of my detailed processors to do it. Isnt this how Leonardo Da Vinci thought? Imagine Leo looking up in the sky and observing a bird. A normal processor would just notice and recognize the bird. Leo, using his detailed processing, would figure out how that bird flew. Hence, his drawing of a helicopter 400 years before aviation was invented. Let me tell you about Dylan, another detailed processor. I was explaining to his mum about the thinking process of a dyslexic. Suddenly a light bulb went on in her head and she said, That explains it! Apparently when Dylan was younger he took apart the treadmill his sisters used to keep their Barbie dolls

figures perfect. Dylan perfectly reassembled the treadmill but added a little more power. Imagine how angry his sisters were when the now turbopowered treadmill caused poor Barbie to lose her legs! And, as you might guess, these days Dylan builds computers from scratch. Now lets consider the Diversified Processor, a person with ADD or ADHD. A diversified processor would look at the pen, instantly understand its mechanics, and visually process the unlimited uses of that instrument. I would put Richard Branson and Ted Turner into the category of Diversified Processors. On a recent camping trip I noticed a camp kitchen I quite liked. I turned to my husband and started to say, Do you see that but was cut off mid sentence. My husband, a diversified processor, said, Yes, and I have redesigned it! Now, before I understood diversified processing, I would have responded angrily saying, Why dont you ever let me finish a sentence? You never listen to me! But in my new state of enlightenment I laughed and replied, I should have known you could design something better! Those words had barely left my mouth before he had a pen and paper in hand to draw his new camp kitchen. I hope we can embrace these new terms and more positive ways of understanding people.

Lloyd (third from left), a Davis Program graduate in Australia, watches with friends the successful flight of a model airplane he designed.

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Malfunction or Adaptive Solution? (continued from page 25)

Parent Responses to Ms. Baird's Article

From Dylans mom I read your article and so did Dylan. He was tickled pink. He is tinkering with car engines at the moment trying to work out how he can supercharge his grandfathers utility vehicle! From Sallys mom I must say I have to agree with you. Long before we realised that Sally had dyslexia, I knew that she didn't look at the world in the same way! I remember once I sent her to clean up the bathroom. After about 20 minutes I went in to check on her. The place was a shambles, even worse than when I sent her in! She was sitting on the floor, scribbling on pieces of paper. I asked her (calmly) what she was doing. She said she was writing down how many we had of each item in the cupboard: toothpaste, soap, washers etc., all lined up with the count on paper! She was taking inventory! I think she was 7 at the time From Lloyds mom Lloyd has been continuing persistently in his passion for building aeroplanes. He downloads plans off the internet, draws up his designs, prints them out, and gets to it. After many, many, many models of different shapes, sizes and building materials, this one FLEW YESTERDAY! This article was first published as a download from Dyslexia Australia, the website of Brenda Baird, and is reprinted here with her permission. Brenda has been a Davis Facilitator since 2002 and is the owner of Dyslexia Australia. You can visit her website at: http://www.dyslexiaaustralia.com.au.

Ehardt isnt the first to look to our ancestors, wondering whether specific traits may have an evolutionary basis, as opposed to representing a disorder or defect. In his 1996 book, Beyond ADD: Hunting for Reasons in the Past and Present, Thom Hartmann suggests that the distractibility, restlessness and impulsivity seen in ADDers would be better described as a tendency to scan the environment. Hartmann theorizes that in the hunter-gatherer phase of human development, such scanning, taking in the whole of the environment, rather than getting wrapped up in details, would be useful both for finding food and avoiding death between the jaws of a predator, and that certain people today may well have a genetic predisposition to behaviors that once would have been highly advantageous. Since Ehardts article is a scientific publication, he sticks to his very specific and limited thesis. That is probably as it should be, but my own tendency to want to pull in other parts of what I perceive to be the whole picture makes me want to jot notes in the margins about the role of creativity in the dyslexics adaptive solution. The ability of dyslexics to solve problems, in Ehardts own words, can create fresh solutions for novel problems. What is that, if not creativity? Yet the word does not appear even once in the piece. Im sure that Ehardts scholarly mind would respond, Ah, but thats a question for a different study, Laura! Perhaps. But the older I get (and the longer Im a Davis Facilitator), the more I perceive that in learning, many different things come into play, and the more we analyze (dismantle the whole to examine its parts) without also

synthesizing (combining all parts to perceive the coherent whole), the more likely we are to pursue incomplete and ultimately futile solutions. This is the beauty of Ronald Davis vision: the Davis approach to dyslexia is a synthesis of many elements into a unified entity and that is one of the reasons it works so well. Which brings me to a personally, very satisfying aspect of Ehardts article. Several times in his threepage piece he references Ronald Davis book, The Gift of Dyslexia. And of course, he includes the title in his list of scholarly references. On one hand, I am pleased to see that a book I consider such a true and valuable basis for my own work, is cited in a scholarly article. On the other, my faith in science is renewed, to see that for once, a scholar has taken seriously, an important work not produced in the cloistered halls of academia.

A Caring Teacher (continued from page 24)

He mentioned that he also struggled with organization and handwriting when he was in 5th grade. Then he began to describe in vivid detail the way he thinks: in three-dimensional pictures. Amazing how what Ive read in Ronald Davis two books lines up almost perfectly with what this man shared I dont live near a Davis center, and so far Im not getting much response from administrators, but I feel Ive finally found something key. I hope in time we can get the educational system to see the value of the Davis philosophy, instead of throwing pills at kids, trying to squeeze them all into the same two-dimensional mold!

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Newly Licensed Davis Facilitators

A Special Welcome to Our First Facilitators in Denmark, Estonia and Panama!
Olga Knut I first discovered the Davis Method when a close relative of mine who was dyslexic received a Davis Programme. I decided to become a Davis Facilitator after attending a DLS Workshop and subsequently a Fundamentals Workshop given by Richard Whitehead in Tallinn (Estonia) in 2006. Tallinn, Estonia, 13624, +372 (56) 509 840, olgaknut@gmail.com Kimberly Doyle Im a mother of two boys and I have a BA in Economics from the University of Windsor, Ontario. I discovered Davis when my youngest son started to struggle with reading and writing. I found a Davis Facilitator who changed our lives. My boy flourished during and after his Davis Program. I loved most how the Program corrected his dyslexia, but left his personality intact. It not only helped him in school, but his self esteem returned to the level it had been before. Three years later I heard Ron Davis speak. I knew then that I had to become a Davis Facilitator. I thank Davis for the opportunity to help many others unlock their gift. The Gift Within Learning Solutions, Dundalk, Ontario, Canada, +1 (519) 923-5420, thegiftwithin.learning@sympatico.ca Bertha Figueroa Yllana I have been working in the counseling department at a private school. But starting in September Im opening my own consulting center for children with learning challenges. Atelier, Rincn del Valle #6614, Sta.Teresa, Ciudad Jurez, Chihuahua, Mxico, +52 (656) 325-0285, yllana_Figueroa@hotmail.com Amy Homsany Programa para Corregir Dislexia y Dificultades de Aprendizaje, APDO 0816-02858, Panam, Rep. De Panam, +507 (6) 671-1244, amy@financierapanama.com Sylvia Schurak Kirchring 19, 39579 Garlipp, Germany, +49 (0) 3932 4482, Sylvia.Schurak@web.de

Chantal Wyseur Im a teacher in Brussels, using several instructional methods, but I was never able to really help dyslexic children, until one day I found The Gift of Dyslexia by Ronald. D. Davis. It gave me an intellectual shock. I found the approach revolutionary, profound and efficient: I had to become a Davis Facilitator. Since I couldnt get training in Belgium or France, I went to the Netherlands. That was a challenge but also an opportunity to make new friends in other countries! Now I am very proud to work as a Facilitator in Waterloo. I also offer Davis Programs on my sailboat in Zeeland (Netherland). Making children and parents happier and sailing: what a great job! 3D Coaching Scolaire, Dreve du Moulin 86, 1410 Waterloo, Belgique, +32 (486) 11 65 82, chantalwyseur@hotmail.com Dorothea de Gier At university I studied education, but in spite of all the wonderful things I learned, I always felt there was a gap around dyslexia. It was presented as a handicap, an end-of-the-road situation. I could never accept that, and now I know I dont have to. With the Davis program the road goes on! mw Drs. Dorothea de Gier, Veenendaalkade 204, 2547AV Den Haag, Nederlands, +31 (6) 22 33 98 40, dorotheadegier@hotmail.com Moniek Geven My journey with Davis Dyslexia Correction started when I sought help for our 9-year-old son. I was so fascinated by the efficacy and simplicity of the method that I took the whole course in Holland. Now I am very happy and grateful to bring Davis Programs to Denmark. Dysleksi-I- focus, Ansovej 36, Vrads, 8654 Bryrup, Denmark, +45 7575 7105, Janmon@get2net.dk

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Melanie Curry Do what you love and love what you do. This is the philosophy I live by, and the reason I chose to become a Davis Facilitator. As a primary teacher, I have a passion for working with individuals to help them realize their gifts, discover their potential, and achieve their goals. Davis Dyslexia Correction allows this journey of self-discovery, and enables clients to walk out the door at the end of their programme, head held high. For me, this is what being a Facilitator is all about. I look forward with excitement to working with every wonderful person who chooses to complete a Davis Programme with me. Optimum Learning, Milns Rd., Halswell, Christchurch 8025, New Zealand, + 64 (03) 322 1726, melanie@optimumlearning.co.nz Elisbeth Weterings-Gaaikema Initially, the Davis way of thinking did not register with me. But our daughter (who has dyslexia and NLD) told me: thats exactly the way I think As a teacher I was very skeptical until I saw how well Davis Dyslexia Correction works. Now I help children in a more open, accepting, and varied way. For some children the Davis Program is great - results are astounding and Im proud to be their Facilitator. Davis Dyslexia Correction has helped me grow as a person, recognize more learning styles and help more children. Last year I set up a practice for those whove lost their enthusiasm for learning or have learning challenges like dyslexia, dyscalculia, or dysgraphia. Our motto is: learn to make learning more fun, leuker leren leren. Leerparktijk Jongleer, Hoofdweg 186, 9617 AL HARKSTEDE, Nederland, + 31 (623) 045 369 www.jongleer.nl Joy Baker I originally became interested in dyslexia because of a family member. Nothing really explained the symptoms until I read The Gift of Dyslexia. I tried it out following the instructions in the book and was amazed! Im a primary school teacher by profession, but I want to work with teens. Eighty percent of young offenders in the UK are dyslexic. This is a tragic waste of lives. 42 Trevelyan House, John Ruskin Street, London, UK SE5 0SZ, +44 (079) 8413-1436, joy.joybaker@googlemail.com

Anja Derksen-Merken Im the mother of two boys. One has dyslexia and the other has characteristics of ADD. In my profession I worked with numbers, not people. There came a time when I felt that was a great deficiency. While searching for a solution for dyslexia, I found the website of DDA-Netherlands on the internet. I decided to attend a Davis workshop, and that was the beginning of something new. Now I work with children and I love it. I want to specialize in working with kids with dyscalculia. Catualiumplein 1, Heel, 6097 AB, Nederland. +31 (617) 383 445, lettersencijfersinbeeld@gmail.com Ingrid Poupart Dyslexic myself and with a dyslexic son, I realized that there must be more help available than the traditional. For years I searched for a program I could connect to. One that would give students real motivation. I found it in The Gift of Dyslexia by Ronald Davis. I sent my son to a local facilitator for a Davis Program and the results were instant and amazing. I enrolled in a Davis Learning Strategies workshop and implemented DLS in the younger grades at my primary school. After seeing the results I knew I had to become a Facilitator to share this experience with others. My journey has been wonderful and I have been touched by everyone I have met and worked with. Thank you all for your help and support. Stepping Up Resource Centre, 620 Smart Ave., Cote St Luc, Quebec, Canada H4X 1T1, +1 (514) 543-1580, Ingrid.poupart@steppingup.net

Congratulations to all the newest members of our growing international community of Davis Program Providers!

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Davis Training Programs

The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.

Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5- 9 years of age. For information about training and a full directory of Davis providers, go to: www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1-888-805-7216 toll-free in the USA.

Quotable Quotes
I have not failed. I've just found 10,000 ways that won't work. Thomas Edison, American inventor and businessman Freedom is not worth having if it does not include the freedom to make mistakes. Mahatma Gandhi

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Young Learner Kit for Home-Use

Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to: focus attention control energy levels improve eye-hand coordination learn the alphabet learn basic punctuation develop and strengthen pre-reading and basic reading skills prevent the potential of a learning problem improve sight word recognition and comprehension establish life-long how-to-learn skills.

The Davis Methods for Young Learners

Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit includes: Instruction Manual Sturdy nylon briefcase Reusable modeling clay (2 lbs.) Clay cutter Websters Childrens Dictionary (hardcover) Punctuation Marks & Styles Booklet Two Koosh Balls Letter Recognition Cards Laminated Alphabet Strip Stop Signs for Reading Chart

The Kit is priced at $119.95

(Shipping and Handling will be added) To purchase a kit, use our secure online ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1-888-999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

The Young Learner Kit

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THE DYSLEXIC READER

Basic Workshop for Primary Teachers

Teachers, would you like to Improve the reading skills of all the children in your class regardless of their learning style? Manage your classroom more effectively? Prevent the onset of learning disabilities? Use research-based methods that are flexible and easily fit into and enhance any existing curriculum?
In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.

This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in how to learn. LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California Instruction includes: Theory and Reasoning for each Strategy. Video demonstrations of each Strategy and classroom implementation suggestions. Supervised experiential practice on each Strategy. Q&A and discussion about each Strategy. Materials include: Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. Videotape or DVD demonstrating each classroom Strategy. Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh balls. (Classroom materials sold separately)

2009 DATES & LOCATIONS

Date Location Telephone

United States July 25-26 2009 Aug. 3-4 2009 Aug. 4-5 2009 Aug. 6-7 2009 Tyler, TX Eugene, OR Brookings, SD Denver, CO Shallotte, NC Lubbock, TX Springfield, MA Tyler, TX Shallotte, NC Tyler, TX +1 (866) 531-2446 +1 (866) 531-2446 +1 (605) 692-1785 +1 (719) 324-9256 +1 (910) 754-9559 +1 (806) 790-7292 +1 (866) 531-2446 +1 (866) 531-2446 +1 (910) 754-9559 +1 (866) 531-2446

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216, and ask for Paula McCarthy.

Aug. 6-7 2009 Aug. 6-7 2009 Sep. 24-25 2009 Oct. 1-2 2009 Oct. 22-23 2009 Nov. 5-6 2009

For more details, visit www.davislearn.com

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The Gift of Dyslexia Workshop

Fundamentals of Davis Dyslexia Correction Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis

WORKSHOP OUTLINE
DAY ONE
Background and Development of the Davis Dyslexia Correction Procedures Research and discovery. The gifts of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) Demonstration and Practice Session

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

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

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

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

2009 WORKSHOP SCHEDULE

France
24 - 27 Sept 2009: Paris Presenter: Ioannis Tzivanakis Language: English with French translation Email: info@dyslexia.de Telephone: +49 (040) 25 17 86 22

New Zealand
27 30 July 2009: Wellington Presenter: Lorna Timms Language: English Email: pacific@dyslexia.com Telephone: +64 3 477 0056

United States
27 - 30 June 2009: Dallas, TX Presenter: Gerry Grant Language: English Email: answers@davistraining.org Telephone: 1-888-392-1134 22 - 25 July 2009: Orlando, FL Presenter: Gerry Grant Language: English Email: info@davistraining.org Telephone: 1-888-392-1134 23 - 26 Sept 2009: San Francisco, CA Presenter: Gerry Grant Language: English Email: answers@davistraining.org Telephone: 1-888-392-1134 24 - 27 Oct 2009: Boston, MA Presenter: Gerry Grant Language: English Email: answers@davistraining.org Telephone: 1-888-392-1134

Germany
29 Oct -1 Nov 2009: Hamburg Presenter: Ioannis Tzivanakis Language: German / English translation Email: info@dyslexia.de Telephone: +49 (040) 25 17 86 22

South Africa
28 June 1 July 2009: Haenertsburg, Limpopo Province Presenter: Richard Whitehead Language: English Email: chaosccn@mweb.co.za Telephone: +27 (0) 76 999 7062

Mexico
21 24 October 2009: Guadalajara, Jalisco Presenter: Cathy Caldern Language: Spanish Email: davislatam@gmail.com Telephone: +52 (81) 8335 9435

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

THE

~ Dyslexic Reader

1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 RETURN SERVICE REQUESTED

PRESORTED STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

U.S.A. Workshop Information: Questions?

Call Dorothy Owen Davis Training Consultant: Toll Free: 1-888-392-1134 Email: answers@davistraining.org

The Gift of Dyslexia Workshop

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

2009 International Schedule

27 30 June 28 Jun 1 July 22 25 July 27 30 July 23 26 Sept 24 27 Sept 21 24 Oct 24 27 Oct 29 Oct 1 Nov Dallas, Texas Haenertsburg, Limpopo Orlando FL Wellington San Francisco, CA Paris Guadalajara, Jalisco Boston, MA Hamburg USA South Africa USA New Zealand USA France Mexico USA Germany

Who should attend: Reading Specialists & Tutors Parents & Homeschoolers Resource Specialists Educational Therapists Occupational Therapists Speech/Language Therapists Participants will learn: How the Davis procedures were developed How to assess for the gift of dyslexia. How to help dyslexics eliminate mistakes and focus attention. The Davis Symbol Mastery tools for mastering reading. How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 35 for more workshop details.

U.S. Course Schedule

8:30 - 9:00 Registration (first day) 9:00 - 5:00 Daily (lunch break 12:00-1:30)

U.S. Fees and Discounts

$925 per person ($200 deposit required) $875 early bird discount and group rates Advance registration and $200 deposit required Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Intl, Canada & USA DDA-DACH DDA-Latin America DDA-UK 1601 Bayshore Highway, Ste 260 Deutschland-AustriaCalzada del Valle #400 Local 8 Davis Learning Foundation Burlingame, CA 94010 Switzerland Colonia del Valle PO Box 972 Tel: 1-888-805-7216 Wandsbecker Chausee 132 Garza Garca, Monterrey Canterbury D-22089 Hamburg Fax: 1 (650) 692-7075 Nuevo Len Kent CT1 9DN E-mail: ddai@dyslexia.com MXICO, CP 66220 Tel: 44 (0)1227 732 288 GERMANY Tel: 52 (81) 8335-9435 Fax: 44 (0)1227 731 756 Tel: 49 (040) 25 17 86 22 DDA-Israel Email: spanish@dyslexia.com E-mail: uk@dyslexia.com Fax: 49 (040) 25 17 86 24 20 Hashahafim St. E-mail: germany@dyslexia.com DDA-Nederland DDA-Pacific Raanana 43724 ISRAEL Kerkweg 38a 295 Rattray Street SWITZERLAND Tel: 972 (0523) 693 384 6105 CG Maria Hoop, NEDERLAND Dunedin, New Zealand 9016 Tel: 41 (061) 273 81 85 or (0)9 774 7979 Tel: 31 (475) 520 433 Tel: 64 (0274) 399 020 E-MAIL: ch@dyslexia.com Fax: 972 (09) 772-9889 Fax: 31 (0475) 301 381 Fax: 0064 3 456 2028 E-mail: Israel@dyslexia.com E-mail: info@davisdyslexie.nl Email: pacific@dyslexia.com

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