Download - The Dyslexic Reader 2011 - Issue 58

THE DYSLEXIC READER PAGE 1

Dys lex ic Read er• • • ˜´ ´VOLUME 58 ISSUE 2 • 2011DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

The

By David Hirst, Davis Facilitator in Riverside, CA, USA

As long as I can remember I struggled in school. I would do whatever I could to avoid being called on. I would study as hard as I could and still fail. Fridays in the 6th grade were absolute torture. I had to pass my spelling test or get spanked during recess. So every Friday I wore as many pairs of underwear as I could manage to put on. Amazingly, no one ever wondered why I couldn’t pass the tests. They all just assumed I was lazy. I often wondered why it seemed like I was the only one having so much difficulty in school. I would cry a lot and often felt like I was on the “outside” looking in on a world that just didn’t make sense to me. My parents hired tutors, and that just made me angry. They were just pushing me to do more of what I already couldn’t

Dyscalculia: Why It Happens And How To Prevent It

IN THIS ISSUE

News & Feature Articles Not Just Another Program ..................1, 3, 17Dyscalculia: Why It Happens And How To Prevent It ......................... 1, 4-7Lost In The Jungle ....................................... 4From Student To Teacher To Facilitator ........... 7A Tool To Improve Oral and Reading Skills ...8-9My Daughter Has Dyslexia ......................10-11Dyslexia – A Cup Half Full ..................... 18Dyscalculia And The Davis Maths Mastery Programme ..........................20-21

Regular FeaturesIn the Mail .................................................. 2Q&A .....................................................12-14 Lazy Reader Book Club..........................15-17 New Davis Licensees ................................. 23Davis Workshops ..................................26, 27

(continued on page 3)


do. The labels of stupid and lazy began to stick. I remember the sting of tutors shaking their heads in hopelessness when they talked to my parents as if I didn’t see. By the time I was in Junior High, I was 2 years behind in school. My parents decided to home school me. They handed me my books and said, “Here. Learn.” Instead, I spent all the time I could outside on the farm. Unfortunately, I was overlooked due to their divorce. Then I went to high school. I barely made passing grades. I would do all right listening in class, but when it came to reading the assigned materials and

Not Just Another Program

I … felt like I was on the “outside” looking

in on a world that just didn’t make

sense to me.

By Fionna Pilgrim, Davis Facilitator in Keighley, West Yorkshire, UK

Maths is at the heart of who and what we are. Maria Montessori said:

“That the mathematical mind is active from the first becomes apparent, not only from the attraction that exactitude exerts on every action the child performs, but we see it also in the fact that the little child’s need for order is one of the most powerful incentives to dominate his early life (The Absorbent Mind,1967, pp189,190).

So why should it be that, almost as soon as we start our formal education, so many of us develop difficulties, in some cases almost amounting to phobia, about working with numerals? I would like to explain how that happens and some of the simple things we can do to prevent it.

completing the writing assignments, I had such a hard time. I knew in my heart that I wanted to be a doctor. I was good with people and found all the science classes fascinating.

THE DYSLEXIC READERPAGE 2

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI)1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: [email protected] INTERNET: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2011 by DDAI, unless otherwise noted. All rights reserved.

In The Mail

No Longer A ‘Disoriented Little Blonde’

Davis Facilitator, Wendy Ritchie, received this heartwarming letter from the mom of her very first client, of ten years ago.

Dear Wendy, Do you remember that disoriented little blonde you worked with nearly 10 years ago? Erika is 16 years old now and in the eleventh grade. She's taking three Advanced Placement courses, including Chemistry, American History, and Language and Composition. She's also mastering Spanish II, which isn't easy for a dyslexic learner. She's also become her own advocate. She knows how she learns, doesn't apologize for it, and lets teachers know when they aren't meeting her needs. I'm so proud of her! She just got her first job last week and has grown into a beautiful young lady. We moved to southern Arkansas three years ago. It was initially a tough move for Erika, but she has thrived. That No Child Left Behind Act has worried me, but Erika has scored ‘proficient’ on every assessment. She gets A's and B's, and although she contemplated the idea of going the Special Ed. route in third grade, she decided not to and hasn't regretted the decision. She doesn't always finish her tests, but she was able to score a 20 on the ACT test this last time. She was given the gift of knowing how she learns and knowing she can conquer anything that comes her way. She participates on the golf, softball, and the chess teams. She just beat the leader

fun and felt so comfortable with her…. About 7 teachers watched the whole time and took notes. It really piqued their interest. They asked Erika questions, and she candidly told them about her experiences. Thank you for leading Erika down the right path. Her path changed after that week with you, and she has NEVER looked back. She now loves to read, too. Currently, she wants to be an elementary level educator, specifically a kindergarten teacher. Our little Erika will graduate next year! Can you believe it? Someday the two of us will write a book about our experiences, because the David Method changed our lives forever. By the way, her younger sister, Jess, also dyslexic, scores advanced on all state benchmarks and gets all A's and B's in school. She's currently in the 8th grade. The Davis Method became her reality too. Sarah Stratton

the other day! I think that's one of her gifts of dyslexia--she's a skilled chess player. The real reason I'm writing is to tell you what she did today. I've been a high school literacy facilitator at a school here in Arkansas. I was at a K-12 literacy meeting last week, and the elementary teachers were discussing kids who were not responding to interventions. I told them about the Davis Method, and they invited me to demonstrate. I brought Erika with me and the two of us worked with kids, using Symbol Mastery with their upper case letters. Watching Erika work with a first grade boy was magical. She’s a natural! After he finished his letters, he identified the letter ‘c’ as ‘k’ and the ‘k’ as ‘k’. Erika knew just how to help him resolve that confusion because she understood him. He also confused ‘g’ and ‘j’, calling both ‘j’. Again, she recognized his difficulty and knew how to work him through it with Symbol Mastery. The boy had so much


I knew that I wasn’t going to be able to get through all the reading material so I chose to go into teaching. I don’t know how I made it through college but I did….only to find that I couldn’t pass the “teaching boards” known as the CBEST test. Everyone I knew passed it and said how easy it was. Of course, only I can’t pass an easy test! I was at a loss. What would I do? I was working in a gym as a personal trainer for minimum wage, newly married and couldn’t get a teaching job because I couldn’t pass the CBEST. I took the test again and again and again. After the twelfth time, five years and two kids later, I gave up. I did odd jobs here and there, feeling totally ashamed that I couldn’t support my wife and family. My wife passed the CBEST and had a great teaching job. The total humiliation of it all was sometimes just too much. When my oldest daughter was in first grade my wife and I were concerned because she just wasn’t picking up phonics like everyone else was. By second grade, I knew that she, too, had the learning problems that I had grown up with. My heart grew heavy when I realized this and I didn’t want my baby girl to have to suffer like I did. I vowed to do anything within my power to see that she had more success in school than I had. Thus began my quest to help her. My wife and I spent thousands of dollars on tutors, reading recovery, games, programs, and books. You name it, we bought it, did it, went through it. We would tell her, “Okay, honey, just do this and then you should be able to read better.” Nothing seemed to really work. In fact, most of it did more damage than good. The poor kid began to think something was really wrong with her. All those old feelings came rushing back to me. I just couldn't bear seeing my daughter suffer like I had. As a matter of fact, those terrible feelings about myself had never really gone away, and were now even more pronounced. I was now more determined than ever. I was going to find something, something that would really make a difference in her life.

Not Just Another Program (continued from page 1) and was put in touch with a facilitator. Before I knew it, I had completed the first day of the program and I was totally blown away. As the week went on, I was becoming more and more free of the confusion that had plagued me my entire life. Once the orientation was done and the triggers in my reading were dealt with, everything started coming together. My wife was astonished. She couldn't get over the changes she saw in me. Pleased with the results, she said she would have paid double the price just for the confidence I had gained. Simply blown away by the drastic change in me, my wife wholeheartedly agreed to send our daughter two weeks later. I went with her and I was again riveted. My daughter had amazing results with the program. My wife was skeptical, not believing that our daughter was having as much success with the program in so short a time. On the fourth day, my wife came with us. She began to understand the program better but wasn’t prepared for what she was about to witness on our car ride home. Curious, my wife asked our daughter, “What are you doing?” She casually responded, “Writing.” Stunned, my wife grabbed the paper out of her hand and began reading it. Crying, she said, “How is this possible? She has written a whole page and everything is spelled correctly!” My daughter, who HATED writing and would seriously

cry if you asked her to write a simple paragraph, had written an entire one page, four paragraph princess

story in the car on the way home.

I had never seen anything like it. My wife

had cried many bitter tears over her inability

to help our daughter in the past. It was very healing to watch her now cry tears of joy. My daughter was so happy and was really proud of herself. Her self-confidence was growing. It was the most dramatic turning point in her life. Within a few months she was at grade level and was able to skip a grade in order to rejoin her peers. Even my confidence level was growing everyday. I began reading books for enjoyment and experienced less fear so I could tackle simple daily writing tasks (like writing a check). I decided to look into becoming a Davis Dyslexia Correction Program Facilitator.

Call it luck or Providence, my mother sent me a book in the mail titled, The Gift of Dyslexia by Ron Davis. Snidely, my wife said, “Some gift dyslexia is…” I hadn’t read a book since college nor did I want to. Intrigued by the title, my wife picked it up and started reading. She couldn’t put it down. She read sections of the book out loud to me and asked

questions like, “Can you turn the letters this way, and can you see around the letters?” Totally shocked that I answered, “Yes,” she continued to read in amazement. She was unable to put it down, and

read the entire book in one sitting. My wife was so excited about everything; the book, the program it offered, and the possibilities for me and my daughter. Then reality began to set in. She started getting discouraged because of all the other programs that we had tried with no positive results. What if this was just another one of those programs; one that got our hopes up but just didn't work. Everything we had tried had promised so much and delivered so little. We were desperate and I just couldn’t stand by and do nothing. After careful consideration, we came to the conclusion that we had to try the Davis Program. The school system certainly didn’t have the answers and neither did we. Totally tormented with the idea of telling our daughter that she had to do yet another program, my wife had a great idea. She “strongly” insisted that I go through the Davis Dyslexia Correction Program FIRST. THEN, if it helped me, she would allow our daughter to complete the program. Even though I was 36, lacked self-confidence, dreaded reading and filling out paperwork (and let's not forget, I had a $60,000 college education that I’d never been able to use), what could I loose? I'd been there, done that. What's one more program? If it was going to help my daughter, I was going to do it. I wasted no time. I got on the phone, contacted the Davis Dyslexia Association

“”

...my wife had a great idea.She “strongly” insisted

that I go through the Davis Dyslexia Correction

Program FIRST.



Dyscalculia (continued from page 1)

These symbols, 3, three and the sound “three,” all represent this quantity:

These symbols represent this quantity in Arabic, Complex Chinese, Simple Chinese, Thai, the numeration system English speakers and most Europeans use, the English word we use when writing and the English word we say when speaking. Someone arbitrarily chose these representations so long ago that we cannot remember when, and they became a convenient shorthand for all those who were let into the secret. Generally, up until the moment they start school, most children are happily developing mathematical skills and awareness. Most of them master one-to-one correspondence fairly early as they begin to identify self as a separate individual and recognise the separateness

Dyscalculia: a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence" (Department for Education and Science, 2001).

of those around them. Spatial awareness also begins to develop. A toddler knows where things belong, and is confused if things are not in their proper place, which she can pinpoint with great accuracy. Before they get to school most children will be able to draw a picture of a house with windows and doors in reasonable places and a face with two eyes, one nose and one mouth. They can clearly recognise the quantity ‘two’. Mathematical development is progressing just as it should, increasing as the child makes more sense of the surroundings and orders her life. Alongside this, a growing awareness of numerals develops. Numerals are all around us and, unlike letters, there are only ten individual symbols that we

use to represent numbers, so they crop up frequently. However, numerals are only the symbols that represent quantity, as demonstrated above. Children will happily, and often very proudly, recite numerals as far as they can go. This is not counting. Pre-school children are in an absorbent phase for language. Words hold a fascination for them. They recite nursery rhymes, repeat dialogue from DVDs and chant the alphabet and numerals – the last two, usually, with much encouragement from adults around them. This does no harm at all to

“”

Generally, up until the moment they start

school, most children are happily developing

mathematical skills and awareness.

Lost in the JungleBy Hugo Rauch

I'm lost in a jungle of letters and words,I try to be found but I'm never heard,The monkeys and lions just sail past,I get stuck in the mud and I can't go fast. I'm clever and funny but a seller - notAs the hyenas laugh because I forgot,But one day I'll get out and I will be free,Then I'll know it's good to be me.

Hugo Rauch is 10 years old. He wrote and submitted Lost in the Jungle for a competition in 2010. It won first prize! He shared it with his Davis Facilitator, Annemette Hoegh Banks, of Berkhamsted Herts, England. Congratulations, Hugo! We all hope you continue to write poetry – and submit it for publication in The Dyslexic Reader!


the child’s mathematical development, unless adults confuse chanting numerals in order with counting aloud, and assume that their child is at a more advanced developmental stage than he really is. The quantity is concrete, the numeral and its sounds are abstract. Children become ready for abstraction at different rates. Before introducing children to arithmetic, it is essential to be sure they recognise the links between the numerals, the quantity they represent and the sound we make when we speak about them. Thus, for example:

It is also essential to be sure that:

1. the child recognises that one is one: a single object. This knowledge is linked to the child’s awareness of Self – himself or herself – as a single individual, distinct from all others.

2. the child can count, enumerating correctly and with no omissions, a sequence of quantity increasing in size by a single one each time. This is part of the fundamental basis for doing arithmetic.

Furthermore there are key concepts, the understanding of which is essential if the mechanics of arithmetic are to make sense. These key concepts underpin mathematical understanding, and we can see them at work even in something as simple as counting:

Ø If we have one object we can label the quantity 1. If another object is added to the first, the quantity has been changed. Change is the first key concept essential for mathematical understanding.

Ø The original quantity was changed as a consequence of adding another single object. Consequence is the second key concept. The cause of the change was the addition of another object. The effect of the change is the creation of a greater quantity.

Ø Before the new object was added there was only 1. After it was added there were 2. There is an element of Time, the next key concept required for mathematical understanding. Time allows us to measure change against a particular constant standard.

Ø If the child does not name the numerals in the correct sequence the numeral will not match the quantity. The next key concept is Sequence.

Ø If the second object was not put in the proper place or position to be seen as changing the first quantity, the relationship of the first object to the second cannot be recognised, and the order of the counting would be disrupted. Order, the understanding that things have a proper place and position and condition, is the last key concept needed to understand mathematics. And with it, the understanding of Disorder – when things are not in the proper place, or position or condition – the opposite of Order.

In the words of Ronald D. Davis, “Whenever we are doing math, whether it is simple arithmetic or astrophysics calculus, all we are doing is order vs. disorder, sequence and time. This is what math is composed of. If you don’t have these inherent concepts you cannot understand math.” (Advanced Davis Procedures for Math, Handwriting and Attention Difficulties. Ronald D. Davis. Copyright DDAI, 1998.)

Some children take longer than others to come to an understanding of these concepts. If they are taught arithmetic before they have grasped them through experience, this lack of understanding can interfere with their ability to do even the arithmetic we consider simple. Failure affects self-esteem and can lead to phobia.

Children are born to establish order in their environment, but what can we as parents do to support them? Given freedom and opportunity, children’s mathematical ability develops with no need of assistance. Our primary role is to observe our children’s interests, follow where they lead and provide that opportunity. How can we do this?

1. First and foremost trust the child. Children have an innate, unconscious knowledge of what they need for their current stage of development.

2. Remember that our priorities may not be theirs – and relax. If your priority is maths then whatever the child’s interests are, maths will relate.

3. If there are certain games and activities that a child is particularly interested in, provide more of them and allow the child space and time to explore.

a. When an interested child observes an adult counting, she may well wish to count too. Keep counting but make it very clear that you are separating those things you are counting from everything else, that you touch or move each object counted as you say the numeral.

b. Making patterns is a fundamental maths skill. All sorts of things can be used to make patterns – buttons, rice, dried peas, lentils, small pieces of shiny or coloured paper, the child’s toys….

c. Matching and pairing games hone children’s observational skills and enhance their recognition of one-to-one correspondence. You can start with real objects: pairing socks, sorting the washing into correct piles for each member of the household and putting the clothing in the right drawers, or matching tins from the cupboard.

“

”

Whenever we are doing math, whether it is

simple arithmetic or astrophysics calculus,

all we are doing is order vs. disorder, sequence

and time.

(continued on the next page)


Two packs of playing cards – starting with only the picture cards – can be good for pairing, and many matching card games are produced for children. But before laying them all out upside down and turning two over, try this game. Take a small number of cards, perhaps 3 to start with, and lay them out face up. Take the 3 matching cards and show the child how to hold the cards one at a time and compare them with those laid out until a match is found for each.

d. Lining up cars or arranging and stacking blocks or Legos, sorting buttons or threading beads can satisfy a child for hours. Never believe they have short attention spans. If their attention is wandering it is because their interest is not on the activity, which means that particular activity is the wrong one for them at that moment. All kinds of ordering, sequencing and numbering goes on in these activities, without anyone ever noticing.

e. Playing board games or card games involving adherence to rules and turn-taking reinforces order and sequence, while those that involve throwing dice require the child to apply one-to-one correspondence and then to count the right number of spaces to move. You will soon know if your child is not ready for these kinds of games and can stop or modify the rules to suit your child’s needs.

All these activities promote understanding of the key concepts, which will gradually and unconsciously be absorbed. The parallel task we have as parents, is to help our children move towards abstraction. The way we do this is by stimulating their imagination, but based in reality. Here are some examples:

1. Share a picture of a child from another country and encourage your child to imagine and discuss how life might be different for the child in the picture. Ask questions about the picture such as, “Is the sun shining?” or “Does it look warm or cold?” Share with your child what you both think and why. Talk about what is happening and imagine what might happen next for the child in the picture. You can use pictures of animals in the same way. Calendars can be a good source of pictures for this type of activity.

2. Many of the games recommended earlier can also involve the imagination, memory and abstraction. You could find a picture of a tin of beans, give it to the child and ask her to find a tin in the cupboard that matches. Then make it more interesting by showing the picture, but keeping it, and asking your child to find the matching object at the other end of the room, relying on her memory. Or find a picture of your child wearing a particular outfit, or carrying a toy, and see if he can find it in his room.

3. Looking at photographs of your child can lead to discussions about what he was doing in the picture and can get him to remember. This brings his memories into the present and uses them to project into the future with his imagination, as you talk about what he would like to do another time.

4. For some children it can be fun to stop in the middle of a story and imagine what might happen next; others find that really frustrating.

5. Guessing games are useful, such as putting an object (a Q tip, a teaspoon, an orange, a small toy…) inside a sock so that the child feels it and has to use her imagination to work out what image fits with the information she has. Or have a photograph of someone your child knows and let her guess who it is. She can ask questions and you can give clues. You can play this game at first by showing the child the photo and saying, ‘I wonder who this is?’ Later, look at the photo and ask, ‘Can you guess who this is?’

All of these games can help your child develop the skills to engage in abstract thought. Furthermore, it seems to me, that these activities and others are probably what most parents do naturally. These games and activities can happily continue as long as your children want to play them, even after they start school. And, let’s face it, it is at school where the problems begin. There is evidence from the research of Alan Thomas and Harriet Pattison in their book, How Children Learn at Home, that home-educated children who do no formal learning, go on to achieve most satisfactory results in maths in the General Certificate of Secondary Education and in higher education. This probably just goes to show that the best way to prevent dyscalculia is to keep your children away from formal maths instruction until they are truly ready for it. However, once your children are in school, and if formal numeracy instruction has been begun, there are things you can do to support them:

1. When you see a number such as 29 or 134 describe it as 2 tens and 9 units, or 1 hundred, 3 tens and 4 units. This helps your child’s understanding of place value in base 10.

2. Always make sure you have concrete objects that your child can use to gain an understanding of the abstract, rote learning they may be experiencing. In the early days buttons, beads and bricks will be enough; later you will want something like Lego bricks out of which you can make tens and hundreds and even thousands. In this way you and your child

“”

…games can help your child develop

the skills to engage in abstract thought.

Dyscalculia (continued from page 5)


can explore what is meant by symbols such as +, –, x, ÷ and =. You can show that division is just sharing, and the answer is what each gets. Get paper with at least 100 large squares on it and build the times tables placing beads or balls of plasticine on the squares so that the tables have concrete meaning. Using the concrete, even if you had difficulty with arithmetic yourself, you can help your children. And if the concrete is always there and available, your children can check their abstract computations for themselves.

3. If you realize that despite the games and experiences he has already had, your child cannot count securely, then much of what he is taught in maths at school will be inappropriate. Discuss this with the teacher. Take the pressure off and he will get there in his own time. Pushing him before he’s reading can create deep confusion – and he may never get there.

Many children starting school are not ready to learn to do arithmetic with a pencil. This fact is at the root of the problems that then develop and are labeled dyscalculia. Put simply, this is why dyscalculia happens, and it can be prevented with patience and careful observation. Simple measures, such as those mentioned above, can be put in place in school even during Key Stage 1 (primary school). These activities will allow development of mathematical skills through play, exploration and use of the imagination. When the child is ready for arithmetic she will let you know, and if you wait for her readiness, she will not develop dyscalculia.

© 2011, Fionna Pilgrim.

Dyslexia From The Heart: From Student To Teacher To Facilitator By Sharon Permack, Davis Facilitator in Thornhill, Ontario, Canada

Taking a Davis Dyslexia Correction Program and being a Davis Facilitator have been life-changing experiences in both my professional and personal life. I’d like to share my story, speaking from my heart about being dyslexic. I always disliked school and felt that if I became a teacher I could make school better for children. I believed I could make a difference. I didn’t like reading and couldn’t concentrate on the material in textbooks. I also could not retain the information from the little I did read. I always depended on listening in class and even then, I seemed to miss information.Nonetheless, I attended college, where I experienced the same kinds of difficulty. Fortunately, I had friends who helped me study. And I was determined. I found I could manage to write great papers, but only by spending endless hours doing work it took others only a couple of hours to accomplish. By the age of twenty-one I had finished my undergraduate degree in Psychology. Despite this accomplishment, I always thought that something was wrong with me. As I worked toward earning a teaching degree, I was drawn to helping children with learning disabilities. I found I had a natural ability to quickly figure out my students’ needs and I enjoyed working with these bright, intuitive students. The greatest challenge was helping them deal with frustration. They wanted learning to come as naturally as it seemed to come to their classmates. In my journey to help these children, I discovered The Gift of Dyslexia by Ronald Davis, and found it to be a direct and insightful book. I attended a Fundamentals Workshop in October of 2002 to learn more about the Davis Dyslexia Correction Program. There, I not only realized that many of the children I had been working with were dyslexic, but I began to recognize that I, too, fit the profile of a dyslexic. It was shocking to me. I had always assumed that I simply had to work

harder than everyone else, and that was just the way it was. I completed a Davis Dyslexia Correction Program in 2003 with Kim Wilson-Rymer, a Davis Facilitator in Oakville. Those five days were filled with personal discoveries that still serve me well today. I discovered that I’m smart. I discovered that not everyone pictures maps to get somewhere or to solve problems, but that these strategies all worked for me. I learned to manage my energy so as to be present with others, instead of thinking a million miles a minute and getting bored. I had been depending on many old solutions to compensate for the symptoms I experienced as a result of my dyslexia. My reading improved tremendously and learning became easier. It was a great to experience a Davis Program as a client. Doubt is a big part of dyslexia. After years of making mistakes, receiving negative feedback from others, and trying to cover up what the educational system perceives as limitations, one becomes very

sensitive and prone to self doubt. However, when we are able

to open up to the possibility of something new, there is opportunity, which leads to growth. I believe that

the Davis Program is about eliminating doubt and opening

opportunities for people. It means taking the step to “DWELL IN

POSSIBILITIES.” Sharing the Davis Program with other dyslexics and seeing my clients grow beyond the limitations they perceive in themselves is exciting work. My skills help me guide them past their frustration to a greater understanding of their true gifts. I hope this story opens up children and adults to the possibility of taking a Davis Program. I hope parents struggling to come to terms with their child’s dyslexia, come a step closer to contacting a Davis Facilitator. And I hope adults struggling with their own dyslexia also take that step.

Sharon Permack, B.A., B.Ed., is a Davis Facilitator and educator with over 20 years of experience working with learning-disabled children. Visit her website at http://www.dyslexia-one.ca to learn more about her services at Gemstone Learning Centre in Oakville, Ontario, Canada.


v Argentina

Silvana Ines RossiBuenos Aires+54 (114) 865 3898

v Australia

Brenda BairdBrisbane +61 (07) 3299 3994

Sally BeulkeMelbourne +61 (03) 572 51752

Anne Cupitt Scarness, Queensland+61 (074) 128-2470

Mary DavieSydney NSW+61 (02) 9522 3691

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Bets GregoryGordon NSW+61 (4) 1401 3490

Gail HallinanDLS Workshop Presenter-MentorNaremburn/Sydney+61 (02) 9405 2800

Barbara HoiAutism Facilitator/CoachMosman/Sydney +61 (02) 9968 1093

Annette JohnstonRockingham WA+61 (8) 9591 3482

Eileen McCarthyManly/Sydney +61 (02) 9977 2061

Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766

Jayne PivacParkdale Victoria/Melbourne+61 (0) 420 305 405

Jocelyn PrintKalgoorlie-Boulder WA +62 (04) 5868 3830

John ReillyBerala/Sydney+61 (02) 9649 4299

Heidi RosePennington S.A. +61 (8) 8240 1834

v Austria

Annette DietrichWien +43 (01) 888 90 25

Jacinta FennessyWien +43 (01) 774 98 22

Ina Barbara Hallermann Riezlern +43 5517 20012

Marika KaufmannLochau +43 (05574) 446 98

InternationalDavis Dyslexia

Correction®

Providers

The Davis Dyslexia Correction program is

now available from more than 450 Facilitators

around the world. For updates, call:

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

www.dyslexia.com/providers.htm

A Tool To Improve Oral Communication Skills As Well As Reading ComprehensionBy Nancy Kress, Davis Facilitator in Glendale, AZ, USA

“Picture at Punctuation” is a multi-faceted tool that builds many dyslexic weaknesses into strengths if it becomes a habit through daily practice during the first 30 days after a Davis Program. It is the third and final tool introduced as part of the Davis Three Steps to Easier Reading – but it offers much more to students than mere improvement of their reading skills.The tool begins with a mental picture formed by the reader whenever punctuation is encountered in the text. The key is to take the words – stopping at the end of each thought, segment, or sentence – and translate them into the pictures that the dyslexic mind processes and retains. This tactic can be used effectively with spoken as well as written words. The picture can be very simple. It should depict every important part of the sentence or clause, and it should not include anything that doesn't belong. Just as with the clay models formed in Davis Symbol Mastery, it should be “as simple as possible, but as complex as necessary.” This process builds in the reader the ability to harness her imagination and limit it to what the writer intended. If the author didn't mention a dog, but a dog is a “necessary” component for the reader to picture the “comfy home” the author described, the reader may picture it, unless it becomes confusing and interferes with comprehension or retention. But the reader must recognize that the writer didn’t place a dog in the scene, she did. The purpose of writing is to communicate the thoughts of the author across time and space. It is the responsibility of the

picture-thinking reader to grasp the author's intention by limiting her picture to what is written, and properly interpreting the punctuation to perceive that intention as well as the author’s voice. When a reader or listener adds too much to the picture, the intention of the writer can be lost as the reader mentally “writes” her own story or instructions. Likewise, when a dyslexic reader or listener cannot picture what she reads in the text, it doesn't exist for her and is not included in the mental image she creates.

Forming pictures helps with oral expression and the ability to listen and follow instructions. Making Picture-at-Punctuation a customary part of the thinking process provides the reader with more than mere comprehension and retention of the text. Picture thinkers tend to have difficulty expressing themselves to those who primarily process their thoughts verbally. It can be difficult for them to put their thoughts into words. The daily practice of orally doing Picture-at-Punctuation every day for ten minutes with a parent or other helper will necessarily require that the picture thinker become a “picture describer” and build the ability to express herself by describing what she sees in her mind. Some individuals have difficulty following a set of oral instructions. For them, Picture-at-Punctuation is a tool that can allow them to see where the breakdown exists in their ability to complete those instructions. They usually discover that they lack a mental picture for some part of the instructions. Or, once they hear the first task of the set, they “turn off” their orientation and totally miss the rest of the instructions, having failed to picture them. When I work with clients whose goals include developing the ability to complete a list of instructions, we practice this after every session once they’ve learned the Picture-at-Punctuation procedure. Here's how: Since my office is in my home and my clients have access to all public areas, I can give them multi-step instructions that require them to move from the office to the bathroom, to the kitchen, to the living and dining rooms, etc. My instructions always include four or more steps. The client’s

“”

The key is to take the words … and translate them into the pictures that the dyslexic mind processes and retains.


v Belgium

Ann Devloo-DelvaVeurne +32 (058) 31 63 52

Inge LanneauBeernem +32 (050) 33 29 92

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Chantal WyseurWaterloo +32 (486) 11 65 82

v Brazil

Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442

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

Viviane Resende da Costa Melo Brasilia, DF +55 (61) 3349 9998

v Bulgaria

Daniela BonevaRuse +35 (988) 531 95 06

v Canada

Wayne Aadelstone-Hassel Halfmoon Bay+1 (604) 741-0605

Rocky Point AcademyStacey Borger-SmithAutism Training Supervisor Lawrence Smith, Jr.Autism Training Supervisor Calgary +1 (403) 685-0067+1 (866) 685-0067 (Toll-Free)

Paddy CarsonEdmonton/Alberta+1 (780) 489-6225

Marcia CodeKanata, Ontario+1 (613) 284-6315

Dyslexia Resources CanadaShelley CottonSharon RobertsBrantford, Ontario +1 (519) 304-0535+1 (800) 981-6433 (Toll-Free)

Janet Currie RichardsBoutiliers Point Nova Scotia+1 (902) 826-1512

Elizabeth Currie ShierOakville (Near Toronto) +1 (905) 829-4084

Cathy Dodge SmithAutism Facilitator/Coach Oakville/Toronto+1 (905) 844-4144+1 (888) 569-1113 toll-free

Kimberly DoyleDundalk, Ontario +1 (519) 923-5420

Sandy FarrellHudson, Quebec+1 (450) 458-4777

Renée FiglarzMontreal, Quebec+1 (514) 815-7827

Sher GoerzenMaple Ridge/Vancouver+1 (604) 290-5063

Corinne GraumansMedicine Hat, Alberta +1 (403) 528-9848

Sue HallWest Vancouver+1 (604) 921-1084

D’vorah HoffmanToronto +1 (416) 398-6779

Sue JutsonVancouver, B.C.+1 (604) 732-1516

job is to listen, ask any questions before starting, and complete every step as instructed. After a couple of successes, I put an orange “squeeter” (a plastic kitchen gadget with which the client is probably not familiar) and another gadget (a plastic banana slicer) underneath a

kitchen table when the client isn’t looking. My next set of instructions will be: “Go into the living room and play three notes on the piano, go into the bathroom, wash your hands and dry them with a paper towel, bring the paper towel into this office and place it in this trash can, and then get the squeeter from the floor under the kitchen table, bring it back, put it on this table and sit down.” This is actually an eleven-step task, although it is perceived as four multistep tasks. If the client doesn't ask me what a “squeeter” is before starting on the list, I sit in anticipation as he performs the earlier tasks. I know there will be confusion when his eyes look under the kitchen table, because he will have no mental picture and therefore no certainty about which of those two unknown implements to choose.

Some tips for learning how to create a mental picture. When an animal or person’s name is mentioned in a sentence, I suggest picturing a name tag or name jewelry. When a character remembers, thinks or repeats what another character has said, we should place that thought or memory in a dialog “balloon” (just as we do in Symbol Mastery work with clay). Merely repeating the text is not sufficient – a description of the picture is required. “Mom opened the bedroom door and she was angry” cannot be described as “mom is at the door and she's angry.” If I hear that, I say, “How does that look?” until my client says something like, “Suzie's mother is between the door and the

doorjamb of Susie's bedroom and she's frowning with flashing eyes and scrunched eyebrows,” or something along those lines, depicting the character, her location and emotional state.When I do support training, I suggest that parents ask the questions, “How does that look?” or “What would that look like?” The more accurate and complete the mental picture, the better the child’s comprehension and retention. Doing Symbol Mastery on every trigger word is vital and will remove the “boulders” from the road to reading, making progress smoother. But incorporating Picture-at-Punctuation will give satisfaction in every area of the picture-thinker's life.

The better and more imbedded Picture-at-Punctuation is in a picture-thinker's life, the easier it will be for him to read and accurately answer questions, to follow a lecture and retain the content, to successfully follow instructions, and to express himself to others. While the other Davis Tools provide structure and control, I think Picture-at-Punctuation is the gloss on the program that will make it shiny and beautiful for the remainder of a picture-thinker’s life – in every endeavor – and if practiced faithfully, it will establish the other tools better. Thanks, Ron Davis, for sharing your inventions and discoveries so we can so enrich the lives of others!

Nancy Kress has offered her services as licensed Davis Facilitator for more than ten years in Glendale, Arizona. For more information about her practice, visit her web site at www.dyslexiacorrector.com. This article is also published at the Davis Dyslexia Association International, Dyslexia the Gift website at: http://www.dyslexia.com/library/picture-at-punctuation.htm (Kress, Nancy [2010]. A Dyslexic Child in the Classroom

“”

They usually discover that they lack a mental

picture for some part of the instructions.

“”

The more accurate and complete the mental

picture, the better the child’s comprehension

and retention.


v Canada (continued)

Mary Ann KettlewellLondon, Ontario+1 (519) 652-0252

Colleen MaloneNewmarket Ontario+ 1 (905) 252-7426

Helen McGilivray Oakville/Toronto +1 (905) 464-4798

Carl NigiKanata, Ontario+1 (613) 558-7797

Maureen O’SullivanNewmarket, Ontario+1 (905) 853-3363

Tina PanaritisMontreal, Quebec+1 (514) 690-9164

Joanna PellegrinoThunder Bay Ontario+1 (807) 708-4754

Sharon PermackThornhill, Ontario+1 (905) 882-9292

Bernice TaylorRiverview, NB +1 (506) 871-5674

Tracy TrudellWallacetown, Ontario +1 (519) 762-2001

Kim J. Willson-RymerMississauga, Ontario+1 (905) 825-3153

Cheryl WoodHuntsville, Ontario+1 (705) 783-2763

v Chile

Ximena Hidalgo PirotteSantiago +56 (02) 243 0860

v China

Yvonne Wong Ho Hing Autism Facilitator-CoachHong Kong +852-6302-5630

Livia WongHong Kong +852-2756-6603

v Colombia

Laura Zink de DíazBogotá +57 (1) 704-4399

v Costa Rica

Maria Elena Guth BlancoSan Jose +506 296-4078

Marcela RodriguezAlajuela +506 442-8090

v Cyprus

Alexis MouzourisLimassol +357 25 382 090

v Denmark

Moniek GevenBryrup +45 7575 7105

v Ecuador

Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723

Ana Magdalena Espin VargasAmbato +593 (2) 854 281

Santiago FernandezAmbato +593 (3) 242 4723

Nora Cristina Garza Díaz Ambato +593 (3) 282 5998

Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281

Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723

Inés Gimena Paredes Ríos Ambato +593 (08) 418 5779

My Daughter Has DyslexiaBy Jennifer Gray

My daughter Martha has dyslexia and I spent last year home schooling her. During that time, we banged our heads against the walls when it came to reading. We got NOWHERE! It was at best frustrating. Most days I wondered where my little girl went. She was so happy and bubbly and wanted to learn – and she was smart and quick at learning. But when you asked her to look at a page of text, it was just not possible for her to do it. Of course, I went through the “she just isn’t focusing” phase. And the “she needs to try harder…” and the “she’s just trying me to see what she can get away with” phases. You name it, we went through it. I spoke with other moms, teachers, and friends but most just discounted my concerns saying, “She will read when she is ready.” Well, that was fine, but there was something that continued to nag at me. My mom and I talked, and talked about Martha. She convinced me that Martha needed to go to a regular school. We considered the local public school, but that’s another story (one that doesn’t end well), so we started to look at private schools. We found what we thought was the right fit for Martha and enrolled her in first grade. But by the fifth day of school I was in the teacher’s office in a meeting about my girl. She was having melt downs at school! I still believe that part of it was Martha using her drama skills (a fine talent the girl has). But some of it was actually real. After that meeting, I reluctantly agreed to put Martha back in Kindergarten. I was working with Martha at home and Mrs. M. was working with her at school. I can’t speak for Mrs. M., but I wasn’t seeing any improvement at all. This was pretty upsetting for me, so Mom and I put our heads together again. We decided that even though no one else felt that she had dyslexia, I was going to pay to have her tested. So we set up a test date. Even though Martha is 6, and even though she cannot read, the tester pronounced her “probably dyslexic.” That diagnosis changed to “dyslexic” once she began to read. I hate to say it, but I didn’t think she was ever going to read.

Martha and I worked on the same sight words for 4 months with no progress. “Brick wall” would aptly describe our experience. So I was given a list of tutors to interview to see if one I liked had an opening. I was told that to help with dyslexia you need Orton-Gillingham tutoring. What I heard about that method sounded promising. Still, my gut said, “Keep looking” After a few weeks, I looked at the list again and called one more tutor, Mrs. H. She was the beginning to our road to success.

Mrs. H and I had coffee and she looked at Martha’s test results. She was very thorough and asked me lots of questions about my daughter. In the end, Mrs. H. felt that Orton- Gillingham might not be the best method to help Martha. We talked for about two hours and in the end, she suggested that I contact Lisa Spratt.

Lisa Spratt runs the Northeast Alabama Dyslexia Center in Huntsville, Alabama. She introduced me to the Davis Dyslexia Correction Program. Ronald Davis is the dyslexic founder of this method for dealing with dyslexia. He authored The Gift of Dyslexia. It is brilliant. The more I read, the more I realized he was describing Martha. After talking with Lisa and reading the book, we decided that this was the program for Martha. Lisa and I decided that for Martha the Young Learner’s Program would be best. Essentially, it is the same program for older students, broken down into small time segments so that younger children can manage. We started out at 3 hours a night, taking breaks and playing to unwind. For the first few nights that was fine. To be totally honest, after the first class I thought the program

Working with clay to correct her dyslexia, Martha’s confidence has returned.

“

”

I went through the “she just isn’t focusing”

phase. And the “she needs to try harder…” and the “she’s just trying

me to see what she can get away with”

phases.


v Estonia

Olga KnutTallinn +372-56-509-840

v Finland

Elisabeth HelenelundBorga +358 400 79 54 97

v France

Christine BleusSaint Jean de Gonville/Genève +33 450 56 40 48

Jayne CookeBarr +33 (0) 3 88 74 06 01

Corinne CouelleLyon +33 (628) 38 84 41

Patrick CourtoisJuvignac +33 (6) 37 40 49 67

Jennifer DelrieuAuffargis +33 (01) 34 84 88 30

Françoise MagarianLegny/Lyon+33 (0474) 72 43 13

Carol NelsonBoulogne-Billancourt/Paris+33 (09) 52 63 02 05

Odile PugetSegny/Geneve +33 (0) 450 418 267

v Germany/Deutschland

Theresia AdlerBannewitz +49 (0351) 40 34 224

Ellen EbertAmmern +49 (03601) 813-660

Gabriele DoetschBad Windsheim+49 (098 41) 688 18 18

Cornelia GarbeBerlin +49 (030) 61 65 91 25

Christian GleißIngelfingen +49 (07) 940 2276

Monika GrafStuttgart + 49 (711) 538 0033

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

Anne GuignardTrier +352 (691) 245 252

Christine HeinrichRemseck +49 (0)7146 284 65 60

Sonja HeinrichSupervisor-SpecialistDDA-DACH DirectorGarbsen/Hannover+49 (040) 25 17 86 23

Kirsten HohageNürnberg +49 (0911) 54 85 234

Ingrid HuthBerlin +49 (030) 28 38 78 71

Mechtild HyllaKassel +49 (0561) 602 78 20

Rita JarrarMünchen +49 (089) 821 20 30

Randolph KeitelBühlertal +49 (0) 7556-928845

Inge Koch-GassmannBuggingen +49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld +49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim +49 (08031) 632 29

Sabine La DueStuttgart+49 (711) 479 1000

Jutta MeissnerStuttgart +49 (711) 882 2106

lower case took a bit over twenty hours. But the crazy thing was that Martha began to improve in other areas, without us telling her how to. For example, after she mastered the lowercase letters with Ms. Lisa, she started writing in her journal in lowercase letters. And we had been

working on a violin piece that just wasn’t happening. But after Martha learned to control her symptoms through what’s called focusing, she began to read her violin music. And her gymnastics coach noticed how much her

balance improved. Martha doesn’t have complete meltdowns any more when you open a book and ask her to look at it. In fact, she always wants to read with me. And she’s starting to write notes to people without any prompting from me. Martha’s self-confidence is back. Her fearlessness as a baby had always amazed me. Nothing could stop her. Then a brick wall formed out of nowhere and just started destroying her confidence. Nothing I did seemed to help her escape that prison. I still remember the void that overcame her whenever I asked her to sound out a simple word. I recognized that void, because I had felt it myself growing up: I understood the task the person was asking me to complete, but had no inkling how to do it. Likewise, Martha could tell me the letter sound for each individual letter, but when asked to look at a word and sound out the letters, she simply couldn’t. That just isn’t

the way dyslexics process words. A month ago, Martha came home absolutely ecstatic! Her teacher didn’t have to write the words under her sentence because she could understand what Martha wrote! I honestly

believe that even though Martha has awesome teachers, this is something Martha wouldn’t have been able to achieve without Ms. Lisa’s help and the Davis Method. The fog has cleared for Martha and she is soaring again. And it just makes my heart sing!

For more information about Davis services in Huntsville Alabama, visit http://www.nealdc.com, Lisa Spratt’s website. Lisa has been involved in the education of children for over twenty years and has been a Davis Facilitator since 2006.

was just mumbo jumbo. I couldn’t see how it was going to work. I remember calling my mom and crying because I felt I’d just wasted money we didn’t have. Mom told me to give it a little more time, that we could re-assess, if things didn’t go well. (I don’t know where I would be without my mom. She’s one of the wisest women I know.)So I waited. Martha, Ms. Lisa and I started working with clay. It was amazing to watch Martha and Lisa work. Martha’s whole posture began to change when she was reading, and not in a bad way. I see it as her way of turning off the dyslexia. They worked on the uppercase alphabet first. Martha would make the letters out of plain neutral-colored clay. After she formed all the letters, she and Ms. Lisa compared them to a letter chart to make sure they were in the right order and facing the right direction. Once Martha got “focused,” she was able to find problem letters all by herself. I was in tears. Even that morning, Martha would have never been able to do that. This process is what Davis calls “Mastering the Alphabet.” They played games, trying to find triggers that caused letter confusion. They worked on those letters specifically. A couple of Martha’s triggers were K and X. Ms. Lisa asked Martha to look at her alphabet and take a mental picture of it so that she could keep it in her mind. Then she asked Martha to close her eyes, focus, and tell her the alphabet backwards. We covered up the alphabet with a paper towel so Martha couldn’t peek. Martha was very methodical and repeated each letter from Z to A, not missing one the first time through. But it turned out that what Martha had the most trouble with wasn’t the uppercase letters – it was the lowercase. Boy, oh boy! The lower case alphabet took a great deal longer to work through. We had a few melt downs, but we worked through it. There were so many more trigger letters for her in the lower case! Ms. Lisa and Martha worked and worked and worked. But she finally mastered it. After she mastered the lower case alphabet, we began to work on words. For Martha, just to master the upper case and the

“”

We started out at 3 hours a night,

taking breaks and playing to unwind.

“”

Martha began to improve in other areas,

without us telling her how to.


v Germany (continued)

Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

Angela Przemus Shönebeck +49 (3928) 845 159

Markus RauchFreiburg +49 (761) 290 8146

Colette ReimannLandshut +49 (0871) 770 994

Brigitte ReinhardtOffenberg +49 (78109) 919 268

Ursula RittlerStuttgart +49 (0711) 47 18 50

Christiane RosendahlDortmund +49 0(231) 75 81 53 02

Phoebe SchafschetzyHamburg +49 (040) 392 589

Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40

Gabriela ScholterSupervisor-SpecialistAutism Facilitator-CoachAutism Training SupervisorStuttgart +49 (0711) 578 28 33

Sylvia SchurakGarlipp +49 (0) 39 32 44 82

Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84

Ioannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-DACH DirectorBerlin +49 (030) 66 30 63 17

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

Gabriele WirtzStuttgart +49 (711) 55 17 18

Elvira WoelkiMindelheim +33 (6) 37 40 49 67

v Greece

Evagelia Apostolopoulou- ArmaosPatras +30 (261) 062 21 22

Zoe DeliakidouThessaloniki +30 (231) 054 0008 or +30 6934 662438

Theano PanagiotopoulouAthens +30 (21) 111 953 50

Irma Vierstra-VourvachakisRethymnon/Crete+30 283105 8201 or 69766 40292

v Iceland

Áslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537

Gigja BaldursdottirReykjavik +354 562 2840

Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180

Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirDLS MentorKópavogur+354 554 3452

ADHD And Dyslexia

Q: Is there any connection among attention deficit, hyperactivity and dyslexia? Can all be seen in a child?

A: There is considerable overlap in symptoms and diagnosis of ADHD and dyslexia. It is very common for individuals to have both, and it is also extremely common for individuals with dyslexia to either be misdiagnosed as having ADHD, or to have their dyslexic symptoms mistakenly attributed to ADHD. For example, a child's difficulty learning to read may be attributed to his inability to focus attention and to disruptive behavior at school, rather than recognizing that in fact, it is the other way around. The child's reading difficulties are the primary problem, and are the reason he cannot sustain attention and behaves inappropriately.

We believe that all dyslexia is due in part to difficulties sustaining and focusing attention. In a sense this would mean that every child with dyslexia potentially could be diagnosed with ADHD, although it is also possible that a person could have ADHD without experiencing the difficulties with reading and writing typically associated with dyslexia. However, we begin every program we offer – whether for dyslexia, ADHD, or other learning problems – with specific training to help the individual control and focus attention. That is the Orientation Counseling component of our program.

Good At Algebra, But The “Simple” Stuff is Rough

Q: Is it possible to have dyscalculia and yet be really good at math? I have some problems with the times tables and mental math with many steps. Yet I’m good at algebra. I’m 14 years old in grade 10.

A: I think the answer to your question really depends on how you define “really good at math” and how you define “dyscalculia.” Dyslexia is generally considered to be related to the way the brain processes language. We believe that most dyslexic individuals are non-verbal thinkers, who think with pictures or sensory impressions rather than in words. This mode of thought can be much faster, and can even be associated with extreme talent in mathematics.

If you seem to have a strong talent for conceptual math – for example, if you find it easy to understand geometry or trigonometric functions – but have a hard time memorizing your multiplication tables, or writing out the steps that you followed to arrive at a solution, you would fit a typical pattern for dyslexia. You are more comfortable relying on visual-spatial reasoning strategies for maths – the area where most dyslexics are quite strong – and have difficulty with the parts of math that rely on language-based thought. Fortunately, as you progress to higher level mathematics, you will find that spatial reasoning becomes much more important. You will need to work on the ability to write out the steps for solutions to equations, to demonstrate to your teachers that you understand what you are doing, but you will probably find that you have a better grasp of new and advanced math concepts than many of your classmates.

by Abigail Marshall

“ … as you progress to higher level

mathematics, you will find that spatial reasoning becomes

much more important.”


Which Clay?

Q: Have you any recommendations for types and brands of clay for doing “symbol mastery”?

A: We use Klean Klay brand plasticine clay with our kits, and recommend either the natural or cream color, and the “regular” consistency rather than “firm” or “soft”. The clay should be firm enough that models will hold their shape, and that the legs of people, animals, tables or chairs can support them. (Play dough usually is too soft for this type of three-dimensional modeling). We chose the product we use primarily because it is readily available in the U.S. and inexpensive as compared to some other brands. We also like the fact that it is non-toxic and does not contain sulphur or other ingredients which give some clays an irritating odor. However, many Facilitators outside the U.S. use different brands. For example, many European Facilitators prefer a modeling compound made with beeswax

available from Stockmar, a company in Germany. You will simply want a reusable, non-hardening clay, because you will be reusing the same clay for different models, generally not keeping a model that has already been made. However, it can be convenient to keep letters, arrows and a model of “self” for reuse in other models. We recommend a neutral color to avoid possible triggers or confusion that can be caused by specific colors, and for ease of reuse.

v Iceland (continued)

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirKópavogur +354 863 2005

Sturla KristjanssonHafnarfjordur+354 862 0872

Jon Einar Haraldsson LambiAkureyri +354 867 1875

Ásta OlafsdóttirVopnafjordur+354 473-1164

Thorbjörg SigurdardóttirReykjavík +354 698 7213

Kolbeinn SigurjonssonMosfellsbaer+354 566 6664

Hugrún SvavarsdóttirMosfellsbær+354 698-6465

v India

Kalpita PatelRajkot, Gujarat +91 (281) 244 2071

Carol Ann RodriguesMumbai+91 (22) 2667 3649 or+91 (22) 2665 0174

v Ireland

Veronica BaylyDublin+353 (86) 226 354

Anne Marie Beggs Old Portmarnock+353 (86) 239-1545

Paula HoranMullingar +353 44 934 1613

Sister Antoinette KeelanDublin +353 (01) 884 4996

v Israel

Luba AlibashRamat Hasharon/Tel Aviv +972 (052) 272 9532

Goldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185

Judith SchwarczSupervisor-SpecialistRa’anana/Tel Aviv+972 (09) 772 9888

v Italy

Stefania BrunoNuoro, Sardinia+39 (388) 933 2486

Elisa De FeliceRoma +39 (06) 507 3570

Antonella DeriuNuoro, Sardinia+32 059 32 96

Piera Angiola MaglioliOcchieppo Inferiore/Biella+39 (015) 259 3080


“ …there are three types of materials that are important

to have on hand: reusable plasticine

modeling clay; a good children's

dictionary, and a pair of Koosh balls. ”

No Funding For Workshops

Q: I’m a special education teacher. Our funding for professional development and conferences has been totally eliminated. I’m wondering if there is a way to be taught your program without attending the workshop. This is not my preference but I do believe it could significantly help many of my students.

A: Ronald Davis’ book, The Gift of Dyslexia, contains enough information to get started with Davis methods. The book is geared to parents, with the idea that parents can work at home with their child, but it certainly would be appropriate for a special education teacher working one-on-one with a student. If possible, get the latest edition (blue cover, published in 2010), as it has more information than previous editions. It is worth getting, even if you decide to start with a previous edition at the local library. In addition to the book, there are three types of materials that are important to have on hand: reusable plasticine modeling clay; a good children's dictionary, and a pair of Koosh balls. We sell these materials from our web site, but you can get them from any source, and you probably already have dictionaries in the classroom. In order to work well with the Davis approach, the dictionary should have definitions for small function words, like “a,” “the” and “of.” Ideally the dictionary should also have a pronunciation key printed on every page spread, for easy reference. But if yours don't include that, perhaps you can photocopy the pronunciation guide and tape it to a sturdy card for easy reference. Other materials, such as alphabet strips or letter cards, can also be easily created on a computer and printed. You can supplement your materials by purchasing a Davis Symbol Mastery Kit. Or you can simply visit our on-line store at http://www.dyslexia.com/bookstore, look at the picture and description of a kit and use it as a good guide to other materials you might be able to create on your own.


v Italy (continued)

Sabina MansuttiTricesimo Udine+39 (349) 272 0307

Eugenie ScharesLiberta

Alessandro TaiocchiSettimo Milanese +39 (333) 443 7368

Silvia WalterFirenze+39 (055) 22 86 481

Rafaella ZingerleCorvara In Badia+39 (0471) 836 959

v Kenya

Alia Qamar Abbas Nairobi

Manisha ShahNairobi+254 (0) 721 492 217

v Luxembourg Nadine RoederLuxembourg+352 691 30 0296

v Lebanon

Samar Riad SaabBeirut +961 3 700 206

v Malaysia

Hilary CraigKuala Lumpur+60 (36) 201 55 95

v Mexico

Silvia B. Arana GarcíaMexico, D.F. +52 (55) 5540-7205

Cathy Calderón de la Barca Davis Workshop Presenter México D.F.+52 (55) 5540-7205

María Silvia Flores SalinasDDA DirectorSupervisor – SpecialistGarza García Monterrey NL+52 (81) 8378 61 75

Alejandra Garcia MedinaZapopan+52 (33) 13 71 29 75

Hilda Fabiola Herrera CantuCuliacan, Sinaloa +52 81 6677 15 01 19

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Maria Cristina Lopez-Araiza GonzalezMéxico, D.F.+52 (55) 5536 5889

Ana Elena Payro OgarrioCorregidora, Queretaro +55 442 228 1264

Ana Menéndez Porrero Puebla+52 (222) 750 76 42

Lucero Palafox de MartinAutism Facilitator/CoachVeracruz+52 (229) 935 1302

Magarita Saucedo Alvarez Icaza México, DF+52 (55) 3538 5240

Lydia Gloria VargasGarza García Monterrey NL+52 (81) 8242 0666

Mauro Salvador Villagomez Santana Celaya Guanajuato+52 (461) 614 9892

We also have two on-line support sites. One, www.dyslexiatalk.com, is a forum for questions and answers about the program. You can post questions of your own or browse the archives using the search facility to see whether your question has already been discussed. The other site, www.symbolmastery.com, has good examples of clay models of trigger words. Remember that it is important that your students use their own thinking and ideas to come up with models for the meanings of words, but the examples will help you to guide them if they are stuck for ideas at any point. At first it can be hard to figure out how you to model the meaning of a word like “do” or “are,” but the photos of other models should help you get started. Of course there is no way a book or kit can give you as much information and support as a 4-day workshop. Even with a single introductory workshop, you would not have the preparation needed to provide a standard Davis program like that given by professional Davis Facilitators. However, the goal of the book is to give parents – and in some cases teachers – the knowledge and tools needed to benefit from the ideas in the book, even if they cannot afford the cost of a workshop or formal training. I think you will find that the instructions in the book are easy to follow, and you should be able incorporate the Davis techniques into your work with your students as needed.

Going It Alone

Q: Can symbol mastery be done by yourself? Would this be at all beneficial?

A: Yes, adults and teenagers can do Symbol Mastery on their own, but we would recommend a helper or support person for the first several models. That person really just needs to be there to provide feedback. We do think a younger child would benefit from more guidance, but ideally for each model most of the process should be something the person can do without help.

In some cases computer software might be helpful -- for example, part of the process is to look up the word in the dictionary, read the definition, practice using the word in sample sentences, and be sure you can pronounce the word correctly. This is the part of the process where it is really helpful to have some support, especially for a younger child or even an adult dyslexic who might be struggling to try to read dictionary definitions until their reading skills improve. But there are many devices and software programs these days that can help with that process. For example, most computers can read text aloud (for example, a definition), or you might be able to click on a link to hear the proper pronunciation of a word.

Experience Points the Way

Q: Why is the orientation point above the back of the head?

A: When Ronald Davis first developed the program, he thought the Orientation Point would be different for each person, so clients were encouraged to explore and experiment with different points until they found the correct spot. This took a long time and was difficult, as

the clients – generally adults – would often get further disoriented by that process. Eventually all would find their optimum orientation point – just as Ronald Davis had originally discovered his own – and invariably it would be at a point on the midline, above and behind the head. So, since we now know from experience where the orientation point will be positioned when we are done with the first phase of Orientation Counseling, we start by directing the client to the right general area. All clients ultimately find their optimum position via the fine tuning procedure. It has now been 30 years since Ron Davis first discovered the importance of orientation, and tens of thousands of clients have successfully followed this approach. v

“”

All clients ultimately find their optimum position

via the fine tuning procedure.

Unlocking the Power of DyslexiaA brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes)

The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics thinkand perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)

Davis Dyslexia Correction Orientation ProceduresThis detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientationdescribed in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00

Davis Symbol Mastery and Reading ExercisesFeatures 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis ReadingExercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00

Dyslexia – The GiftThis documentary introducesthe concepts and methods inThe Gift of Dyslexia.Viewers of all ages will findthe interviews and animatedsequences highly informativeand entertaining. Gift of Dyslexia Audio CD Set

This 4 CD set contains full narration of The Giftof Dyslexia, read by author Ron Davis.Video or DVD $39.95

4-CD Set $29.95 $39.95

I Can Do It – The Confidence to LearnTeachers, parents, school administrators, andstudents speak about the many benefits ofusing Davis Learning Strategies at ValeElementary School in Oregon.

DVD: $9.00 (running time: 12 min.)

DVD/Audio CD/Software

Davis Symbol Mastery KitContains everything needed to do Davis Symbol Mastery: A manual in checklistformat, 117-minute instructional DVD,laminated alphabet strip, letter recognitioncards, dictionary, grammar book, punctuationbooklet, pronunciation key cards, and clay—all in a sturdy nylon shoulder bag. Suitablefor working with students of any age.

Symbol Mastery Kit $139.95

Davis Young Learner Kit for Home-UseProvides parents with theinstructions and materials neededto provide 5-7 year olds witheffective and fun learningstrategies for improving pre-reading and language arts skills.

Young Learner Kit for Home-Use $129.95

Davis Dyslexia Association BookstoreBooks & Tools for Doing it on Your Own

NEW!The Gift of Dyslexia:Why Some of theSmartest People Can’t Read and HowThey Can Learn (Revised and Updated 2010 edition)

$15.95 Softcover

Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia.

Davis Symbol Mastery Deluxe KitProvides additional materials forimplementing the Davis methods that address disorientation, build attentionfocus, and improve balance andcoordination. Includes everything in the regular Symbol Mastery Kit plus:• The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual• Davis Orientation Procedures DVD • Two Koosh Balls

Deluxe Kit $219.95

The Gift of DyslexiaClassic Editionby Ronald Davis, Eldon BraunExplains the theories behindDavis Dyslexia Correctionmethods, and details basicprocedures in an easy-to-follow,scripted format. Large type,illustrations and photos makethis book dyslexic-friendly.Softcover $9.50 $15.95

The Gift of Learningby Ronald D. Davis, Eldon M. Braun

Expands the Davis Methodswith theories and correctionprocedures that address the three basic areas oflearning disability other thanreading, which children andadults experience.Softcover $13.95 $15.95

Strong-Willed Child or Dreamer?

by Dana Spears & Ron Braund

A must for parents ofchildren who areimaginative,sensitive,moody, stubborn, andcompassionate.Softcover $4.99 $12.99

You Donʼt Have to be Dyslexic

by Dr. Joan Smith

Case histories illustrate auseful and easy-to-usecollection of assessmentmethods, skill-buildingexercises, and learningstrategies geared to thedyslexic learning style.

Softcover $15.95

Attention Deficit Disorder:A Different Perception

by Thom Hartmann

Explores the benefits of an ʻA.D.D.ʼ mind, andprovides good reasons for ʻdistractableʼ people to celebrate their creativethinking style.

REVISED EDITIONSoftcover $4.99 $12.00

The Myth of the ADD Child

by Thomas Armstrong, Ph.D.

Essential for any parent of anactive child. Detailed profilesof behavior patterns are keyedto suggested strategies forgetting each child on track,without drugs or coercion.

Softcover $4.99 $15.00

Smart But Stuck: WhatEvery Therapist Needs to Know About LearningDisabilities and ImprisonedIntelligenceby Myrna Orenstein, Ph.D.Deals largely with ndiagnosedlearning disabilities in adults.


Teaching Kids withLearning Difficulties in the Regular Classroom

Find proven and powerfulstrategies and techniques to help any student become asuccessful learner.Softcover $29.50 $36.95

The Right Mind: Making Sense of theHemispheres

Explores how our brainhemispheres worktogether to make senseof language andaccomplish other tasks.


Beyond ADD: Hunting forReasons in the Past &Present

by Thom HartmannExplore a variety of theories as to why ADD has become so prevalent in modernsociety, and solutions relatedto many of the theories.


Learning How to Learn:Getting Into andSurviving College When You Have aLearning Disability

by Joyanne Cobb

Softcover $13.25 $18.95

El Don de la Dislexia

The Gift of Dyslexiain Spanish. Newly revisedwith additional chapters,illustrations and photographs.Published in Spain by Editex

Softcover $28.95

THE DYSLEXIC READERSUPPLEMENT PAGE A2

Everything Parentʼs GuideTo Children With Dyslexia:All You Need To EnsureYour Childʼs Success

by Abigail Marshall

A “must read” for every parentwho knows or suspects theirchild has dyslexia.Softcover $13.45 $14.95

The Secret Life of theDyslexic Child: How SheThinks, How He Feels, How They Can Succeed

by Robert Frank, Ph.D. with Kathryn Livingston

Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence.Softcover $10.50 $14.95

The Everything Sign Language Bookby Irene Duke

The Language that letʼs you talk with your handsand listen with your eyes.More than 300 easy-to-follow illustrations, includingexpressions, songs, emotions, ASL alphabet,money, and time.Softcover $4.99 $14.95

BOOKS FOR CREATIVE LEARNING

Ten Things Every Child With Autism Wishes You Knewby Ellen Notbohm

A must have for parents to read and share. Provides theinsight needed to better understand, love and support anautistic family memberSoftcover $10.50 $14.95

Born on a Blue Day by Daniel Tammet

First-person account of living with synesthesia and savantism, a rare form of Aspergerʼs syndromeSoftcover $9.80 $14.00

How to Read Music by Roger Evans

Fundamentals of Musical Notation Made EasySoftcover $7.95 $11.95

KID’S CORNER

Math-a-pedia:A visual mathematicalreference for primaryand intermediatestudents Math-a-pedia:IntermediateHardcover $34.95

Homework Without Tears: A ParentʼsGuide for Motivating Children to doHomework and to Succeed in School?by Lee Canter & Lee Hausner, Ph.D.Detailed, step-by-step approach to turning theresponsibility of homework over to your children.Hardcover $9.95 $13.95

Barronʼs MathematicsStudy Dictionaryby Frank Tapson

Comprehensive definitionsand explanations of mathematical terms, organized by concept.Geared to ages 10 to adult.Softcover $14.99

Yes You Can! Help Your Kid Succeed in Math Even if You Think You Canʼtby Jean Bullard & Louise Oborne

Advice for parents and strategies for overcomingmath anxiety and other barriers to learning.Softcover $18.00

Charlieʼs Challengeby Ann Root & Linda Gladden

This richly illustrated story offersa positive view and encouragingnews for youngsters struggling inschool. Geared to ages 5-9.Softcover $13.45 $14.95

THE DYSLEXIC READER SUPPLEMENT PAGE A3

Math-a-pedia:PrimaryHardcover$24.95 each

UltimateVisual Dictionaryby DorlingKindersley Publishing(672 pages)Hardcover $32.00 $39.95

Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student by Loren Pope Softcover $4.99 $14.00

Math at Hand

by Great SourceEducation Group Staff

Softcover $17.00 $23.00

REFERENCE BOOKS MATH BOOKS

AUTISM BOOKS

The Everything Parents Guideto Children with Autism:Know What to Expect, Findthe Help You Need, and GetThrough the Day

by Adelle Jameson Tilton

Softcover: $13.45 $14.95

From finding support groups toplanning for their child's future, this book pro-vides parents with all the information they needto ensure that their child's – and their families ̓–needs are met.

A Parents Guide toAsperger Syndrome & High FunctioningAutism by Sally Ozonoff, GeraldineDawson and JamesMcPartland

Softcover: $13.25 $14.95

An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matter-of-fact advice.

UnderstandingControversial TherapiesFor Children withAutism, ADD and OtherLearning Disabilities

by Lisa Kurtz

Softcover: 17.95 $19.95

A comprehensive guide to just aboutevery outside-the-box therapy you mightrun across, and then some. An absolutelyessential reference for anyone who wantsto know and explore available options

Gabby'sWordspeller by Diane FrankHow do you find aword in the diction-ary if you have noidea how to spell it?With this book! Letsyou look up wordsby their phoneticspelling to find itscorrect spelling.$25.95 Softcover

Bumperly Bumper Bee by Michael D. DavisA beautifully illustrated story of a bee with challenges, whose talents help him prevail. A great tale of tolerance, understanding,friendship and achievementfor ages 4 - 8.$12.75 Hardcover

DAVIS DYSLEXIA MATERIALSUnlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00Symbol Mastery & Reading Exercises DVD . . . . . . $85.00I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00The Gift of Dyslexia 2010 Edition . . .. . . . . . . . . . . $15.95The Gift of Dyslexia Classic Edition . . .. . . . . . . . . . $9.50The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $13.95Dyslexia- the Gift Video . . . . . $39.95Gift of Dyslexia Audio CD Set . . . . . . . . . . . . . . . . $29.95Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95Symbol Mastery Deluxe Kit . . . . . . . . . . . . . . . . .$219.95Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95

OTHER BOOKS FOR REFERENCE & LEARNINGADD: A Different Perception . . . . . . . . . . . . . . . . . .$9.95Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95Born on a Blue Day . . . . . . . . . . . . . . . . . . . . . . .$14.00Bumperly Bumper Bee . . . . . . . . . . . . . . . . . . . . .$15.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99Colleges That Change Lives . . . . . . . . . . . . . . . . .$14.00Everything Parent’s Guide To Autism . . . . . . . . . . .$14.95Everything Parent’s Guide To Dyslexia . . . . . . . . . .$14.95The Everything Sign Language Book . . . . . . . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95How to Read Music . . . . . . . . . . . . . . . . . . . . . . .$11.95Learning How to Learn-Revised . . . . . . . . . . . . . .$18.95Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95Math On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00Parents Guide to Asperger Autism . . . . . . . . . . . .$18.95Ten Things Every Child With Autism Wishes . . . . . . .$14.95The Right Mind . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.00The Secret Life of The Dyslexic Child . . . . . . . . . . . . .$14.95Smart But Stuck . . . . . . . . . . . . . . . . . . . . . . . . . .$19.95Strong-Willed Child or Dreamer? . . . . . . . . . . . . .$12.99Teaching Kids with Learning Difficulties . . . . . . . . . . . .$36.95Ultimate Visual Dictionary . . . . . . . . . . . . $39.95Understanding Controversial Therapies . . . . . . . . . . .$19.95Webster’s New World Children’s Dictionary . . . . . .$19.95Yes You Can! Help Your Kid Succeed in Math . . . .$18.00You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95

OTHER ITEMSYoung Learner Kit for Home Use . . . . . . . . . . . . .$129.95

Mail:DDAI1601 Old Bayshore Hwy. #260Burlingame, CA 94010

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v Netherlands

Liesbeth Berg-SchagenVleuten +31 (030) 604-9601

Manja BloemendalDen Haag +31 (70) 345 5252

Ineke BlomDorpstraat+31 (020) 436-1484

Lot BlomUtrecht +31 (030) 271 0005

Trudy BorstBest (Near Eindhoven)+31 (0499) 471 198

Doreth BroeninkNieuw-Vennep+31 (252) 680 667

Lieneke CharpentierNieuwegein+31 (030) 60 41 539

Hester CnossenVeghel +31 (495) 641 920

Anja Derksen-MerkenHeel +31 (06) 17 38 34 45

Aline de BruijnSliedrecht+31 (18) 441 5341

Judith de HaanHeiloo (Near Alkmaar)+31 (63) 078 6483

Mine de RanitzDriebergen+31 (0343) 521 348

Christien De SmitDLS MentorSluis +31 (0117) 461 963

Marijke Eelkman Rooda-BosGouda +31 (0182) 517-316

Jolien FokkensBeilen +31 (0593) 540 141

Ina GausSantpoort-Zuid+31 (023) 538-3927

Jola GeldermansBeverwijk+31 (0251) 210 607

Perola GoncalvesMaría Hoop+31 (06) 33 79 63 44

Jan GubbelsMaastricht+31 (043) 36 39 999

Maril HeijenLandgraaf+31 (6) 4965 1754

Judith HolzapfelDeventer +31 (0570) 619 553

Mia JenniskensEindhoven+31 (040) 245 9458

Trudy JolingLaren +31 (035) 531 00 66

Marie KoopmanBilthoven+31 (030) 228 4014

Carry KulingHeemstede+31 (0235) 287 782

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

Irma LammersBoxtel +31 (411) 68 56 83

Sjan MelsenArnhem +31 (026) 442 69 98

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

Recent Recommendations from The Lazy Reader Book Club By Danny Brassell and Laura Zink de Diaz, Davis Facilitator in Bogotá Colombia

The Monster Princessby D.J. MacHaleChildren40 pagesPublisher: Aladdin (August 10, 2010)ISBN-10: 9781416948094ISBN-13: 978-1416948094

A great picture book that appeals to both girls (princesses) and boys (monsters). This is a hit in any home, kindergarten or first-grade classroom, with fun illustrations by Alexandra Boiger.



v Netherlands (continued)

Cinda MustersAmsterdam +31 (20) 330-78 08

Bert NeeleMelick +31 (61) 259 8802

Marianne OosterbaanZeist +31 (030) 691 7309

Fleur van de Polder-PatonSchiedam+31 (010) 471 58 67

Guido Peerboom Eijsden / Maastricht+31 (62) 155 2959

Petra Pouw-LegêneDLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907

Karin RietbergHolten +31 (548) 364 286

Lydia Rogowski WijnbergHelmond +31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Ilse SchreuderAalzum/Dokkum +31 (051) 922-0315

Silvia Jolanda SikkemaDLS MentorDrachten +31 (0512) 538 815

Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62

Marja SteijgerAmstel+31 (020) 496 52 53

Robin TempleSpecialist TrainerWorkshop PresenterDDA DirectorMaria Hoop +31 (0475) 302 203

Romina TorozUtrecht +31 (61) 280-1821

Marieke UiterwijkLeiden +31 (06) 45 911 913

Mieke van DeldenLeek +31 (059) 4514985

Agnes van den Homberg-JacobsAmerica Limburg+31 (077) 464 23 22

Annette van der BaanAmsterdam+31 (020) 420-5501

Annemarie van HofUtrecht +31 (030) 65 86 700

Mieke VerhallenMierlo +31 (492) 43 05 04

Lia VermeulenHuizen +31 (062) 3671530

Mary VerspagetAlmere +31 6 53 797 197

Christien VosAutism Facilitator/CoachTolbert +31 (0594) 511 607

Lucie Wauben-CrutsElsloo +31 (046) 437 0329

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

Elisabeth Weterings-GaaikemaAl Harkstede+ 31 (623) 045 369

Your 21st Century BrainBy Rob Desalle, Michael A. DiSpezio, and the American Museum of Natural HistoryChildren96 pagesPublisher: Sterling Innovation (October 5, 2010)ISBN-10: 1402776586ISBN-13: 978-1402776588

Whether you are a teacher or parent, if you breathe air or eat, YOU MUST PURCHASE THIS BOOK! I love it! It is loaded with great activities for kids (and adults) to better understand how their brains work. I’d like to send a copy to every federal official in charge of education policy in this country, as DiSpezio never once mentions any relationship between standardized testing and optimal brain function. Very kid-friendly, and – for that matter – parent-friendly, as well. DiSpezio has loads of other great science books, too.

Dinosaur vs. The Pottyby Bob SheaChildren40 pagesPublisher: Hyperion Book CH (September 28, 2010)ISBN-10: 9781423133391ISBN-13: 978-1423133391

How is it that I never thought to write a book about preschoolers’ two favorite things, dinosaurs and toilets? Brilliant! Your little ones will request this one be read aloud every night.

Melvin Might? (Trucktown)By Jon ScieszkaChildren44 pagesPublisher: Simon & Schuster Children's PublishingISBN-10: 9781416941347ISBN-13: 978-1416941347

Jon Scieszka is one of my favorite children’s authors, and this is yet another great example of his work. Melvin is a cement truck and a constant worrier who makes even the trucks around him worry. The illustration dream team of David Shannon, Loren Long and David Gordon makes this an easy purchase for any parent or teacher.

PopBy Gordon KormanYoung Adult272 pages (big print)Publisher: Balzer + Bray; Reprint editionISBN-10: 9780061742613ISBN-13: 978-0061742613

Big print – don’t worry! Your boys will love this book about a teenager trying out for the high school football team and the eccentric old man who teaches him all he knows. Plenty of football for the boys, plus a great (and refreshingly deep) story of an unlikely cross-age friendship.


v New Zealand

Rochelle BoothWanganui +64 (027) 306-6743

Kirsteen BrittenChristchurch +64 (3) 348 1665

Vivienne CarsonAuckland +64 (09) 520-3270

Catherine ChurtonSupervisor-SpecialistAuckland +64 (09) 360 7377

Maria CopsonDunedin +64 (03) 479 0510

Ann CookWarkworth/Auckland+64 (0) 9 422 0042

Melanie CurryChristchurch +64 (03) 322-1726

Angi EdwardsWhakatane+64 (7) 308 6682

Martine FalconerChristchurch+64 (03) 383-1988

Konstanca Friedrich-PalzerMotueka/Nelson+64 (03) 527 8060

Tina GuyAutism Facilitator/CoachNelson +64 (03) 547 4958

Wendy HaddonMosgiel +64 (03) 489-8572

Sandra HartnettWellington +64 (4) 499 5658

Alma HoldenAlexandra+64 (027) 485-6798

Glenys KnoppDarfield +64 (03) 317-9072

Leila MartinHawera Taranaki+64 (027) 721-3273

Raewyn MathesonDLS Mentor Inglewood+64 (027) 411-8350

Tania McGrathChristchurch +64 (03) 322 41 73

Shelley McMeekenDDA DirectorAutism Facilitator-CoachAutism Training Supervisor Dunedin +64 0274 399 020

Linda McNaughten Dannevirke+66 (6) 376-1575

Colleen MortonGore +64 (03) 208 6308

Wendy PersonHastings +64 (06) 870 4243

Alison SymeDarfield +64 (03) 318-8480

Lorna TimmsDavis Autism Trainer Supervisor-SpecialistChristchurch +64 (03) 363 9358

Alicia TrentUpper Moutere

Margot YoungAuckland +64 (0) 9 638 3627

v Norway

Heida Karen VidarsdottirStavanger+47 958 03 822

Ragnhild SlettevoldSkjaerhalden

Of Beetles and Angelsby Mawi AsgedomYoung Adult192 pagesPublisher: Little, Brown, Books for Young ReadersISBN-10: 9780316826204ISBN-13: 978-0316826204

Why are so many young adult books depressing? No wonder teenagers have so many problems! They need to read more stories of inspiration. Start here, as this memoir chronicles Asgedom’s journey from an Ethiopian refugee camp to Harvard.

The Book of Strange and Curious Legal OdditiesBy Nathan BelofskyAdult256 pagesPublisher: Perigee Trade; 1 edition (August 3, 2010)ISBN-10: 0399535950ISBN-13: 978-0399535956

I love quirky facts that nobody knows about, so this book fulfilled my inner Cliff Clavin. Loaded with all sorts of gems like, in West Virginia it is a crime to display or possess a red or black flag, and spherical fishbowls have been banned in Rome since 2004. Now you know!

Not Just Another Program (continued from page 3)

The requirements were doable and there was no final written test. It took two years to complete the courses and then I was officially a Davis Dyslexia Correction Facilitator. It was one of the proudest moments of my life. After all I had been through, I decided that I wanted to try just one more time to take the CBEST that I had tried so hard to pass so many times before. My wife was perplexed since I had no intention of teaching school, but I just wanted to see if I could get this thing nailed. It was the last thing standing in my way to get my teaching credential. I signed up for the test and, for the thirteenth time, paid the money. I have to admit I experienced some real fear that I was going to fail again. But I used my Davis “tools” and, took the test.

Two months passed before the dreaded test scores arrived. Was this time going to be as disappointing as the last 12 times I’d opened the envelope? I took a deep breath, opened the envelope and screamed my wife’s name out. She came running asking what was wrong. In disbelief I exclaimed, “I passed!!! I passed!!!” I showed her my score and she exclaimed, “No way.” My score was actually higher than hers….way higher! She was so proud of me. And I am proud to say, so was I. This passing grade on the CBEST had been the only thing standing between me and my California Teaching Credential. THAT was a proud moment. My daughter is now a Junior in high school and has a 4.0 GPA. She loves to read and she writes amazing stories. She is shy by nature, but I shudder to think where she would be emotionally if we hadn’t found real help for her. I am truly blessed to have found the Davis Program, not only for my daughter but for myself. The tools I’ve learned to use have changed my life. After all the years of humiliation, confusion and fear, I’m finally doing something that not only energizes me but allows me to help others. I am so thankful that my wife “strongly insisted” that I give the Davis Program a try. Not only has my life changed, but now I am capable of helping you change your life too.

David Hirst is a Davis facilitator in Riverside, California. This article was first published at his website, http://dyslexiacorrectionspecialties.com,

where you can read more about him and the services he offers.

“”

“I am truly blessedto have found the Davis Program, not only for my daughter but for

myself.”


v Philippines

Freddie TanSan Juan, Metro Manila+63 (2) 725 7137

v Poland

Agnieszka £ubkowska Warsaw +48 (46) 855 77 02

v Portugal

Cristina Rocha VieiraCoimbra +35 (123) 943 7732

Sofia Vassalo SantosLisboa +35 (191) 911-2565

Cristina Maria Rubianes VieiraLisboa +35 (191) 921 48 07

v Republic of Singapore

Phaik Sue ChinSingapore +65 6773 4070

Constance ChuaSingapore +65 6873 3873

v Russia

Mira AshushMoscow972-3-6350973

Angela FrenkelMoscow

Luba NiazovMoscow+972 (54) 476 6203 (Israel)

v Scotland

Paul Francis WrightForres, Scotland+44 (077) 9684 0762

v Serbia

Jelena RadosavljevicKraljevo+381 (063) 76-28-792

v Switzerland/CH

Tinka Altwegg-ScheffmacherSt. Gallen+41 (071) 222 07 79

Monika AmreinZurich +41 (01) 341 8264

Regula Bacchetta-BischofbergerHorw/Luzern +41 (041) 340 2136

Priska Baumgartner Wettingen +41 (056) 426 28 88

Renate Blum-MullerFull-Reuenthal +41 (56) 246-18 66

Michelle BonardiCastel S. Pietro, Ticino+41 (091) 630 23 41

Vicki BrignoliLumino +41 (091) 829 05 36

Brigitta DünkiRafz + 41 (079) 318-8300

Susi Fassler St. Gallen +41 (071) 244 5754

Ursula FischbacherOrpund +41 (032) 355 23 26

Hortensia FlorinZurich+41 (079) 914 4124

Antoinette FluckigerMohlin+ 41 (61) 854 4760

“I continue to be on the honor roll, was starter on both football and basketball teams. I talk to my teachers easily, suggesting how they can help me with my learning, and I’m no longer an IEP student.” What a gift to hear his news about grades, sports, and graduating from the supports provided by his Individualized Educational Plan! Jacob has evolved into a successful and independent student, ready to complete his high school senior year a happy confident learner – just as he had been so many years earlier, when he began school as a happy and eager-to-learn first-grader. One more gift remained. He remembered that I had broken the handle of my favorite cup the week we worked together. I love that cup and still use it. Empathy, one of the gifts of dyslexia, is strong in this young man. Telling me it was time for me to have a new cup, he handed me

a lovely new one. I like to think that Jacob’s cup represents how his life changed from a cup half-empty to a cup half-full. Thank you, Jacob and congratulations on coming full circle to become again the

student you were when you first entered school, confident and ready to learn! To add a bit more to Jacob’s cup, I learned later that Jacob was crowned Prom King! But Jacob’s not just king for a day or a year. With his tools and the confidence he’s built over his high school years, he’ll be a king for life!

Since 1989 Elsie Johnson has worked with adults and children with learning differences. She's been a Certified Davis Facilitator since 2001. You can learn more about the services she offers through her office, Learning Options, at her website, http://thelearningoptions.com. .

Dyslexia – A Cup Half Full By Elsie Johnson, Davis Facilitator in Manhattan, Montana, USA

Jacob came to me after his mom learned, as part of her graduate degree studies, how Ronald Davis’ contributions help dyslexic students. After a comprehensive search, she called Learning Options and spoke with me about her son.

Jacob had struggled since early elementary school and would be entering high school the following year. He was very discouraged, and instead of experiencing the excitement that normally would go along with this rite of passage, Jacob feared he’d once again suffer DREAD and discouragement. An anxious, defeated, and concerned Jacob arrived with his family for his Initial Consultation at Learning Options. He couldn’t even stomach the idea of eating lunch before our meeting…imagine a teenager who’s not hungry! Three years after he finished his program, a new man, I found myself in his home town and arranged a lunch visit with his mom. To my surprise Jacob came with her; apparently, he was doing so well that missing a class to visit with me was something he could handle. We reminisced about fun times during his program, recalling how he taught me to make people out of blossoms from the hollyhock plant by my office door, just as his mom had done when she was a child on the plains of Montana. Jacob cleared his throat to tell me about his current situation at school:

Jacob has had great success on the football field and off!

Congratulations, Jacob – Prom King for a day, but a winner for life!

“”

Jacob has evolved into a successful and independent

student


v Switzerland (continued)

Heidi Gander-BelzFehraltorf/Zurich+41 (44) 948 14 10

Katharina GrenacherBern +41(31) 382 00 29

Ursula Hirzel EglerStäfa +41 (01) 926 2895

Christa JaegerRiehen +41 (061) 643 2326

Consuelo LangLumino +41 (091) 829 05 36

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

Beatrice LeutertStein am Rhein +41 (052) 232 03 83

Erika Meier-SchmidBonstetten +41 (01) 700 10 38

Yvonne Meili Reinach+41 (61) 422 16 06

Verena Luisa MoserRiken +41 (076) 346 93 34

Maya MuraroStäfa +41 (079) 704 03 07 Christine NoisetChavannes +41 (21) 634 3510

Véronique PfeifferZürich +41 (01) 342 22 61

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

Regine Roth-GloorMohlin/Basel+41 (061) 851 2685

Benita RuckliRuswil +41 (041) 495 04 09 or (079) 719 31 18

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur +41 (052) 242 41 70

Beatrix Vetterli Frauenfeld +41 (52) 720 1017

Andreas VillainZürich +41 (076) 371 84 32

Margit ZahndGerolfingen+41 (079) 256 86 65 or (032) 396 19 20

Judith Zapata PrangeBasel +51 964 382 889

Claudia Ziegler-Fessler Hamikon (Near Zurich)+41 (041) 917 1315

v United Arab Emirates

Linda RademanDubai +9714 348 1687

v United Kingdom

Joy Allan-BakerLondon +44 (0757) 821 8959

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

Lisa Cartwright London +44 (0773) 840-6500

Sarah DixonRanmore Common, Surrey +44 (01483) 283 088

Susan DuguidLondon+44 (020) 8878 9652

Famous Dyslexics

Patrick DempseyAmerican actor, Patrick Galen Dempsey is best known for his role as Dr. Derek Shepherd on the television show, Grey's Anatomy. He has also appeared in a number of movies, such as Sweet Home Alabama, The Made of Honor, and Valentine's Day. Dempsey is a native of Maine. In his youth he was an excellent juggler; at 15 he tied for second place in 1981 at the Juniors Championship of the International Jugglers’ Association. He was also an excellent skier, and won the Maine state slalom championship while in high school. At age 12 he was diagnosed with dyslexia. In an interview with Barbara Walters in 2008, he discussed his dyslexia and its influence on who he has become. “It’s given me a perspective of – you have to keep working, I have never given up.” In 2006 Dempsey was nominated for a Golden Globe in the category Best Performance by an Actor in a Television Drama. He enjoys auto racing when he has time. He’s driven the pace car in the Indianapolis 500 and raced at Daytona and Baja. He is co-owner of IndyCar Series team Vision Racing and Dempsey Racing and participates as often as his acting career allows. In the late 1990s, when his mother was diagnosed and treated for ovarian cancer, Dempsey got involved with fundraising for cancer research and treatment. He helped start up the Dempsey Center for cancer at Central Main Medical Center in Lewiston, Maine and in 2009 he introduced the first “Dempsey Challenge,” an event through which cyclists, runners and walkers raise money for the cancer center. Over 3,500 people participated, raising over one million dollars. The Dempsey Challenge has now become an annual event in the Lewiston-Auburn area.

Eddie IzzardEdward John “Eddie” Izzard is an internationally popular English stand-up comedian, actor and voice-over artist. In addition to doing highly popular stand-up routines, he’s starred in the television series The Riches as Wayne Malloy and has appeared in a number of movies, such as Ocean's Twelve, Ocean's Thirteen, Across the Universe, and Valkyrie. Izzard is dyslexic, so he generally doesn’t work from a script when doing comedy. Instead his style is rambling and whimsical, and he considers that Monty Python has been his main comedy role model. (John

Cleese has referred to Izzard as the Lost Python.) He interrupts himself, and jumps from one topic to another, and one of his trademarks is to pause in his routine, filling the gaps with “so, yeah” and other verbal tics. He “thinks aloud” in order to make the writing process part of the show. In a 2004 interview with The Guardian, he stated, “It's the oral tradition. Human beings have been doing it for thousands of years.”

Dorrit MoussaieffDorrit Moussaieff is the First Lady of Iceland, a jewelery designer, editor, businesswoman, and socialite. She was born in Jerusalem in 1950. Her family is part of a long dynasty of jewelers. It is said that ancestors of hers weaved the robe of Genghis Kahn! Moussaieff is dyslexic and as a child she was home schooled in Israel and later, when the family moved to Great Britain. She speaks English, Hebrew, German, French and some Icelandic (although she has been teased in the Icelandic press about her accent). As a child Moussaieff showed a strong interest in jewelry and developed a talent for design. Her success as a jewelry designer built her fortune. “At the age of 14 I started to work in my parents' jewelry shop at the Hilton Park Lane in London,” she tells. “It was a hard time for me – all I did was sell jewelry. It's in my blood, you know; some people are artists or writers, but I am a jewelry salesperson in the blood, that's what I was born for.” In 2003 Moussaieff married Ólafur Ragnar Grímsson, president of Iceland, and thus became the First Lady of that country. In that capacity she helps publicize Icelandic culture and artists abroad and has helped her husband identify markets for Icelandic products. She is also dedicated to helping disabled children.

Ferdinand Karl PiëchDr. Piëch is an Austrian business magnate, engineer and executive. His grandfather was Ferdinand Porsche, known for creating the first hybrid vehicle (Volkswagen Beetle, gasoline/electric) and the first of many Porsche automobiles. Ferdinand Piëch began his career at Porsche, then worked for Audi where he eventually became its chairman. He is credited with turning Audi into a credible competitor against Mercedes-Benz and BMW. In 1993 he took on the chairmanship of Volkswagen Group and became its CEO. He retired at age 65 but still

serves on the supervisory board of Volkswagen. Piëch is dyslexic and an engineer who has created numerous iconic cars, like the Audi Quattro, the Volkswagen New Beetle, the Lamborghini Gallardo and the Bugatti Veyron. As of 2011, this last one is considered the fastest, most powerful and most expensive automobile ever built for legal driving on public roads. As a consequence of his influence on the automobile industry, Piëch was named Car Executive of the Century in 1999. v


v United Kingdom (continued)

Dyslexia Correction CentreGeorgina DunlopAutism Facilitator/Coach Jane E.M. HeywoodAutism Facilitator/Coach DLS Mentor & PresenterAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045

Nichola Farnum MALondon +44 (020) 8977 6699

Jacqueline Ann FlisherHungerford Berks+44 (0) 8000 272657

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Carol ForsterGloucester +44 (1452) 331 573

Achsa GriffithsSandwich, Kent +44 (01304) 611 650

Axel GudmundssonLondon +44 (020) 8341-7703

Tessa Halliwell Autism Facilitator/Coach Tugby Leicestershire+44 (0116) 259 8068

Karen HautzLondon +44 (0207) 228-2947

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185

Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806

Angela JamesReading, Berkshire+44 (0118) 947 6545

Liz JollyFareham, Hants+44 (01329) 235 420

Sara KramerWimbledon/London+44 (0208) 946 4308

Marilyn LaneRedhill +44 (0173) 776-9049

Isabel MartinCrowborough, East Sussex+44 (01892) 667 323

Stuart ParsonsLowton/Warrington, Cheshire+44 (07754) 534 740

Fionna PilgrimKeighley, West Yorkshire +44 (1535) 661 801

Maxine PiperCarterton, Oxon+44 (01993) 840 291

Elenica Nina PitoskaLondon +44 (020) 8451 4025

Ian RichardsonLondon +44 (07846) 734-320

Pauline RoylePoulton-le-Fylde, Lancs+44 (0125) 389 987

Rosemary SavinsonLondon +44 (0208) 316-1973

Janice ScholesLiversedge, West Yorkshire+44 (0) 8000 272657

Judith ShawSupervisor-SpecialistSt. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077

Dyscalculia And The Davis Maths Mastery ProgrammeBy Sara Kramer, Davis Facilitator in Wimbledon London, United Kingdom

Mathematical understanding runs throughout all areas of our lives. It measures change according to a standard, and enables us to establish order through sequential steps, and assess the result. It is estimated that between 3 and 6% of the population struggle with dyscalculia, an inability to conceptualise numbers and the number facts. The DfES (Department for Education and Skills) defines dyscalculia as:

…a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.

There are five main problem areas commonly experienced by people with dyscalculia:

1. Anxiety and stress 2. Reading problems 3.Memorydifficulties 4. Reasoning problems 5.Arithmeticalissues

Dyscalculia typically occurs in thinkers who need to learn through meaning but have failed to grasp the meaning behind some or all of the mathematical symbols they have encountered. For these problems to be resolved, a medium must be found through which these meanings can be mastered. In the Davis Programme, a multi-sensory medium in the form of plasticine clay is used. The Davis approach looks at how confusion can arise in the learning process as a result of symbols, terms, concepts and processes that are not understood. Abstract concepts are made reality and confusions are “clayed out”, often with dramatic results. Mathematics begins to make sense as its relationship to real-life concepts becomes clear. The Davis approach acknowledges the dyscalculic person’s preferred learning style, namely to learn through meaning and hands-on

explanation, rather than by rote or repetition, and uses multi-sensory teaching strategies before moving to the traditional paper and pencil medium. The Maths Mastery Programme is an individualised one-to-one programme, typically completed over 30 - 45 hours. The programme provides a uniquely different approach to addressing the main problem areas:

1. Anxiety and stress • Fluctuations in concentration and ability • Increased stress or fatigue • Anxiety and exasperation

Studies have shown that students with dyscalculia become confused and experience an inability to concentrate as they become overwhelmed by their difficulties. Reducing and managing anxiety is a key component of the Davis programme. The student is shown how to manage stress and energy levels using kinaesthetic tools. They are also given strategies to help monitor and maintain a relaxed state of concentration.

2. Reading problems • Reading and understanding maths books • Feeling that nothing makes sense • Relating printed questions to mathematical techniques

The reading correction strategies from the Davis Dyslexia Correction Programme are used. The methods make use of the three-dimensional learning style of the dyslexic student. The Davis methods are based on the idea that there is something different in this thinking style, something of great value, that can be worked with towards a greater understand of language and maths. Since dyslexic students think non-verbally, in pictures, they have difficulty thinking with the sounds of words. The Davis methods correct the learning disability, using the natural strengths and talents of the individual's personal thinking and learning style. The student is shown how to extract meaning from the written text.


v United Kingdom (continued)

Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052

Jacqui StewartEastbourne, East Sussex+44 (01323) 748 933

Drs. Renée van der VloodtSupervisor-SpecialistReigate, Surrey+44 (01737) 240 116

Frank WalkerWest Kirby Wirral+44 (0151) 625 6705

Evelyn WhiteWalton-on-Thames, Surrey+44 (01932) 230 624

The Blueberry CenterMargarita Viktorovna WhiteheadDDA Director+44 (0)1684 574072 Richard WhiteheadDDA DirectorDLS Presenter-MentorFundamentals Presenter+44 (0)1684 574072 Great Malvern, Worcestershire+44 (8000) 27 26 57 (Toll Free)

v United States

Alabama

Lisa SprattHuntsville +1 (256) 426-4066

Arizona

Dr. Edith FritzPhoenix +1 (602) 274-7738

Nancy KressGlendale +1 (480) 544-5031

John MertzTucson +1 (520) 797-0201

Arkansas

Rebecca LandesMulberry/Fort Smith +1 (479) 997-1996

California

Cyndi Cantillon-ColemanLadera Ranch/Irvine+1 (949) 364-5606

Janet ConferIrvine +1 (949) 589-6394

Reading Research CouncilDyslexia Correction CenterRay DavisDavis Autism TrainerRonald D. Davis, FounderBurlingame/San Francisco+1 (800) 729-8990 (Toll-Free)+1 (650) 692-8990

Anette FullerWalnut Creek +1 (925) 639-7846

Angela GonzalesRiverside +1 (951) 710-9616

Richard A. HarmelMarina Del Rey/Los Angeles+1 (310) 823-8900

David HirstRiverside +1 (909) 241-6079

Suzanne Kisly-CoburnManhattan Beach+1 (310) 947-2662

Nicole MeltonNewport Beach+1 (949) 873-2008

Karen PongsNewport Beach+1 (949) 873-2008

Cheryl RodriguesSan Jose +1 (408) 966-7813

David Carlos RosenSan Rafael +1 (415) 479-1700

The British Dyslexia Association (BDA) estimates that about 40-50% of dyslexics show no signs of dyscalculia and that for some dyslexic pupils, difficulty with maths may stem from problems with the language surrounding mathematical questions, rather than with number concepts – that is, their dyslexia may cause them to misunderstand the wording of a maths problem. It is important to clarify whether a student is struggling because of reading difficulties or whether they truly have a fundamental difficulty with maths concepts. These factors are explored during the assessment and each programme is individually structured to meet the student’s needs.

3.Memorydifficulties • Remembering what different signs or symbols mean • Remembering formulae or theorems • Recalling dates, times, phone numbers etc.

A good memory for facts often depends on being able to organise them into meaningful patterns. If arithmetical procedures are just sequences of meaningless steps, then they will be hard to remember and frequently misapplied.Mathematical symbols and processes all rest on a series of foundation concepts or universal laws which have to be fully understood before maths can be mastered. The Davis Facilitator, or student’s helper, takes the student on an exploratory journey through the seven main concepts which underpin maths. For example, one such concept is Sequence, the principle that one thing, such as a number or quantity, follows another. Another important concept is Time. All programmes include a detailed look at how time relates to the student’s own life. Once the student has mastery of these concepts, the programme then follows a series of exercises to introduce arithmetical concepts and symbols. These small, careful steps ensure that the student has a clear understanding of the meaning behind the symbols and procedures.Rote learning depends largely on auditory memory and is unlikely to be a natural learning strategy for a dyscalculic child. The exploratory nature of the programme is a more powerful

learning tool. Students are also given tools to rediscover their visual and kinaesthetic learning, which will help them remember formulae and telephone numbers.

4. Reasoning problems • Moving from concrete to abstract • Following steps in a mathematical process

The multisensory nature of the programme, the use of plasticine clay, provides a basis for the student to experience the steps within a mathematical process. Once the meaning is established, the student can move intuitively from the concrete to the abstract.

5.Arithmeticalissues • Understanding place value • Carrying out sums without a calculator • Difficulty in learning and remembering arithmetical facts

Dyscalculic pupils often show a kind of rigidity that accompanies rote application of a procedure that is not properly understood. Once the underlying mathematical concepts have been mastered, the student works through a series of exercises and is encouraged to explore how the concepts are applied to mathematics. The exercises are structured to ensure that students demonstrate, through the plasticine clay, that each step is understood with complete certainty before they progress further. The maths programme ensures that the student develops numerosity (numeracy) and understands that one is one and that this relates to a standard. Once this is understood the student can progress to look at amount and develop an understanding that a numeral represents a quantity. The Davis approach acknowledges the dyscalculic person’s preferred learning style, namely to learn through meaning and hands-on exploration, rather than by rote or repetition, and uses multi-sensory teaching strategies before moving to the traditional paper and pencil medium.

Copyright 2011 DDFA The Davis Maths Mastery Programme is clearly explained in the book The Gift of Learning (ISBN 0-399-52809-1) by Ronald D. Davis. Chapter 18 details what must be done, when to do it and the reason why. Please contact the DDFA www.unlocking-learning.co.uk if you would like more information on dyscalculia and the Davis methods or to find a Davis Facilitator.


Quotable Quotes“Teaching at its core is a moral profession. Scratch a good teacher and you will find a moral purpose.”– Michael Fullan, international leader in the field of educational change in Educational Leadership, March 1993

“One can resist the invasion of armies; one cannot resist the invasion of ideas.”– Victor Hugo (1802-1885), French writer, artist and statesman, author of Les Miserables and The Hunchback of Notre Dame

“The heart has its reasons, which reason does not know.”– Blaise Pascal (1623-1662, French mathematician, physicist, inventor, writer and philosopher

In answer to the question, “Are people born good writers?”:“No. You have to read, read, read, read, read, read, read, read, read, and read. As you read, you unconsciously assimilate the rudiments of style and technique.”– James Ellroy, American novelist (author of L.A. Confidential)

California (continued)

Dee Weldon WhiteLexie White StrainSunnyvale +1 (650) 388-6808

Colorado

Annie GarciaWheat Ridge / Denver+1 (303) 423-3397

Crystal PunchDLS MentorCentennial/Denver +1 (303) 850-0581

Kristi ThompsonDLS Presenter-MentorWalsh +1 (719) 324-9256

Florida

Random (Randee) GarretsonLutz/Tampa/St. Petersburg+1 (813) 956-0502

Tina KirbyNavarre +1 (850) 218-5956

Rita Von BonNavarre +1 (850) 934-1389

Georgia

Lesa HallPooler/Savannah+1 (912) 330-8577

Martha PayneSuwanee +1 (404) 886-2720

Scott TimmWoodstock/Atlanta+1 (866) 255-9028 (Toll-Free)

Hawaii

Vickie Kozuki-Ah YouEwa Beach/Honolulu+1 (808) 664-9608

Idaho

Carma SutherlandRexburg +1 (208) 356-3944

Illinois

Kim AinisChicago +1 (312) 360-0805

Susan SmarjesseSpringfield +1 (217) 789-7323

Indiana

Myrna BurkholderGoshen/South Bend+1 (574) 533-7455

Iowa

Mary Kay FrasierDes Moines +1 (515) 270-0280

Massachussetts

Karen LoGiudiceFundamentals Workshop PresenterAmesbury+1 (978) 337-7753

Carolyn TylerFairhaven +1 (508) 997-4642

Michigan

Molly Scoby Greenville +1 (231) 250-7260

Kathleen McNallyJackson +1 (304) 382-5612

Sandra McPhallGrandville/Grand Rapids+1 (616) 534-1385

Cinda Osterman, M. Ed.Charlotte +1 (517) 652-5156

Dean SchalowManistee+1 (800) 794-3060 (Toll-Free)+1 (231) 250-7260

Humor CornerDAFFy DeFInITIonS GardeningJust another day at the plant. SatelliteA low-fat version of Saturday. Adverse Like an adverb, but only used in poetry.

Pole Vault Where Santa Claus keeps all the presents. Window What you hope to do when you visit a casino. ThesaurusAncient reptile with an excellent vocabulary.


Minnesota

Cyndi DenesonSupervisor-Specialist Edina/Minneapolis+1 (888) 890-5380 (Toll-Free)+1 (952) 820-4673

Missouri

Clark BrownRoach+1 (573) 552-5772

Cathy CookColumbia+1 (573) 819-6010 or 886-8917

Gretchen FitzGeraldKansas City+1 (816) 806-8611

Montana

Elsie JohnsonManhatten +1 (406) 282-7416

Nebraska

Elaine ThoendelChambers+1 (402) 482-5709

Nevada

Barbara ClarkReno+1 (775) 265-1188

New Hampshire

Glenna GiveansDavis FacilitatorAutism Facilitator/CoachLebanon+ 1 (603) 863-7877

Michele SiegmannMason/Manchester/Boston+1 (603) 878-6006

New Jersey

Lynn ChigounisMontclair +1 (973) 746-5037

New York

Lisa AndersonSeneca Falls +1 (315) 576-3812

Wendy RitchieHolly/Rochester+1 (585) 233-4364

North Carolina

Gerri W. CoxDLS Presenter-MentorShallotte/Wilmington+1 (910) 754-9559

Ruth MillsPineville/Charlotte+1 (704) 541-1733

Jean MoserWinston-Salem+1 (336) 830-2390

Ohio

Lorraine CharbonneauMason/Cincinnati/Dayton+1 (513) 850-1895

Oklahoma

Ashley GriceTulsa +1 (918) 779-7351

Rhonda LacyClinton +1 (580) 323-7323

Linda WrightDuncan+1 (580) 641-1056

Oregon

Nicki CatesPortland+1 (586) 801-0772

Newly Licensed Davis FacilitatorsNewly Licensed Davis Facilitators

Luba Niazov “Our DCC (Dyslexia Correction Center) specializes in offering the Davis Dyslexia Correction Program in Russian, Hebrew and English to children and adults struggling with dyslexia and

different learning disabilities across Russia, Israel and abroad. More than seventy learning disability categories appear to be varieties of, or related to dyslexia. The Davis Dyslexia Correction Program has been used successfully to provide varying degrees of improvement for all such conditions.” Clinic “Medis.” Academica Anohina str. 2 corp. 6, Moscow, Russia +972 (544) 766 203 in Israel. [email protected]

Ximena Hidalgo Pirotte “I work privately, one-on-one. I am willing to travel.” Barbastro 11345, Vitawra Santiago, Chile. +56 (02) 243 0860 [email protected]

Anne Guignard “As a teacher I attended several training courses to better help my students. The Davis Method is the only one that offers a sustainable solution for students who still have difficulties.” Apprendre et réussir. Am Bounert 12, L-6975 Rameldange, Luxembourg +352 (691) 245 252 [email protected]

Patrick Courtois 20 Rue Des Bergeronnettes, Juvignac 34990, France +33 (6) 37 40 49 [email protected]

Eugénie Schares “As a mother of a dyslexic child I would like to share with those I can reach, the good experience we experienced with the Davis Method.” Via Volontari Della Liberta 68, Osoppo, Italy I 33010 [email protected]

Christian Gleiß “Years ago I completed a Davis Program. Now I want to be a Davis Facilitator myself.” Am Breter 14, 74653 Ingelfingen, Germany+49 (07) 940 [email protected]

Hortensia FlorinWyssgesse 9, CH 8004 Zurich, Switzerland+41 (43) 243 9428 or 079 914 [email protected]

Elvira Woelki “I am 49 years old and I am a remedial teacher and systemic therapist for families. In my practice I work with children and teens with emotional and social issues, problems in school, etc. I also work with their parents on issues relating to education. I am very happy to offer the Davis Program through my practice to children and young people with dyslexia, dyscalculia and ADHD. I’m also very glad to be part of an international and national group of colleagues.” Heilpoïdagogisch-therapeutische Pratis. Dreerstr. 10, 87719 Mindelheim Germany. +49 (8261) 763 638 [email protected]

Angela Frenkel B.M. Defectology; Clinic “Medis”. Academica Anohina str.2, corp.6, Moscow, Russia [email protected]

C O N G R A T U L A T I O N S !Davis Facilitator, Karen LoGiudice, has completed the coursework and training to become a full-fledged Gift of Dyslexia Fundamentals Workshop Presenter. Karen's practice, New England Dyslexia Solutions, is located in Amesbury, Massachusetts (http://www.ne-dyslexia.com/). Now, in addition to her work as a Facilitator, she'll be traveling around the country presenting the fundamentals of the Davis Method to many others! Congratulations, Karen!

A Special Welcome to our first Davis Facilitator from Chile.


Oregon (continued)

Rhonda ErstromVale +1 (541) 881-7817

Melissa SlominskiTigard / Portland+1 (503) 957-2998

Pennsylvania

Marcia MaustAutism Facilitator/Coach Autism Training SupervisorBerlin/Pittsburgh+1 (814) 267-5765

South Carolina

Angela KeiferGreenville+1 (864) 420-1627

South Dakota

Kim CarsonDLS Presenter-MentorBrookings/Sioux Falls +1 (605) 692-1785

Texas

Kellie Antrim-BrownFt. Worth+1 (817) 989-0783

Success Learning CenterRhonda BrownDLS Presenter-MentorColleen MillslagleDLS Presenter-MentorTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

Shari ChuHelotes/San Antonio +1 (210) 414-0116

Jodie HarberCedar Park+1 (512) 918-9247

Lori JohnsonBoerne/San Antonio+1 (210) 843-8161

Leslie LedouxAmarilloAutism Facilitator/Coach+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)

Casey Linwick-RouzerSugar Land/Houston+1 (832) 724-0492

Frances Adaleen MakinGreenville/DFW +1 (903) 268-1394

Paula Marshburn Tyler+1 (903) 570-3427

Donna NorthcuttIrving+1 (214) 315-3698

Dorothy OwenSupervisor-SpecialistDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200

Edward OwenDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200

Susan Stark OwenDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200 Laura WarrenDLS Workshop Presenter-MentorLubbock +1 (806) 790-7292

Virginia

Donna KouriRockville+1 (804) 240-0470

The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families.

Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.

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

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

Davis Training Programs


Angela OdomDLS Presenter-MentorMidlothian/Richmond+1 (804) 833-8858

Jamie Worley Blackburg +1 (504) 552-0603

Washington

Aleta ClarkAuburn/Tacoma+1 (253) 854-9377

Renie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737

West Virginia

Allison BoggessCulloden+1 (888) 517-7830

Gale LongAutism Facilitator-Coach Autism Training SupervisorElkview/Charleston+1 (888) 517-7830 (Toll Free)+1 (304) 965-7400

Wisconsin

New Hope Learning Centers, Inc.Darlene BishopMilwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900

Anne MataczynskiAutism Facilitator/CoachWausau +1 (715) 551-7144

Marla Verdone JanesvilleToll Free 1-800-753-8247

v Uruguay

Marcela PiffarettiMontevideo+598 (2) 600-6326

This Directory is current

as of May 1st, 2011.

It is subject to change.

Between newsletter issues,

new Facilitators are added,

and occasionally, some

become inactive. However,

the Davis Providers list at

www.dyslexia.com

is always up to date.

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

The Davis Methods for Young LearnersDavis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand.

Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill.

Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $129.95 (Shipping and Handling will be added)To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstoreor call our toll-free number: 1 (888) 999-3324

Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

The Kit includes: • Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 pounds) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart

Young Learner Kit for Home-Use


Basic Workshop for Primary Teachers

Teachers, would you like to…• Improve the reading skills of all the children in your class regardless of their learning style?• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.”

Instruction includes:• Theory and Reasoning for each Strategy.• Video demonstrations of each Strategy and classroom implementation suggestions.• Supervised experiential practice on each Strategy.• Q&A and discussion about each Strategy.

Materials include:• Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)

Workshop hours: 9am-4pm with one hour lunch break.Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California State University. Cost is $65 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required.

Would you like to bring a DLS workshop to your school/area? Call 1 (888) 805-7216, and ask for Paula McCarthy.

2011 DATES & LOCATIONS

Date Location Telephone

Nederland

May 13 – 14 Beek +(31) (0) 46-4374907

United Kingdom

June 13 – 14 Ascot Berkshire +44 (0)1684 566300

United States

June 20 – 21 Richmond, VA, USA +1 (888) 805-7216

June 21 – 22 Denver, CO, USA +1 (719) 324-5825

Jul 7 – 8 Lubbock, TX +1 (806) 790-7292

Aug 1 – 2 Frisco, TX +1 (806) 790-7292

Aug 2 – 3 Brookings, SD +1 (605) 692-2842

Aug 4 – 5 Shallotte, NC +1 (910) 754-9559

Sept 22 – 23 Springfield, MA +1 (903) 533-9107

For more details, visit www.davislearn.com

“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California


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

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

WORKSHOP OUTLINE

2011 WORKSHOP ScHEdUlE

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

DAY THREEOrientation Review Procedure (a method for checking orientation 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 TWODavis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions)• What is Orientation? Demonstration & Practice SessionRelease Procedure (method to alleviate stress, headaches)Alignment (an alternative to Orientation Counseling)• What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling energy levels)

AustraliaJuly 18 – 21, 2011, Perth, WAPresenter: Lorna TimmsLanguage: EnglishTelephone: +64 (3) 477 0056Email: [email protected]

ColombiaMay 30 – June 2, 2011, BogotáPresenter: Cathy CalderónLanguage: SpanishTelephone: +52 (81) 8335 9435 Email: [email protected] DenmarkOctober 27 – 30, 2011, SilkeborgPresenter: Robin TempleLanguage: English / Danish TranslationTelephone: +49 (040) 2517 8622Email: [email protected]

FranceAugust 25 – 28, 2011, ParisPresenter: Gabriela ScholterLanguage: FrenchTelephone: +49 (040) 2517 8622Email: [email protected]

GermanyJuly 7 - 10, 2011, Hamburg Presenter: Ioannis TzivanakisLanguage: German/English translationTelephone: +49 (040) 2517 8622 Email: [email protected]

September 30 - October 3, 2011, Freiburg Presenter: Ioannis TzivanakisLanguage: German/English translationTelephone: +49 (040) 2517 8622 Email: [email protected]

MexicoJune 6 - 9, 2011, Mexico dF Presenter: Cathy Calderón Language: Spanish Telephone: +52 (81) 8335 9435 Email: [email protected]

New ZealandJuly 26 – 29, 2011, dunedin, OtagoPresenter: Lorna TimmsLanguage: EnglishTelephone: +64 (3) 477 0056Email: [email protected]

United KIngdomMay 30 - June 2, 2011, Malvern, WORPresenter: Richard WhiteheadLanguage: English, RussianTelephone: +44 (0)1684 566300Email: [email protected]

United StatesJune 20 – 23, 2011 Burlingame, CAPresenter: Lorna TimmsLanguage: EnglishTelephone: +1 (888) 805-7216Email: [email protected]

October 10 – 13, 2011Burlingame/San FranciscoPresenter: TBALanguage: EnglishTelephone: +1 (888) 805-7216Email: [email protected]

december 5 – 8, 2011Dallas/Ft. Worth, TexasPresenter: TBALanguage: EnglishTelephone: +1 (888) 805-7216Email: [email protected]

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

Materials included with workshop

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


Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.Who should attend:• Reading Specialists & Tutors• Parents & Homeschoolers• Resource Specialists• Educational Therapists• Occupational Therapists• Speech/Language TherapistsParticipants will learn:• How the Davis procedures were developed• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting.See page 27 for more workshop details.

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 260Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: [email protected]

DDA-Latin AmericaCalzada del Valle #400 Local 8Colonia del ValleGarza García, Monterrey Nuevo LeónMéxico, CP 66220Tel: 52 (81) 8335-9435Email: [email protected]

DDA-NederlandKerkweg 38a 6105 CG Maria Hoop, NEDERLANDTel: 31 (475) 520 433Fax: 31 (0475) 301 381E-mail: [email protected]

DDA-DACHDeutschland-Austria-Switzerland Wandsbecker Chausee 132D-22089 Hamburg

GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]

SWITZERLANDTel: 41 (061) 273 81 85E-MAIL: [email protected]

DDA-UKDavis Learning Foundation47-49 Church StreetGreat MalvernWorcestershire WR14 2AATel: +44 (0)1684 566300E-mail: [email protected]

DDA-Pacific295 Rattray Street Dunedin, New Zealand 9016Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: [email protected]

Enrollment limited v Classes fill Early v call 1 (888) 805-7216 or 1 (650) 692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htm

For a full description of the Davis Facilitator Certification Program, ask for our booklet.

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

The Gift of Dyslexia Workshop2011 InTERnATIOnAl ScHEdUlE

Questions? Call Dorothy Owen Davis Training Consultant:Toll Free: 1 (888) 392-1134Email: [email protected]

U.S.A. Workshop Information:

The Dys•lex •́icRead•́er1601 Old Bayshore Highway, Suite 260Burlingame, CA 94010

CHANGE SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGEPAID

BURLINGAME, CAPERMIT NO.14

˜

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 & discounts – Special Rates for 2011• $925 per person, normally $1175 ($200 deposit required)• $875 early bird discount with full payment, normally $1075• Advance registration required• Includes manual, one-year DDAI membership, verification of attendance, and Workshop Kit• Academic units and CEUs available

May 30 – June 2 Bogotá ColombiaMay 30 – June 2 Malvern, WOR United KingdomJune 6 – 9 Mexico, DF MexicoJune 20 – 23 Burlingame, CA USAJuly 7 – 10 Hamburg Germany July 18 – 21 Perth, WA AustraliaJuly 26 – 29 Dunedin, Otago New ZealandAugust 25 – 28 Paris FranceSept 30 – Oct 2 Freiburg GermanyOctober 10 – 13 Burlingame, CA USAOctober 27 – 30 Silkeborg DenmarkDecember 5 – 8 Dallas/Ft. Worth, TX USA

Download - The Dyslexic Reader 2011 - Issue 58

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