By Wayman E. (wes) Sole

The Davis Dyslexia CorrectionProgram originated with researchdone by Ron Davis in 1980-1981leading to the opening of his firstcenter in California, in 1982. In1995, the Davis Dyslexia AssociationInternational (DDAI) wasestablished. By January 2001, theorganization has grown to more than200 Facilitators throughout the world.The Davis Dyslexia CorrectionProgram is a three-part programbeginning with an assessment andconsultation to determine if the DavisMethods are suitable to help thepotential student. Important factorsfor success with the Davis programare awareness of problems withlearning, and motivation to solvethem. The assessment andconsultation will help determine if

Vol. 23 Davis Dyslexia Association International Issue 1 • 2001

Dys lex ic Read er• •́ •́~The

by Abigail Marshall

Every few months I see a newpress report, announcing thatscientists have discovered a new"cause" or "cure" for dyslexia.

Each story seemingly appears in avacuum, as if each team of researchscientists or clinicians had never metthe others, nor heard of theirresearch. So each new report alsoheralds a new theory of dyslexia.This week it is the "left inferiorparietal" and it has something to dowith the way the mind processesvisual input, a while back it was the"angular gyrus" and it had

something to do with the way thebrain handled the sounds oflanguage.

A favorite approach of brainresearchers is to take pictures ofbrain function of a small group ofdyslexic individuals, and thencompare the brain function withnon-dyslexic individuals. Theycompare one set to another and thenremark upon the difference. Uponfinding differences in the way thebrain functions in the "dyslexic" vs."non-dyslexic" group, they remarkupon how they have discovered thebiological roots of dyslexia.

The Shifting Sands of Dyslexia Science

Continued on page 18

Davis Dyslexia Correction® Program - Outcomes

Continued on page 5

News & Feature Articles:DDC® Program Outcomes . . . . . . . . . . .1Shifting Sands of Dyslexia Science . . . .1Global Happenings in 2000 . . . . . . . . . .3Humor Makes Coping More Fun . . . . . .4A Wondrous Child . . . . . . . . . . . . . . . . .6Personal Experience Essay . . . . . . . . . .7What Happens Next? . . . . . . . . . . . . . .16

Regular Features:Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . .2In the Mail . . . . . . . . . . . . . . . . . . . . . . . .2New Facilitators & Specialists . . . . . . .8Book Reviews . . . . . . . . . . . . . . . . . . . .11Davis Providers (U.S. & Canada) . . . . .19

In This Issue

PAGE 2 THE DYSLEXIC READER

Dear Mr. Davis,My daughter attended a one week

session with Kellie Brown thissummer in Fort Worth, Texas. I wentthere a little skeptical but was veryhappy with the results of the lastweek. My Katie was in a dyslexicprogram at her school last year andhad little success. At the beginningof this, her fourth grade year, areading test was administered. Shetook a similar test at the end of herthird grade year. She improved overthree grade levels. More important isher self-esteem. She went fromfeeling she was stupid (her words) toknowing she can learn anything.Last year was mostly miserable butthis year has been great. She still hassome work to do with herhandwriting. That is where we arespending our follow-up time. Last

year no one could read anythingKatie wrote, this year it still isn'tbeautiful handwriting, but you canread it.

Last week the school sent home anote saying Katie would be readingfrom the Bible at the school'smorning religious service. We knewwhat she was to read and practicedall weekend. Right before she was toread she was told the verses she wasto read had been changed. Withoutever seeing it before she read it and itwas flawless. The look of joy on herface when she finished readingbrought tears to my eyes and to theeyes of her second and third gradeteachers who struggled with her somuch in the previous years. On myway out of the school her principalasked me again about your programand commented on the remarkableimprovement in Katie. This was thefirst year she got grades and she hadA's across the board, except for a B+

in Science. I cringed when I foundout she had the hardest teacher in theschool this year, but it has been abreeze so far. I can't thank youenough for helping provide her withthe tools necessary to succeed inschool and in life. We are eternallygrateful to you and your program.Katie and I have a goal of being ableto help dyslexics whose parents can'tafford to have them attend a DavisProgram. I am currently exploringgrants in order to get the training Ineed to help these kids have the sametransformation Katie has experienced.She tells everyone who will listenabout your program. There arechildren from her school who arescheduled for Davis sessions.Considering the closest provider is inDallas, TX which is over seven hoursaway, this is remarkable. There aremany more who are waiting toschedule. They want to make sure itworks for the other students beforethey commit. I will and they will.Thanks again.

Wendy Gilled

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

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

See Alex’s other adventures at:www.dyslexia.com/alexpdq/

IN THE MAIL

ALEX PDQDYSLEXIA MEANSNEVER HAVING TO

SPELL YOU’RESORRY.

More ‘In the Mail’ on page 4

Fear is that littledarkroom wherenegatives aredeveloped.

- Michael Pritchard

What happened to Issue 4, 2000?

We are making up for it with this"double" issue. Although ourintentions are good, we periodicallyneed to adjust the publication dates.Thanks for your patience.

Enjoy! --The Editors

PAGE 3THE DYSLEXIC READER

by Dee WeldonWhite

As we reflect on2000, we continue

to be amazed at the rapidglobal expansion of the DavisDyslexia Correction method. Ronpresented workshops and lectures in14 countries and nine U.S. States,while continuing his ongoingresearch and writing. As always,Alice continued to manage andcoordinate this internationalorganization with grace and goodhumor.

We are excited to have certified 43new International Facilitators in thefollowing countries: Canada(2),France(4), Germany(7), Ireland(1),Mexico(9), Netherlands(4), Republicof Singapore(1), Republic of SouthAfrica(1), Spain (3), Switzerland(7)and the United Kingdom(4).

We welcomed 25 new U.S.Facilitators in the following states:Alabama(1), Arizona(1),California(3), Colorado(1),Kansas(1), Missouri(1), Montana(1),Nebraska(1), Nevada(1), NewJersey(1), New York(1),Pennsylvania(1), Texas(2),Washington(7), West Virginia(1),and Wisconsin(1).

Our newly licensed and certifiedSpecialists and Trainers are: CyndiDeneson as a Specialist and Trainerin the United States, Sonja Heinrichas a Specialist in Germany, LinSeward as a Specialist in England,Hector Linares as a Trainer inMexico presenting workshops inSpanish and English, and Jurg Peteras a Trainer in Switzerland presentingworkshops in German and English.

DDAI expanded its operations inFebruary, 2000 with the opening ofits Davis Training Center in the sameoffice building as its Burlingameheadquarters. The space isapproximately 1800 square feet (200square meters) and provides space forworkshops, Practice Meetings,

Training Pod Weeks, andconferences.

In order to accommodate ourworldwide growth, especially catalogsales, DDAI increased its staff toinclude Gina Haysbert and ColleenMasini. These two ladies will gladlyassist you with your orders.Welcome aboard Gina & Colleen!

Three new territories beganoffering Davis Facilitator Training in2000: Canada, Israel, and Singapore.The Gift of Dyslexia (RevisedEdition) as a 4 CD Set in Englishbecame available this year, and newtranslations of the book werepublished in Hebrew, Greek, andSwedish. You can now read The Gift

of Dyslexia in 10 languages, and thePolish edition is due out in 2001.Teacher Kits for Grades K-1 & 2-3incorporating Davis LearningStrategies® began development andare due for release in early 2001.Finally, our top-rated website,www.dyslexia.com continues toprovide information to thousands ofinterested visitors thanks to our astuteWebmaster, Abigail Marshall.

Although 2000 is behind us, wecontinue to fondly remember yourcontributions, and thank you for yoursupport, as we learned and laughedtogether.

We look forward to the fun of newchallenges in 2001!

Global Happenings in 2000

An Advanced Supervised Practice Meeting being led by Davis Specialist, Dorothy Owen, in thenew Davis Training Center.

DDAI Managers & Administrators. Above (l. to r.): GinaHaysbert, Maria Fagioli (Training and Licensing Manager),Colleen Masini, Michele Plevin (Office Manager). Right:Jacqueline Ward (Finance Manager).

Dear Mr. Davis,I have just started reading your

very informative book "The Gift ofDyslexia." I sat and read the prefacewhile I sat in the library, whichbrought a tear to my eye, that child'sprayer was my life at school.

I have had to stop reading on morethan one occasion as my eyes havefilled with tears as they are now.Can I recommend that you warnpeople to read with a handkerchiefnearby.

I have never read a book soenlightening and which has hit thepreverbal nail so squarely and hardon the head!

I have finally built up the courageto find something out about dyslexia,as my job at present, is office basedand involves a lot of writing, which Idetest. Basically, I have pushed past

my dyslexia to try and fit into thenormal world and not be bothered bymaking mistakes and just shrugged itoff. I must have a very wide pair ofshoulders as I have just realized whatI have been doing. I wish these tearscould stop! I have contacted thelocal dyslexia Institute in Leeds and Iam going for an assessment towardsthe end of November.

I just hope they work in a similarway to yourself, and not like thoseteachers who thought they knew whyI couldn't learn to read very well, andhow to help us to see the world asothers do, not as I assumed, like I do.( I hope that makes sense).

I would be ecstatic to receive anyfurther information from yourinstitute as I am sure you will haveupdated your information since 1995.

Incidentally, you may like to knowthat I am 35 years old and both myparents were teachers who for manyyears at school did pull their hair out!

My mother knew that I wasn't stupid,and a friend of the family once saidthat "I hadn't woken up yet".

This is the second letter I havewrote in my life. The first was whenI was under ten years old to a largechocolate factory asking them whythey didn't make different fruitflavored chocolate and I received avery nice letter back. So around ayear or so after that letter theybrought out a lemon filled chocolate.I have often wondered if I had someinfluence on them. I'm not sure why Ihave just told you that, but it must besomething to do with writing andbeen scared to make mistakes and belaughed at.

I look forward to hearing from youin due course.

P.S. You do not know what youmean to me.

Yours Sincerely, C.M. Downe

London, England

PAGE 4 THE DYSLEXIC READER

In the Mailcontinued from page 2

I thought all of you could appreciatethis......

I was reading a book on dyslexialast night (seems that is all I readabout anymore) and there was a listof famous dyslexics listed. TomCruise (who has someone read hisscripts aloud to him), StevenSpielberg, Walt Disney (who begandrawing pictures to communicatewith other people), Bruce Jenner,Greg Lougannis, Whoopi Goldberg,John F. Kennedy, WinstonChurchill, etc. etc. As Molly (my 8year old dyslexic daughter) walkedthrough the living room where Iwas reading, I began telling herabout all of these gifted, talentedpeople that she knew of that aredyslexic. She stopped, grinned fromear to ear and then lifted her arms inthe air with fists clenched, feet

spread apart and firmly planted onthe ground and shouted, "THESEARE MY PEOPLE!"

Later she heard me telling herdad about all of the dyslexic famouspeople I had read about and againshe commented (much more quietlythis time,) "Yeah, those are *my*people."

This is the same child who begansinging, "Free at last, thank Godalmighty, I am free at last" after sheread her first Dr. Seuss story.

So despite the struggles, life isalways filled with good humor andjoy too.Annette

Contributed by Annette Marshall tothe DyslexiaSupport egroup at http://groups.yahoo.com/group/DyslexiaSupport. Reprinted herewith permission.

Humor Makes Coping More Fun

PAGE 5THE DYSLEXIC READER

these factors are present. The secondpart of the Davis program is anintensive five-day program conductedone-on-one with the student andLicensed Facilitator. The program istailored, as needed, to the specificneeds of the student. Major toolsused during this week are DavisOrientation Counseling®, DavisSymbol Mastery®, and Steps to EasierReading. Also included in theprogram is support training for theperson who will be continuing tohelp the student at home. The thirdpart of the Davis program is an at-home segment where the studentcontinues the work begun during theprogram week. A kit of resourcematerials is also provided to supportthe at-home program.

More information about The DavisDyslexia Correction Program can befound in the book, The Gift ofDyslexia, by Ronald D. Davis; and,the Davis Dyslexia AssociationInternational web site at:http://www/dyslexia.com/

If you are like most people I'vetalked to, you wonder if the DavisDyslexia Correction Program willhelp your child. I, along with otherFacilitators, have many successstories, some more amazing thanothers. But what can you reasonablyexpect for your child? Eachindividual that comes to the programbrings a unique self, and both shortand long-term changes can varywidely. For most, the initial changeswill be immediately evident.However, some students may preferto think about what they have learnedand how they want to apply this newknowledge to their day-to-dayactivities. For these individuals littlechange may be evident during theprogram week, but will be noticeableover the following weeks andmonths.

One question often asked,particularly by teachers, is whatoutcomes can be expected when achild participates in the DavisDyslexia Correction Program.During my training at DDAI, muchdiscussion focused on how we couldclearly illustrate changes in a child's

reading and comprehension when heor she participates in the DavisDyslexia Correction Program. Amethod of evaluating attendeeprogress was co-authored by MyrnaBurkholder, and myself, under thepatient and persistent guidance ofSharon Pfeiffer of DDAI. Theevaluation instrument used is a subsetof the Ekwall/Shanker ReadingInventory© - Third Edition.

Although the Ekwall/ShankerReading Inventory contains anextensive battery of tests, only asubset of three tests is used: the SanDiego Quick Assessment or GradedWord List, the Oral Reading andComprehension Tests, and theListening Comprehension Tests. Oralreading is when the child reads thepassage out loud and then answersquestions about the passage content.Listening is when the child listens tothe facilitator read the passage thenanswers questions about the passagecontent. The three reading levelsmeasured by these tests are:Independent Reading Level,Instructional Reading Level, andFrustration Reading level. Only theInstructional Reading Level was usedfor this presentation because it is thelevel most closely related toschoolwork. The InstructionalReading Level is the level at which achild, when working with newmaterial, should be able to accuratelydecode at least ninety-five percent ofthe words and should comprehend atleast sixty percent of the content.The grade levels Pre-Primary throughGrade nine are provided within theEkwall/Shanker tests.

The data were gathered in twosteps, from a sample of twenty-oneclients, at Dyslexia Help for Childrenand Adults in London, Ontario,during the years 1999-2000. The

first set of data was collected prior tothe commencement of the program,usually during client assessment andconsultation. The second set of datawas collected on the fifth day of theprogram. The data are sorted by agewithin gender. On the graphs, thedark markers represent the gradelevel at the beginning of the programand the bars, either up or down,represent the changes that weremeasured. Where no change wasindicated, there is no associatedchange bar. When a grade level nineis indicated, the actual performanceoften exceeded the ninth grade;however, the ninth grade is thehighest-grade level provided by theEkwall/Shanker material.

Results OverviewMost children fully embrace the

Davis Methods as they are taughtduring the program. However a fewchildren may take several weeks ormonths before fully embracing them.In these cases the individuals mayneed to develop a comfort level withthe Davis Methods within themselvesbefore showing visible or measurablechanges.

The following chart summarizesthe results from twenty-one studentsparticipating in this study. Eachindividual participated in two sets ofthree tests from the Ekwall/Shankerbattery of tests. The first set wasadministered during assessment andthe second set was administered onday five of the Five-Day intensiveprogram. The Ekwall/Shanker teststhat were used are: the Graded WordList, the Oral Reading Test, and theListening Test. The Grade Levelresults for each of the Test Segmentswere divided into three categories,Drop In Grade Level, No Change InGrade Level, and Increased One Or

Davis Program Outcomescontinued from cover

Test Segment CATEGORIES

Drop inGrade Level

No Change inGrade Level

Increased One orMore Grade Levels

Count Percent Count Percent Count PercentGradedWord List 1 5 8 38 12 57

Oral Reading 1 5 5 24 15 71

Listening 4 19 7 33 10 48

NUMBER OF INDIVIDUALS AND PERCENT OF SAMPLE BY CATEGORY

Table 1

Continued on page 12

PAGE 6 THE DYSLEXIC READER

by Alice J. PrattDavis Facilitator

The other day, I was speaking tosomeone interested in my work as aDavis Facilitator, and I exclaimed,"There is not one week that goes byin my work that I am not moved bymy client and the results of thismethod! And how many people cansay that about their work?"

Recently, I had the honor ofworking with a very bright 8 year oldnamed Jack. Jack touched my heart.

Jack's imagination and vocabularywere exceptional. He has a wholeworld that he has created about acharacter named Little Squirrel andhis family. The squirrel family is richbecause of the treasure the squirrelsare always discovering by followinga treasure map. In working with Jackand his family it became clear thatindeed Little Squirrel and his familywere "rich" with love, acceptance,and a vast openness to learn newthings!

Throughout the whole week of theprogram, Jack allowed me theprivilege of entering his worldthrough his imaginative play. It didnot require my training in playtherapy to help me know that Jackwas using his wonderful gift ofimaginative play to synthesize hisdiscoveries of the week. His storieswere full of unexpected twists andsurprises, and would come to someamazing conclusions.

Jack integrated his new learningsfrom the Davis Program like theywere his old friends. In fact, Jackbegan using his orientation point tocorrect disorientation immediately.He was able to experience reading ongrade level (3rd grade), rather thanbeginning first grade level, by thesecond day. It did not take Jack longto understand the importance ofdoing the "trigger words." He evencalls them the "Tigger Words"(Tigger is the bouncing tiger inWinnie the Pooh) because they causehis mind's eye to jump off hisorientation point! Little Squirrel hadreally found that the Davis programwas a "treasure map" for discovering"riches."

I reflect on my experience withJack. I believe that of all the factorsthat enabled him to be so successfulwith the Davis program, foremostwas the way his parents prepared himand supported him. Jack's parents"gave room" for Jack's gift ofimaginative play. Jack was not pre-occupied with commercial toys andvideo game images. His parents hadprotected him from over exposure tothe pervasive corporatemerchandising to children of ourculture. They respected hisimagination and play as he spendstime turning discards into"inventions." Also, they had talkedto him about his gift and theprogram, so he came ready toembrace this work with open arms.

Now Jack and his family arehappily integrating Symbol Masteryof the "Tigger words" into their lives.Little Squirrel stories are beingdictated everyday. Recently receivedan e-mail from Jack's mom thatbrought tears to my eyes. She hadbeen working with Jack on someschool work, and went to tend to herother child. Suddenly, she heardcoming from Jack's room someonereading. It was Jack! On his own! Itwas a book he had never been able toeven consider reading before. And,he was reading smoothly andfluently!

Jack and his family said that itwould be fine if I share a poem Iwrote about my experience with Jackand the Davis Dyslexia CorrectionProgram.

Treasures A Wondrous Child

Little curly head boy with a mild mannered, tumbling,teaming, voraciousIMAGINATION…Constant wonder and creationa-chatter...forming, dancing, movingswiftly in your head.Marveling at the marvelous.Exclaiming the simplest.Stories unfolding, growing,twisting, turning, suprising,giggling, and concluding.You, a story teller...weaving the strands of life into atapestry of realnessthat all of the "realist"miss...dismiss...and belittle.Oh! In your naivete, you are so wise!And in your innocence you aresuch love and gentleness!And those who would only seeyou as a defective, empty pagewaiting to have their way carvedinto your being...are all the while missing thedivine mysteryresiding in your magic...They miss that glimpse into yoursoul that you so freely share.One that holds the treasure mapyou speak of...the treasure map that wouldshow them the way to their own souls,if they would only dare to look!Oh, you know the treasure map Ispeak of little boy!The one you showed me and that made Little Squirrel andhis family "so rich."Thank you, Little Squirrelfor making me so rich, too!!!

PAGE 7THE DYSLEXIC READER

by Peter Henry

For me a life-changing eventencompasses a life lesson and acharacter transformation. If not, thenit's truly an event that has changed alife. The even that changed thecourse of my life happened overseveral years. What set me on a newcourse was the day I was told I haddyslexia.

My whole life I've been under theimpression that I was not as smart aseveryone else. I was a B or Cstudent and I thought that I would bethat for the rest of my academicyears. I knew I was smart, but thegrades never reflected it. Only myfamily supported me through my upsand downs . For twelve years, I wasan average student. However, myparents kept encouraging meeveryday.

Perhaps one of the most vividmoments in my life was the day that

the doctor told me I was dyslexicwith ADD. I was confused and yetashamed at the same time. I slowlycrawled up to my room, not surewhat to think. The rest of the day Ispent crying, for what I'm not sure.What did it mean to have dyslexiaand to be soon on medication? All Iwanted at that point was to benormal.

As time progressed, I felt that themedicine was changing me. I was nolonger the kid that was always upbeatand happy. I was different, and Ihated it. In the classroom, it was thesame. I no longer was a participantin class. I just paid attention and mygrades were mediocre. I wantedmore than anything to be off themedicine.

My life made a turnaround, whenmy mother found an institution tohelp "cure" dyslexia. For the firsttime I really understood dyslexia forwhat it was. This program revealedthe positive attributes of beingdyslexic and how to use that in myeducation. One of these attributes isthat I am an extremely visual learner,and the words that gave me troublewere the words that I could notpicture in my head. I was given a listof two hundred common words thatwere hard to visualize. Over the nextyear and a half, I made a visualrepresentation out of clay for everyword on the list. For example, Iwould create clay models for wordssuch as "the" or "and".

My life began to change slowly,and over that year and a half myreading comprehension grew and sodid my confidence. I was offmedication and back to the old PeterHenry. However, the one thing thatdisappointed me was that I had runout of time to prove myself as well asto colleges that I was smarter thanmy grades reflected. So this led meto perhaps make the best decision ofmy life, to postpone college and do apost-graduate year. I wanted to dothis to show that I could be a great

student and also to show everyonewho had doubted me in the past that Iwas just as smart as any of them.

Just today was the beginning ofsomething great for me. As mygrades were handed to me, my bodybegan to tingle. I knew what mygrades would be, for I had workedhard for them. Nevertheless, I hadnever seen my grades at such a highlevel. The grades on paper solidifiedeverything for which I'd worked sohard. I read my first term grades,and I began to cry. For the first timeever in my life, I received straight"A"s. I was crying for all of my painand all of my disappointment in thepast. I was finally there, on top. Iwas as smart as anyone, and no onecould touch that. But, I did not do itfor colleges or for my parents, I did itfor myself. The pain of the lasttwelve years was gone. Finally, thepieces I had lacked for so longbegan to fill in and complete me.

My mother has seen how muchthis program changed my life. Shenow teaches other kids the program.I really have to thank my parents forshowing me that what I have is a giftand not something negative. Shealways told me that I was here tochange the world, and now that iswhat I plan on doing. Without myparents, I would not be where I amright now. However, I have only hada taste of success and now I wantmore.

A Davis Program in August

Post Script

What a wonderful week thiswas for me.Pleasant, creative, andintelligent company,Beautiful weather.The garden in full bloom,and The knowledge that, in thisworld,I am making a difference

by client of Rebecca LueraDavis Facilitator

Personal Experience Essay

PAGE 8 THE DYSLEXIC READER

Newly Licensed Davis Facilitators and SpecialistsCongratulations and Welcome to our growing international family of Davis Program providers!

We especially welcome the very first Davis providers in Austria, Singapore and Bolivia -- and the new Facilitators from France, Australia, and Spain.

Lidia Gloria Vargas Salinas has adegree in education, as well as sevenyears experience working with childrenin school. La Puerta de Las Letras - Monterrey.Privada Fuentes #110, Colonia SantaEngracia, Garza Garcia, Nuevo Leon,Mexico 66220. +52 (8) 335 94 35.

Dominique Blaess is a certified languageteacher and interpreter. She has spentmost of her professional life in the fieldof education. "I taught high school for12 years, then adults for 5 years. I nowfind great pleasure in helping dyslexicssolve their learning difficulties and find anew way to look at things and learning. Iwill work as an independent peripateticfacilitator for families who do not live inor near Paris. 33 Boulevard Bernadotte,F 78230 Le Pecq / Seine, France. + 33(139) 76 12 61. austinb@club-internet.fr

Valentine Galliot-Appia is a musicaleducation instructor;she has always beenpassionate aboutteaching. Upon hercertification, Valentineplans to open a privatepractice in Paris. "Toomany adults, includingteachers, do not know

enough about dyslexia. They mostlythink that their kids should just tryharder. The world needs to learn aboutthese creative kids. If we give them thechance to integrate, I am convinced thatthey will be the ones in the future tobring about new perspectives on society'sproblems. Don't leave them on the by-lines!" Domaine de Montgradé, Ch. Rural N7,78410 Aubergenville, France. + 30 95 64 03.V.Galliot.Appia@wanadoo.fr

Sharon Polster livesin the Seattle,Washington area whereshe formerly was amember of the facultyat University ofWashington School ofDental Hygiene. Forthe past 2 years she

has been a volunteer tutor for peoplewith learning disabilities. Sharon ishopeful that she will motivate her clients

to correct their dyslexia and reach theirfull potential by recognizing the gift ofdyslexia. Her special interest will beworking with teens through adults.Sharon is willing to travel abroad as wellas in the U.S. to deliver the DavisProgram. Dyslexia Tutoring Services,755 Winslow Way East, BainbridgeIsland, WA 98110. 206-780-8199,spolster@sprintmail.com

Lawrence Smith, Sr.was drawn to the manystrengths dyslexicshave after witnessingthe effects of the DavisCorrection Program onhis three children."My wife became alicensed Facilitator in

July, 1999 and after seeing the results herclients experienced I became eager tobecoming a facilitator. It becameapparent during early training that I wastoo dyslexic to continue until I wascorrected. The correction program hasgiven me a deeper and clearerunderstanding that the root cause ofdyslexia is really a gift. I now speakfrom personal experience about thepower of the Davis program. I lookforward to "rescuing" children from theignorance, inappropriate labeling, and thefrustration of being misunderstood byeducators and parents." MeadowBrook Educational Services,11011 South Cedar Road, Spokane, WA99224-9623. 509-443-1737 or 800-371-6028. larry@meadowbrook-education.com

Astrid Zanen-van der Blÿ worked as asocial worker for 5years before shemarried. Her 16 yearold son had a Davisprogramme in 1997.Through this she wasinspired to do thetraining herself as aDavis Counselor. She

especially enjoys working with studentswith Math problems. Astrid will beworking in Ardenhout offering the DavisCounseling program in her privatepractice. Zwarteweg 6, 211AZ.Ardenhout, Netherlands. +31 (235) 25 34 85.

Carry Kuling is ateacher and mother of5 children. "I workedwith young adults whohad problems atschool. Now I amhappy to havediscovered the DavisMethod, because it

filled in the missing parts. I am also veryfond of working with adults." Postlaan 11, 2101 VG Heamstede,Netherlands. + 31 (235) 28 77 82.Kuling4@zonnet.nl

Wendy Ritchiebecame interested inthe Davis Program in1999 when two of herchildren werediagnosed withdyslexia. She islooking forward tofacilitating adults and

children. "Far too often, we spend mostof our time pulling weeds in the gardenof our children's lives, instead offertilizing the flowers".Positive Perception Ltd., 1025 PeckRoad, Hilton, NY 14468. 716-233-4364,posperception@aol.com

Shawn Carlson has a Masters Degree ineducation and has beena certified childbirtheducator for sevenyears. She becameinvolved with theDavis program afterher son experiencedsuccess at the ReadingResearch Council. In

addition to providing Davis programs,Shawn along with her husband, home-school their two sons. Educational Insights, 6101 South 32ndCourt, Lincoln, NE 68516,402-420-1025. gscarlson@compuserve.com

Peter Schüttenberg currently works forDavis Legasthenie Institut.Convenstrasse 14, D-22089, Hamburg, Germany. +49 40 25 17 86 22.schuttie@online.de

Jane Bailey, DFW Dyslexia CorrectionCenter 2905 Brown Trail, Suite C,Bedford, TX 75021. 817-498-8871,jane@dfwdyslexia.com

PAGE 9THE DYSLEXIC READER

Constance Cecilia Geok Lay Chua hasbeen a teacher beforeand was involved insocial services formore than 26 years.She was Administratorof a Children's Homefor 7 years, then Headof a Residential Homefor the Physically

Disabled for 16 years. Her last positionwas Director of a Family Service Center.Now she just wants to be a DavisFacilitator. 307 Clementi Ave. 4 #05-387, Singapore, 120307. + 65 98 71 23 91,ccglay@singnet.com.sg

Nancy Kress intendsto serve clients withbig dreams and themotivation to achievethem. DyslexiaCorrector, her home-based center, willmake it possible forher to continue home

educating her two sons and beginfacilitating clients. Youngest sonTimothy was taught five differentmethods of reading before Nancydetermined he was dyslexic and shefound the Davis Dyslexia Correctiondescribed on the Internet. "After Iattended the Fundamentals Workshop, Isaw the results my meager attemptsproduced in dyslexics around me. I knewthen Ron's dream would be a part of mylife."Dyslexia Corrector, 5004 West SeldonLane, Glendale, AZ 85302.623-842-0455, nancykress@qwest.net

Catherine Churton is the mother of twowho saw the power of the Davis programwhen her 12 year old son was facilitatedin March of 2000. "Finally here was theanswer to Tim's style of learning…in hisown words...the Davis program is onethat worked." It not only changed herson's life but her own. Catherine'sintentions are to open her own center inFebruary and to bring Facilitator trainingto Australia in 2001.18 Bullecourt Avenue, South Mosman,Sydney, Australia NSW 2088. +64 2 9968 23 24. Catherine@alpha.net.au

Marietta Tieben is a mother of 4children. She lives and works with herhusband at their farm. Besides German,Marietta also speaks English andAfrikaans. Barenfleer 1, 49733 Haren, Germany. +49 59 34 73 40.

Lawrence Smith, Jr."The Davis methodgives us a completelydifferent outlook onthe dyslexic. Thedyslexic mind isbrilliant, creative,intuitive andinnovative. Now we

have a way which enables the dyslexic toallow these talents to work for us. Wecan turn off the learning struggles and atthe same time allow the gift to expressitself.” Larry travels to the Island ofMaui every year and is able to providethe program while there as well.Rocky Point Academy, 128 PartridgeCourt, RR12, Calgary, AB Canada T3E 6W3. 403-685-0067.Info@rockypointacademy.com

Christine East is a qualified teacherwith a background ofDrama Specialization."Having trained toteach children andyoung people withdyslexia, I discoveredthe Davis DyslexiaCorrection Programand am now fully

trained as a Facilitator." 57 Embankment Road, Kingsbrigde,Devon, TQ7 1LA. +15 4 8 85 60 45.Chrissea@lineone.net

Anna Mead "My background hasincluded a broad range of lifeexperiences; counseling, 10 yearsteaching (to young students withmoderate learning disabilities), and aninterest in dance, art and personalexploration/development. Inspired by atalk given in London by Robin Templeon the Gift of Dyslexia, I began toincorporate the methods of learning intomy teaching, and was excited by thestudents personal and skills growth anddevelopment. Towards the completion ofmy training I was given the opportunityto work with Lin Seward at CentreDyslexia in Winchester, and will beworking there on a regular basis."22 Bexhill Road, Brockley, London SE41SL. Anna@moontide.fsnet.co.uk

Ray Davis co-founded ReadingResearch CouncilNorthwest inDecember, 2000 withhis father, Ron Davis.Ray is trained as anAvionics technicianand engineer. He didthe Davis Program inhis early 20's before

completing his duty with the US MarineCorps. He initially trained in the Davismethods to help his youngest son, andthen fell in love with being a Facilitator.2828 Colby Avenue #400, Everett, WA98201. 425-257-9716.Yarr7777@aol.com

Meliesa Hawley grew up in a family ofeducators. She was inspired by hermother, Kathy Hawley, also a DavisFacilitator, to do the Davis training. Sheworks together with Ray Davis atReading Research Council Northwestjust north of Seattle. 2828 Colby Avenue, #400, Everett, WA98201. 425-257-9716.Dyslexia1980@aol.com

Jo Del Jensen is the mother of 8children, several of whom have hadlearning problems. "I have heldresponsible positions in church andvolunteer organizations. I am excitedabout the Davis Program and enthusiasticabout sharing it." Learning Tools Northwest, 509 EastMeadowview Lane, Oak Harbor, WA98277. 360-679-9390.Jdjensen@whidbey.net

Lynne Smith has found the DavisMethods invaluable inher work at AbingdonCollege in Oxfordshirewhere, for many years,she has offeredassessment, advice andsupport to people withdyslexia in furthereducation and in the

workplace. She is also able to work withclients as part of an alternative therapycentre in West Sussex. Lynne has adegree in education and has worked inPrimary, Secondary and further educationin London, Sussex and Oxfordshire. Herinterest in dyslexia has developedthrough personal experience in her ownfamily and an appreciation of the talentsof dyslexic people.37 Edward Street, Abingdon, OX14 1DJ,United Kingdom. +44 (1235) 52 12 44.Lynne@lbcs.freeserve.co.uk

Margot Sampayo is a certifiedMontessori Teacher. She completed hertraining through DDA-Mexico andspeaks English, Spanish and Italian.305 Calle Amistosa #73, Brownsville,TX 78520. 956-544-6360.Margotsampayo@hotmail.com

Ruth Polnau Lindenstrasse 9, D-79238Ehrenkirchen, Germany. +49 76 64 77 22.

PAGE 10 THE DYSLEXIC READER

Barbara Timminsfirst becameinterested in the DavisMethods when herown daughter wasstruggling at school."After she attended acorrectionprogramme, I knew I

had to become a Facilitator, to help allthose other children out there who feelthey are failing. I have 16 yearsexperience as a Primary school teacherand have been using the methods inschool. The results are impressive. I havea practice based in Solihull nearBirmingham."21 Besbury Close Dorridge, Solihull,B93 8NT, United Kingdom. +44 15 64 77 26 57

Christine Wusch hasa background inPedagogical andLogo-pedagogicaleducation. Shecurrently works aLogo-pedogogue inher own practice.Humboldstrasse 13,

D-42283 Wuppertal, Germany. +49 20 28 02 30

Kathleen Hawley is aretired teacher withover 20 years ofexperience ineducation. She spentmany years in Title Iprograms forKindergarten throughHigh School.

Cascade Dyslexia Correction, P.O. Box452/5666 Dinkleman Canyon Road,Entiat, WA 98822. 509-784-1927.Kathyhawley@aol.com

Linda Houben "As a mother of a sonwith dyslexia and discovering I, too hadthis 'talent', I put myself through theDavis programme and my son. The restis history, they say. So here I am havingtaken one small step for me -THEN- onehuge step for mankind. I work out of myhome in Sydney but am presently lookingto set up a center also in Sydney."81 Seaforth Cres, Seaforth, Sydney,NSW, Australia. +61 2 99 48 43 07linda_houben@hotmail.com

Maria Danielle Ormachea completedher training through DDA-Mexico andplans to open Totalmente, in Bolivia.Maria Danielle will be the first DavisDyslexia Correction Program Facilitatorin South America. "Totalmente is a center

interested in the well being of the pupilsthat come to us. Helping them know thebest way of learning and giving themtools that will be used to promote theirlearning abilities."Totalmente, San Miguel Bloque N.#17,La Paz, Bolivia. South America. +59 12 79 29 45.Totalmente@hotmail.com

Colette Reimann isthe mother of twodyslexic children whomade great progresssince doing the DavisDyslexia CorrectionProgram. So she wasencouraged to becomea Facilitator. Colette

works from her home in Landshut, atown near Munich.Lega-Beratung, Dr.-Gerlich-Str. 9, D-84032 Landshut, Germany. +49 (871) 77 09 94.

Renate Löffel wanted to achievecertification in order to work withchildren and adults in groups orindividually. "I like that creativity is animportant part of the methodology. Iwould like to work in Bassersdorf andthe surrounding area."Gutrain 8A, CH-8303 Bassersdorf, +41836 96 59. Renate.loeffel@dplanet.ch

Regula Dürr, motherof three children (14,11, and 8 years old),is a Kindergartenteacher. Several yearsago Regula attended aworkshop which Ronwas holding. She wasboth touched and

convinced of the method. Right then andthere she decided to pursue the training,as she felt curious as to how this newmodel could be applied in her work andlife. She made the right decision: it hasbeen a discovery journeyall the way.LIB Lerninstitut, Munsterberg 1, CH-4001 Basel, Switzerland. +41 61 272 24 00. Info@lerninstitut.ch

Bianca Grob is astudent at BaslerUniversity and ismajoring inPsychology and iscurrently on staff atLerninstitut in Basel.LIB Lerninstitut,Münsterberg 1, CH-

4001, Basel, Switzerland. +41 61 272 2400. Info@lerninstitut.ch.

Regine Roth is aPsychologist andSpecial Needsteacher. She has beenworking in theschools with childrenbetween the ages of 8to 16. Igelweg 2, CH-4313 Möhlin,

Switzerland. +41 61 851 26 85.

Tony Stor "As adyslexic mother andwife, with both adaughter and husbandwho excel inlanguage, I followedthe Davis programmyself in 1997 andcan say that I can now

stand up for myself in our family! Ibecame so enthusiastic about the tools, Ihad received during my Davis program.I have now completed my training as aFacilitator and am able to help others usethe Davis tools to help themselves."Weidemolen 45, NL 1703, TCHeerhugowaard, Nederland. +31 (072) 571 6562.

Marianne Kranzer Albert - SchweitzerWeg 10, D-78126 Königsfeld, Germany.+49 77 25 72 26

Christa Salcher Taglieberstrasse 49,Wien, Osterreich, A-1230. +43 1 888 6144.

The Davis Facilitator trainingprogram requires approximately 400

hours of course work. The DavisSpecialist program requires

extensive experience providing Davisprograms and an additional 260hours of training. Specialists and

Facilitators are subject to annual re-licensing based upon case review

and adherence to the DDAIStandards of Practice.

For information about training or afull directory of Davis providers, see www.dyslexia.com/affil.htm,

or call +1 (650) 692-7141 or toll-free in the US at

1-888-805-7216.

PAGE 11THE DYSLEXIC READER

This is an inspiring approach tolearning using the simplicity andcreativity of mental imagery as avehicle. The author has artfully andskillfully conveyed a holisticapproach to learning throughimagery.

The various approaches are wellsupported throughout with vignettes(descriptive scenes as from a movie),which serve to highlight thebrilliance, and the simplicity of theimagery methods used. Situationsranging from difficulties with readingand writing; inability to speak;behavioral manifestations; socialinteraction; classroom situations, andmany more are each addressed. Eachvignette or situation presented haswith it a solution making it possiblefor the recipient to be so empoweredas to grow, and to learn. Thesetechniques lend students to reclaimself-confidence and self-esteem.

Ms. Gifford has brought to bear a

method involving mental imagerythat takes learning a leap beyondwhat traditional academia embracesas methods for teaching the writtenand spoken language. For thosewhom have had trouble withlearning, these eidetic imagerytechniques give good reason forhope.

BOOK REVIEWby Brian Grimes

WatchLearningProblemsDisappearThe Powerof Imageryby Mildred OdessGifford

GiffOdess BooksISBN 0966116208Price:$14.95Softcover, 189 pages

This book has the wrong title —instead of telling how to “get” yourkids to do homework, it tells how to“let” your kids do their homework.So for parents who feel trapped in anendless battle, caught between theintransigence of their children and thedemands of teachers who simplyexpect too much - this book is abreath of fresh air.

The aim of this book is toencourage parents to provide anenvironment where the kids will beable to take responsibilitythemselves. This involves a lot less inthe way of parental pressure, andmore in the way of support - but,cautions the author, the supportshould never be in the form of theparent doing the homework for thechild. Rather, the parent should keepa reasonable perspective aboutgrades, and focus on whether theirchild is learning rather than the

number of worksheets completed. I think that parents will find this

book a welcome relief. A fewteachers could benefit from readingit, too, as the author (an experiencedteacher herself) clearly understandshow too much homework can stiflechildren's creativity and joy oflearning.

BOOK REVIEWby Abigail Marshall

99 Ways toGet YourKids To DoTheirHomework(And NotHate It)

by Mary Leonhardt

Three Rivers Press, 2000ISBN: 0-609-80638-6Price: $9.95 Softcover, 304 pages

Newly LicensedFacilitators in Spain:

Naiara Alvarez Berdejo was born inSan Sebastian and now lives in Murgia,Alava, Spain. She majored andreceived a degree in Primary Educationand has been working as a PrimaryEducation Teacher for the past 3 years.“I'm interested, above all, in teachereducation for visual teachingstrategies”. Naiara speaks English, French andEuskera*. nalvare@unav.es

Jose Maria Ramos is currentlyfinishing his Ph.D. in Gifted Education.Jose Maria enjoys to cook and goshopping with his wife. “I aminterested, above all, in mathematicallygifted children.” Jose M. speaks Castellian, English andCatalan. jramos@unav.es

Maria Campo Martinez studiedPedagogy at the University. “I haveworked as a volunteer with youngpeople at the Red Cross. I like musicand play the Guitar. I'm interested inlearning strategies and study skills.”Maria speaks English, Castellian andFrench. mcammar@unav.es

Monika Fernandez Arrazuria studiedPsychology. “I am also studying therelation between dyslexia andhyperactivity. I like Basketball andEcology.” Monika's first language isEuskera* but she also speaks Spanishand English. oscarbil@euskalnet.net

Carmen Pilar Pérez Lozano studied“Psicopedagogia.” I like working withyoung children and am currentlystudying Psychology. I am interested inthe subject of Left HemisphereDominance. Carmen speaks Castellian,French and English.carmenpip@yahoo.com

*Euskera is the Basque language

Nuevas Claves Educativas La Conquista

Avellanal 10, MurguiaAlava, Spain - 01130 +34 (945) 46 25 85

PAGE 12 THE DYSLEXIC READER

More Grade Levels. The Count ofthe individuals included in eachcategory and the Percent Of Total areshown in Table 1 (on page 5).

Results DetailsThe numerical data gathered

during this study are summarized inthe Detail Data Table (Table 2). ThePre-Pgm - data were collected duringassessment and the Post-Pgm - datawere collected on Day-Five of theintensive Five-Day program. ThePre-Pgm Marker is used to mark theinitial test results on the Detail DataTable in the Graded Word List, OralComprehension, and ListeningComprehension categories.

Graded Word ListThe Graded Word List, a quick test

of a child's sight vocabulary consistsof a series of ten words at each gradelevel from pre-primary throughgrade-level nine. The same GradedWord List is used for both the preand post-program testing. TheGraded Word List is used to quicklyestablish the child's sight vocabularylevel. Although the Davis DyslexiaCorrection Program does notspecifically include the introductionof new vocabulary during the one-week program, the Steps to EasierReading, used during the program,does help build sight vocabulary.

Data InterpretationIndividuals with significant

perceptual difficulties can experiencemultiple grade level changes in theGraded Word List. The three-yeargrade level shift shown for the 14-year-old girl is an example of achange that can happen whensignificant perceptual difficulties arecorrected during the Orientationphase of the one-week program.

In some instances, no change ingrade level was observed between thepre and post-program testing.

A drop in the observed grade levelmay be attributable to the child'sfatigue at the end of the program.

It is very unusual to find a largechange in Sight Vocabulary duringthe one-week program.

Oral Reading Assessment(vocabulary and comprehension)

The Oral Reading Assessment teststhe child's sight vocabulary andreading comprehension. Vocabularyerrors are tracked as the student readsthe passage and a series of questionsrelating to passage content is asked

following the reading. Differentpassages are used for the pre andpost-program testing.

Data Interpretation (Table 3)Improvements in Oral Reading can

vary. The two and three year grade-level improvements are remarkable

Davis Program Outcomescontinued from page 5

DAVIS DYSLEXIA CORRECTION® PROGRAMREADING OUT LOUD - GRADE LEVEL CHANGES

DURING THE INTENSIVE FIVE-DAY PROGRAM

female male10

9

8

7

6

5

4

3

2

1

0

8 9 14 27 39

CLIENT AGE

••

•

•

•

•

••

8 8 9 9 9 9 9 10 10 10 11 11 12 14 14 14

•

•

•

•

•

••

••

•

•

••

Table 3

Continued on next page

Gender

DETAIL DATA TABLE

Age

Graded Word List Oral Comprehension Listening Comprehension

Grade Level

Pre-Pgm

MarkerPre-Pgm Post-Pgm

Grade Level

Pre-Pgm

Marker Grade Level

Pre-Pgm

MarkerPre-Pgm Post-Pgm Pre-Pgm Post-Pgm

F 8 4 3 4 2 4 2 4 7 4F 9 1 2 1 3 3 3 4 7 4F 14 6 9 6 6 8 6 8 9 8F 27 8 8 8 3 6 3 5 9 5F 39 9 9 9 7 8 7 7 9 7M 8 1 2 1 1 2 1 2 2 2M 8 2 2 2 4 5 4 9 7 9M 9 2 2 2 3 4 3 7 6 7M 9 2 2 2 4 4 4 6 8 6M 9 1 1 1 1 2 1 7 6 7M 9 3 3 3 6 7 6 8 9 8M 9 1 2 1 2 2 2 4 4 4M 10 5 5 5 5 8 5 7 7 7M 10 2 3 2 3 3 3 4 4 4M 10 3 4 3 5 8 5 8 7 8M 11 4 5 4 4 7 4 5 7 5M 11 4 5 4 7 6 7 7 9 7M 12 0 0.5 0 2 2 2 4 4 4M 14 2 3 2 4 7 4 9 9 9M 14 5 6 5 6 8 6 9 9 9M 14 3 4 3 5 6 5 4 5 4

Table 2

PAGE 13THE DYSLEXIC READER

and indicate that these individualshad significant perceptual difficultiesthat were corrected during theOrientation phase of the program.

For some children the ending OralReading Assessment may indicate nochange at all. Sight vocabulary, storycontent, fatigue, etc. may becontributing factors.

When the Oral Reading gradelevel drops, fatigue is usually themain cause but simple lack of interestin story content or confusioninvolving some concept in the storymay also affect the result.

In most cases when no change or adrop in the Oral Reading grade levelis found it is in conflict withexpectations as demonstrated by thechild's progress during the week.

Some children exhibit a high levelof comprehension even though theystruggle with the vocabulary in thereading passage. This is particularlyevident in the pre-programassessment. For other children sight-vocabulary is the limiting factor.

Occasionally there will be a childwhose connection to expressivelanguage is tenuous. Reading forthese children is very difficult andprogress usually takes much longerthan the one-week program.

Listening Assessment(comprehension)

The Listening Assessment, teststhe child's listening vocabulary andcomprehension. A series ofquestions relating to passage contentis asked following the reading.Different passages are used for thepre and post-program testing.

Data Interpretation (Table 4)During the program,

improvements in Listening GradeLevel can vary. The two, three andfour year grade-level improvementsare remarkable and indicate that theseindividuals had significant perceptualdifficulties that were corrected duringthe Orientation phase of the one-week program.

For some children generalvocabulary is a limiting factor. Whenthis is the case, there may be little orno change from the pre-program topost-program assessment.

A Listening Assessment can dropif the individual is tired, notinterested in the story, or if someconcept early in the story has causedconfusion and a portion of the storyis missed.

Some children do not always getproper rest during the programweek. Being away from home andfamiliar surroundings can have aprofound effect on some

individuals. When this happens, ithas been observed that their endingassessment is at a lower level thanexpected, based on their progressduring the week.

It has also been observed that bythe end of the week, some childrenhave worked hard enough and maybe unwilling to put forth extraeffort for the ending assessment.

The At-Home ProgramTwo important things happen

during the At-Home segment. First,all the tools introduced during theone-on-one sessions are practiced sothey easily become a part of thestudent's day-to-day life. Second, thestudent completes Symbol Mastery ofthe Trigger Words.

Trigger words are the commonconnector words (if, and, the, but,where, etc.) present in all readingmaterial. There are 217 commontrigger words. Because these wordsdo not naturally have mental imagesassociated with them, they are asource of confusion that in turntriggers disorientation in the dyslexicindividual. The Symbol Masteryprocess enables the student to stopthe confusion by developing a picturefor the trigger word along with aclear understanding of the meaningof that word.

The Symbol Mastery process canalso be used to develop an in-depthunderstanding of other words andconcepts. ¿

About the author:

Wayman E. (wes) Sole, has been alicensed Davis Dyslexia CorrectionFacilitator, since January 24, 1998,and is located in London, Ontario,Canada, Telephone: (519) 472-1255Web site:http:/www.dyslexiahelp.com/e-mail: wes@dyslexiahelp.com

Table 4

DAVIS DYSLEXIA CORRECTION® PROGRAMREADING OUT LOUD - GRADE LEVEL CHANGES

DURING THE INTENSIVE FIVE-DAY PROGRAM

female male10

9

8

7

6

5

4

3

2

1

0

8 9 14 27 39

CLIENT AGE

•

•

•

•

•

•

•

8 8 9 9 9 9 9 10 10 10 11 11 12 14 14 14

••

•

•

•

•

•

•

•

• •

••

•

Davis Program Outcomescontinued from previous page

Facts do notcease to existbecause theyare ignored.

- Aldous Huxley

PAGE 14 THE DYSLEXIC READER

Workshop FocusThis workshop gives Kindergarten and primaryschool classroom teachers unique strategies forproviding more effective reading instruction andfor giving their students life long skills in "how tolearn." The Davis Learning Strategies can beeasily applied to supplement existing readingprograms. The workshop emphasizes hands-onlearning through demonstrations, practicesessions, and group discussion. Attendance islimited to ensure the highest quality of training.

Benefits to Students and TeachersThe Davis Learning Strategies Program is aneffective and efficient way to develop thebeginning reader into an accomplished reader bythe end of the third grade. Davis LearningStrategies benefit all students no matter what theirlearning styles or reading level. Teachers havefound that strong readers become stronger inlanguage and grammar skills and weaker readersbegin to read effortlessly.

BackgroundThis workshop represents six years of pilotingDavis Learning Strategies in grades K-3elementary classrooms. Research anddevelopment was supervised and conducted bySharon Pfeiffer who has over twenty yearsexperience in classroom teaching, curriculumdevelopment, and teacher mentoring. The studentsconsistently demonstrated positive measurableresults using the Davis Learning Strategies createdby Ronald D. Davis, author of The Gift ofDyslexia. These methods are currently being usedby teachers throughout the U.S., U.K., Germany,Holland, Switzerland, and Mexico.

Davis Learning StrategiesThe program begins with students learning theDavis Focusing Skills. These skills providestudents with the self directed ability to bephysically and mentally focused on the learningtask at hand.

Through Davis Symbol Mastery®, students canmaster the alphabet, punctuation marks and basicsight words with a simple, easy and fun alternativeto pencil-paper activities and drill exercises.

Davis Reading Exercises provide a fun andcooperative method for increasing wordrecognition and reading comprehension skills.This reading method can be used alone or as asupplement to your current reading program.

With these Davis Learning Strategies, the studentbecomes well prepared for a successful first fouryears of schooling and for a lifetime of learning!

Davis Learning Strategies® Basic Teacher WorkshopTo enhance and integrate into your current Primary classroom and reading curriculum

DATES & LOCATIONSMay 29-June 1,2001 Winchester, England

July 9-12, 2001 Jacksonville, FloridaJuly 23-26, 2001 Burlingame, California

August 6-9, 2001 Bellingham, WashingtonAugust 13-16, 2001 Bellingham, Washington August 27-30, 2001 Vancouver, BC, Canada

PAGE 15THE DYSLEXIC READER

Course Includes• Manual covering procedures, teaching plans, and

assessment instructions• Classroom Kit with teacher materials needed to

proceed with confidence ($75 value)• Technical support via phone, fax, or e-mail• Verification of Attendance letter

Who Should AttendTeachers • Reading Specialists • Resource Specialists• Educational Psychologists • CurriculumConsultants • Special Education Teachers • TutorsHome School Teachers

Course LocationsMaps and accommodations information will be sent toregistered students within 30 days of the workshop.

Academic Units Available3 post-baccalaureate quarter units are available fromCalifornia State University-Hayward. Cost: $96 toCSUH Extension Division + $35 administrative fee toDavis Dyslexia Association. [Course # TED 7297-HC]

Instructors• Sharon Pfeiffer, developer of the Davis Learning

Strategies for Schools Program• Marlene Easley, Davis Facilitator, Teacher Trainer

Course Schedule• Day One: 8:30-4:30• Days Two-Four: 9:00-4:30 • Lunch break from 12:00-1:30

Fees and Discounts (US Dollars)• $875 per person • $825 per person for DDAI members • $800 with full payment 45 days in advance

Group Discounts• $825 per person for group of 2-3• $750 per person for group of 4-7• $675 per person for group of 8 or more• Advance registration and $200 deposit required.

Balance due 30 days prior to attendance. Majorcredit cards accepted

• Purchase orders from School Districts must be forthe full amount

• Accommodations and meals are not included in theprice of the workshop

Cancellation and Refund PolicyAll payments are fully transferable to alternate work-shop dates. A $65 administrative fee is deductedfrom refund requests made earlier than 60 days priorto a workshop date. Deposits are non-refundable forcancellations made within 60 days prior to a work-shop.

"The creative processand the learningprocess, if not the samething, are so closelyassociated, we will neverbe able to separatethem."

— Ronald D. Davis

TO REGISTER BY PHONE, CALL: 1-888-805-7216 - California

1-360-714-9619 - Washington1-904-389-9251 - Florida1-604-921-1084 - Canada

(Prices and discounts may vary in Canada)

PAGE 16 THE DYSLEXIC READER

by Abigail Marshall

In November, 2000, a parent wroteto me concerned about her son'slikely progress with the Davisprogram. Claire Girard explained thather son was scheduled to do theDavis program with a Canadianfacilitator in December, but that shewas confused by reading an article onour web site discussing classroomaccommodations for dyslexicchildren. She wondered whatmeasures would still be needed afterthe Davis program.

The following are excerpts fromour email correspondence:Claire:

My son Alex is 10 years old andhe will be doing the Davis programin 4 weeks. (Believe me, it cannot besoon enough!!!) I am cautiouslyoptimistic that this will help himtremendously in his writing, readingcomprehension and fluency. He isvery bright and he is very keen to dothe Davis. Our meeting with ourDavis facilitator was an amazingsuccess. Alex connected with her sowell as they seem to speak in thesame language.

Anyway, this is my concern: I readthe article on your website, "HelpingDyslexic Students in the RegularClassroom"http://www.dyslexia.com/library/classroom.htm

The way I look at it is that this iswhat you need to do to help a child ina classroom if he has not taken theDavis Program.

What about after the Davisprogram.... don't any of theserecommendations change?

Abigail: The recommendations for

classroom teachers would change asyour child overcame problems. Youcan reasonably expect significantgains during the one-week program,but your son will still have work todo after the program to catch up, and

completing the Symbol Masterywords usually takes from about 8-16months.

Your son will also still have aprimarily "dyslexic" or visual-spatiallearning style. That is, he willprobably always prefer study aidsthat appeal to his strengths ratherthan his weaknesses.

Does the poor auditory short termmemory ever get any better so thatmy son can actually follow a shortlist of instructions?

As your son completes the triggerwords, he will better understand thewords commonly used when givingdirections - words such as "to","next", "then". So his ability tofollow a list if instructions willimprove -- but it is crucial that heMASTERS the trigger words on thelist if you want this to happen.

I guess the part of the article thatconfuses me the most is: "If visualmemory is poor, copying must bekept to a minimum.". Am I gettingthis all wrong, but isn't Davis sayingthat they don't have a visual memoryproblem, they just don't see letters thesame way. Once they get theirorientation, go through all the triggerwords, etc.... this should not be aproblem anymore???? Am Idreaming if I hope that my child willactually be able to copy from theblackboard without so muchstruggle?

Your son should improve and nothave the struggle he is having now.But you are not going to see thesechanges overnight; nor are you goingto walk out at the end of one weekand have all problems gone.

Your son will have to incorporatethe tools he learns in the Davis

program and it will take time untilultimate goals are reached. Let's sayfor example he now reads at a levelthat is 3 years behind his peers. Let'salso say that with the Davis program,he gains a full reading level year inthe one week. That's great progress inonly 5 days. But he still would be 2years behind the other kids in hisclass - he's doing better than he didbefore the Davis program, but theteacher is still going to have to givehim support and encouragement.

I'm starting to panic a littlebecause maybe the Davis programwill not help my son nearly as muchas everybody seems to say it will.You have to understand that thisprogram is my last hope, because ourschool experts and psychologistshave diagnosed my son as ADD(inattentive type) with visual andauditory memory problems.

My son is a true dyslexic. Hethinks in pictures, his IQ test showedgifted scores in spatial and mathconcepts, with an overall aboveaverage IQ. He is inquisitive, curiousand an amazing builder (i.e. withLego and K'nex type toys). Healways has millions of questions toask.... he is a bright child.

When I read The Gift of Dyslexia,I was absolutely amazed thatsomebody was finally able to explainto me what my son sees everyday.....but please reassure me that there is avery good chance this will help.....

That is exactly the way my son is.For fun, we sometimes do quizzesand games that test visual-spatialskills as against verbal skills. My sonalways does best on the visual-spatialtests, I always do better with theverbal games.

The point is: this is not a problemanymore, it is just a difference. Myson is proficient BOTH verbally andin visual-spatial skills, just a lot

What Happens Next?

PAGE 17THE DYSLEXIC READER

faster than most with the visual-spatial skills. The dyslexia didn't goaway, but the DISABILITY wentaway.

I hope I am not confusing youmore - please understand that what Iam trying to say is that after your soncompletes the FULL program (theone-week plus the followup work withSymbol Mastery) - he should be ableto function in a regular classroomwithout much of a problem - but hewill do BETTER with a classroomenvironment conducive to hislearning style.

You will find that the advice forgifted visual-spatial learners is verysimilar to the advice for dyslexicchildren in the classroom, such as inthis article:

Effective Techniques for TeachingHighly Gifted Visual-SpatialLearners

http://www.gifteddevelopment.com/Articles/EffectiveTechniques.html

I guess what I'm also worriedabout is that Alex has very littleinterest in certain school subjectssuch as Language Arts, SocialSciences and French. The bigquestion is: Is this due to the fact thathe is disoriented.... or does heactually have very little interest in thesubject and that will never change.

Well, I don't know Alex, but I cantell you this: by the time my son wasin 5th grade, he hated school, hehated to read, and the ONLY thing inthe world that piqued his interest wasplaying video games, endlessly. Ibegan working with him from thebook right before he started 6thgrade - he IMMEDIATELY becameinterested in reading, so much so thatwithin a year I was worried that hewas reading too much. (He wouldspend hours alone in his roomreading books).

People almost uniformly reportthat the Davis program gives theirchildren a big boost in confidence

and self-esteem - and this tends tomake a difference in their attitudetoward school work. However, noteveryone is an academic at heart. Soif Alex has other interests, he will notnecessarily turn into a top student --but he should be able to get passinggrades with an ordinary amount ofeffort.

That's the key - it used to be thatmy son would struggle to barely getby, and with the Davis program, forthe first time he had the choice oftaking a relaxed approach toschoolwork, or working hard for thetop grades.

Presently, Alex is not expected toread... I've really backed off since Idiscovered he is dyslexic. It ispointless to make his suffer trying toread.... oh, he can read at little bit,but he doesn't understand what he isreading. His teacher has agreed tome reading a book in order for him to

complete his book report. Whenhe needs to study for a test, I read thenotes to him and quiz him orally....the teacher does the same and markshim accordingly.

Right now, I am reading the HarryPotter series to him. Alex absolutelyloves them. He envies all his friendsthat can pick up the books and readthem on their own.... Can I behopeful that he will pick up a book,read it, understand it and enjoy it?

Yes - if Alex likes books, then hismotivation will lead him to read onhis own. This is what happened withmy son - he wanted to read the bookshis friends were reading.

After our November correspondence,I did not hear from Claire for awhile.Then, in February, she wrote me withthis great news:

I really wanted to let you knowhow my son is doing.

The Davis program has changedhis life.... it has changed our lives.Alex can now read on his own. Heunderstands everything he reads. Itis absolutely amazing and it is gettingbetter every day.... every single day.

Doing homework is really nolonger a struggle. He can now focuson his school work for a much longerperiod of time. Even his handwritinghas improved tremendously. I couldalways tell when he was at hisdyslexic worse because hishandwriting was basically illegible. Idon't think a day goes by that wedon't say "Thank you Mr. Davis,thank you for your wonderfulprogram!!!!".

I still don't really understand whathappened during that week and Idon't know if I ever will....but all Ican say is that this was probably themost important week of his life.hank you again.

AlphabetConfusion

byNancy Cimprich

Davis Facilitator

If "a” starts with “a”,“be” starts with “b”,

and “tea” starts with “t”,then why doesn't

“why” start with “y”,“sea” with “c”“you” with “u”,

and “eye” with “i”.Can u tell me y?

R u able to c y this can b?O y, o y?

My i can try, but doesn't c!

Inspired by asking my young dyslexicstudents about their letter confusions.

PAGE 18 THE DYSLEXIC READER

I guess they figure that the braindifferences are inborn (hence"biological") since they assume thatbrain use patterns don't change muchover time. That is, if your "leftinferior parietal" doesn't fire offmany neurons, that must be apermanent, distinguishingcharacteristic of your brain.

There is one problem, though:outside the field of dyslexia research,other brain researchers havediscovered something ratherremarkable: brains change. That is,people who use their brains in acertain way also tend to remap orrestructure their own brain wiring.For example, the part of the brainthat is good at navigation is calledthe hippocampus. London taxi cabdrivers have more highly developedhippocampi than people who don'tdrive taxis.

Now either some people are bornto drive taxis, or else sustainedefforts at negotiating the streets ofLondon tend to enhance a person'smental compass.

Back to the dyslexia studies: Theresearchers have added a "phase two"to their brain study program. Aftertaking the initial brain scans, they puttheir subjects through some sort oftutoring program, and then take scansafter the program. Since they don'twant their study to go on too long,they tend to deal with short-termprograms.

University of Washingtonresearchers gave 6 dyslexic boys a 3-week science program, in which theytalked about science and Ninja turtlesand also snuck in a little phonicsalong the way. They didn't have anyother dyslexic kids to study, so theywaited about a year, rescanned thebrains, and compared the new scanswith earlier scans of the same kids.

A Georgetown University MedicalCenter team gave 10 adult dyslexicsan 8-week intensive phonics trainingprogram, and then compared theirbrain scans with 10 dyslexic adultswho didn't get the phonics training.

And here is the amazing finding ofthe two research teams: After theirsubjects learned to read better, their

brain use patterns changedHallelujah! Incredibly, on their

first attempt, these scientistsdiscovered the part that was broken,and they also found a way to fix it,all in the short period of their study!Except: School teachers have beendoing this for years.

They change the way people think,just by teaching, or guiding, orsometimes just by opening the door.

They change the way 6-year-oldsthink, and they change the way 12-year-olds think, and there are evenUniversity professors out there whodo a darn good job of changing theway 20-year-olds think.

It's called "education" and it workslike this:

If a person is taught a new skill,then their brain changes the way itprocesses information related to thisskill. The person’s mind starts towork more and more efficiently, sothat pretty soon the youngster whodidn't know a word of French lastterm can actually carry on a 10-minute conversation in the language.

But the teachers don't have brainscan machines to prove to anyonethat anything has changed inside theirstudents' heads.

There is one other, slightlybaffling, part to this scientificresearch:

AFTER the scientists look at thebrains of older children and/or adultswho are dyslexic; and AFTER theyrun their subjects through their brain-changing tutoring program; theyoften report that their brain imagingstudy will provide a wonderful newdiagnostic tool to find out which pre-schoolers are dyslexic. For example,Dr. Guenevere Eden, who studied theadults at Georgetown, says that thebrain scans can be performed with"children as young as four or five."

What remarkable conceit! Theseneuroscientists think that their threeweeks of lectures about Ninja turtlesor eight weeks of phonics drill haschanged the brain; yet somehow thecumulative effect of years of growth,development, and schooling meantnothing.

Well, I have news for thescientists:

Whenever you pick "dyslexic"people for your study, you probably

choose people who have a hard timereading. You are comparing thebrains of people who struggle withreading with the brains of peoplewho read a lot. Their brains workdifferently. Especially the parts of thebrain that are in charge of reading.

If you ever take your expensivebrain imaging equipment and point itat the heads of the 4 year olds youwant to diagnose, you will discoverthat there are a lot more "dyslexics"than you ever thought. Perhaps thenyou will have to release a sageannouncement reporting 80% of thepopulation is at risk for dyslexia.

Because you will discover, to yourdismay, that most 4 year olds can'tread. And not only will you find that4 year olds can't read, you will findthat the parts of their brains that arein charge of reading aren't workingvery well. Kind of like the parts oftheir fingers that are in charge oftying shoes.

So, please: go ahead and take asmany brain scans as you want, butstop speculating in the name ofscience. If your three week or eightweek program changed the brainpatterns of your subjects, you can bepretty sure that a year in theclassroom of a gifted teacher has alittle bit of brain-altering impact, too.If you do a brain study that comparesdyslexics to non-dyslexics while theyare doing something that yourdyslexic subjects are good at, orbetter yet, something that has nothingto do with dyslexia, you will find awhole new set of differences.

Are the brains of dyslexic peopledifferent?

Definitely.But the difference is a lot more

complex than your brain scans willever be able to tell us. And it is a"difference" in the same way that theLondon taxi drivers have differentbrains, and in the same way that thebrains of artists or musicians probablydiffer from those who lack artistictalent. It is not a mistake or a problemor a glitch or a broken connection oran immutable inborn trait.

It is a difference that is like theway snowflakes look different undera microscope. Just natural humandiversity. No two brains are alike. ¿

Shifting Sands of Dyslexia...continued from page 1

PAGE 19THE DYSLEXIC READER

Davis Dyslexia Correction® ProvidersThe Davis Dyslexia Correction program is now available from more than 200 Facilitators around the world.

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

United StatesAlabama

Paula Morehead, Dyslexia Center of theSouth Phone : (205) 822-9050 (Hoover)

ArizonaEdie Fritz, New Solutions Dyslexia CorrectionPhone : (602) 274-7738 (Phoenix)

Nancy Kress, Dyslexia CorrectorPhone : (623) 842-0455 (Glendale)

John Mertz, Arizona Dyslexia CorrectionCenter Phone : (877) 219-0613 (Tucson)

CaliforniaRon Davis • Alice Davis • Dr. Fatima Ali,Ph.D. • Brian Grimes • Sharon Pfeiffer • DeeWeldon White, MA • Scott Shedko, MA •Lexie White StrainReading Research Council DyslexiaCorrectionPhone : (800) 729-8990/(650) 692-8990 (Burlingame)

Janalee E. Beals, M.S. Ed., The DyslexiaMentorPhone: (877) 439-7539 (Palm Springs)

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

Dwight E. UnderhillPhone: (510) 559-7869 (El Cerrito)

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

Terry DemeoPhone: (303) 850-7668 (Littleton)

Carol Faye Stromberg, 6 R’s CorrectionPhone: (800) 290-7605/(970) 487-0228(Colbran)

FloridaAlice J. Pratt, Dyslexia PlusPhone: (904) 389-9251 (Jacksonville)

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

IndianaMyrna Burkholder, Michiana Dyslexia Correction CenterPhone: (219) 533-7455 (Goshen)

IowaMary Kay Frasier, Innovative LearningProfessionalsPhone: (515) 270-0280 (Des Moines)

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

MichiganAnn Minkel, Michigan Dyslexia ResourcesTollfree: (866) 330-3671Phone: (877) 347-9467 (Six Lakes)

Dean Schalow , Tri-PointPhone: (800) 794-3060/(231) 899-5954 (Manistee)

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

MontanaNancy Sitton, Dyslexia DecipheredPhone: (406) 863-9844 (Whitefish)

NebraskaShawn Carlson, Education InsightsPhone: (402) 420-1025 (Lincoln)

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

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

Nancy Cimprich, Creative Learning SystemsPhone: (856) 358-3102 (Elmer)

New MexicoAnnie Johnson-Goodwin, Dyslexia Resource Phone: (505) 982-9843 (Santa Fe)

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

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

PennsylvaniaMarcia Maust, Laurel Highlands DyslexiaCorrection Center Phone: (814) 267-6694 (Berlin)

TexasJane Bailey & Dorothy Owen, DFW DyslexiaCorrection Phone: (888) 331-4902/(817) 498-8871(Bedford)

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

Julia Garcia, Hidden Genius LearningSolutionsPhone: (877) 678-8773 (The Colony)

Maile Marie Kampfhenkel, Dyslexia Solutionsof TexasToll Free: (866-311-2854 Phone: (817) 268-0544 (Ft. Worth)

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

VirginiaElizabeth Davis, VA Center for DyslexiaPhone: (804) 358-6153 (Richmond)

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

Ray Davis & Meliesa Hawley, ReadingResearch Council NorthwestPhone: (866) 677-7726 (Everett)

Marlene Easley, Dyslexia UnlearnedPhone: (360) 714-9619 (Bellingham)

Kathy Hawley, Cascade Dyslexia CorrectionPhone: (509) 784-1927 (Entiat)

Carol Hern & Ethel Kellogg, DyslexiaMasteryPhone: (509) 363-1771 (Spokane)

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

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

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

Lawrence & Renie Smith, MeadowbrookEducation ServicesPhone: (800) 371-6028/(509) 443-1737(Spokane)

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

West VirginiaGale Long, New Horizons DyslexiaCorrection CenterPhone: (888) 517-7830/ (304) 965-7400(Elkview)

WisconsinCyndi Deneson & Darlene Bishop, New HopeLearning Centers, Inc.Phone: (888) 890-5380 /(414) 774-4586(Milwaukee)

Canada:Sue Hall, Positive DyslexiaPhone: (604) 921-1084 (West Vancouver)

D’vorah Hoffman, Living Hands LearningCentrePhone: (416) 398-6779 (Toronto, Ontario)

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

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

Lawrence Smith, Jr., Rocky Point AcademyPhone: (403) 685-0067 (Calgary, Alberta)

Names of other licensed Davis Program providers in Europe, Latin America, Africa, the Middle East and Asia, can be obtainedfrom the DDA offices listed on the back cover or on the Internet at www.dyslexia.com/affil.htm

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

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CA

PERMIT NO.14

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

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

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

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

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

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

Based on the best-selling book The Gift of Dyslexiaby Ronald D. DavisThis 4-day workshop is an introduction to the basic theories,principles and application of all the procedures described in TheGift of Dyslexia. Training is done with a combination of lectures,demonstrations, group practice, and question and answersessions. This is the first step in the eleven-step Davis FacilitatorTraining Program. Attendance is limited to ensure the highestquality of training.

Participants will learn:• How the Davis procedures were developed.• How to assess for the “gift of dyslexia” and establish a

symptoms profile.• How to help dyslexics eliminate perceptual disorientation and

focus their attention.• Special techniques (not in the book) for working with ADD

(attention deficit disorder) symptoms• How to incorporate and use proven methods for improving

reading, spelling, and motor coordination into a classroom,home school, tutoring, or therapeutic setting.

For a full description of the DavisFacilitator Certification Program,

ask for our booklet.

For a detailed brochure onenrollment, prices, group rates,discounts, location, and furtherinformation, contact the DDA in

your country.

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

Fundamentals of Davis Dyslexia Correction Workshop2001 International Schedule

Switzerland Basel April 28 - May 1England Winchester June 18 - 21US San Francisco July 9 - 12Asia Singapore July 19 - 22US Minnesota August 7 - 10Switzerland Basel September 6 - 9

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

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

more plus $95 materials fee• $975 if paid in full 60 days in advance incl.

materials• Advance registration and $200 deposit

required• Includes manual, one-year DDAI membership,

verification of attendance, and SymbolMastery Kit

• Academic units available