by Alice E. Davis

Once upon a time, before RonDavis wrote a book called The Gift ofDyslexia, we only knew how toprovide dyslexia correction withEnglish-speakers. Today, with thebook available in twelve languagesand Davis Facilitators on everycontinent except Antarctica, this is nolonger the case. It is remarkable toknow that the principles of DavisSymbol Mastery can be applied inany language to help dyslexiclearners.

Over the last five years, we haveaccumulated various tips from ourcolleagues around the world whohave done Davis programs withclients who must learn to read two ormore languages. Languageacquisition is a fascinating field. Ittouches on many areas of our livesincluding cognitive development,cultural identity, and education.

Recently I consulted with twowonderful women who have studiedSecond Language Acquisitionextensively. They are Maria Serannowho teaches Second LanguageAcquisition at the University ofArizona, and Helen Brittle Matsukiwho teaches English as a secondlanguage in Tokyo, Japan. Bothwomen are world travelers and speaktwo or more languages. Both feel thatDavis Symbol Mastery is a veryuseful tool for not only addressingdyslexia but also mastering a secondlanguage. Here is some of what wehave learned from them and themany Davis Facilitators world widewho provide Davis Programs inmultiple languages.

In some countries such asGermany and Switzerland, childrenmust learn High German in school topass their exams, while speaking aGerman dialect at home and in theircommunity. Anyone who has studied

classic Parisian French and visitsQuebec becomes instantly aware ofthe difference in the “same”language. Many people who speakSpanish can quickly tell what countrya fellow-Spanish speaker comes frombecause of accents, idioms and slang.These vary between Cuba, PuertoRico, Mexico, and the other LatinAmerican countries, and are easilydistinguishable from the Spanishspoken in Spain. In the United States,we can differentiate someone fromTexas, Boston, and New York bytheir accent or grammar. BrazilianPortuguese is both written andspoken differently from thePortuguese in Portugal. SouthAfricans, in addition to all the triballanguages in their environment, mustlearn both Afrikaans and English.

Vol. 27 Davis Dyslexia Association International Issue 2 • 2002

Dys lex ic Read er• •́ •́~The

Symbol Mastery for Multi-Lingual Studentsand Second Language Acquisition

cont inued on page 4

News & Feature Articles:Symbol Mastery for Multi-Lingual

Students . . . . . . . . . . . . . . . . . . . . . . .1

Dreams Really Do Come True . . . . . . . .3Davis Symbol Mastery Procedure

for Words . . . . . . . . . . . . . . . . . . . . . .4Symbol Master Q&A . . . . . . . . . . . . . . . .5

Regular Features:Viewpoints on Motivation . . . . . . . . . . . .2Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Book & Product Reviews . . . . . . . . . . .7Workshops . . . . . . . . . . . . . . . . . . . 10, 11

New Facilitators & Specialists . . . . .12-13Davis Providers (U.S. & Canada) . .14-15

In This Issue

PAGE 2 THE DYSLEXIC READER

1. Help me to focus - Please teach methrough my sense of touch. I need"hands on" and body movement.

2. I need to know what comes next -Please give me a structuredenvironment where there is adependable routine.

3. Wait for me, I’m still thinking -Please allow me to go at my ownpace. If I am rushed, I get confusedand upset.

4. I’m stuck, I can’t do it! - Pleaseoffer me options for problemsolving. If the road is blocked, Ineed to know the detours.

5. Is it right? I need to know now -Please give me rich and immediatefeedback on how I am doing.

6. I didn’t forget, I didn’t hear it inthe firt place! - Please give medirections one step at a time, andask me to say back what I thinkyou said.

7. I didn’t know I wasn’t in my seat!- Please remind me to stop, think,and act.

8. Am I almost done? - Please giveme short work periods with shortterm goals.

9. What? - Please don't say, "I alreadytold you that." Tell me again, indifferent words. Give me a signal.Draw me a symbol.

10. I know it’s all wrong isn’t it? -Please give me praise for partialsuccess. Reward me for self-improvement, not just forperfection.

11. But why do I always get yelledat? - Please catch me doingsomething right and praise me forthe specific positive behavior.Remind me about my good pointswhen I am having a bad day.

submitted by Judy Cohen,www.pleasetutorme.com

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexiaand related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’sabilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis,Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 inCanada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments andarticles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET:http://www.dyslexia.com/

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis SymbolMastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 1999by DDAI, unless otherwise noted. All rights reserved.

Cartoonist, John Baumann, is a 16 year old high school student who recently completed theDavis Program at Reading Research Council in California.

Restoring Motivation

by Alice. J. Pratt, Facilitator, Jacksonville, Florida

Because the Davis methods arebased on utilizing the imaginationand creating word concepts withclay, it encourages dyslexics tovalue their natural picture learningstyle. At the core of motivation is aperson’s will or intention. When aperson’s will is engaged in acreative endeavor, the heart isinvolved and motivation is freeflowing. We have all seen this inourselves when we do something welove. We see this in children whenthey are playing earnestly.

The Davis Orientation proceduresuse a person’s imagination andperceptual talent to take control ofperceptions when dealing withsymbolic language. The SymbolMastery procedure is a richlanguage process utilizing the handsand critical thinking to createmodels for the meanings of words.This creative process connects andtaps the emotional and motivationalsystems of the dyslexic learner.

As a parent and/or supportperson, it is important to realize thatmotivation is restored gradually andneeds time to emerge. The dyslexicperson may need to stop trying tomeet the developmental time tableof word thinking people. They needtime, respect, and freedom topractice and control using theirnewly acquired skills, and thusrestore their belief in the validity oftheir natural learning style.

PAGE 3THE DYSLEXIC READER

For all of us who have had theprivilege of using the Davis DyslexiaCorrection Program to helpindividuals worldwide, we know thatdreams really do come true aslearning barriers are removed. RonDavis often begins his workshops bystating that he is a “luckyman…because he has a dream andthat dream is coming true.” But whatabout Davis Facilitators? Do theyhave dreams come true?

Picture this… The mom and dadwith the dyslexic child who 20 yearsago was not learning to read; theteacher who works with children whorecognize letters, words or conceptsone day, but seems to forget them thenext; the learning center director whois trying to unlock a child’s learningpotential, yet for some reason justcan’t find the right key; and theperson who cares deeply about othersand has a dream.

Now picture the dream comingtrue…On September 27, 2001 at 7:00pm at the Creekside CommunityCenter in Bloomington, Minnesota,Cyndi Deneson (Davis Facilitator,Specialist, Workshop Presenter), andher husband, Paul, co-director ofNew Hope Learning Centers, Inc.realized a dream come true. Cyndi,who is the mom, the teacher, thedirector, and the dreamer welcomedapproximately 100 people from theTwin Cities and surrounding area tohear Ron Davis publicly share hisstory and touch the hearts of thecommunity. Ron and Alice Davisjoined Cyndi, Paul and their staff foran evening of public lecture,questions and answers, and personalgreetings as New Hope LearningCenters commenced the GrandOpening Celebration of theirMinnesota office.

Among the guests were many whohave benefited over the years fromthe work of Ron Davis, CyndiDeneson and New Hope LearningCenters. They were excited towelcome many former clients,parents, teachers, mental healthprofessionals, psychologists, andphysicians from the surroundingcommunity.

The excitement didn’t end there.For those of you who know Cyndi,

you realize that she believes if you’regoing to dream, then dream big andgo for it! On Saturday, September 29,2001, New Hope Learning Centerscontinued their outreach to thecommunity with a Fall Family FunFestival.

The Festival began under aglorious white tent with a ribboncutting ceremony by Mayor GeneWinstead of Bloomington, Minnesotaand representatives from theBloomington-Minneapolis Chamberof Commerce. The sun was shining,and the smiles were welcoming. NewHope Learning Centers’ WisconsinFacilitators Darlene Bishop, PamKretz, Margie Hayes, andAdministrative Assistant LindaJohannes were present, along withMinnesota Facilitators GinnyBushman of New Visions IntegratedLearning Systems and Cindy Bauerof Partners in Learning, and IowaFacilitator Mary Kay Frasier ofInnovative Learning Professionals,truly making the event a Midwestcelebration.

Once again, Ron was able to sharehis story and message of hope. Cyndiconsidered it an honor to host such

an event and publicly introduce Ronto the Twin Cities and Midwest area.As usual, his presentations wereinformative and encouraging to allwho attended.

During the Festival, a local radiostation was broadcasting the eventlive, and children were jumping in abig inflated castle, getting their facespainted, or eating cookies. Twenty-one local businesses gave theirsupport to the festivities by donatingfood, beverages and prizes. Manyspoke about their own struggles andexperiences and became encouragedwith the potential the Davis Programholds for the dyslexic learner.

Cyndi wanted to let people in thearea know that she cares about themand their families and she did justthat. Her hope for the future is thatshe will be able to increase theawareness of what dyslexia really isand how the Davis Program canbring new hope to the dyslexiclearner.

For Cyndi Deneson, this eventrepresented a dream come true. Forthose she and her staff are reachingin the community, it is a dreambeginning to come true. t

Dreams Really Do Come True

Top Photo: Ribbon Cutting with Mayor GeneWinstead of Bloomington,Minnesota.

Bottom Photo:Left to right: Darlene Bishop,Linda Johannes, Paul Deneson,Cyndi Deneson, Margie Hayes,Ron Davis, Alice Davis, PamKretz.

Such examples are endless.Because of such diversity, we are

often asked for recommendationsabout how best to apply DavisSymbol Mastery when working withstudents and clients who speak morethan one language or must learnanother language. There is no one patformula because of the individualvariations in situation, needs, andbackground. Some people want tolearn a second language for personalenrichment. Some need to passexams to graduate or to better theiremployment prospects. Somechildren speak one language at homebut are being educated in anotherlanguage at school. Dyslexics want tomaster reading, writing and spellingno matter the language. Some peoplefirst experience severe dyslexiasymptoms only when trying to learna second language. Others findlearning a second language enrichestheir skills in their native language.

Davis Symbol Mastery can be auseful tool for both enrichment andremedial purposes.

Whatever is done should be basedon the client’s goals, age, andeducational needs. Bear in mind thatthe objective of Symbol Mastery ismastery of the three elements of anysymbol as shown in the chart [seeFig. 1].

For the dyslexic learner, theobjective is to make sure all threeelements are mastered and no longercause confusion or triggerdisorientation.

General GuidelinesWhen working with children ages

8-9 or less, it is best to start SymbolMastery on the letters, alphabet andpunctuation marks in the child’smother language. At early ages,cognitive development and languagedevelopment go hand in hand. Thus,for the young child first learning toread, the language that is most fluentwill be the easiest for opening thedoor to emphasizing the basic

structure of written language.For an age 10 or older bilingual

person, assess strengths in Speaking,Reading & Writing in each language.Start Symbol Mastery with thestrongest language for reading andwriting.

For someone just starting to learna second language, begin withmastering the basics symbols andtrigger words of the language that isalready spoken, before starting thisprocess with the second language.

If the Davis OrientationCounseling procedures are needed,do them in the language that is mosteasily comprehended or with the helpof a good interpreter.

Be sensitive to the fact that manyof the words on our Trigger Word listare used to describe our temporal(having to do with time) and spatialrelationship to the world, and thatthese relationships can vary fromlanguage to language.

Letters, Alphabets, Punctuation,and Words

1. Do the alphabet and punctuationmarks together, one language at time,in distinctly separate time frames foreach language. For Roman alphabetsthat contain more letters than theEnglish, when possible, do the longeralphabet first (reduction is better thanincreasing the number of letters tolearn). The reason to do themcompletely separately is to avoidreferencing, e.g., ‘It is the same inFrench as in English except for .…”

PAGE 4 THE DYSLEXIC READER

Symbol Mastery . . .continued from page 1

1. Look up the word.2. Pronounce the word.3. Read the first definition and any example sentences

aloud.4. Establish a clear understanding of the definition.

Discuss it. Make up sentences or phrases using theword with that definition. Do this until you can picturethis definition in your mind.

5. Make a clay model of the concept described by thedefinition.

6. Make the word with clay. Make sure the spelling iscorrect. Make lower case letters unless the wordnormally begins with a capital letter.

7. Say aloud to the model of the concept: “This is[word] meaning [definition].”Example: “This is [tall] meaning [of more thannormal height].

8. Say aloud to the word or symbol: “Thissays[word].”Example: “This says [tall ].”

9. Make a mental picture of what has been created.Intentionally make the picture above eye level.Looking at the mental picture, name the letters of theword starting from the reverse direction of reading toensure an accurate picture has been made. Then namethe letters in the normal reading direction.

Additional Exercises: These are optional.A. Touch and say the letters of the word.B. Write the word.C. Make up more sentences and phrases until you can do

so easily. Be sure the usage of the word matches thedefinition you just made.

Three Parts of aSymbol

What it means

What it looks like

What it sounds like*

Letters

pronunciation orspeech sound

shape, case, positionon a line

name of the letter

Punctuation Marks

function

shape and placement

name of the mark

Trigger Words &Vocabulary

mental picture of theconcept or definition

letters in a specificorder/spelling

pronunciation

* For deaf students, “what it sounds like” could be replaced with “what the sign is.”

Fig. 1

Davis Symbol Mastery Procedure for Wordscont inued on page 5

PAGE 5THE DYSLEXIC READER

as this can prevent true mastery.However, when such comparison/referencing occurs naturally and is“discovered” by the client (asopposed to being taught or hinted at),it can aid mastery.

2. To avoid confusion andreferencing, it can be helpful to havethe client say aloud to the clay letters,“This is the French alphabet!” or“You are the letter A in French!” inthe respective language.

3. When mastering words, it mayalso be helpful to have the client sayaloud to the model, “You are (word)meaning (definition) in Spanish!” inthe appropriate language and in a

commanding tone of voice. Thisallows all the mental pictures to stayseparate and distinct in theirrespective languages.

4. Trigger words should be doneseparately in each language in theirown time frames to ensure mastery.Especially the prepositions which canvary from language to languagedepending on context. (example:“for” in English meaning “with theintent to present to” as in “I got a giftfor Ann,” would be “para” inSpanish. However, “for” with themeaning “to get” as in “I went for thegroceries,” would be “por” inSpanish.) The model of the conceptmay remain the same but the soundand form of the word changes inSpanish but not in English.

5. Models of the meaning of nounsand adjectives usually remainconsistent. But with some languagesthe concept of feminine, masculine orneuter becomes involved in learningthem. So it is best to master all wordsseparately in their own time frame.

6. Doing Symbol Mastery on theirregular and auxiliary (helping)verbs can also be a good opportunityto increase fluency and to masterconjugation and tense in anylanguage. However, these should bemastered slowly and thoroughly, inshort sessions, to avoid confusion.

The basic procedures for DavisSymbol Mastery are outlined in detailin The Gift of Dyslexia, and in theSymbol Mastery Kit and Teacher Kitsavailable from DDAI. t

Symbol Mastery . . .continued from page 4

Symbol Mastery Q&Aby Abigail Marshall

I have “The Gift of Dyslexia” bookand have read it to my 13-year-oldson. We are both eager to start theprocess. He is definitely a candidatefor the program per the PerceptualAbility Assessment we did onFriday. There are some things that Idon’t quite get from the book aboutthe clay:

Q1. When doing Symbol Masteryfrom day to day, do you keep theletters previously done or smooshthem and reform them again?

A1. Ordinarily, you would just putthe clay away and start fresh duringthe next session. Some kids like tosave letters or even frequentlymodeled items (such as a model of aperson). There’s no harm in doing itthat way, as long as the model itselfis new, even though it incorporatespreviously-modeled figures. Themain issue is the expense involved ifyou keep running out of clay, andthe space to store all the old models.Taking photos of the models isanother way to “save” the creations.

Q2. The only clay we could findhere is self-hardening clay - is this aproblem?A2. That would be a problem in

terms of expense. You would end uphaving to buy new clay all the time;the reason that we use a non-hardening clay with a single neutralcolor is that the same clay can bereused again and again, with noneed for special storagearrangements to keep it fresh. Try alocal art supply store to find the clayyou want; the brand we use is calledKlean Klay. You might considerpurchasing the Davis SymbolMastery Kit from us; this has all thematerials you need, including clay.Of course it has much more thanclay, including a manual and videothat will provide you a lot moreinformation about the process.

Q3. I see that you form lower caseand upper case printed letter. Doyou do the same with script letters?

A3. With the initial clay modeling,we use only printed letters. The firstobjective is to find and eliminateconfusions associated withrecognizing individual letters, notwith writing letters. Later on, if youare working on masteringhandwriting, you could do somemodeling of script letters, but Iwould not advise it when you arejust starting out.

I worked with my own son, and Irealized that I did not have theknowledge or training to doeverything that might be done in aformal Davis program, such as

helping my son with handwriting.Instead, I just decided to focus onthe biggest problem for him–reading–and nothing else. We just asked histeacher at school to excuse him fromany assignments requiringhandwriting, so that he could printor type instead. Later on, when myson felt ready, he started working onhandwriting on his own, using aworkbook he borrowed from hisyounger sister. He was about 12 atthe time and did not need extrasupport. This was about a full yearafter we had completed the DavisOrientation, clay alphabet, andSymbol Mastery on trigger words.

Q4. I’ve seen some posts on thedyslexiatalk discussion board thatindicate the letters should be formedwithin a certain amount of time. Isthis true? If so, how quickly shouldhe be forming them before we moveon?

A4. You should simply be workingat a pace that is comfortable foryour son. It should not be draggedout for too long, but if he can’tfinish in one day and he comes backto the task the following day, that isOK. It just should be done veryclose in time—that is, he shouldn’tdo half the alphabet, and then wait aweek before finishing. If you canmanage it, it’s a good idea to findsome large blocks of time that youcan devote to this. t

PAGE 6 THE DYSLEXIC READER

Phoneme Awareness

Is direct instruction in phonemeawareness or symbol-soundcorrespondences necessary to correctdyslexia?

It is important that dyslexics beable to perceive phonetic componentsof language accurately - for example,to be able to hear the differencebetween the short “e” in “then” andthe short “i” in “thin”. It is alsoimportant that dyslexics understandthat letters generally representspecific sounds, and to make surethat they can accurately perceive theletters - for example, to see thedifference between the letter “b” andletter “d”, and to tell the difference inorder and sequence of letters in thewords “from” and “form.”

Davis methods address all of thesefactors. However, once these basicconcepts are mastered, our readingprogram is geared to developingwhole word recognition andcomprehension skills, relating wordsto their meanings rather than merelyto their sounds. Our primary physicaltools are a dictionary and clay.

We do not find it necessary to doextensive tutoring in phonemeawareness or symbol-soundcorrespondence. However, it should

be noted that the Davis DyslexiaCorrection program is geared toindividuals ages 7 and above. Mostof our clients have already had basicinstruction in phonetic principles, andtheir problems arise generally fromthe fact that they cannot apply whatthey have been taught.

Some possible problems are: 1. They cannot hear the difference

between similar-soundingphonemes.

2. They understand phoneticprinciples, but cannot apply thembecause they have inconsistentperceptions of the sequence,direction, and order of letters, or ofthe sounds of words, due todisorientations or poor sequencingskills.

3. They understand phoneticprinciples, but are confused bywords that are not spelled exactlythe way they sound, and areimpeded by their over-reliance onphonetic strategies.

4. They simply do not think with thesound of words, and cannot gainmeaning from what they read untilthey learn to relate the letters ofthe words they see to a mentalpicture of what the words mean.

Each of these problems can besolved by providing the student withtools geared to mastering theunderlying concepts, rather thanthrough tutoring, drill ormemorization.

Picture-at-Punctuation

Where can I access someresearch that tells about the Picture-at-Punctuation method?

There’s an excellent articlecalled Mental Imagery in Readingwhich summarizes the many studiesthat have been done in this area. It isat:

www.readingonline.org/research/Sadoski.html

As this article makes clear, theconcept of incorporating visualizationinto reading has been around longenough to generate fertile ground forstudies. Basically, it has beenrepeatedly shown that readers whohave strong mental imagery havebetter recall and comprehension, andthat the visualizing skill can betaught to students to improvecomprehension. Davis isn’t the onlymethod that teaches imagery as partof an overall approach to improvingcomprehension skills.

Picture-at-Punctuation is describedin the book, The Gift of Dyslexia, inthe section called “Three Steps toEasier Reading.” The maindistinction of Picture-at-Punctuationis that we have included it within athree-step process that connects tobuilding visual tracking, accuratespelling, reading sequencing, andword recognition skills. Our approachprobably encourages more frequentimage association, as opposed toreading methods that instruct studentsto form an image after a paragraph orpassage.

We also focus on punctuationbecause our experience has been thatmany dyslexic students often don’tsee, understand, or respond topunctuation. Our particular approachreinforces the habit of recognizingand responding to certain punctuationmarks that signal a pause or stop inspeech when the text is spoken.These include commas, periods,semicolons, and quotation marks.

Our goal is for Picture-at-Punctuation to become ingrained as ahabit, so that the dyslexic readernaturally pauses at frequent andappropriate intervals in the readingprocess to visualize the meaning ofthe preceding clause or sentence.This encourages and utilizes thestrong visual-spatial thinking skillswhich usually go hand in hand withdyslexia, and ensures excellentcomprehension.

What is a phoneme?

Phonemes are the smallest unit ofmeaningful sound in a word. Whenwe talk about phonemic awareness,it refers to the ability to hear theseindividual speech sounds.For example- the word "for" has 2sounds- two phonemes: /f/ and/the r-controlled o/The word "example" has 8 sounds -8 phonemes: /e/ /g/ /z/ /ae/ /m/ /p//schwa(uh)/ /l/

Submitted by Jen on theDyslexiaTalk Discussion Board.

PAGE 7THE DYSLEXIC READER

One of the toughest hurdles for adyslexic student is the test of verbalreasoning skills that comprises theCollege Board SAT I. The singlemost important thing students can doto improve SAT Verbal scores is toincrease their vocabulary. But to thepicture thinker, studying words byreading definitions can quicklybecome overwhelming.

That is why I was delighted todiscover a new product, designed byreading specialist Rebecca L. Lev,M.Ed.—picture vocabulary cards.The introductory set has 150 cards,each with the definition of anadvanced vocabulary word,pronunciation, sample sentences, anda whimsical cartoon illustration toreflect the meaning of the word.

Ms. Lev says, “I tried many

techniques to help my average, aboveaverage, and learning-disabledstudents learn vocabulary words andkeep these words in their long-termmemory,” and couldn’t believe theresults when she created her VisualSAT Vocabulary Cards: “All of mystudents eagerly learned the words.Two months later they stillremembered the meanings byassociating the words with thewonderful, and many timeshumorous, pictures. As a result, everyone of my students easily acquired alarge bank of vocabulary words andused these cards to increase theirscores on the verbal section of theSAT.”

I tried the cards myself, followingthe suggested visualization approachthat is included with the card set, and

was amazed at how easy it was toretain the meaning of the word. Idon’t know whether the results wouldactually carry through to increasedscores on the SAT, but I am prettycertain that if a student plans to studyvocabulary for the SAT, this probablyis a fun and effective way for moststudents to learn the words.

I would highly recommend thisproduct to students, home schoolingparents, and to middle school andhigh school teachers.

PRODUCT REVIEWby Abigail Marshall, DDAI Information Services Director

Visual SATVocabularyCards

by Rebecca L.Lev, M.Ed.

$19.95Mail orderonly. See ourcatalog or visitthe bookstore at www.dyslexia.com

Learning How to Learn is a no-nonsense, comprehensive sourcebook that provides college-boundstudents with the basic facts theyneed to know if they believe they willneed or want accommodations orsupport for their learning differences.

Students will appreciate the largeprint titles and well-organizedchapters. The book takes the studentthrough the process of documenting alearning disability and asking theright questions about the type ofsupport or accommodations. It offerspractical suggestions for organizationand study at college, and how LDstudents can highlight their learningstrengths. Also included is a guide toLD-friendly colleges and universitiesand a list of further resources.

Although there are other bookswhich provide similar information,this book is one of the most useful Ihave seen. Joyanne Cobb draws onher own experiences as a student withlearning differences—she states thatit took her seven years to completeher undergraduate degree; she sincehas earned a Masters degree. Herbook functions as a road map for

others to follow, and gives anempowering message to high schooland college students with learningdifferences: You can!

(Note: this book is geared to U.S.students. The information concerningtypical accommodations and legalrights may not apply in othercountries.)

BOOK REVIEWby Abigail Marshall, DDAI Information Services Director

LearningHow toLearn: Getting IntoandSurvivingCollegeWhen YouHave aLearning Disability

by Joyanne Cobb

CWLA Press (Child Welfare League ofAmerica)ISBN 0878687769$14.95 118 pages, softcover

Humor CornerOne day, thephone rang,and a littleboyanswered.“May Ispeak to yourparents?” “They’re busy.” “Oh. Is anybodyelse there?” “The police.”“Can I speak tothem?” “They’re busy.” “Oh. Is anybodyelse there?” “The firemen.” “Can I speak to them?” “They’re busy.”“So let me get this straight—your parents, the police, andthe firemen are there, butthey’re all busy. What are theydoing?” “Looking for me.”

PAGE 8 THE DYSLEXIC READER

Improve Children's Reading Skills and Creative Talentswith Davis Learning Strategies® Kits

Designed Especially for K-3Teachers and Parents of

Children Ages 5-8Each Kit includes:• Sturdy Nylon Briefcase• Reusable Modeling Clay (2 lbs.)• Kindergarten & Grade One Manual or Grades Two

& Three Manual• Webster's Children's Dictionary (Hardcover) • Checking Your Grammar (Softcover) • Punctuation Marks & Styles Booklet• Two Koosh Balls• Letter Recognition Cards• Laminated Alphabet Strip (upper & lower case)• Stop Signs for Reading Chart• One-year subscription to The Dyslexic Reader

newsletter ($25.00 value). If you are already asubscriber, your subscription will be extended foran additional year

What is different in each Kit is the Manual. Theseinclude suggested curriculum, lesson plans, andactivities appropriate for each grade level and age.Teachers or home-schooling parents who teachmultiple grade level students may purchase acombination kit, containing both Manuals for $149.90.Previous purchasers of the Davis Symbol Mastery Kitmay purchase either Manual separately for $29.95each.

Recommended materials for classroomimplementation:

• One Kit per teacher or aide• Four Koosh Balls per Classroom• Six Letter Recognition Card sets per classroom• One Alphabet Strip per student• Six Punctuation & Styles Booklets per Classroom• Six Dictionaries per Classroom• One Pound of modeling clay per student

ORDER FORMQty Item Price in US Dollars

Davis Learning Strategies® Teacher Kit__ K-1 __ Grades 2-3 (Check one) $119.95Davis Learning Strategies® Teacher Kit withboth Manuals $149.90Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasersof a full Teacher Kit or Davis Symbol Mastery Kit) $29.95Alphabet Strip $7.95Punctuation & Styles Booklet $9.95Letter Recognition Cards $9.95Pronunciation Key Cards $12.95Symbol Mastery Procedure Chart $1.95Stop Signs for Reading Chart $1.95Koosh Balls (2) $11.00Clay - 2 pounds $8.00Webster’s Children’s Dictionary (Hardcover) $16.95Checking Your Grammar (Softcover) $6.95DDAI Membership $50/year US$60/year non-US

(not including shipping charges)

Discount ScheduleQuantity Non-Member DDAI Member

0-5 0% 10%6-10 10% 15%11-20 15% 20%21-40 20% 25%

More than 40 25% 30%

TO ORDER:

·By phone: Call 1-888-999-3324 toll-freein the USA or Canada.

· Fax this order form with your name,shipping address, credit cardauthorization to +1 (650) 692-7075. Wewill add shipping and handlingcharges.

· E-mail your order toDDAorders@aol.com

UPS Shipping Charges will be added to all orders

Kit price: $119.95

The Light and Knife

My name is blue and flowing like theripples in a pondWhen you skip smooth stones acrossit’s crystal clear surfaceIt moves like a gentle breeze rustlingthe leaves and whispering words.It is long and flowing like a palemoonbeamStreaming through a window justbefore you fall asleep.It means “the bearer of light.”My first name, Camille.

My middle name has a sharp edge toit.When I say it, it feels sharpLike my tongue is a knife,And I can slice through any word.Even so, it is quiet and secretiveAnd no one can guess it when I ask,“What’s my middle name?”

-Camille Meyers

This is a poem my daughter, Camille,wrote in response to a classroomassignment. It has been four years sinceshe went through her Davis DyslexiaCorrection Program and it has made sucha difference in her life. Words used toconfuse her and control her. Now as youcan see, she is the one in control. I foundit particularly interesting and meaningfulthat she alluded to “words” several times.

PAGE 9THE DYSLEXIC READER

On November 1, 2001, Larry wasawarded the Alberta Literacy Awardof Merit. This award recognizes andhighlights individuals for theirexceptional performance,accomplishments, and dedication;and significant achievements inservice of professional activities inliteracy in Alberta, Canada.

During the presentation it wasstated, “The nominations we receivedfor Larry Smith were full of lettersfrom former clients, parents, teachersand doctors who have seen livesdramatically impacted by the helpthey received at Rocky PointAcademy.”Some quotes from nominations thatwere mentioned during thepresentation: “The program works wonders.”“My son who has dyslexia and ADD,spent a week with Larry which hasmade a very positive change in hispersonality and the way he looks atlearning.”“He has a willingness to work andread now after 7 years of tears.”“ I am so glad I took the program, ithas changed me and my family’slife.”

“Before the program I was trying toadapt to a world that did not fit. Itwas like putting the wrong puzzlepiece in the wrong space. Now Iknow how I learn and I know that Ican do anything that I want to do.”“I have seen dramatic changes in hisADD and would no longer considerprescribing Ritalin. He’s beat ithimself!”

Larry is a licensed DavisFacilitator, and travels to manyschools and communities sharing thepositive side of dyslexia and ADD.He is a credit to us all.

Congratulations again Larry! t

Congratulations to Larry Smith,Jr. of Calgary, Alberta!

Growingknowing

from a seedshowing beautyfighting weeds.

Velvet petals on the trees.So softly buzzing com the bees.

Juicy peaches clinging on,warmed and ripened in the sun,

slightly swaying in the wind.Peach pie for many families.

Jams and Jellies that we made.Years of writing diaries in the shade.

Axes cut all the memories.

Elena Bronisz11-5-01

Elena Bronisz, age 10 (4th grade)Bellingham, WA

Space isn'tremote at all. It'sonly an hour's driveaway if your carcould go straightupwards.

-Fred Hoyle,Astronomer,

mathematician,writer (1915- )

PAGE 10 THE DYSLEXIC READER

Davis Learning Strategies give K-3teachers immediately usable and effectivetools that: • Tap the creative learning process in all children.• Significantly improve language arts skills without

paper/pencil and worksheets.• Efficiently and effectively teach reading and pre-

reading skills to multiple learning styles.• Quickly and easily give children self-management

skills for paying attention and staying on task.• Make classroom and behavior management easy

and positive.• Children find fun, engaging, and motivating. • Can be flexibly applied in a variety of school and

learning activities.

Improve Your Primary Classroom Reading & Classroom Management SkillsWith the Davis Learning Strategies® Basic Teacher Workshop

2002 DATES & LOCATIONSJune 10-13 San Antonio, TexasJune 24-27 San Francisco, California

July 8-11 Minneapolis, MinnesotaJuly 15-18 Milwaukee, Wisconsin

August 12-15 San Francisco, CaliforniaAugust 26-29 Vancouver, CanadaCall 1-888-805-7216 for U.S. Registration

Call +1 (604) 921-1084 for Canada RegistrationTHREE ACADEMIC UNITS AVAILABLE

(with no homework)

Feedback from Teachers

"I really sawa difference.I go once aweek withthe class tothe schoollibrary. Inpreviousyears mypupils wouldjust checkout thepicture books. They were content to look at thepictures. This class has become very 'knowledgethirsty.' They check out general education books,everything from volcanoes to Indians. Better yet, theylook at them AND read them!"

—AA, primary school teacher

"The biggest change that I have seen in this firstsemester of using Davis? Short and simple: energymanagement. Nowadays, my class comes back fromeven the most turbulent playground breaks and canquickly adjust to the classroom. They can pay attentionand actually listen to me."

—GE, primary school teacher, Switzerland

"I am using it in the class, and yes it's working. In thechildren I saw change: caring for one another, helpinganother and realizing that no one in our class is stupid.There is no more such a thing as a naughty childbecause you can focus your friend next to you, you canfocus your group. With spelling and reading there isdefinitely a great improvement in my class. I've got 38children in my class (in South Africa we can go up to45 or 50 per class) all focused. The other teachersoften tell me they don't think I have children in myclass: the reason being they are focused AND use theredial setting! Even if they come to class wild andactive, within minutes I have the most well behavedclass in the whole school. Thanks to Davis LearningStrategies!"

—Stephany van Dyk,Educator in Johannesburg, South Africa

"In essence, I believe that this is the gift that we areable to give our children if we implement the DavisLearning Strategies in our classrooms. We are able togive each learner, regardless of their individuallearning style, the ability and opportunity to learnsuccessfully. As educators, what greater reward do werequire? I wish to encourage all educators who havethe opportunity to learn the Davis methods to do so.They truly are a life-line to help ALL children, and inso doing, we can enable them to reach their fullpotential."

—Gillian Rookyard, A final year teaching student

Research BasedThe workshop

represents the results ofsix years of research anddevelopment in several K-3 elementary classroomsby an experienced teacher,Sharon Pfeiffer. In August,2001, a research paperdetailing the effects ofthese strategies on first grade word recognition and gifted educationplacement was published in Reading Improvement, a peer-reviewedjournal. Davis Learning Strategies are based on methods developed byRonald D. Davis.

Davis Learning StrategiesWith Davis Focusing Skills™, a series of exercises which use

imagination and coordination, children can easily develop the selfdirected ability to be physically and mentally focused on the learningtask at hand.

Through Davis Symbol Mastery®, children master the alphabet,punctuation marks, and basic sight words with a simple, easy and funalternative to pencil-paper activities and drill exercises.

Davis Reading Exercises provide a fun and cooperative method forincreasing word recognition and reading comprehension skills. Thisreading method can be used alone or as a supplement to a currentreading program.

With these Davis Learning Strategies, children become wellprepared for a successful first four years of schooling and for alifetime of learning!

Visit the Davis Learning Strategies web site:www.davislearn.com

PAGE 11THE DYSLEXIC READER

Come Learn andEXPERIENCE

the Davis DyslexiaCorrection

procedures!

9 - 12 April 2002 (English) Instructor: Jürg Peter Location: Ipoh, Malaysia Contact: singapore@dyslexia.com

15 - 18 April 2002 (English)Instructor: Jürg Peter Location: Singapore Contact: singapore@dyslexia.com

6-9 May, 2002 (English)Instructor: Bonny BeuretLocation: Muscat, OmanContact: Hodge@omantel.net.om(Pat Hodge)

27-30 May (English)Instructor: Robin TempleLocation: Winchester, EnglandContact: uk@dyslexia.com

30 May - 2 June (German)Instructor: Ioannis TzivanakisLocation: Karlsruhe, GermanyContact: germany@dyslexia.com

6-9 June (German)Instructor: Ioannis TzivanakisLocation: Munich, GermanyContact: germany@dyslexia.com

4 - 7 July 2002 (French) Instructor: Bonny BeuretLocation: Geneva, SwitzerlandContact: ch@dyslexia.com

8 - 11 July 2002 (English)Instructor: Ronald D. DavisLocation: San Francisco, CAContact: training@dyslexia.com

29 Aug - 1 Sep 2002 (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com

7-10 or 12-15 Sept (English)Instructor: Bonny BeuretLocation: Sydney, AustraliaContact: australia@dyslexia.com

7-10 October (English)Instructors: Gerry Grant & Ronald D. DavisLocation: Toronto, CanadaContact: canada@dyslexia.com

17-20 October (Spanish)Instructor: Ronald D. DavisLocation: Monterrey, MexicoContact: mexico@dyslexia.com

19-22 October (English)Instructor: Robin TempleLocation: Winchester, EnglandContact: uk@dyslexia.com

4-7 December (English)Instructor: Bonny BeuretLocation: SingaporeContact: sg@dyslexia.com

2002 WORKSHOP SCHEDULE

DAY ONEBackground and Development of the Davis DyslexiaCorrection® Procedures· Research and discovery. The “gifts” of dyslexia. Anatomy and

developmental stages of a learning disability. Overview of thesteps for dyslexia correction.

Davis Perceptual Ability Assessment (a screening for dyslexiclearning styles)· Demonstration and Practice SessionSymptoms Profile Interview (used to assess symptoms,strengths & weaknesses; set goals; and establish motivation)· Demonstration and Practice Session

DAY TWODavis Orientation Counseling Procedures (methods tocontrol, monitor and turn off perceptual distortions)· What is Orientation? Demonstration and Practice SessionRelease Procedure (method for alleviating stress andheadaches)Alignment (an alternative to Orientation Counseling)· What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling ADDsymptoms)

DAY THREEOrientation Review Procedure (a method for checkingorientation skills)· Demonstration & Practice SessionDavis Symbol Mastery® (the key to correcting dyslexia)· What is Symbol Mastery? Why clay?Mastering Basic Language Symbols· Demonstrations and Group ExercisesReading Improvement Exercises· Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation

DAY FOURFine-Tuning Procedure (checking and adjusting orientationusing balance)Symbol Mastery Exercises for Words· Demonstrations, Group Exercises and Practice SessionsImplementing the Davis Procedures

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

Workshop Outline

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

For updated workshop

schedules visit

www.dyslexia.com/train.htm

PAGE 12 THE DYSLEXIC READER

Margarete (Margie)Hayes became interestedin the Davis DyslexiaCorrection Program whenher granddaughter,Heather, went through theprogram in January 2000.The positive changes inHeather began that week

and continues. Margie wanted to be part ofthis exciting program. She holds a BS inEducation. Margie works at New HopeLearning Centers, 2525 N. Mayfair Road,Suite 107, Wauwatosa, WI 53226. USA. (888)890-5380 or (414) 774-5380.Newhope4dyslexia@aol.com

Georgina Dunlop has aB.Ed. in Physics. She hasalso worked in primaryschools providing readingand literacy support. Shebecame interested in theDavis Methods havingseen a close friend (also aDavis Facilitator) use the

Davis Methods to help children and adultsimprove their literacy skills. Georgina hastraveled widely and worked in Hungary. Shehas lived in the US for four years and as aresult understands the differences in theBritish and American education systems. Shehas two sons who are currently working theirway through GCSEs and A Levels. Herinterests include literature and opera. DyslexiaCorrection Centre, Holtwood, BrockenhurstRoad, Ascot, SL5 9HA, United Kingdom. +44(1344) 62 21 15.Gerogina.dunlop@btinternet.co.uk

Catherine Warnerbecame interested indyslexia through hervolunteer work withrefugee children inGeneva, Switzerland. Sheis looking forward tousing her bilingual skillsto work with clients, both

French and English, in this very internationalcity. 25 Av. Du Mail, CH-1205, Geneva,Switzerland. +41 (0223) 21 70 42.Dyslexie@romandie.com

Crystal Punch is amother of two and hasbeen teaching for tenyears at experientialschools. “I was puzzledbecause many studentswere brilliant, out-of-the-box thinkers, but couldnot write down their

thoughts, or follow through with and completea project. My journey to understand thisdilemma lead me to Ron Davis. After theFundamentals Workshop, I discovered my

“brilliant” father was also dyslexic, and itappears my son as well. How lucky! I am veryhonored to be part of each person’s discoveryof talents.” Alternative Learning Solutions,8142 East Briarwood Blvd., Englewood, CO80112. USA. (303) 850-0581.Pukooi@aol.com

Susanne Wild. St.Johannes Strasse 5, D-86316 Paar, Germany.+49 (08205) 95 90 828.BeratungSWild@aol.com

Yvonne Preisig. Albistrasse 11, CH-Thalwil,Sitzerland +41 720 3270.

Gundula Patzlaff achieved a degree as amedical assistant and physiotherapist. As aphysiotherapist, Gundula acquired experiencethrough her work in various hospitals. ZurUhlandschohe 12B, D-70188 Stuttgart,Germany. +49 (0711) 23 64 865.

Angelika Kohn hasworked as a teacher inseveral trade schoolswhere she specialized inteaching German. VonPlieningenstr. 12, D-71711 Steinheim-Kleinbottwar, Germany.+49 (071) 48 66 08.

Elisabeth Raberger hasworked as a goldsmith.She has made a continuededucation as teacher, hastaught sociallydisadvantaged children,and has acquired a degreein German. Shespecialized in teaching

German to foreigners. Currently she teachesrefugees. Bäderstr. 24, CH-5400 Baden,Switzerland. +49 (040) 82 29 35 69.

Richard Whitehead hasa family-run centrespecializing in thecorrection of a variety oflearning difficulties usingthe Davis Methods, andin the homeopathictreatment of illness.Besides English,

Richards is also fluent in German and Polish.Centre for Natural Health and Learning. 75Wheatfield Way, Cranbrook, Kent, TN173NB, United Kingdom. +44 (1580) 71 30 94.Dyslexia@cnhl.info

Gerri Cox, BSN, RN“My life and my son’slife were affected inmany special ways as aresult of a very positive,inspiring and successfulDavis program with our,Facilitator, Bill Allen, inAtlanta, Georgia. My son

received confidence and tools which enabledhim to improve his reading skills and he isnow willing to tackle high school honors levelEnglish courses! For me, a journey began tobecome a certified Davis Facilitator. Afterreceiving a Bachelor of Nursing degree fromthe University of North Carolina at ChapelHill in 1982, I worked in a neonatal intensivecare unit and went on to teach nursing at alocal college. In more recent years, I haveserved as the office manager of The Cox LawFirm. This job allowed me the time tovolunteer in the school systems as a tutor aswell as see the needs of many special brightchildren who display the signs of dyslexia. Iam excited to be opening the CoastalCarolina’s Dyslexia Correction Center, locatedat the beach!” P.O. Box 2439, Shallotte, NC28459, USA. (910) 754-9559 or (910) 754-6499. Cox2@mindspring.com

Janet Confer has beenmarried to her husbandRuss for twenty threeyears and is the mother ofthree children. Afterenrolling her son in theDavis Program andobserving the academicsuccess in Ben’s life,

Janet began her training as a Facilitator. “TheDavis philosophy, that each person is uniquelycreated and endowed with personal gifts,meant that becoming a Facilitator would be anextension of my own heart. One of thegreatest joys I have as a Facilitator iswatching my clients and their families walkout the door full of hope and knowing theirlives will never be the same.” UniquelyCreated Learning Solutions for Dyslexia, 159Encantado Canyon, Rancho Santa Margarita,CA. 92688, USA. (949) 589-9466. conferj @aol.com

Gabi Justen is both a licensed CurativeEducator and a licensed EquitationalTherapist. “The most important thing for mein facilitating is to have respect for the otherperson. Then to understand my client’s nature.From this understanding then develops theform of how we work with each other. A goodportion of humor helps.” Schumannstrasse 30,D-66111 Saarbrucken, Germany. +49-681 595 9623. g.justen@t-online.de

Newly Licensed Davis Facilitators and Specialists andDavis Learning Strategies School Mentors & Workshop Presenters

Congratulations and welcome to our growing international family of Davis providers!

PAGE 13THE DYSLEXIC READER

Jeannette Myers has aBA in Psychology withan emphasis onkinesthetics. For manyyears she worked as aCreative Arts Therapistin hospitals and day carecenters. Jeannette usedart, movement and dance

as a way to connect and to help peopleexpress themselves. Currently, she has herown art studio where she paints and createsceramic sculptures. “A few years ago, I beganto do volunteer work with local schoolstutoring students with reading difficulties. Ifound the Davis program while looking for anew direction in my life. The combination ofreading and using clay was a naturalprogression and the fit ‘feels’ exactly perfect.”New Perspectives, 2415 Gracey Lane,Fallbrook, CA.92028, USA. (760) 723-2989.jeannette@tfp.com

Heidi Gander-BelzHimmelsbergstr. 41, CH-8617 Monchaltdorf,Switzerland. +41 (01) 948 1410.hganderbelz@gmx.ch

Elizabeth (Betsy) Ratliff has a Mastersdegree in Anthropology and spent two yearsin the Peace Corps. “While raising threedaughters, I worked in a school as a computerlab assistant. While there, I encouraged labusage for special education students. Sincemy move to North Carolina, I have been avision therapist for six years. Realizing a fewclients could not consistently make forwardprogress without an orientation point, Itrained to become a Davis Facilitator. I have afirm commitment to help a child succeed inschool and have the chance to becomewhatever he or she wants.” ZYX LearningCenter, 124 Chimney Rise Drive Cary, NC27511 USA. (919) 461-3948.beaeff@earthlink.com

Stacey Smith has a degree in ElementaryEducation. In addition to her experience in theclassroom, she has been a therapist and acoach with learning and physically challengedindividuals. She, her husband, children,parents, and siblings have all participated inDavis Correction Programs. “To be a DavisFacilitator is the most fulfilling career I canimagine. To work with children and adultsthat come in with their heads hanging onMonday, and then seeing them bounce out thedoor with a smile on Friday is so rewarding.”Rocky Point Academy, 128 Partridge Court.Calgary, Alberta Canada T3Z 3M2 Tel: 1-866-685-0067 or fax 1-403-685-0673.info@rockypointacademy.com

Jennifer Delrieu wasborn in the north ofEngland in 1947.Jennifer married aFrenchman and had threechildren, one of whom ismarried and lives inArizona, one is teachingEnglish in Turkey, and

the youngest is in high school. She has aBachelor of Arts Honours degree in Frenchand Italian and has worked in teaching forover 30 years. It was the certainty that oneday she would find a method to teach thosebright yet bewildered children and adults who“didn’t learn” that led her to train as a DavisFacilitator. After traveling and living inEurope and North America, she is presentlybased in France in the Paris area and hopes todevelop learning differences awareness inFrench schools as well as accompanyingclients through the Davis Program.Apprendre, 44 Rue Serpentine, Voisins leBretonneux, 78960 France. +33 (01) 30-44-19-91. jenniferdelrieu@yahoo.com

Tamera Richardson found the Davis methodwhile searching for help for her 7-year-olddaughter, Emily. After attending theFundamentals workshop and observing thedramatic success of her daughter, she decidedto pursue a Davis Facilitator License. Thereare many of Tammy’s family members whohave the gift of dyslexia. During the course ofthe Facilitator training she was able to host aDavis Learning Strategies Workshop at theCharter School where she works. “Having theopportunity to do Davis Correction whileseeing the Davis Strategies begin to be usedin the classroom is just incredible.” She nowworks with clients and students at SequoiaCharter School in Mesa, AZ. DyslexiaUnlocked, 1050 South McDonald Street,Mesa, AZ 85210, USA. (480) 649-7737ext.2237. tammypr@yahoo.com

Wendy Gilley is ateacher and mother whowas looking for asolution to her daughter'sdyslexia and discoveredthe Davis Methods."After my Katie'sremarkable success, myinterest in dyslexia

continued to grow and I realized that a DavisFacilitator was desperately needed in our area.I needed a career change and Davis was theobvious choice for me. As a science teacherwith a keen interest and love for children I'vetaught three-year-old Head Start, middleschool, high school and college, but nothinghas given me the sense of fulfillment I havewhen helping a child discover that he or shecan succeed in school. Seeing a young mindflourish and a life change is the ultimatecareer." Dyslexia Correction Center ofLouisiana, 14174 Woodland Ridge, BatonRouge, LA 70816. (225) 751-8741.Dg663@aol.com

The Davis Facilitator training program requiresapproximately 400 hours of course work.

The Davis Specialist program requires extensiveexperience providing Davis programs and an

additional 260 hours of training. Specialists andFacilitators are subject to annual re-licensing

based upon case review and adherence to theDDAI Standards of Practice.

Davis Learning Strategies School Mentors andWorkshop Presenters are experienced teachersand trainers who have had two-three years ofspecialized training and experience mentoring

classroom teachers of children ages 5-9.For information about training or a full directory ofDavis providers, see www.dyslexia.com/affil.htm, or call +1 (650) 692-7141 or toll-free in the US at

1-888-805-7216.

New Davis Specialist

Nic Carter of Basel, Switzerland has been alicensed Facilitator since November, 1999. +41 (061) 273 81 85 info@dda.ch

New Davis Learning StrategiesSchool Mentors

Marlene Easley of Bellingham, Washingtonhas been a Davis Facilitator since August,1998. She has been mentoring classroomteachers in her area to implement DavisLearning Strategies since 1999. (360) 714-9619. marlene@dyslexiaunlearned.com

Gerda Barakos-Jeger of Basel, Switzerlandwas a primary school teacher beforebecoming a Davis Facilitator in May, 1999.She has been mentoring local primary schoolteachers to implement Davis LearningStrategies since 1999. +41 (061) 273 81 85info@dda.ch

New Davis Learning StrategiesWorkshop Presenters

Carol Hern of Spokane,Washington taught inelementary schools for 15years. Currently she is anadjunct instructor atGonzaga University andsupervises studentteachers. She holds a

Masters Degree in Special Education. (509) 363-1771 hernsie@msn.com

Ethel Kellog of Spokane,Washington taughtstudents with learningdisabilities for 16 yearsand is an adjunct facultymember at GonzagaUniversity. She holds aMasters Degree in

Special Education. (509) 363-1771marethk@earthlink.net

Bonny Beuret, Director of DDA-CH inBasel, Switzerland. +41 (061) 273 81 85info@dda.ch

PAGE 14 THE DYSLEXIC READER

Davis Dyslexia Correction® ProvidersThe Davis Dyslexia Correction program is now available from more than 270 Facilitators around the world.

For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm

United StatesAlabama

Paula Morehead, Dyslexia Center ofthe South (205) 822-9050 (Hoover)

ArizonaEdie Fritz, New Solutions DyslexiaCorrection(602) 274-7738 (Phoenix)

Nancy Kress, Dyslexia Corrector(602) 291-8528 (Glendale)

John Mertz, Arizona DyslexiaCorrection Center Toll Free: (877) 219-0613 (520) 219-0613 (Tucson)

Tamera Richardson,Dyslexia Unlocked (480) 649-7737 ext.2237 (Mesa)

CaliforniaDr. Fatima Ali • Ron Davis • Alice Davis• Sharon Pfeiffer • Lexie White Strain •Dee Weldon WhiteReading Research Council DyslexiaCorrection CenterToll Free: (800) 729-8990(650) 692-8990 (Burlingame)

Janalee E. Beals, The Dyslexia Mentor(877) 439-7539 (Palm Springs)

Janet Confer,Uniquely Created Learning Solutionsfor Dyslexia(949) 589-9466 (Rancho SantaMargarita)

Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles)

Jeannette Myers,New Perspectives(760) 723-2989 (Fallbrook)

Dwight E. Underhill(510) 559-7869 (El Cerrito)

ColoradoKathy Bacon, Creative Learning Center(970) 669-0170 (Loveland)

Terry Demeo(303) 850-7668 (Littleton)

Crystal Punch,Alternative Learning Solutions(303) 850-0581 (Englewood)

Carol Stromberg,Dyslexia CorrectionToll Free: (800) 290-7605(970) 487-0228 (Collbran)

FloridaRandee GarretsonDyslexia Correction(813) 956-0502 (Lutz)

Alice J. Pratt & Gwin Pratt,Dyslexia Plus(904) 389-9251 (Jacksonville)

GeorgiaBill Allen,”THE” Dyslexia Coach(770) 594-1770 (Atlanta)

Scott Timm, Dyslexia Masters(770) 516-7294 (Woodstock)

HawaiiScott Shedko(808) 377-3177 (Honolulu)

IlliniosKim Ainis,The Reading Center(312) 360-0805 (Chicago)

IndianaMyrna Burkholder,Michiana Dyslexia Correction Center(574) 533-7455 (Goshen)

IowaMary Kay Frasier,Innovative Learning Professionals(515) 270-0280 (Des Moines)

KansasCarole Coulter, Dylsexia Correction ofJohnson County(913) 831-0388 (Kansas City)

LouisianaWendy Gilley, Dyslexia CorrectionCenter of Louisiana(225) 751-8741(Baton Rouge)

MichiganAnn Minkel,Michigan Dyslexia ResourcesTollfree: (866) 330-3671(517) 365-3176 (Six Lakes)

Dean Schalow, Tri-PointToll Free: (800) 794-3060(231) 899-5954 (Manistee)

MinnesotaCindy BauerPartners In Learning-Minnesota(612) 483-3460 (Plymouth)

Virginia Bushman, New VisionsIntegrated Learning Systems(320) 845-6455 (Albany)

Cyndi Deneson,New Hope Learning CenterToll Free: (888) 890-5380(952) 820-4673 (Bloomington)

MississippiNancy F. McClain & M. Elizabeth (Beth)CookMDC Mississippi Dyslexia Center(866) 632-2900 (Vicksburg)

MissouriPatricia Henry,Dyslexia Correction of KC(816) 361-6563 (Kansas City)

MontanaNancy Sitton, Dyslexia Deciphered(406) 863-9844 (Whitefish)

NebraskaShawn Carlson, Education Insights(402) 420-1025 (Lincoln)

NevadaBarbara Clark, New Foundations forDyslexics(775) 265-1188 (Gardnerville)

New JerseyCharlotte Foster, Multivariant LearningSystems (908) 766-5399 (Basking Ridge)

Nancy Cimprich, Creative LearningSystems(856) 358-3102 (Elmer)

New MexicoAnnie Johnson-Goodwin, DyslexiaResource (505) 982-9843 (Santa Fe)

New YorkCarla Niessen, Dyslexia Changed(845 or 914) 883-5766 (Clintondale)

Wendy Ritchie,Positive Perception Ltd.(716) 233-4364 (Hilton)

North CarolinaGerri Cox, Coastal Carolina’s DyslexiaCorrection Center(910) 754-9559 or (910) 754-6499(Shallotte)

Erin Pratt, Dyslexia Plus(828) 231-2400 (Asheville)

Betsy Ratliff, ZYX Learning Center(919) 461-3948 (Cary)

OhioLisa C. Thatcher, Ohio DyslexiaCorrection Center(740) 397-7060 (Mount Vernon)

OklahomaChristina Martin,Reading Tree Dyslexia Solutions(918) 492-0700 (Tulsa)Toll Free: (866) 492-0700

PennsylvaniaMarcia Maust, Laurel HighlandsDyslexia Correction Center (814) 267-6694 (Berlin)

TexasKellie Brown, Texas Dyslexia ServicesToll Free: (877) 230-2622(817) 989-0783 (Ft. Worth)

Rhonda Clemons & Colleen Millslagle,Success Learning CenterToll Free: (866) 531-2446(903) 531-2446 (Tyler)

Susan DickensDiscovery Learning Center(512) 515-5591(512) 267-4156 (Leander)

Dorothy OwenDFW Dyslexia Correction (817) 919-6200 (Dallas)

Margot Sampayo(956) 544-6360 (Brownsville)

Laura Warren,Dyslexia Correction Center(806) 771-7292 (Lubbock)

VirginiaAngela Binns Odom, Succeed Learning Center(804) 833-8858 (Midlothian)

WashingtonMarilyn Anderson & Aleta Clark,Dyslexia Correction Center of WA(253) 854-9377 (Kent)

Dorothy Jean Bennett, Jackie Black &Renie Smith, MeadowbrookEducational ServicesToll Free: (800) 371-6028(509) 443-1737 (Spokane)(425) 252-5184 (Everett)

Ray Davis & Suzanne Hailey, ReadingResearch Council NorthwestToll Free: (866) 677-7726 (Everett)

Marlene Easley, Dyslexia Unlearned(360) 714-9619 (Bellingham)

Kathy Hawley & Meliesa Hawley, Cascade Dyslexia Correction(509) 784-1927 (Entiat)

Carol Hern & Ethel Kellogg, Dyslexia Mastery Center(509) 363-1771 (Spokane)

Jo Del Jensen, Learning Tools Northwest(360) 679-9390 (Oak Harbor)

Rebecca Luera, Dyslexia Mastery(800) 818-9056 (Fall City)

Sharon Polster, Dyslexia Tutoring Services(206) 780-8199 (Bainbridge Island)

Ruth Ann Youngberg, Dyslexia Mastered(360) 671-9858 (Bellingham)

West VirginiaGale Long, New Horizons Dyslexia CorrectionCenterToll Free: (888) 517-7830(304) 965-7400 (Elkview)

WisconsinDarlene Bishop, Margie Hayes &Pamela Kretz, New Hope Learning Centers, Inc.Toll Free: (888) 890-5380(414) 774-4586 (Milwaukee)

PAGE 15THE DYSLEXIC READER

Stacey Borger-Smith & LawrenceSmith, Jr., Rocky Point Academy(403) 685-0067Toll Free: (866) 685-0067(Calgary, Alberta)

Darlene Brown, Creative Learning Resource(250) 847-3463(Smithers, B.C.)

Gerry Grant, Dyslexia Solutions Canada, Ltd.Toll Free: (800) 981-6433(Princeton, Ontario)

Sue Hall, Positive Dyslexia(604) 921-1084(West Vancouver, B.C.)

Brian Grimes(604) 892-9117(Squamish, B.C.)

Wayne Wolfram Hassell, Learning-Abilities Enhancement Programs(604) 988-7680(Vancouver, B.C.)

D’vorah Hoffman, Living Hands Learning Centre(416) 398-6779(Toronto, Ontario)

Jeri Mcleod, Dyslexia Mind Masters(403) 503-0108(Calgary, Alberta)

Catherine (Cathy) Smith, C.M. Smith& Associates(905) 844-4144(Oakville, Ontario)

Wayman E. (Wes) Sole,Dyslexia Help(519) 472-1255 (London, Ontario)

Canada:

Is this a passage which I see beforeme,The meaning toward my eye? Come,let me grasp thee.I have decoded thee not, and yet Iperceive thee still.Art thou not glorious passage,sensible to orientation as to sound?Or art thou but a milieu for phonicbabble?To think, or not to think, that is thequestion:Whether `tis nobler to the mind tosuffer the process of decoding,

Or to use vision against a sea ofsounds,And through perception end them.To read: to grasp,To grasp? perchance to understand?Ay, there's the glory;For with thy comprehension whatknowledge may be unveiled,To enhance thy life, to increase thywisdom,Must give us pause.

by Elizabeth Armistead Davis, withsincere apologies to William

Shakespeare

In Fond and Grateful Memory ofElizabeth (Misty) Davis of Richmond, Virginia whopassed away on February 7, 2002.Misty trained in 1997 and became one of the first USDavis Facilitators. She was a good friend and mentorto many colleagues. Her ever-present wit and wisdomare revealed in the following playful sonnet.

The Dyslexic's Dilemma

The Dys•lex •́ic Read •́er1601 Old Bayshore Highway, Suite 245Burlingame, CA 94010

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CA

PERMIT NO.14

~

DDA-CHFreie Strasse 81CH 4001 Basel,SWITZERLANDTel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41e-mail: ch@dyslexia.com

DDA-DeutschlandConventstrasse 14D-22089 HamburgGERMANYTel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24E-mail: germany@dyslexia.com

DDA-Israel20 Ha’shahafim St.Ra’anana 43724ISRAELTel: +972 (053) 693 384Fax: +972 (09) 772-9889E-mail: Israel@dyslexia.com

DDA- MéxicoPrivada Fuentes #110, esq. con Ricardo MargaínColonia Santa EngraciaGarza García - Monterrey, 66220Nuevo León MÉXICOTel/Fax: +52 (08) 335 9435 or +52 (08) 356-8389E-mail: mexico@dyslexia.com

DDA-NederlandKerkweg 38a 6105 CG Maria Hoop,NEDERLANDTel: +31 (0475) 302 203 Fax: +31 (0475) 301 381E-mail: holland@dyslexia.com

DDA-UKP.O. Box 40Winchester S022 6ZHENGLAND+44 (01962) 820 005 Fax: +44 (01962) 820 006E-mail: uk@dyslexia.com

DDAI-US1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: +1 (650) 692-7075E:mail: ddai@dyslexia.com

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basictheories, principles and application of all the proceduresdescribed in The Gift of Dyslexia. Training is done with acombination of lectures, demonstrations, group practice,and question and answer sessions. Attendance is limited toensure the highest quality of training.

Who Should Attend:Everyone involved in helping dyslexic individuals over theage of eight.Participants will learn:

• How the Davis procedures were developed.• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus

attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for

improving reading, spelling, and motor coordination into ateaching, home school, tutoring, or therapeutic setting.

See page 11 for more workshop details.

2002 International ScheduleMalaysia Ipoh April 9-12Asia Singapore April 15-18Oman Muscat May 6-9England Winshester May 27-30Germany Karlsruhe May 30 - June 2Germany Munich June 6-9Switzerland Geneva July 4-7 US San Francisco July 8-11Switzerland Basel Aug 29 - Sept 1Australia Sydney Sept 7-10 or 12-15Canada Toronto Oct 7-10Mexico Monterrey Oct 17-20

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

U.S. Fees and Discounts• $975 per person plus $95 materials fee• $925 for DDAI members or groups of two or more

plus $95 materials fee• $975 if paid in full 60 days in advance incl. materials• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership,

verification of attendance, and Symbol Mastery Kit• Academic units available

For a fulldescription of theDavis Facilitator

CertificationProgram, ask for

our booklet.

Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htm

Fundamentals of Davis Dyslexia Correction Workshop