Transcript
Page 1: The Dyslexic Reader 2003 - Issue 30

by Ronald D. Davis

The history of Concept Mastery isalso the history of what has come tobe known as Davis Symbol Mastery.It all started with a mentallyincompetent child's desperate desire tohave things that were denied to him.His brothers were allowed to havethings like wristwatches andpocketknives. He wasn't. He yearnedfor them, but he couldn't be "trusted"with them.

With the chance discovery of thesubstance that results from mixing dirtand water together, came theopportunity for him to possess thosethings he had been denied. He couldcreate his own.

His brothers wristwatches weremade of metal and leather, his wasmade of dirt and string, but to him itwas a wristwatch. Even though a

Vol. 30 Davis Dyslexia Association International Issue 1 • 2003

Dys lex ic Read er• •́ •́~The

continued on page 4

News & Feature Articles:The History of Concept Mastery and

Symbol Mastery . . . . . . . . . . . . . . . . . .1Symposium a Huge Success! . . . . . . . .1Ashley’s Academic Achievement . . . . . .2Flashbacks . . . . . . . . . . . . . . . . . . . . . . .6Kleintjes Leren Lezen . . . . . . . . . . . . . .11dda-CH Treffen . . . . . . . . . . . . . . . . . . .11Gedanken über da ,,Meistern” . . . . . . .14Links oder rechts? . . . . . . . . . . . . . . . .15Defining Statement . . . . . . . . . . . . . . . .18Nick’s Dial . . . . . . . . . . . . . . . . . . . . . . .19

Regular Features:Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Book Reviews . . . . . . . . . . . . . . . . . . . . .8New Facilitators & Specialists . . . . .20-21Workshops . . . . . . . . . . . . . . . . . . . 22, 23

In This Issue

On October 2-5, 2002, the firstInternational Davis Facilitators'Symposium was held in Toronto,Canada. For three days, 85delegates from 11 countries met,shared experiences, and attendedsessions on topics such as autism,learning styles, Davis LearningStrategies, marketing, and workingwith bilingual clients. The followingletter from Lexie White Strainexemplifies the feelings ofcamaraderie and fellowship thatwere enjoyed.

Hello to all my fellow Facilitatorsand Specialists,

Thanks for the memories. To allof you that went to Canada for theSymposium, I have so manypictures going through my head. Iwill cherish the memories I spentwith all of you. For all of the other

facilitators that were not able toattend, you were missed. I justwanted to send some special wordsto my hot tub group, CN towergroup, dinner groups, workshopgroups, and my Niagara Fallsgroup. You all know who you are. Iam so glad that we all had somuch fun together. There was somuch love and support fromeveryone. It is going to be hard toget back into reality. I would alsolike to personally thank CathySmith, Alice and Ron Davis, MariaFagioli and everyone else that wasbehind the scenes. I thought everypiece of the program was wellthought out and presentedbeautifully. And it was a heck of alot of FUN!

Love, Lexie

Symposium a Huge Success!

continued on page 3

The History of Concept Mastery and Symbol Mastery

Page 2: The Dyslexic Reader 2003 - Issue 30

Before 11-year-old Ashley cameto New Hope Learning Centers, Inc.,she was afraid of failure. In January2002, she completed the DavisDyslexia Correction Program withFacilitator, Margie Hayes. Five shortmonths later, in May 2002, Ashleywas awarded "The Most Improved

Student of the Year" at Cross ofChrist Lutheran School in CoonRapids, Minnesota.

Ashley's mom, Lynn, reported,"Ashley struggled with mostacademic subjects during her earlyyears of school. No matter how hardshe tried, her struggles continued."Then Ashley's parents discovered"The Gift of Dyslexia" and read the37 common characteristics of adyslexic learner. They were amazed.The book and characteristicsexplained most of Ashley's observedbehaviors, struggles, and fears.During the correction program,Ashley achieved her goals to readand comprehend at grade level; tobecome a more consistent speller;and to better understand math.

Encouraged by Ashley's success inthe program and her continuedprogress at school, Lynn wasinspired to make a difference forother students struggling withlearning. As a member of their

school's Parent-Teacher Association,Lynn invited Cyndi Deneson,director of New Hope LearningCenters, Inc. and a licensed DavisSpecialist/Trainer to present aninformative evening to discuss theDavis Dyslexia Correction Programand Davis Learning Strategies. OnMay 8, 2002, it was a full house inCoon Rapids, MN, as Cyndi spoke toparents and teachers from thesurrounding community about thesuccess and hope available with theDavis methods. In addition toteachers from Ashley's school, aprincipal from another private schoolin the area attended. This principalproceeded to spend subsequent timeinvestigating and researching theprograms and services of DavisDyslexia Association Internationaland New Hope Learning Centers.Based upon his research, heregistered himself and members ofhis elementary teaching staff for theDavis Learning Strategies® BasicTeacher Workshop presented bySharon Pfeiffer in Minneapolis inJuly, 2002. This elementary schoolprincipal reported that it was his goalto implement the Davis LearningStrategies in all of his K-3classrooms this school year.

One young girl worked hard,wouldn't give up, and lost her fear offailure. One mother was determinedto make a difference for her daughterand others struggling with learning.Because of their efforts, there willnow be many children who willbenefit and become successfullearners.

Congratulations Ashley! Thankyou for your perseverance. Thankyou, Lynn, for your compassion inhelping to bring new hope todyslexic learners. v

PAGE 2 THE DYSLEXIC READER

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 GOALSare to increase worldwide awareness about the positive aspects ofdyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe thatall people’s abilities 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 inUS, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcomeletters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: [email protected]: 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 ©1999 by DDAI, unless otherwise noted. All rights reserved.

Ashley's Academic Achievement Brings New Hope to Others

Copyright 1996 Randy Glasbergen. www.glasergen.com

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An excerpt from the openingspeech given by Alice Davis,Director of Davis DyslexiaAssociation International:

Cathy Smith and I started planningthis Symposium over lunch on arestaurant napkin in May 2001.Without her this event would nothave been possible. She has ledDDAI in every step of the process,from hotel selection, to rounding up

the speakers, to writing the text forthe announcement booklet. She did itall with a calm and graceful ease,and has been a wonderful mentor.Thank you Cathy.

Change is one of the key conceptswe ask our clients to master. I'd liketo share with you the changes thatDDAI has experienced since it wasformed in 1995 and acknowledgesome people who have been a keypart of those changes and ourgrowth.

In 1995, there was one DavisCenter in the world in Burlingame,

California and one independentDavis provider in New Jersey. Thosewho have been with us since 1995include Sharon Pfeiffer and AbigailMarshall, who co-founded DDAI.Lexie White Strain who still works atReading Research Council. CharlotteFoster, who became our firstindependent Facilitator in 1987.Their continuing commitment to ourwork is represented by their presenceat this Symposium.

In 1997, we had 17 licensedFacilitators, 6 in the USA, 2 in

Mexico, and 9 in Europe, DDA'swere established in Holland,Germany, England, Mexico, andSwitzerland. The director of DDA-Mexico, Olga Zambrano, is here.Dorothy Owen and Cyndi Denesonare also members of that early group.

In 2000, Sue Hall took theinitiative to sponsor the firstFacilitator Training Program in ourhost country, Canada. As a result ofher tireless efforts and commitment,many more Canadians learned aboutour work and became Facilitators.Thank you Sue for your hard work

and dedication. By 2001, our numbers grew to

over 250 Facilitators worldwide, anda new DDA was established in Israel.The Director and Administrator ofDDA-Israel, Judith Schwarcz, andEtya Chesler are here.

In 2002, Catherine Churton andher partner and husband, MiltBarlow, gave birth to DDA-Australia.Their first Fundamentals workshop,last month in Sydney, was a hugesuccess. We are honored to haveCatherine here.

Today there are over 275Facilitators worldwide providingDavis Programs. If you consider thatin 1995, we were providing maybe100 programs a year in English only,and today, approximately 10,000programs are provided each year in22 nations and 16 languages, we cansee that a lot of POSITIVECHANGE has occurred.

I wish each of you a rich learningexperience and a wonderful time atthis Symposium. Thank you from thebottom of my heart to each and everyone of you for being here. v

Symposium . . .continued from page 1

Clockwise from Ron & Alice Davis: Abigail Marshall, Dee Weldon White & Charlotte Foster; Ron with Stacey & Larry Smith, Jr.; SameeraSadiq al Baharna, Georgina Dunlop, Jane Heywood, Catherine Churton, Sue Hall, Paddy Carson, Kim Willson-Rymer; Barry & PaulaMorehead, Nancy Cimprich; Alejandra Garcia, Maria Silvia Flores, Cathy Calderon, Silvia Arana.

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v Australia

Brenda Gayle BairdBrisbane+61 (07) 3341 3471

Catherine ChurtonDDA-Australia DirectorSydney+61 (0421) 252 518

Jan GormanEastwood/Sydney+61 (02) 9874 7498

Naren HoosonSydney+61 (02) 9801 1917

Linda HoubenSydney+61 (02) 9948 4307

John ReillyBerala/Sydney+61 (02) 9649 4299

v Austria

Annette DietrichWien+43 (01) 888 90 25

Gabriele KlugBaden+43 (2252) 214 56

Christa SalcherWien+43 (01) 888 61 44

v Bahrain

Sameera Sadiq Al BaharnaManama+973 555 201

v Bolivia

Maria OrmacheaLa Paz+591 (02) 792 945

v Brazil

Ana LimaRio De Janeiro+55 (021) 2295-1505

InternationalDavis Dyslexia

Correction®Providers

The Davis DyslexiaCorrection program is

now available from morethan 270 Facilitators

around the world. Forupdates, call:

(888) 805-7216 [Toll Free]or (650) 692-7141 or visit

www.dyslexia.com/affil.htm

pocketknife made of sun baked clay wouldonly last a day or two in his pocket, at leasthe had one.

He created, for himself, his concepts ofwristwatches and pocketknives, byfashioning their ideas out of clay. A conceptis only an idea, a mental picture, of theexistence of something. It is true thatwristwatches and pocketknives made of dirtare not functional. But to satisfy his desire topossess these items, they didn't need to befunctional. It is the amount of detailcontained within an idea, that determines thedegree of accuracy or functionality of theconcept.

I am speaking of myself in the thirdperson here because I cannot remember thatphase of my life, nor do Iremember starting to makethose items. My memoryactually began after it hadhappened. My memory, mymental pictures of theminutes and seconds of myexistence, began as I waswaking up into a world ofintense pain and chaos. I donot know how or why itbegan, but I suspect thatmaking the things I wanted to have mayhave been a part of it.

I lived in my own world, with very littleawareness of the outside real world aroundme. The things I made from dirt and waterbecame a part of the world I lived in. I couldbring outside ideas into my world bycreating them from the dirt and water.

The pain in my world came mostly fromthe daily beatings by my father. I did not likebeing beaten, so I didn't like my father. Oneday I made a model of my father from thedirt and water, and when it had dried andhardened, I smashed it back into dirt. Thisbecame a daily occurrence - every time Iwas beaten I made a model of him and thensmashed it back into dirt. My older brotheralso hit me, so I made models of him andsmashed them back into dirt.

I didn't like any of the people thathovered around the edges of my world, so Imade models of all of them, and smashedthem back to dirt.

Without an understanding of what wasoccurring, I was actually creating models ofthe concept of "change." Like the dirtwristwatch and pocketknife, the conceptsweren't detailed enough to be functional, but

the act of creating it was enough to get theprocess of understanding to begin.

Over time, the models of my father beganto include the act of the beatings. Mymodels began to have more detail, andmodels of myself were included. Eventuallythe models became scenarios which includedwhat had occurred before, during, and afterthe beatings. Again, without anunderstanding of what was occurring, I wascreating the concept of "consequence."

Through the creating of the models,including myself, and adding additionaldetails, the concepts were becomingfunctional. I was beginning to think with theideas. I was bringing an understanding of theoutside world into my world.

Like magic, when I was thirteen yearsold, the beatings stopped. The concept of"consequence" had become a part of my

identity. I either stoppeddoing the things that wouldcause a beating, or I tookmyself out of theenvironment where abeating could occur.

The concepts I createddidn't have names becausewords wouldn't reallybecome a part of my worldfor four more years. But Icould think with the

pictures. When the beatings stopped most of the

pain went out of my world, but the chaoswas still there.

The process of waking up began when Iwas nine years old. I have spotty memoriesbetween the age of nine and twelve. It wasafter my twelfth birthday that my realmemory began. I was experiencing a greatdeal of change in my world, but the realworld was also changing. I don't havememories from before I was nine years old,but I have a sense that I existed aseverything and nothing at the same time. Increating the concept of change there was aseparation. I began to exist separately fromeverything else; yet the real world and all itcontained was still just one thing. That onething was chaos.

In creating the concept of consequencethe outside world began to separate, but theprocess had only just begun. With my dirtand water I made many models of changingand consequence and with that I could beginto think with ideas like before and after andcause and effect. This brought me to thepoint of predicting change and estimating

The History of . . .continued from page 1

“It is the amount ofdetail contained

within an idea, thatdetermines the degree

of accuracy orfunctionality of the

concept.”

continued on page 5

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v Canada

Wayne Aadelstone-HasselNorth Vancouver1 (604) 988-7680

Rocky Point AcademyStacey Borger-SmithLawrence Smith, Jr.Calgary1 (866) 685-0067 (Toll-Free)1 (403) 685-0067

Darlene BrownSmithers/Prince Rupert1 (250) 847-3463

Paddy CarsonEdmonton/Alberta(780) 489-6225

Gerry GrantSupervisor-SpecialistFundamentals WorkshopPresenterWaterloo/Toronto1 (800) 981-6433 (Toll-Free) 1 (519) 221-8484

Sue HallWest Vancouver1 (604) 921-1084

D'vorah HoffmanToronto1 (416) 398-6779

Jeri McLeodCalgary1 (403) 503-0108

Catherine SmithOakville/Toronto1 (905) 844-4144

Wayman E. (Wes) SoleLondon/Toronto/Detroit1 (519) 472-1255

Kim J. Willson-RymerOakville/Toronto1 (905) 825-3153

v ChinaCarrie CheungHong Kong+852 90 111 736

v France

Dominique BlaessLe Pecq/Paris+33 (01) 39 76 12 61

Jennifer DelrieuVoisins le Bretonneux/Paris+33 (01) 30 44 19 91

Valentine Galliot-AppiaAubergenville/Paris+33 (01) 30 99 53 59

Carol Nelson-PollardSartrouville/Paris+33 (01) 39 57 54 04

Odile PugetGex/Geneva+33 (0450) 41 82 67

how long it would take for something tochange. It was very simple like, "tomorrow Idon't go to school," but it was a beginningfor something bigger. Again withoutunderstanding the process, I had created formyself the concept of time (the measurementof change). The world separated even more.

Thinking with the concept of time openedthe door to another idea - the idea that thingsand events followed other things in time.This led to dirt models of other ways thingscould follow each other. I had created, andcould think with, the concept of sequence. Inthe process of creating this idea the outsideworld completely separated into itsindividual pieces.

My dirt models were taking me into theoutside world. I could think. I could seebeyond just my own world.With the dirt and water Imade models of the outsideworld. All things arechanging all of the time; thereis a beginning a middle, andan ending. All things thatexist are somewhere in their own continuumof change - that is their condition. All thingthat exist, exist in some place, so all thingshave a place. All things existing in theirplaces, occupy a position in that place. Mydirt and water models were allowing me tothink with these ideas. Gradually, by thetime I was about fifteen years old, the chaosdisappeared from the world around me. Icould think with the idea that all things havea proper place, a proper position in thatplace, and a proper condition - I could think

with order. Order is the natural enemy ofchaos, so the chaos disappeared.

Between the ages of twelve and seventeenI made possibly as many as two-hundreddifferent concepts from the dirt and water.None of them had names because wordsweren't yet a part of my world, but I couldthink with the ideas.

When I was seventeen it was discoveredthat I wasn't mentally retarded. I was thentaught how to speak in sentences by awonderful Speech Therapist. As a resultwords came into my world. However, Icouldn't learn how to read or write so Icouldn't get a true education, but I knewhow I could learn with the dirt and water.Then I discovered plasteline clay, and withthat discovery, I could learn without gettingdirty.

I slightly modified the clay creationprocess by making models of the definitions

of words, and then includedthe word itself in thecreation. I had to includeboth what the word lookedlike and what it soundedlike. And with that I couldcommunicate my ideas in

words. I could also understand other peoples'communication when they used those words.I could recognize those words when theywere written down even though I stillstruggled with the other words around them.This was the beginning of the Davis SymbolMastery process. Of course, it wasn't calledthat at the time. It didn't have a name; justfor myself it didn't need one. It was onlyyears later when I had to teach the process toother people that it got its name. v

The History of . . .continued from page 4

“Order is the naturalenemy of chaos, so the

chaos disappeared.”

During a Davis Program that focuses onMath Mastery or alleviating attentiondifficulties, there are several basic conceptsthat are explored and mastered. Theseinclude:

self; the individual. change; something becoming somethingelse. consequence; something that happens as aresult of something else.cause; something that makes something elsehappen.effect; something that happens as a result ofsomething else.

before; happening earlier.after; happening later.time; the measurement of change in relationto a standard.sequence; the way things follow each other,one after another, in size, amount, arbitraryorder, time and/or importance.order; things in their proper places,positions, and conditions.disorder; things not in their proper places,and/or positions, and/or conditions.

Mastering these concepts lays thefoundation for understanding and applyingmathematics as well as changing behavior.

Concept Mastery Words for Math & Attention

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v Germany/Deutschland

Wilfried BährHamburg+49 (040) 396 155

Andrea FleckensteinWitzenhausen+49 (05542) 91 16 07

Cornelia GarbeBerlin+49 (030) 61 65 91 24

Margit GeussWessobrunn/München+49 (08809) 163034

Matthias GradenwitzFrankfurt am Main+49 (069) 94 94 58 85

Astrid Grosse-MönchBuxtehude+49 (04161) 702 90 70

Wibke HachmannLangenhain+49 (06002) 93 95 77

Das Legasthenie InstitutSonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorHamburg+49 (040) 25 17 86 23

Christine JacobLörrach+49 (07621) 134 60

Wiebke JanssenBad Nauheim+49 (06032) 817 01

Gabi JustenSaarbrücken/Frankfurt +49 (0681) 59 59 623

Doris Karl-AkovaBremen+49 (0421) 713 30

Rainer KnoblochLeinburg/OrtsteilDiepersdorf +49 (09120) 18 14 84

Inge Koch-GassmannBuggingen+49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld+49 (07725) 72 26

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 5

by Dan Willemin

As an adult dyslexic, I have my goodand bad days. My dyslexic mind can dosome amazing things. Unfortunately Icannot always control its direction. I feelconfident in myself and what I can do.But there are still some thoughts, hauntsso to speak, that have been with me forlife. Things I learned in school that shouldnever ever cross the mind of a smallchild, and at age 50, I thought weredefinitely in my past. This is a story thatdemonstrates how perceptualdisorientation affects reading for non-verbal thinkers, and suggests howunderstanding this phenomenon canimprove a child’s school experience.

I recently attended an InternationalDyslexia Association conference inAustin, Texas. Amongst the manywonderful presentations was a “DyslexicSimulation” that was surprisinglytraumatic for me.

The whole point of thesimulations was to makeone feel dyslexic in orderto gain an understandingof what school is like fordyslexic kids. At this pointin my life, one wouldthink I should be prettyused to being dyslexic.But out of curiosity Idecided to see how thissimulation related to myown symptoms. There were four separatesimulations with “Teachers” and a“Principal” overseeing all. Their goal wasto treat the participants like “students.”

The first simulation was a mirrorarrangement where you could not seeyour hands or work except in a mirror soall your movements looked upside downand backwards. Although almostimpossible, we had to trace lines andwrite things while the “Teachers” saidthings like, “What is the matter with you?We practiced this all last week! You coulddo better if you would just try!” These alltoo familiar words seemed to bounce offme as I struggled with the task at hand.This simulation was hard. But just thesame, I still knew what was going on evenif I could not make my pencil go the rightway. However there was something, I canonly describe as confusion, lingering in

my mind as we moved to the nextsimulation, the Reading Circle.

The flashback I got from just hearingthe words “reading circle” was enough towrite a short story. These flashbacks arememories no child should ever have; yet,millions of dyslexics, even 50-year-oldadults, still have to deal with them fromtime to time. The reading material waslike a bad copy of a copy of a copy, withwhat I think were some letters swappedaround in the alphabet as well. I swear Istarted to hallucinate as soon as I lookedat the page!

We were supposed to take turns readingwhile the teacher corrected our stumblesand mistakes. I really do not rememberthe story, or what problems the otherswere having. I just knew I could not evenlook at the text! As it came near my turn,I forced myself to look at the page. If Icould follow along, maybe I could figureout what was wrong. By the time it was

my turn I still could noteven find the place theywere on the page! Whencalled on to read I wasalready starting to chokeup. A weak voice that didnot sound remotely like myown responded, “I can’t doit, I can’t even look at it.”

I knew this was just asimulation, but when I firstlooked at that page, I couldnot find a single word! I

cannot explain the emotions thatenveloped me. The feelings of my pasttore through me like an erupting volcano.I remembered those feelings locked awayfor so many years. Feelings I had hopedwere gone forever!

I was suddenly there, back in time, asmall-frightened child, trying everything Icould to maintain composure. Still tryingto look at the nonsense of jumbled lettersthat shook and blurred, taking on a life oftheir own the harder I looked. The vice-like grip of confusion had taken controlso easily. The effort required to read thisjumbled text was beyond all the resolve ofmy 50 years of life. My hands wereshaking I was in a cold sweat, my kneewould have been bouncing uncontrollablybut for a voice echoing in my head,“Raise your toes.” I did and the feeling

continued on page 7

Flashbacks

“These flashbacks arememories no child

should ever have; yet,millions of dyslexics,

even 50-year-oldadults, still have to

deal with them fromtime to time.”

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Barbel PreussMunchen+49 (089) 69 38 03 92

Ursula Rackur-BastianIdstein/Rheingau-Taunus-Kreis/Wiesbaden+49 (06126) 565 01

Colette ReimannLandshut+49 (0871) 770 994

Ursula RittlerStuttgart+49 (0711) 47 18 50

Gudrun RoseFriedrichsdorf/Frankfurt+49 (06172) 746 44

Gabriela ScholterSupervisor-SpecialistStuttgart+49 (0711) 578 28 33

Marietta TiebenHaren+49 (05934) 73 40

Magdalena Vogel-EichertBonn+49 (0228) 689 69 70

Ulrike von Kutzleben-HausenDeisslingen+49 (07420) 33 46

Gisela WedemeyerHameln/Hannover+49 (05151) 647 85

Dr. Angelika WeidemannUlm+49 (0731) 931 46 46

Susanne WildPaar+49 (08205) 959 08 28

Christine WuschWuppertal+49 (0202) 80 230

Anna Henia ZawidowskiFeldgeding bei München+49 (08131) 853 03

Angelika ZellerBichl+49 (08857) 91 68

v Ireland

Sister Antoinette KeelanDublin+353 (01) 884 4996

v IndonesiaElizabeth MartinJakarta+62 (21) 764 4845

stopped. I had not even thought of that inover 40 years, but it still worked!

I was a shambles after that. It was all Icould do to maintain my composure andnot run from the room. I felt stunned, as ifI had just received a hard blow to thehead.

Luckily, in the next simulation, I wasthe golden boy that could do no wrong!(Simulated, too, of course.) I do not knowif I was just sitting in the right spot or if itwas because the “Teacher” knew of mydyslexia. Regardless, while the othersreceived scolding for not followingdirections, I got all the gold stars andpraise! As soon as I realized I was the“good student,” I hammed it up a bit toplay along. The silly thing was that Iactually felt a sense pride at the sight ofthese stupid little gummed foil stars,which in my childhood had only been forothers.

Twice in this demonstration, one of theother “students” stuck out her tongue atme, and some others called me “teacherspet.” I wondered how they would havefelt if everyone except them was gettingthe gold stars, instead of just one studentgetting them all. Would she have stuckout her tongue, or withered with self-confidence shattered, proving herself, dayafter day to be unworthy of these prizedgold stars?

The last simulation was another readingcircle. But this time, the substitutions inthe text were strange symbols with noresemblance to letters. At first glance, Iwas about to panic when I realized therewere also some whole words which Icould recognize. This was very different.While I still could not read the story,nothing moved or blurred. Could it be thatthese whole words were the anchorskeeping me from losing control of mymind? On the other hand, was it because

the symbols did not look like letters?Maybe the mirror simulation had alreadyleft me confused, and preconditioned toproblems? I know I am not in a big hurryto answer those questions.

It was also interesting to find that thepictures with this story were out ofcontext with the text. I, as well as theother “students,” would instinctively usethe pictures to guess at unidentifiablewords. We were usually wrong!

At the conclusion, our “Principal”spoke of how these things, which wefound so difficult, were things that happento dyslexic kids every school day. Howmany old school teaching techniques andmotivational actions by well meaningteachers could damage these children’sdelicate self-esteem for a life time. Whenasked if I had anything to add, I couldfind no words. Just a lump in my throat.But now I can say, I could not agreemore!

Dyslexic students need recognition fortheir effort; they do not need sympathy,just a touch of empathy. Without someknowledge of what a dyslexic mind goesthrough and how much effort is requiredof them daily, how could any parent orteacher truly understand? Anyone whothinks a dyslexic student is not tryinghard enough, should go through thissimulation. Even though they will nevergo through my experience, just a glimpseinto the dyslexic struggles will be trulyenlightening!

Those familiar with Davis methods willrecognize my past problems reading werebecause of disorientation. Davis methodsspecifically address the causes ofdisorientation. They give people like me,who naturally use disorientation as part ofour creative thinking process, control overour perceptions and enable successfulreading. v

© 2002 Dan Willemin. All rights reserved.

Flashbacks . . .continued from page 6

Grown-ups never understand anything for

themselves, and it is tiresome for children to be

always and forever explaining things to them.

—Antoine de Saint-Exupery (1900-1944)

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v Israel

Judith SchwarczDDA - Israel DirectorRa'anana/Tel Aviv+972 (09) 772 9888

v Italy

Elisa De FeliceRoma+39 (06) 507 3570

Dr. Raffaella ZingerleCorvara In Badia+39 (0471) 83 68 71

v Japan

Helen Brittle-MatsukiTokyo+81 (03) 3795 5997

v MalaysiaHilary CraigKuala Lumpur+603 2096 1342

v Mexico

Las Palmas Counseling CtrSilvia Arana GarciaCathy Calderón de la BarcaSofía Flores Gabriela MeléndezZagacetaOscar Modesto RamírezRocío Palma ContrerasKatia Villafuerte CardonaMéxico D.F.+52 (55) 5202 7913

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistDLS Workshop PresenterAlejandra Garcia MedinaDLS Workshop PresenterKarla TapiaGraciela Trevino GonzalezEugenio ZambranoOlga Zambrano de CarrilloDDA - Mexico DirectorGarza García, Monterrey+52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

v Netherlands

Kees BlankendaalWijk bij Duutstede+31 (06) 1460 6863

Ineke BlomDorpstraat+31 20 436-1484

Lot BlomUtrecht+31 (030) 271 0005

Hester BrouwerGroningen+31 (050) 52 61 146

For dyslexic learners and non-verbalthinkers, pictures are the key to buildingvocabulary, writing skills, andcomprehension. The Scholastic VisualDictionary offers 700 clear, detailed colorillustrations to help define over 5,000words. Arranged in sections such asGardening, Animal Kingdom, andMeasuring Devices, the dictionary helpsbuild vocabularies for children ages 4-8(and adults, too!). The featured words andconcepts range from very simple, likeanimal names and colors, to relativelycomplex, like geological terms and musicalnotation. The thorough alphabetic indexhelps locate specific words quickly. Thisbook would be especially helpful forincreasing Science vocabulary or whenlooking for just the right word in a creativewriting project.

Please see our catalog pages to order thisbook or the MacMillan Visual Dictionary.

BOOK REVIEWby Alice Davis

Scholastic Visual Dictionary

by Jean Claude Corbeil andAriane Archambault

Price: $21.95 Reading level:Ages 4-8Hardcover: 224 pages ; Publisher:Scholastic ReferenceISBN: 0439059402; (August 2000)

This colorfully illustrated book presentsthe basic vocabulary of arithmetic andmathematics in alphabetical order tochildren ages 5-8. Among the thirty basicterms defined are add, count, equal, map,shapes, and subtract. Each basic term isalso accompanied by related words whichare listed in a complete index. For example,the pages that cover "measurement" includeillustrated definitions for words such asdistance, length, width, weight, area,capacity, etc. It is good reference forintroducing these words and for helpingyoung children understand and masterthem.

Please see our catalog pages to order thisbook or Math-a-pedia: Intermediate forages 8-12.

Math-a-pedia: Primary

by David C. Brummet, et al

Price: $20.00Hardcover: 96 pagesPublisher:Addison-Wesley ISBN:0201841207;(June 1995)

When Alexander the Great visited Diogenes and askedwhether he could do anything for the famed teacher, Diogenesreplied: 'Only stand out of my light.' Perhaps some day we shallknow how to heighten creativity. Until then, one of the bestthings we can do for creative men and women is to stand out oftheir light.

—John W. Gardner, author and educator (1912-2002)

Page 9: The Dyslexic Reader 2003 - Issue 30

PAGE 9 THE DYSLEXIC READER

v Netherlands (cont.)

Mine de RanitzDriebergen+31 (0343) 521 348

Marianne EmmerzaalZwijndrecht+31 (078) 612 3000

Jan GubbelsMaastricht

Judith HolzapfelUtrecht+31 (030) 271 2814

Will HuntjensHorn+31 (0475) 589 238

Helen KapteinMiddleburg+31 118 64 37 73

Carry KulingHeemstede+31 (0235) 287 782

Drs. Marianne KusterAlkmaar+31 (072) 51 24 301

Edith Kweekel-GöldiSoest+31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

Tineke LeijhZutphen+32 (0575) 543 211

ZeiZei LerninstitutDrs. Siegerdina MandemaSpecialist TrainerAdvanced WorkshopPresenterDLS Workshop PresenterDDA - Nederland DirectorRobin TempleSpecialist TrainerWorkshop PresenterMaria Hoop+31 (0475) 302 203

Karin MeijAmsterdam+31 (020) 679 9152

Sjan MelsenArnhem+31 264 42 69 98

Marianne OosterbaanZeist+31 (030) 691 7309

Ineke PijpGroningen+31 (050) 542 0817

Petra Pouw-LegêneBeek+31 (046) 437 4907

What is hyperlexia?

Because of the similiarity of this termto dyselxia, we are often asked thisquestion. Individuals with hyperlexia,although appearing to “read too soon,”have many characteristics which are similarto the non-verbal, visual-spatial thinkingstyle of dyslexic learners. Some of theirdifficulties fall under the umbrella ofsymptoms that can be alleviated with DavisDyslexia Correction methods.The following information comes from theAmerican Hyperlexia Association website:http://www.hyperlexia.org/

Hyperlexia is a syndrome observed inchildren who have the followingcharacteristics:

• A precocious ability to read words, farabove what would be expected at theirchronological age or an intensefascination with letters or numbers.

• Significant difficulty in understandingverbal language.

• Difficulty in socializing and interactingappropriately with people.

In addition, some children who arehyperlexic may exhibit the followingcharacteristics:

• Learn expressive language in a peculiarway, echo or memorize the sentencestructure without understanding themeaning (echolalia), reverse pronouns.

• Rarely initiates conversations.• An intense need to keep routines,difficulty with transitions, ritualisticbehavior.

• Auditory, olfactory and / or tactilesensitivity.

• Self-stimulatory behavior.• Specific, unusual fears.• Normal development until 18-24 months,then regression.

• Strong auditory and visual memory.• Difficulty answering “Wh—” questions,such as “what,” “where,” “who,” and“why”

• Think in concrete and literal terms,difficulty with abstract concepts.

• Listen selectively, appear to be deaf.

Hyperlexia has characteristics similar toautism, behavior disorder, language disorder,emotional disorder, Attention DeficitDisorder, Semantic Pragmatic Disorder,hearing impairment, giftedness or,paradoxically, mental retardation. To developeffective teaching strategies and more typicalchildhood development, it is important todifferentiate hyperlexia from other disorders.A thorough evaluation by a speech andlanguage pathologist who is familiar with thesyndrome of hyperlexia is a crucial first step.Psychological tests which emphasize visualprocesses rather than verbal skills aid inidentifying hyperlexia. Hearing, neurological,psychiatric, blood chemistry and geneticevaluations can be performed to rule outother disorders but are not needed to identifyhyperlexia.

The future of a hyperlexic child dependson developing his/her language expressionand comprehension skills. Intensive speechand language therapy and early interventionprograms can help achieve this objective.The child’s reading skills should be used as aprimary means of developing language. It isimportant to teach the child appropriatesocial skills. Providing opportunities for thechild to interact with children whosebehavior is more socially appropriate is oneway to accomplish this. Parent, teachers andother professionals should work together todevelop programs for each child to reachhis/her fullest potential.

Resources on HyperlexiaReading Too Soon? by Susan Martins Millerhttp://www.geocities.com/HotSprings/9402/

by Abigail Marshall, DDAI Information Services Director

Page 10: The Dyslexic Reader 2003 - Issue 30

Improve Children's Reading Skills and Creative Talents

Designed Especially for K-3Teachers and Parents of

Children Ages 5-8

Each 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

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 teach multiplegrade level students may purchase a combination kit,containing both Manuals for $149.90. Previouspurchasers of the Davis Symbol Mastery Kit maypurchase either Manual separately for $29.95 each.

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

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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.We will add shipping and handlingcharges.

· E-mail your order [email protected]

UPS Shipping Charges will be added to all orders

Kit price: $119.95

with Kits

Page 11: The Dyslexic Reader 2003 - Issue 30

Doctoraalscriptie pedagogiek P.L. Gonçalves

Afgelopen april is PerolaGonçalves afgestudeerd in depedagogiek aan de Universiteit vanAmsterdam. Haar doctoraalonderzoek ging over het effect vande Davis Leer methode voor scholenop vorderingen en de beleving tenaanzien van de leervoorwaarden.

U krijgt nu een verslag van debelangrijkste feiten van ditonderzoek en van enkelewetenswaardigheden over deonderzoekster Perola Gonçalves.

Perola is altijd al geïnteresseerdgeweest in thema’s betreffende depedagogiek. Na haar middelbareschool begon ze met de studiepedagogiek, maar verruilde die naeen jaar voor wiskunde omdat ze destudie niet interessant genoeg vond.De studie wiskunde beviel haar

goed, maar ze zag zichzelf tocheerder in een baan op het vakgebiedvan de pedagogiek dan op dat van dewiskunde. Daarom vervolgde ze nadrie jaar wiskunde, de studie vanhaar eerste keuze weer. Perolaontmoette Siegerdina Mandema enze liep een week mee met een Daviscounseling. Ze was erg onder deindruk en ze begon naast haar studiepedagogiek ook de opleiding voorDavis counselor. In de studie kon zehaar interesse in de Davis methodenog verder naar voren laten komenin de keuze van haar doctoraalonderzoek. Afgelopen april heeft zedit onderzoek met succes afgeslotenin de vorm van haardoctoraalscriptie “Kleintjes lerenlezen”.

Met de opleiding voor Daviscounselor is ze in principe ook klaar,maar omdat Perola nu voor ruim eenhalf jaar op reis is, begint de

certificatie procedure pas als ze weerterug is in april. In de toekomst wilPerola actief gaan counselen. Haarbijzondere interesse gaat uit naar deinvloed die ouders hebben op hunkind. Ze heeft vaak gesprekken metouders en kleit ook regelmatig metze. Verder wil ze gebruik maken vanhet feit ze relatief makkelijk ingangvindt bij leerkrachten en remedialteachers. Nazorg, de begeleiding vande kinderen na de counseling, heeftook haar speciale aandacht.

Het onderzoek vond plaats in hetschooljaar 2000/2001 op eenopenbare basisschool in Dordrechtmet leerlingen van groep 2. Dejuffrouw die in plaats van de 1,5 uurgangbaar leesvoorwaarden onderwijsde kleuters 1,5 uur Davis LeerMethoden gaf, is Lenie de Jager.Lenie had op dat moment zelf al hetgrootste deel van de opleiding totDavis counselor gevolgd. Vòòr hetonderzoek heeft ze verder de cursusDavis Leer Methoden gedaan.

In de volgende zes punten wordenhet onderzoek en de resultatensamengevat:

Wat is de Davis Leer Methode(DLM)?• De activiteiten: Davis focussen,Symbol Mastery & Davisleesoefeningen

PAGE 11 THE DYSLEXIC READER

continued on page 12

Nachdem wir uns alle erfolgreichdurch den Nebel gekämpft hatten,konnte unser erstes Beraterinnen-Treffen beginnen. Der Beginnwidmete sich dem gegenseitigenKennenlernen. Hierbei erfuhren wirvor allem Motivation und

Hintergründe, welchejede von uns zurAusbildung als Davis-Beraterin brachte. Nacheinem feinen Mittagessenerhielten wir viele guteInformationen undAnregungen von TinkaAltwegg und VeronikaBeeler zu den Themen„wie gestalte ich meineeigene Rolle als Davis-

Beraterin“, „wer ist unserAuftraggeber“, „wie lautet meinAuftrag“ und „welche Fallstrickeergeben sich, wenn wir das nicht imBewusstsein haben?“. Hier durften

Fortsetzung auf Seite 13

dda-CH BeraterInnen-Treff vom21./22. September 2002

Kleintjes Leren Lezen

Page 12: The Dyslexic Reader 2003 - Issue 30

PAGE 12 THE DYSLEXIC READER

v Netherlands (cont.)

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Tonny StorHeerhugowaard+31 (072) 571 6562

Karima P.A. TurkatteMaria Hoop/Roermond+31 (0475) 302 554

Monique UbachsZutphen+31 (0575) 541 625

Rieja van der ValkAlmelo+31 (0546) 067 537

Annemarie van HofUtrecht+31 (030) 252 3069

Drs. Marian J.A. vanLeeuwenWoudenberg+31 (033) 206 3506

Gerard van PoppelGouda+31 (0182) 535 265

Willem Van UlsenGroningen+31 (050) 542 3941

Marijke van VuureAndijk+31 (0228) 592 536

Christa WiersmaDen Haag+31 (070) 355 3388

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

Karin van WulfenBreda+31 076 514 4889

Astrid Zanen-vander BlijAerdenhout+31 (023) 524 3485

v New Zealand

Raewyn MathesonInglewood+64 (027) 411 8350

Wendy WilsonAuckland+64 (09) 428 4669

• Karakteristieken van de methode dieovereenkomen met in de literatuurgenoemde kenmerken van goedemethodieken: het aanleren van meerdereleesstrategieën via gevarieerde instructie;leren door zelf te creëren enexperimenteren; concreet werken metmateriaal; afgestemd op het tempo van hetkind; aandacht voor het emotionelewelbevinden van het kind.

Theoretisch kader:• Probleemstelling: in hoeverre heeft deDLM gunstige invloed op de ontwikkelingvan letterkennis en de beleving van lerenlezen bij kinderen uit groep 2?• Operationeel maken van letterkennis:1. Letters kunnen herkennen. 2. Letterskunnen benoemen. 3. Snelheid vanbenoemen.• Operationeel maken van beleving:bepaalde activiteiten als meer of minderplezierig ervaren• Theoretisch kader: aan de hand van hetmodel van Boekaerts (Learning andInstruction, I, 1-171991)

Belangrijkstehypothesen:• 1-ste: De kinderen uitde DLM-groep zullenmeer letterkennisopbouwen in groep 2dan de kinderen uit decontrole-groep• 2-de: Zij zullen tevenseen positievere beleving ontwikkelen vanhet voorbereidend leesonderwijs en vanschool, evenals een positievere verwachtingt.a.v. leren lezen dan de controle groepkinderen. • 3-de: Tussen de belevingsaspectenenerzijds en de letterkennisaspectenanderzijds bestaan, op de nameting,positieve relaties.

Methode van onderzoek:• Onderzoeksgroep: er zaten 11 kinderenin de experimentele groep (DLM) en 13kinderen in de controle groep (gangbaarleesvoorwaarden onderwijs)• Drie metingen gedurende het schooljaar:de kinderen werden één voor één getest• Testbatterij: vier letterkennistaken; twee‘snelheid van benoemen’ taken; eenschoolbelevingstaak; een passieve

woordenschattaak en drieklankbewustzijnstaken.• Schalen: er is één letterkennisschaal(totaalscore van de vier tests) en er zijn driebelevingsschalen geconstrueerd (‘ algemeneschoolbeleving’, ‘belevingleesvoorwaardenonderwijs’ en ‘verwachtingt.a.v. leren lezen’) geconstrueerd.• Data-analyses: er werd gebruik gemaaktvan multivariate variantieanalyses metherhaalde metingen (interactie-effecten) envan Pearson’s Productmomentcorrelatietoetsen.

Belangrijkste resultaten:• Uitvoering van het Davis programma:de DLM bleek niet zo intensiefgeïmplementeerd als oorspronkelijk debedoeling was. De variabele ‘snelheid vanbenoemen van letters’ was daardoor nietlanger bruikbaar.• Toetsing van hypothese 1: Deexperimentele groep bleek meerletterkennis te hebben opgebouwd in deloop van het jaar dan de controle groep.Hypothese 1 werd aangenomen.• Toetsing van hypothese 2: Deexperimentele groep is het leesvoorwaarden

onderwijs in de loop van hetjaar leuker gaan vinden dande controle groep. Watbetreft de ontwikkeling vande algemene schoolbelevingen de verwachting t.a.v.leren lezen bleken de tweegroepen niet te verschillen.Hypothese 2 werdgedeeltelijk bevestigd.• Toetsing van hypothese 3:Tussen de belevingsaspecten

en de letterkennis werden positieve relatiesgevonden. Eén van de drie verbanden bleeksignificant. Hypothese 3 werd gedeeltelijkbevestigd.

Conclusie en beperkingen:• Voorzichtige conclusie: op grond van deresultaten kan vastgesteld worden dat deDLM op beide aspecten uit deprobleemstelling een effect blijkt te hebbenbij deze onderzoeksgroep.• Beperkingen: a) Er was slechts één jufper groep. Het is onduidelijk of hetgevonden effect moet wordentoegeschreven aan de DLM of aan hetenthousiasme van de juf die de DLM heeftingevoerd. b) Kleine steekproefomvang(resp. 11 en 13) c) Minimale bepaling vande belevingsaspecten.

Kleintjes Leren Lezen . . .continued from page 11

“De experimentele groepbleek meer letterkenniste hebben opgebouwd inde loop van het jaar dan

de controle groep.Hypothese 1 werd

aangenomen.”

continued on page 13

Page 13: The Dyslexic Reader 2003 - Issue 30

PAGE 13 THE DYSLEXIC READER

v Oman

Patricia Lynne HodgeMuscat+968 698 596

v Republic of Singapore

Phaik Sue ChinSingapore+65 6773 4070

Ann ChuaSingapore+65 9843 1726

Constance ChuaSingapore+65 6873 3873

v South Africa

Sara Louise KramerCapetown+27 (021) 794 5778

v Spain

Conquista del Lenguage María Campo MartínezMurguía, Álava +34 (0945) 46 25 85

La Llave del DonSilvia María SabatésRodrigoMadrid+34 (091) 378 2331

v Switzerland/CH

Tinka Altwegg-ScheffmacherVeronika BeelerSt. Gallen41 (071) 222 07 79

Monika AmreinZurich +41 (01) 341 8264

Lerninstitut BaselGerda Barakos-JegerDLS School MentorBonny BeuretSpecialist TrainerAdv. Workshop PresenterDLS Workshop PresenterDDA - CH DirectorNic CarterSupervisor-SpecialistDenise GabrielSandra MoschtaghiJürg PeterSupervisor-SpecialistWorkshop PresenterMargrit ZahndBasel+41 (061) 272 24 00

Mieke Blommers-FriederichsBasel+41 (061) 378 9060

Vicki BrignoliLumino+41 (091) 829 05 36

Ondanks het feit dat het onderzoek vrijveel beperkingen had, geven de uitkomstenvan het onderzoek wel aanleiding totvervolg onderzoek op grotere schaal. Wantondanks het feit dat er met een klein aantalkinderen werd gewerkt, werd er eensignificant effect gevonden (bij eenbetrouwbaarheid van a = 0.05, hetgeen inde wetenschap een veel toegepaste en vrijstrenge norm is) op de onder 5. genoemdehypothesen.

Dat er op de verwachting t.a.v. lerenlezen geen significantverschil werd gevonden,wijt Perola aan het feit datdeze vraag voor kleutersvan 5 te abstract is. Zevermoedt dat ze het zichnog niet kunnen inbeeldenof lezen al dan niet leukzal zijn.

De betreffende school inDordrecht stond in eersteinstantie nogalterughoudend tegenover de Davismethode.Lenie de Jager was erg blij met deresultaten en ze gaat er mee door om degroep van oudste kleuters via DLM hetvoorbereidende leesonderwijs te geven.

Enkele maanden na het onderzoek heeftPerola een kort interview met Lenie gehadom na te gaan hoe de kinderen in de klasvan Lenie en haar collega’s op het Davisprogramma hebben gereageerd.

Lenie vertelde dat de kinderen metplezier aan het kleien van de letters hebbengewerkt. Bijna nooit kreeg ze te horen ““ikwil dit niet doen”” zoals bij andere“moeilijke werkjes”.

Lenie heeft de indruk dat het “DavisFocussen” en het werken met klei eenspeciaal bewustzijn van en een bepaaldevertrouwdheid met de (letter)beelden opgang heeft gebracht bij de kinderen,waardoor ze zich veilig voelden bij hetleren. Op deze manier de letters aanleren,ervaart zij als natuurlijk envanzelfsprekend. Dit in tegenstelling tot devoorafgaande jaren waarin ze met dereguliere methode werkte. Kinderen haddentoen vaak zoiets van “nu ben ik groot enmoet ik letters leren en dat is ietsmoeilijks”. Volgens Lenie creëerde deDLM minder stress bij haar kleuters. Zekreeg namelijk reacties als “ O, makkie” en“ weet ..ik..al!!” als ze over (het kleien van)de letters begon. De kinderen gingen

helemaal in het kleien op, behalve één kindwaarvan de ouders kleien kinderachtigvonden. Lenie zei dat ze zelf ook veel baathad bij de methode: “door de kinderen tezien kleien, weet ik hoe ze in het levenstaan. Daardoor kan ik adequater op zereageren”. Een lastig punt was deterughoudendheid van de collega’s die nietopen stonden voor een nieuwe methodeomdat ze tevreden waren met de gangbaremethodieken. Wat hen wel interesseerdewas om kinderen die problemen hebbenmet taal, met deze methode te helpen.

Tot besluit nog enkele uitspraken vankleuters uit de experimentele groep.

Meerdere kinderen zeiden“ik zie een rijtje letters inmijn hoofd”. De doos metklei-letters bleek vaak heeldierbaar. Eén kind zei “deletters zijn mijn vrienden”en een ander toen het denieuw gemaakte letter in dedoos stopte: “kom maarlettertje, je mag bij jevrienden gaan slapen”. Eenkleuter uit groep 1 vertelde

enthousiast aan zijn ouders: “ Straks als ikgroot ben, mag ik ook letters kleien”. Erwas ook een jongetje dat de oefening vanhet “Davis Focussen” aan zijn vader gingleren toen zijn vader vanwege moeheidgeen spelletje met hem wilde doen. Uit aldeze reacties blijkt de betrokkenheid van dekinderen.

Lezers die graag meer informatie willenhebben over dit doctoraal onderzoek,kunnen contact opnemen met hetsecretariaat van DDA Nederland. v

English SummaryPerola Gonçalves studied maths and the

education at the University of Amsterdam,where she completed her Ph.D. thesis in April2002.

She came across the Davis approach whenshe was invited to observe a Davis DyslexiaCorrection Program given by her friend,Siegerdina Mandema. She was so impressed bywhat she saw during the 5-day program that shedecided to train to become a Davis Facilitatoralongside doing her university studies and choseto do her doctoral thesis on the application ofthe Davis Learning Strategies in kindergarten.

The purpose of Perola's research was todetermine the beneficial effects of using theDavis Learning Strategies (DLS) on thedevelopment of alphabet knowledge andpreliminary reading skills (such as phonicawareness and vocabulary) in 5-year-olds in a

Kleintjes Leren Lezen. . .continued from page 12

continued on page 14

“Een kleuter uit groep1 vertelde enthousiast

aan zijn ouders:“Straks als ik groot

ben, mag ik ook letterskleien.”

Page 14: The Dyslexic Reader 2003 - Issue 30

PAGE 14 THE DYSLEXIC READER

v Switzerland/CH (cont.)

Beatrice ContiWolfisberg+41 (062) 636 2146

Ursula FischbacherOrpund+41 (032) 355 23 26

Edith ForsterEttenhausen+41 (052) 365 45 54

Heidi Gander-BelzMonchaltorf+41 (01) 948 1410

Marianne GertschSteffisburg +41 (033) 437 75 65

Katharina GrenacherBern+41 (031) 382 00 29

Ursula HerrliAu/Wädenswil+41 (01) 781 13 35

Ursula Hirzel EglerStäfa+41 (01) 926 2895

Christa JaegerRiehen+41 (061) 641 4667

Susanne JekerOlten+41 (062) 296 45 30

Käthi KammWettswil a/A+41 (01) 700 16 33

Consuelo LangLumino+41 (091) 829 05 36

Claudia LendiSt. Gallen+41 (071) 288 41 85

Renate LöffelBasserdorf+41 (01) 836 96 59

Yvonne PreisigThalwil/Zurich+41 (01) 720 32 70

Elisabeth RabergerBaden+41 (056) 209 17 76

Hilary RhodesChesieres-Villars+41 (024) 495 38 20

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90

Benita RuckliSigigen+41 495 2538

von Wiebke Janssen, Davis Beraterin

Ein grosser Bestandteil der Arbeit vonRon Davis befasst sich mit dem Meisternvon Wörtern, Konzepten und Symbolen.Was genau bedeutet das ? Was ist derUnterschied zwischen „Meistern“ und„Beherrschen“? Bei den Handwerkern istein Meister derjenige, der soviel gelerntund genügend Erfahrung hat, um die volleVerantwortung für sein Tun zu übernehmenund auch andere in seiner Kunst zuunterweisen. Eine Aufgabe gemeistert zuhaben bedeutet, dass sie erfolgreich beendetwurde, dass alle aufgetretenenSchwierigkeiten gelöst werden konnten.Etwas zu beherrschen kann zweierleibedeuten: Einerseits, dass etwas sehr gutgetan werden kann. Andererseits kann esbedeuten, dass die Herrschaft über andereoder anderes an sich gerissen wird, waseinen negativen Aspekt beinhaltet. Wie aberist das „Meistern“ im Sinne von Ron Daviszu verstehen? Ich denke, dass es sowohlden Rahmen des Begriffs „Meistern“ alsauch den des „Beherrschen“ sprengt, da dasErgebnis tiefgreifender und umfassenderist. Es geht über das blosse „Gut können,Erfahrung haben, sicher im Tun sein“hinaus. Das Meistern von Wörtern,Konzepten und Symbolen bewirkt dieOeffnung eines Raumes, der vorher

verschlossen war. Der brach und unnütznicht nur keine Bereicherung derPersönlichkeit darstellte, sondern sogar alsBallast, als persönlichkeits behinderndwirkte. Durch die Oeffnung dieser Räumeim Denken und Fühlen wird Behinderndesin Befruchtendes umgewandelt. DieseRäume können nun betreten und vernetztwerden mit anderen. Möglichkeiten öffnensich nach vielen Seiten. Es entsteht einschöpferischer Akt, der Ressourcen inpositiven Handlungs- und Denkweisenöffnet. Diese können holistisch in diePersönlichkeit desjenigen eingehen, derdiesen meisterhaften Prozess durchlaufenhat. Ein Prozess, der Freiheit schafft!Dieses ist ein wahres Geschenk, das RonDavis uns gemacht hat, das in seinerTragweite wohl nie so genau ausgelotetwerden kann. Vielen Dank. v

Wiebke Janssen, Hausbergstrasse 22, D-61231 Bad Nauheim

English Summary:Here in this brief article, German Facilitator,

Wiebke Janssen shares her thoughts with usabout that all-important notion of “mastery.” Inthe German language there are two words for‘mastery’: “meistern” and “beherrschen”.Wiebke explains their usage and shows howRon Davis’ concept of mastery goes beyondboth.

Gedanken über das „Meistern“

Dutch Kindergarten class ('Group 2 in Holland).The Davis Learning Strategies were given to

a group of eleven children and the developmentof their reading skills was compared with thedevelopment of reading skills in a control groupof thirteen children, who were taught in thetraditional way. The children were tested ondifferent aspects of their preliminary readingskills and general experience of being at schoolon three occasions during the school year: oncebefore and twice after the start of the DavisLearning Strategies program.

In spite of the limited implementation of theDavis Learning Strategies in the experimentalgroup the data revealed that the experimentalgroup developed significantly more alphabetknowledge and a more positive experience ofpreliminary reading education than the controlgroup. As expected, no specific effect of the useof Davis Learning Strategies was found onphonological awareness and vocabulary. It wasconcluded that the introduction of children tothe Davis Learning Strategies in Kindergartenseems to have beneficial effects, but moreresearch, in other settings with several differentteachers, is needed to support these initialfindings. v

Kleintjes Leren Lezen . . .continued from page 13

Es ist leichter, starke Kinder zu bauen alsgebrochene Menschen zu reparieren.

—Frederick Douglass, Sklave,Verfechter der Sklavenbefreiung, Dozent und Autor (1818 - 1895)

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v Switzerland/CH (cont.)

Elisabeth Rudolf von RohrOlten+41 (062) 293 46 66

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur+41 (052) 242 4015

Maya Semle-MuraroStäfa+41 (079) 704 03 07

Helena StrohbachRüti+41 (055) 240 21 67

Claudia TavernaSent+41 (081) 864 9115

Andreas VillainZürich+41 (076) 371 84 32

Catherine WarnerGeneva+41 (022) 321 70 42

Iris WebberBäretswil/Zürich+41 (01) 939 2633

Anna-Maria WielandAffoltern a.Albis +41 (01) 761 16 19

Esther WielandSils i.D./Pratval+41 (081) 651 30 22

v United Kingdom

Catherine E. ArmstrongThame, Oxon+44 (01844) 212 419

Nicky Bennett-BaggsGt. Gaddesden,Hertfordshire+44 (01442) 252 517

Centre DyslexiaLaurie ChallonerAnna MeadLin SewardSupervisor - SpecialistWinchester, Hampshire+44 (01962) 859 999

Susan DuguidLondon+44 (020) 8878 9652

Georgina DunlopJane E.M. HeywoodAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045

In meiner Funktion als Ausbilder vonangehenden Legasthenietherapeutenkomme ich mit einem großen Spektrumvon Lernproblemen in Berührung. DieseProbleme sind sowohl kognitiver – d.h. dieWahrnehmung und das Denken betreffend –als auch körperlicher Natur. Genauer gesagtist fast jedes Lernproblem eine Mischungaus beiden und sehr oft auch aus mehrerenBereichen, wie z. B. dem psychischen oderpsychologischen Bereich, dem sozialenBereich etc.

Von einer Teilnehmerin während einerAusbildungseinheit wurde ein recht weitverbreitetes Problem-Phänomenangesprochen; die Unsicherheit bei derUnterscheidung zwischen ‚links‘ und‚rechts‘. Die Lösungsstrategie, die hiererarbeitet wurde, hat sich seitdem in vielenFällen als erfolgreich erwiesen. DieserStrategie liegt zunächst ein genauesVerstehen des Begriffs “Verwirrung” unddarauf aufbauend ein genaues Verstehendes spezifischen Problems zu Grunde. Diesist für jegliche Art der Beseitigung vonVerwirrungsauslöser ein hilfreichesVorgehen, so dass es sich durchaus lohnenkann, den Begriff“Verwirrung” und derenAuflösung einmal genauerzu betrachten.

Was ist das Problem?Viele, wenn nicht alle,

von der Schwierigkeit derLinks-Rechts-Unterscheidung (imfolgenden LRU) Betroffene sind meistensnicht in der Lage, den Grund anzugeben,der das LRU-Problem verursacht. Es istihnen nicht bewusst, was wirklich los ist.Sie erleben vielmehr die Situation, in derdas Problem auftaucht, in einem Zustandder Verwirrung und der Unsicherheit.

“Manchmal weiß ich, was links und wasrechts ist, und manchmal nicht...”, meineneinige der Betroffenen und wundern sichdann gleich: “...Ich weiß ehrlich nicht,woher das kommt!...” Andere wiederumwissen überhaupt nicht, was links und wasrechts ist, tun dann aus purer Not undScham – verständlicherweise - so, als obsie es wüssten, und entwickeln dieausgefallensten Strategien, um damitdurchzukommen und nicht ertappt zuwerden. Und es gibt auch welche, die den

Mut aufbringen, einigen ausgewähltenvertrauten Personen einzugestehen, dass sie“keine Ahnung haben, was oder wo linksund was oder wo rechts ist... keine Ahnung,warum man gerade hier (oder dies) zeigt,wenn man links sagt, und hier (oder dies)zeigt, wenn man rechts sagt...”.

Manchmal wird auch gefragt, was denneigentlich das ist, das einen Ort oder einenGegenstand, der sich z.B. links befindet, zuso einem Gegenstand macht? “Was ist denndaran (an diesem Gegenstand oder andiesem Ort) links? Es macht einfach keinenSinn für mich!” Die richtige Antwort zudieser Frage macht dann auch den Anfangund gleichzeitig den größten Teil unsererProblemlösung aus!

Worin besteht also die Schwierigkeit,links von rechts zu unterscheiden? Was istdas verwirrende Element, welches dieseSchwierigkeit auslöst, oder andersherum,was ist der fehlende Inhalt, die fehlendeInformation oder der fehlende Sachverhalt,welcher entdeckt, verinnerlicht undgemeistert werden muss, um die benannteSchwierigkeit einfach aufzulösen?

Bevor ich meine Antwort skizziere,möchte ich kurzaufführen, warum ich inder Hauptfrage absichtlichund bewusst vonverwirrendem Elementspreche, was ich danngleich als fehlendeInformation oder

fehlenden Inhalt oder Sachverhaltbezeichne. Dies tue ich mit dem Anliegen,meine Vorgehensweise bei derProblemlösung zu begründen. Daher gehtes im folgenden zunächst darum, wasVerwirrung ist und was zur Beherrschungvon etwas nötig ist.

Verwirrung, Ent-wirrung undBeherrschung

Das Verb verwirren meint ja imwörtlichen Sinne etwas wirr machen. Mitanderen Worten die Ordnung von etwasdurcheinander bringen oder zur Unordnungverwandeln. Wenn wir davon sprechen,dass eine Person verwirrt wird, dann habenwir es unmittelbar mit dem Zustand dieserPerson zu tun, welcher mit dem SubstantivVerwirrung bezeichnet wird.

Links oder rechts?Auf der Suche nach einer Problemdefinition1

von Ioannis Tzivanakis2

Fortsetzung auf Seite 16

“Worin besteht also dieSchwierigkeit, links von

rechts zuunterscheiden?”

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v United Kingdom (cont.)

Hilary FarmerOxford, Oxon44 (01865) 326 464

Nichola FarnumLondon+44 (0208) 977 6699

Carol ForsterGloucester+44 (01452) 331 573

Pauline RoylePoulton-le-Fylde,Lancashire+44 (01253) 899 875

Judith ShawStourbridge, West Midlands+44 (01384) 440 980

Laura ShoneIlford, Essex+44 (020) 8924 5755

Lynne SmithBrighton, East Sussex+44 (07986) 546 468

Jenny SummertonSutton Coldfield, WestMidlands+44 (0121) 354 4847

Barbara TimminsSolihull+44 (015) 6477 2657

Drs. Renée van der VloodtReigate, Surrey+44 (01737) 240 116

Richard WhiteheadCranbrook, Kent+44 (01580) 713 094

Rachel WilliamsonHassocks, West Sussex+44 (01444) 245 260

v United States

AlabamaPaula MoreheadBirmingham1 (205) 408-4420

ArizonaDr. Edith FritzPhoenix1 (602) 274-7738

Nancy KressGlendale/Phoenix1 (623) 203-1890

John F. Mertz, Jr.Tucson1 (877) 219-0613 (Toll Free)1 (520) 219-0613

Tamera P. RichardsonMesa/Phoenix1 (480) 664-9274

Der Zustand der Verwirrung wird imErleben durch ein charakteristisches Gefühldefiniert. Dieses Gefühl der Verwirrung istund wird als Störung einer gewisseninneren Ordnung empfunden undwahrgenommen. Eine innere Unordnungentsteht in einem, wenn er verwirrt wird.

Versetzen Sie sich z.B. in diese Situationhinein (Beispiel 1): Sie sind in einemGespräch mit jemandem, verstehen alles,was Sie von ihm hören; befinden sich alsoin einer bestimmten inneren bzw.gedanklichen Ordnung und Klarheit, die füreine gelingende Kommunikation notwendigist. Nun hören Sie plötzlich von IhremGesprächspartner (in einem Satzeingebettet) das WortInterzeption! Wie fühlenSie sich in dem Moment,in dem Sie dieses Worthören und z.B. nichtverstehen? Löst es nichtVerwirrung odermindestens eine kleineLücke aus? Stört es nichtIhre Gedanken oder Ihregedankliche Ordnung?Trübt es nicht Ihregedankliche Klarheit?

Oder stellen Sie sich vor (Beispiel 2), ineiner hektischen Situation von zweiPersonen gleichzeitig und sehr vehementund fordernd angesprochen zu werden.Haben wir hier nicht eine ähnliche, wennnicht stärker verwirrende, d.h. die innereOrdnung störende Situation?

Demnach könnten wir im Allgemeinensagen, dass Verwirrung der Zustand ist, indem ich mich in meiner – für einebestimmte Situation erforderliche – innerenOrdnung gestört fühle. Gestört fühle, weildiese Störung der inneren Ordnungnatürlich zeitgleich auch entsprechendeEmotionen verursacht und entstehen lässt.So fühlt man sich unsicher oder verloren;manchmal sogar ängstlich.

Logischerweise sollte man alsoVerwirrung dadurch auflösen, dass man dasverwirrende Element zunächst entdeckt unddann beseitigt.

In unserem ersten Beispiel wäre dasverwirrende Element das leere Bild, das inunserer Vorstellung entsteht, wenn wir einunbekanntes Wort sehen oder hören, wie z.B. “Interzeption”. Die durch dieses Wortentstandene Verwirrung können wir

beseitigen oder ent-wirren, indem wir einklares und deutliches Bild oder Verständnisvon diesem Wort bekommen und es unsdann so vollständig aneignen, dass esunseren Kommunikationsfluss in derZukunft in keinster Weise stören kann.

Im zweiten Beispiel ist das verwirrendeElement wieder ein leeres Bild. Da diezwei Ansprachen gleichzeitig stattfindenbzw. “abgeschossen” werden, heben siesich gegenseitig auf. Als Betroffener nehmeich beides in seinem Inhalt nicht wahr.Mein leeres Bild ist die Summe zweier fürmich inhaltsloser (weil nichtwahrgenommener) Aussagen. Die dadurchentstandene Verwirrung kann ich ent-wirren, indem ich dafür sorge, dass diezwei Aussagen wiederholt werden und zwarso, dass ich jede einzelne von den beiden

aufmerksam wahrnehmenkann; also in einer Abfolge:eine nach der anderen. Erstdann habe ich das vorherentstandene leere Bild mitInhalt aufgefüllt.

Verwirrt werden kann ichalso von einem Reiz (x),wenn dieser den korrektenFluss oder das intakteFunktionieren meinesWahrnehmungsprozesses

beeinflusst oder stört, und deshalb von mirverändert oder verzerrt, falsch oder auchgar nicht aufgenommen wird. Dieser Reiz(x) kann mich deshalb verwirren, weil

(a) mir etwas (x) an seinem Aussehenbefremdlich vorkommt oder gar nichtvertraut ist (wenn (x) gegenständlich ist),oder

(b) ich ein Wort (x) in seinemAussehen, Laut oder Inhalt nicht kenne(was sich auch auf einen Satz oder einelängere Aussage übertragen lässt), oder

(c) die Art und Weise, in der einGeschehen (x) stattfindet oder sich einSachverhalt (x) präsentiert, meinWahrnehmungsvermögen überfordert odersogar sprengt.

Wenn ich nun als Betroffener in diesenFällen (a), (b) und (c), die Verwirrungauflösen will, dann muss ich erstens

(a) entweder das Glück haben,herausfinden zu können was (x) ist, oderich lasse es mir erklären von jemandem,der es weiß, zweitens

(b) brauche ich entweder einWörterbuch oder eine kompetente Person(bei längeren Aussagen reicht dann allein

Links oder rechts? . . .Fortsetzung von Seite 15

Fortsetzung auf Seite 1 7

“Logischerweise sollteman also Verwirrung

dadurch auflösen, dassman das verwirrende

Element zunächstentdeckt und dann

beseitigt.”

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CaliforniaReading Research CouncilDyslexia Correction CenterDr. Fatima Ali, FounderAlice DavisDDA-International DirectorRay DavisRonald D. Davis, FounderSharon PfeifferSpecialist TrainerDLS Workshop PresenterDee Weldon WhiteLexie White Strain Burlingame/San Francisco 1 (800) 729-8990 (Toll Free) 1 (650) 692-8990

Janalee BealsOrange1 (877) 439-7539 (Toll Free) 1 (714) 547-4287

Janet ConferRancho SantaMargarita/San Clemente1 (949) 589-6394

Richard A. HarmelMarina Del Rey/Los Angeles1 (310) 823-8900

Jeannette MyersFallbrook/San Diego1 (760) 723-2989

Dwight UnderhillEl Cerrito/Berkeley1 (510) 559-7869

ColoradoKathy BaconLoveland/Boulder1 (970) 669-0170

Terry DeMeoLittleton/Denver1 (303) 850-7668

Crystal PunchEnglewood/Denver1 (303) 850-0581

Carol StrombergCollbran/Grand Junction1 (800) 290-7605 (Toll Free)1 (970) 487-0228

FloridaRandom (Randee)GarretsonLutz/Tampa/St. Petersburg1 (813) 956-0502

Dyslexia PlusAlice J. PrattDLS Workshop PresenterGwin PrattJacksonville1 (904) 389-9251

GeorgiaBill AllenMarietta/Atlanta1 (770) 594-1770

Scott TimmWoodstock/Atlanta1 (770) 516-6683

ein Wörterbuch nicht mehr aus, weil esauch um den Komplexitätsgrad der Syntaxgeht) und drittens

(c) muss ich entweder mich bzw.meine Wahrnehmung derGeschehensstruktur (d.h. denErfordernissen der Situation anpassen, oderich muss dafür sorgen, dass sich dasGeschehen in einer neuen und verändertenbzw. meiner Wahrnehmung und meinemWissen adäquaten Art und Weisewiederholt.

Zusammengefasst und verallgemeinerndkönnen wir festhalten, dass wir einverwirrendes Element, das uns gegenwärtigverwirrt oder künftig verwirren kann,dadurch in seinem Eintreten auflösen oderseine Eintretensmöglichkeit vermeiden,dass wir uns das Wissen aneignen

(1) darüber, was nötig zu wissen ist,wie bei (a) und (b), und

(2) darüber, wie mit einem Geschehenoder mit einer Situation umzugehen ist, wiebei (c),

damit die entsprechende oder potenzielleVerwirrung nicht stattfinden kann.

Wenn wir nach diesen vorangegangenenÜberlegungen zu unserer LRU-Problematikzurückkehren, können wir unsere Fragegenauer stellen bzw. in mehrere Teilfragenunterteilen:

(I) Was beim LRU-Problem ist dasverwirrende Element?

(II) Was ist der fehlende Inhalt,welches Wissen muss angeeignet werden,um die Verwirrung aufzulösen undunmöglich zu machen?

(III) Gibt es in allen Fällen von LRU-Problemen nur ein verwirrendes Elementoder mehrere bzw. unterschiedliche?

(IV) In welcher Weise hängt dasfehlende Wissen mit der Wahrnehmungzusammen?

Erst wenn wir diese Fragen klar undeindeutig beantworten können, haben wirdie Basis für die Lösung des Problems.v

1 Der folgende Text ist ein Auszug aus demBooklet “Links vs. Rechts: ein Problem und eineLösung” von I. Tzivanakis (erhältlich bei LifelearnGmbH, [email protected])

2 I. Tzivanakis ist Sprachwissenschaftler,Lernforscher, Ausbilder und Trainer in den Davis-Methoden und leitet die Davis Dyslexia AssociationDeutschland ([email protected])

English Summary:Left or Right?: A Search for a Definition to

the Problem. The problem in telling left fromright is a common problem. This articleexplains why and how we first need to clearlydefine the problem and the cause for left-rightconfusion, before we can go about solving it.

Links oder rechts? . . .Fortsetzung von Seite 16

wir alle von der langjährigen Tätigkeitdieser beiden Beraterinnen profitieren. DieGruppenarbeiten, die diese Themenergänzten, förderten auch den Austauschunter den einzelnen Teilnehmerinnen. Dervon Christa Jaeger am Abend gestaltete„Marktplatz der Ideen“ hat uns allen vieleneue Ideen und Lösungsansätze gezeigt.Hier waren alle Teilnehmerinnenaufgefordert, ihre eigenen„Erfahrungsschätze“ vorzustellen oder inirgendeiner Form etwas mitzubringen, wasdie anderen interessieren könnte. Wievielfältig und interessant dies war, zeigtallein die Tatsache, dass wir erst um 23.00Uhr aufhörten.

Am Sonntag stellten Bonny Beuret undGabi Lichtenhahn den heutigen Stand desVerbandes vor. Gemeinsam wurde erarbeitet,welche Erwartungen an die dda-CH gestelltwerden und welche Dienstleistungen

wünschenswert sind. Es hat sich u.a. gezeigt,dass die Bemühungen um IV-Anerkennungund/oder Uebernahme der Kosten für dasDavis-Programm durch die Schulpflegenverstärkt werden müssen. Hierzu sind dieVerbandsmitgliederInnen um ihre Mithilfegebeten. Auch wäre eine jährlichesBeraterinnentreffen, wie hier erstmalsdurchgeführt, wünschenswert. Dieanschliessende Schlussrunde hat einstimmigergeben, dass wir uns alle über dieses Treffenund den wachsenden Kontakt zu anderenBeraterinnen gefreut haben. Die Impulse, dieaus den vielen Ideen hervorgingen, habenuns sowohl persönlich wie auch für unsereArbeit als Davis-BeraterInnen bereichert.

Müde, glücklich und vollgepackt mitneuen Anregungen für unsere eigeneTätigkeit machten wir uns auf den Heimweg.Herzlichen Dank allen, die zum erfolgreichenGelingen dieses Treffs beigetragen haben.

Maya Semle-Muraro, Gartenstrasse 7, 8712 Stäfa

dda-CH Treffen. . .Fortsetzung von Seite 13

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HawaiiScott ShedkoHonolulu1 (808) 377-3177

IllinoisKim AinisChicago1 (312) 360-0805

IndianaJodi R. BaughCloverdale/Terre Haute1 (765) 526-2121

Myrna BurkholderGoshen/South Bend1 (574) 533-7455

IowaMary Kay FrasierDes Moines1 (515) 270-0280

KansasCarole CoulterOverland Park/Kansas City1 (913) 831-0388

LouisianaWendy Ware GilleyBaton Rouge1 (225) 751-8741

MichiganAnn MinkelSix Lakes/Grand Rapids1 (866) 330-3671 (Toll-Free)1 (989) 365-3176

Dean SchalowManistee1 (800) 794-3060 (Toll-Free)

MinnesotaCindy BauerPlymouth/Minneapolis1 (612) 483-3460

Virginia BushmanAlbany/St. Cloud1 (320) 845-6455

Cyndi DenesonSupervisor-Specialist Advanced WorkshopPresenterBloomington/Minneapolis1 (888) 890-5380 (Toll-Free)1 (952) 820-4673

MississippiMississippi Dyslexia Center M. Elizabeth CookNancy F. McClainVicksburg/Jackson1 (866) 632-2900 (Toll Free)1 (601) 636-2900

MissouriPatricia HenryKansas City1 (816) 361 6563

MontanaElsie JohnsonKalispell1 (406) 257-8556

By Mary ShaffreyTHE WASHINGTON TIMES

Emily Carambelas, 14, likes to look upwords in the dictionary — but when shelooked up dyslexia, she saw a definitionshe did not like. Emily's Merriam-Webster's Collegiate Dictionary defineddyslexia as "the impairment of the abilityto read."

"That is only part of the puzzle," shesays she thought at the time. "It does notexplain the whole picture." She shouldknow. Emily has dyslexia.

She did something few people everwould think to do: She wrote to Merriam-Webster Inc. and asked that the definitionbe changed.

The dictionary publisher said yes."I expected a form letter saying, 'Thank

you for your input,' but when they wroteback and said they were actually going tochange it, I was shocked," the eighth-grader says.

Dyslexia is a medical condition thataffects upward of 20 percent of thepopulation, according to the Baltimore-based International Dyslexia Association,which defines dyslexia as one of severaldistinct learning disabilities.

"It is a specific language-baseddisorder," the IDA's Web site reads, "ofconstitutional origin characterized bydifficulties in single word decoding,usually reflecting insufficient phonologicalprocessing abilities."

Emily's quest started last year when herteacher at Jemicy School in Owings Mills,Md., suggested that Emily prepare for anational conference in New Mexico bywriting an essay about having dyslexia.

"After reading Webster's Dictionary'sdefinition of dyslexia, I find that I reallydo not believe that it helps one learn orgrasp the concept of dyslexia [It] is not thefull truth and doesn't tell the readeranything about dyslexia," Emily wrote in aletter last May.

Because Emily was busy like mostmiddle school students — she plays pianoand three sports — it was six monthsbefore she found time to write Merriam-Webster with her suggestion.

In her letter asking the publisher toconsider changing its definition ofdyslexia, Emily — an aspiring comedicactress whose favorite subjects are natural

science and math — suggested that herdefinition of the disorder should be usedinstead.

Emily's definition read: "a learningdysfunction caused by a neurological basedconfusion in the brain. Varying in degrees,dyslexia is often familial and can affectreading, writing and mathematics Theexact cause is unknown."

After writing the letter, Emily handed itto her mother — sealed — and asked herto mail it.

"I was truly amazed at how stronglyshe felt about it that she decided to writeit," says Missy Carambelas, Emily'smother. "I was even more amazed, though,that they wrote back."

"I agree that the definition of dyslexiashould be updated," Joan Narmontas, aresearcher with Merriam-Webster wrote inan August reply to Emily's letter. "I haverecommended [a new definition] be usedas the entry for dyslexia in the [upcoming]11th Edition of Merriam-Webster'sCollegiate Dictionary."

When reached later by phone, Ms.Narmontas says hearing fromschoolchildren is not unusual whencontacts are made in the context of a classproject. Rarely, if ever, she adds, does thepublisher receive letters from children —or even adults — writing of their ownvolition.

"I think a lot of people do not evenbother," she says.

Ms. Narmontas suggested the followingdefinition to editors at Webster's: "avariable, often familial, learning disabilityinvolving difficulties in acquiring andprocessing language that is typicallymanifested by a lack of proficiency,especially in reading, spelling andmathematics."

"Emily made some good points, and itwas the impetus for the revision," she says."Letters can and do make a difference, as itdid in her case."

Merriam-Webster updates its collegiatedictionary series once every 10 years. Thecurrent 10th edition — which containsmore than 215,000 definitions on 1,600pages — is the most popular dictionarybeing sold today, according toAmazon.com.

The new 11th edition is expected nextyear, so Emily's recommendations will be

Defining Statement

continued on page19

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vUnited States/Montana(cont.)

Nancy SittonWhitefish1 (406) 863-9844

NebraskaShawn CarlsonLincoln1 (402) 420-1025

NevadaBarbara ClarkGardnerville/Carson City1 (775) 265-1188

New HampshireMichele SiegmannMason/Manchester/Boston1 (603) 878-6006

New JerseyNancy CimprichElmer/Philadelphia1 (856) 358-3102

Charlotte FosterSupervisor-SpecialistBernardsville/Newark1 (908) 766-5399

New YorkCarla C. NiessenClintondale/Poughkeepsie1 (845) 883-5766

Wendy RitchieHilton/Rochester1 (585) 233-4364

North CarolinaGerri W. CoxShallotte/Wilmington1 (910) 754-9559

Erin PrattAsheville1 (828) 231-2400

Elizabeth RatliffCary/Raleigh1 (919) 461-3948

OhioLisa ThatcherMount Vernon/Columbus1 (740) 397-7060

OklahomaChristina MartinTulsa1 (866) 492-0700 (Toll Free)1 (918) 492-0700

PennsylvaniaMarcia MaustBerlin/Pittsburgh1 (814) 267-6694

South DakotaKim CarsonRedfield/Aberdeen1 (605) 472-0522

Nick’s Dialby Carol Hern,Davis Learning Strategies Workshop Presenter

Dial Setting is one of the Davis tools usedby Facilitators during an individualizedDavis Program. It is also one of procedureswe teach to teachers in the Davis LearningStrategies Basic Teacher Workshop. Itspurpose is to enable students to becomeaware of their energy levels and to “set theirdial” at the optimum levels for any giventask. Teachers find it a very useful tool forclassroom management, and childrenquickly learn how helpful it can be for

improving their performance in any givenactivity. Davis Facilitators find it an essentialtool for helping clients control their ADDsymptoms, and to “slow down” to improvereading accuracy and comprehension.

One of the fun ways I taught mygrandson, Nick, age 5, to learn and use hisdial was to take photos of him doingdifferent activities and pasting them on hispersonal Dial. We both had a lot of fun withthis project.v

implemented "fairly soon," Ms. Narmontassays.

The decision to write was a no-brainer,Emily says, even though she has kept hersuccess fairly quiet — telling only a fewclose friends, the principal of her schooland a former teacher.

"Dyslexia affects everything I do," saysEmily, who was diagnosed with thedisorder when she was five. "But there isnothing I can't do because of dyslexia."

"Emily is just that kind of person whereshe would take on a big company likeWebster's," says Caroline Alexander,Emily's sixth-grade science teacher at

Jemicy, a private elementary school inBaltimore that educates dyslexic childrenfrom across Maryland.

Miss Alexander, who now teachesscience at the Barnesville School, a privateday school in northern MontgomeryCounty, says she was not surprised whenher former student contacted her to tell herwhat she had done.

"She never let dyslexia get in her wayof doing assignments, and she is one of themost creative students I have everencountered," Miss Alexander says. "I amvery, very proud of her." v

Copyright 2002 News World Communications, Inc.Reprinted with permission of The Washington Times

Defining Statement . . .continued from page 18

Page 20: The Dyslexic Reader 2003 - Issue 30

PAGE 20 THE DYSLEXIC READER

TexasSuccess Learning CenterRhonda ClemonsColleen MillslagleTyler/Dallas1 (866) 531-2446 (Toll Free)1 (903) 531-2446

Kellie BrownFt. Worth1 (877) 230-2622 (Toll Free)1 (817) 989-0783

Susan DickensLeander/Austin1 (512) 515-5591

Shannon LivermanSonora/San Antonio1 (915) 277-0895

Dorothy OwenSupervisor - SpecialistDallas1 (817) 919-6200

Laura WarrenLubbock1 (806) 771-7292

VirginiaDonna KouriRockville/Richmond1 (804) 749-8791

Angela OdomMidlothian/Richmond1 (800) 652-8476PIN#3586 (Toll-Free)1 (804) 833-8858

WashingtonDyslexia Correction Centerof WashingtonMarilyn AndersonAleta ClarkAuburn/Tacoma1 (253) 854-9377

Meadowbrook EducationalServicesDorothy BennettJackie BlackRenie Royce SmithSpokane & Everett1 (800) 371-6028 (Toll-Free)1 (509) 443-1737or (425) 252-8488

Marlene E. EasleyDLS School MentorBellingham1 (360) 714-9619

Cascade Learning SolutionsMeliesa HawleyKathleen HawleyWenatchee/Bellevue1 (509) 662-9121

Dyslexia Mastery CenterCarol HernDLS Workshop PresenterMary Ethel KelloggDLS Workshop PresenterSpokane1 (509) 363-1771

Donna Kouri is an Educator andis familiar with many learningstyles and strategies. “I amespecially interested in workingwith any child or adult whosincerely wants to better their lifeand discard learning problems.”Mid-Atlantic Dyslexia Center,

16367 Pouncy Tract Road, Rockville, VA 23146,USA. (804) 749-8791. [email protected].

Karin Van Wulfen is a motherof two boys. “ I am thirty-nineyears old. I have a largebackground as a school teacher,several years as a remedialteacher and I am happy to be aDavis Facilitator!” Karin speaksboth Dutch and English.

Minckelersstraat 1, 4816 AD, Breda, Nederland.+31 076 514 4889. [email protected]

Margit Geuss is a teacher at aFachoberschule. She wasinspired to become a DavisFacilitator as a result of her ownsuccess with the Davis methodsas well as those of her students.Vernetzte Kommunikation,Schmuzerstrasse 16, D-82405

Wessobrunn, Germany. +49 (08809) 163034. [email protected]

Helen Kaptein “I started abusiness in helping people withlearning/emotional problemsafter having finished severaldisciplines, such as:Sportmassage, N.E.I.,Natuurgeneeskundige and Neuro-fit. I like to work with children

very much. In search of a pleasant, playful andeffective method, the Davis Program caught myeye and this I’ve finished my training. I havelearned a lot and met dear colleagues. I hope tobe a busy Davis facilitator.” Helen speaks Dutch,German, English and a little Spanish. St.Pieterstraat 31, Middleburg, 4331 E, Nederland.+31 118 64 37 73. [email protected]

Paddy Carson followed her sons lead to discoverthe Davis program. Impressed by her sonsblossoming abilities she persued the Facilitatortraining. Paddy has a degree in education and hasdone volunteer work in schools. She providesprograms from home. 15925-109 Avenue,Edmonton, Alberta, T5P 1B6, Canada. (780) 489-6225. [email protected]

Sjan Melsen read “The Gift ofDyslexia” 5 years ago. “In thisbook I recognized a lot of myselfand my dyslexic family. Afterfollowing the Davis Program formyself I became interested inbecoming a Davis Facilitator.Now I enjoy providing dyslexics

the tools to help themselves, so they can feel thespecialty of their own gift of dyslexia.”Hertshoornstraat 6, 6813 EJ Arnhem, Nederland.+31 264 42 69 98. [email protected]

Ineke Blom has had more than20 years experience as a primaryschool teacher. In addition toteaching she has her ownpractice. Ineke became aware ofthe Davis Methods after her sondid a correction program. Shereally appreciated the chance to

work with younger children in such a positive andhelpful way. Dorpstraat 43, Ilpendam1452 PG,Nederland. +31 20 436-1484. [email protected]

Rieja van der Valk is themother of five. “After 20 yearsof teaching I made the switch toproviding therapy. The goal ofmy new work was to discoverthe resources of energy andpower in one’s self. Through anew governmental policy I was

offered the chance to reintegrate and reeducatemyself in whichever field I chose. I chose theDavis Methods. Now I am filled with enthusiasmin guiding others, helping them discoverthemselves and their very own point oforientation.” Puuntgaaf, Achterhoeksweg 2, 7608RE Almelo, Nederland. +31 (0546) 067 537.

Jan Gorman has a son whocompleted a Davis Program in2001. Encouraged by his success,after many other programs hadfailed. Jan trained to become aFacilitator so she could bring theprogram to others. 44 EppingAvenue, Eastwood NSW 2122,

Australia. +61 (02) 9874 7498. [email protected]

Elizabeth Martin has a B.Ed. specializing inElementary and music education from theuniversity of British Columbia. “I have taught atall elementary levels with the majority of myexperience in the early primary grades both inCanada and internationally. I am a mother of fourand have been living in Southeast Asia for almostnine years.” Jalan MPR II, No. 1, 12430 Jakarta,Indonesia. +62 (21) 764 [email protected]

Newly Licensed Davis Facilitators, Specialists and Workshop Presenters Congratulations and welcome to our growing international family of Davis providers!

A special welcome to our first Davis Facilitators in Malaysia, Indonesia,and Hong Kong, China!

Page 21: The Dyslexic Reader 2003 - Issue 30

PAGE 21 THE DYSLEXIC READER

v United States/Washington (cont.)

Jo Del JensenOak Harbor/Anacortes/Seattle1 (360) 679-9390

Rebecca LueraFall City/Seattle1 (800) 818-9056 (Toll-Free)1 (425) 222-4163

Sharon PolsterBainbridge Island/Seattle1 (206) 780-8199

Ruth Ann YoungbergBellingham1 (360) 671-9858

West VirginiaGale LongElkview/Charleston1 (888) 517-7830 (Toll Free)1 (304) 965-7400

WisconsinNew Hope LearningCenters, Inc.Darlene BishopMargaret Hayes Pamela KretzMilwaukee1 (888) 890-5380 (Toll Free)1 (414) 774-4586

v

This Directory is current asof November 25, 2003.

It is subject to change.Between newsletter issues,new Facilitators are added,

and occasionally, somebecome inactive. Howeverthe Davis Providers list at

www.dyslexia.com isalways up to date.

v

Hilary Craig, a native fromIreland, obtained herundergraduate degrees inAustralia and Canada and herMaster’s degree in the UnitedKingdom. She further specializedin English as a Second Languageand also qualified as an

Elementary Science Consultant. Her 28 years ofwork in education has been gained in elementaryschools, high schools and colleges in fivecontinents. During these years Hilary becameaware of the difficulties experienced by manystudents and set out to make a difference. C-08-01, Block C, 2 Jalan Mont’Kiara, Mont Kiara,Kuala Lumpur 50480, Malaysia. +603 2096 [email protected]

Iris Webber is a teacher andmother of four. Hof, 8344Bäretswil, Switzerland. +41 (01) 939 [email protected]

Carrie Cheung speaks Chinese (Cantonese andPutonghua),as well as English. Flat F. EighthFloor, Block 2, 101 Pokfulam Road, Hong Kong.+852 90 111 736. [email protected]

Elsie Johnson has revered thedifferences that make us who weare through her lifetime. Fromchildhood as one of six childrenwhose dad could explain andteach aerodynamics, but wasintimidated by simple mathcalculations, through two

decades of teaching in public and private schools,at colleges and private practice from New Englandto Montana with students from ages 4 to 64, I’vesought and used methods and tools to matchstrategies to students that have the sparkle of‘learning differences’ that thwart success. Howsensible to understand Ron Davis’ firsthandexplanation of how those sparkles are the uniquecomposition of each of us as a diamond withbrilliance to share. Ron’s tools find and addressthe cause, and connect the dots of my previoussearching to make a clear picture of how to help.Providing correction programs gives the power tochoose one’s own options in life, so my businessis named Learning Options. I provide customprograms to all age levels, from New England toMontana marveling with each experience at theshimmer and glow emitted by clients, reflectedand shared by their support persons at home andin our schools. I love the irony of how suchserious business can be such fun and bring suchlight to so many.” Learning Options, 131 NorthHaven Drive, Kalispell, MT, 59901, USA. (406) 257-8556. [email protected]

John Reilly “Based at home butmore than happy to come to yourhome, be it in the country orinterstate. I’ve worked in theconstruction industry most of mylife and found commuting byHarley to be a relaxing way togreet each day. My work is

totally supported by my wife, Liz, and our threechildren. A Dyslexic, 81 First Avenue, Berala,Sydney, NSW, 2141, Australia. +61 (02) 9649 [email protected]

Davis Fundamentals Presenter:Gerry Grant operates asuccessful private practiceproviding Davis Programs nearToronto, Canada. He successfullycompleted his apprenticeshipwith Ron Davis in October, 2002and is now qualified to present

Fundamentals of Davis Dyslexia CorrectionWorkshops. He is actively working with DDAI totrain more Facilitators in his capacity as aSpecialist and Workshop Presenter.

Davis Specialist: GabrielaScholter has her private practicein Stuttgart, Germany. Shecompleted the nine phases of herSpecialist training in October,2002 at the Davis TrainingCenter in Burlingame, California.As a Specialist, she is now

qualified to supervise students through the FieldAssignment, Practice Meeting, and Training PodWeek phases of Facilitator training.

Davis Workshop Presenters: Robin Temple ofMaria Hoop, Netherlands, Ioannis Tzivanakis ofHamburg, Germany, and Jürg Peter of Basel,Switzerland all completed their training with RonDavis in 2001, and are now qualified to presentthree Davis Workshops: Fundamentals, Advanced,and Mastery of Motivation & Responsibility.

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

The Davis Specialist program requiresextensive experience providing Davis

programs and an additional 260 hours oftraining. Specialists and Facilitators are

subject to annual re-licensing based uponcase review and adherence to the DDAI

Standards of Practice.

Davis Learning Strategies School Mentors andWorkshop Presenters are experienced

teachers and trainers who have had two-three years of specialized training and

experience mentoring classroom teachers ofchildren ages 5 - 9 years old.

For information about training or a fulldirectory of Davis providers, see

www.dyslexia.com/affil.htm, or call +1 (650)692-7141 or toll-free

in the US at 1-888-805-7216.

Page 22: The Dyslexic Reader 2003 - Issue 30

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

2003 DATES & LOCATIONS

Mar 31 - Apr 3, 2003 Jakarta, IndonesiaJune 23-26, 2003 San Francisco, CaliforniaJuly 14-17, 2003 San Francisco, CaliforniaJuly 14-17, 2003 Madison, Wisconsin

August 18-21, 2003 San Francisco, CaliforniaAugust 18-21, 2003 Toronto, Canada

Call 1-888-805-7216 for US RegistrationCall +65 6310 1032 for Indonesia RegistrationCall 1 (905) 844-4144 for Canada Registration

Call 1 (888) 890-5380 for Wisconsin Registration

Three Academic Units Available - US only

Feedback from Teachers

"In theforefront ofwhat I likedmost washow easilythe Davisstrategies fitinto manyareas of Kindergarten curriculum. It relieved me of apaper-pencil approach and gave me a hands-on,kinesthetic approach. It also helped develop the littlefinger muscles for being able to move on to coordinatepaper-pencil activities. Assigning each child a storagebox for creating the alphabet over time also fit andaccomplished the development of ownership,responsibility, and a sense a pride in all the children. Ibelieve all Kindergarten children would benefit fromDavis Learning Strategies."

—LB, Kindergarten Teacher, Mission San JoseElementary School, Fremont, California

"It has helped me become more aware and sensitive tothe needs of my students. My students are very receptiveand amaze me how quickly they pick it up. I have manychildren who are ADD and ADHD. This system helps mereconnect with them. I have small groups for shortperiods of time and this helps us to get down to businessquickly."

—DG, Elementary Spec. Ed. Resource, Sequoia CharterSchool, Mesa, Arizona

"There has been a remarkable improvement in reading,writing, spelling and math progress with my students.Growth in self-confidence is tremendous. These studentshave been given practical skills that equal success."

—DD, Elementary Teacher,Greater Vancouver Distance

Education School, Canada

Research BasedThe workshop

represents the results ofsix years of researchand development inseveral K-3 elementaryclassrooms by anexperienced teacher,Sharon Pfeiffer. InAugust, 2001, aresearch paper detailing the effects of these strategies on firstgrade word recognition and gifted education placement waspublished in Reading Improvement, a peer-reviewed journal.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 developthe self directed ability to be physically and mentally focusedon the learning task at hand.

Through Davis Symbol Mastery®, children master thealphabet, punctuation marks, and basic sight words with asimple, easy and fun alternative to pencil-paper activities anddrill exercises.

Davis Reading Exercises provide a fun and cooperativemethod for increasing word recognition and readingcomprehension skills. This reading method can be used alone oras a supplement to a current reading program.

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

Visit the newly designed

www.davislearn.com

website at:

Page 23: The Dyslexic Reader 2003 - Issue 30

Come Learn andEXPERIENCE

the Davis DyslexiaCorrection

procedures!

11-14 January 2003 (English)Instructor: Bonny BeuretLocation: Basel, SwitzerlandContact: [email protected]: +41 061 273 81 85

13-16 January 2003 (English)Instructor: Cyndi Deneson Location: Burlingame, CaliforniaContact: [email protected]: +1 (888) 805-7216

20-23 Feb 2003(English/Spanish)Instructor: Ron DavisLocation: Monterrey, MexicoContact: [email protected]: +52 (81) 8335 9435

27 Feb - 2 Mar 2003 (English)Instructor: Robin Temple &Siegerdina Mandema Location: Tonbridge, Kent, UK Contact: [email protected] Phone: +44 (08700) 132 945

20- 23 March 2003 (German) Instructor: Ioannis Tzivanakis Location: Meran, Italy Contact: [email protected] Phone: +49 (040) 25 17 86 22

11-14 April 2003 (German) München (Munich), Germany Instructor: Ioannis Tzivanakis Contact: [email protected] Phone: +49 (040) 25 17 86 22

12-15 May 2003 (English) Sydney, Australia Instructor: Bonny Beuret Contact: [email protected] Phone: +61 (02) 9968 2678

18-21 May, 2003 (English) Auckland, New Zealand Instructor: Bonny Beuret Contact: [email protected] Phone: +61 (02) 9968 2678

29 May-1 June 2003(English/French)Instructor: Bonny Beuret Location: Geneva, Switzerland Contact: [email protected]: +41 061 273 81 85

8-11 July 2003 (English) Instructor: Cyndi Deneson Location: Burlingame, California Contact: [email protected] Phone: +1 (888) 805-7216

13-16 September 2003 (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: [email protected] Phone: +41 (061) 273 81 85

2-5 October 2003 (English) Instructor: Robin Temple &Siegerdina Mandema Location: Tonbridge, Kent, UK Contact: [email protected] Phone: +44 (08700) 132 945

2003 INTERNATIONAL 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 fordyslexic learning 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 24: The Dyslexic Reader 2003 - Issue 30

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-Australia18 Bullecourt Ave.South MosmanSydney NSW 2088AUSTRALIATel: + 61 2 9968 2678Fax: +61 2 9968 2059E-mail: [email protected]

DDA-CHFreie Strasse 81CH 4001 Basel,SWITZERLANDTel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41e-mail: [email protected]

DDA-DeutschlandConventstrasse 14D-22089 HamburgGERMANYTel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24E-mail: [email protected]

DDA-Israel20 Ha’shahafim St.Ra’anana 43724ISRAELTel: +972 (053) 693 384Fax: +972 (09) 772-9889E-mail: [email protected]

DDA- MéxicoPrivada Fuentes #110, esq. con Ricardo MargaínColonia Santa EngraciaGarza García - Monterrey, 66220Nuevo León MÉXICOTel/Fax: +52 (81) 8335-9435 or +52 (81) 8356-8389E-mail: [email protected]

DDA-NederlandKerkweg 38a 6105 CG Maria Hoop,NEDERLANDTel: +31 (0475) 302 203 Fax: +31 (0475) 301 381E-mail: [email protected]

DDAI-US1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: +1 (650) 692-7075E:mail: [email protected]

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 23 for more workshop details.

2003 International ScheduleBasel Switzerland Jan 11-14California United States Jan 13-16Monterrey Mexico Feb 20-23Kent UK Feb 27-Mar 2Meran Italy Mar 20-23Munich Germany Apr 11-14Sydney Australia May 12-15Auckland New Zealand May 18-21Geneva Switzerland May 29-Jun 1California United States July 8-11Basel Switzerland Sept 13-16Kent UK Oct 2-5

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

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

For a fulldescription of theDavis Facilitator

CertificationProgram, ask for

our booklet.


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