by Jerilynn Carter

My daughter, age 12, has studiedpiano for at least 6 years, but wasstill having trouble identifying evenmiddle C. It had been a huge sourceof frustration for both of us until Iread Ron Davis' book, The Gift ofDyslexia. With this newunderstanding, I asked my daughter ifthe music sometimes looked like abunch of lines and dots swimmingaround on the page and she answereda definite, YES!

We actually made the grand staffin clay and placed it on blanklaminated cardstock. We use thislaminated cardstock for all our claywork so we can move it easily andclean up easily. I drew a very largestaff the size of an 8 1/2 x 11 inch

paper which we used to refer to inthe same way as one would refer tothe alphabet strip for masteringletters.

As we made the notes out of clay,we placed them on the clay staff. Westarted with the treble clef and the

bass clef. The treble clefis also called the G-clefbecause it circles aroundthe G line, while thebass clef is called the F-clef because the twodots surround the F line.The shape of the bassclef actually is close toa cursive F (with a littleimagination). And thetreble clef lookssomewhat like a G. Ifound the explanation

about the clefs in Alfred's BasicPiano Library, Lesson Book,Complete Level 1, by Willard A.Palmer, Morton Manus, and AmandaVick Lethco, pages 12 and 14.

Since we have done this much, mydaughter reports that the staff seems

Vol. 24 Davis Dyslexia Association International Issue 2 • 2001

Dys lex ic Read er• •́ •́~The

by Dee Weldon WhiteDavis Facilitator, California

Research published in ScienceMagazine in early 2001 suggeststhat English-speaking dyslexicssuffer the most because the languageis so complex. The study has beenwelcomed by support groups fordyslexics. A spokeswoman for theBritish Dyslexic Association said:"We hope that educators will acceptthis and therefore identify childrenwith dyslexia earlier and adapt theireducation so that they are not leftbehind."

The study looked at why dyslexiais more common among English or

French speakers than Italians. TheEnglish language is made up of just40 sounds, but these can be spelt inmore than 1000 different ways, saythe researchers. In Italian, thelanguage's 25 sounds are made up injust 33 ways.

Comparing dyslexics in variouscountries, they found that English-speaking dyslexics experienced farmore problems with reading andwriting than the others. And they saythis is because it is so difficult inEnglish to tell how a word ispronounced from the way it iswritten. For example, there aredifferent ways of sounding the letter

English Speaking Dyslexics Experience More Difficulty

Continued on page 5

Mastering Musical Notes with Davis Symbol Mastery

Continued on page 5

News & Feature Articles:A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Regular Features:Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2

In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2Book Reviews . . . . . . . . . . . . . . . .7, 9 & 10

New Facilitators & Specialists . . . . . . . . . .8Davis Providers (U.S. & Canada) . . . . . . .11

In This Issue

PAGE 2 THE DYSLEXIC READER

Inspired and Fulfilled

by Samantha Carly Fletcher,Development Officer for Listening Books

in London, England

I was inspired to write to you afterreading The Gift of Dyslexia, which Iregard as the best book of its kind onthe market. I was diagnosed asdyslexic after leaving school at theage of 16 having taken my GCSE's(British final exams at the highschool level). As you are aware,discovering you are dyslexic at theage of 16 answers a lot of questionsbut also raises many others.

I made the decision to researchinto the subject of dyslexia andstruggled to read my way throughmany books. Few, if any, of whichhelped me to the deal with theemotional aspects of what washappening to me. I found your bookand soon recognised it as interesting,informative and easy to read. It alsohas a unique warmth and directness.The Gift of Dyslexia became, and hasremained, a great comfort to me indifficult days.

I continued my studies at collegeand went on to University where Icreated and chaired a DyslexicSociety through the Student Union.The Society collected information,shared ideas, and tried to help otherdyslexics. I gained a Bachelor of ArtsDegree but was determined to try tohelp others with disabilities.

In September 2000, I found what I

wanted when I was offered the postof Development Officer with thecharity, Listening Books. ListeningBooks provides a postal audio booklibrary service to anyone who suffersfrom an illness or disability whichmakes it impossible or difficult tohold a book, turn its pages, or read inthe usual way. Our service meet theneeds of adults and children withphysical disabilities and also thosewith learning difficulties such asdyslexia.

Working for Listening Books isallowing me to fulfill my ambition,as I strongly support the servicehaving been a member myself beforeemployment. However, it is withsome embarrassment that I mustconfess that we do not have the audiobook version of The Gift of Dyslexiaavailable for our members, 33 % ofwhom are dyslexic. Nevertheless, Iam determined to add 10 copies ofyour audio book to our library assoon as the charity's finances permit.

I thank you for taking the time toread my letter and for the differenceyou have made to the lives of somany people.

[Editor's Note] As a result of the above letterfrom Ms. Fletcher, Davis Dyslexia AssociationInternational has donated one audio and oneCD of The Gift of Dyslexia to ListeningBooks. For anyone interested in making adonation, the address is: Listening Books, 12Lant Street, London SE1 1QH UnitedKingdom. Methods of donation are: Audio orCD books, Sterling money orders, cheques,MasterCard and Visa.

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. EDITORIALBOARD: 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. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, commentsand 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.

IN THE MAIL

Men ever had, andever will have leave,

To coin new wordswell suited to theage,

Words are likeLeaves, some witherevery year,

And every year ayounger Racesucceeds.

-Horace, poet and satirist

(65-8 BC) [Ars Poetica, Art of

Poetry] translated byWentworth Dillon,

Earl of Roscommon(1633-1685)

PAGE 3THE DYSLEXIC READER

by Jane HeywoodDavis Facilitator, Ascot, England

I have found that pets are great tohelp kids learn how to set their dialsto match the environment. We havethree English Springer Spaniels andthey are around most of the timewhen I am counselling. They are agreat distraction and entertainmentfor the children when they need tohave a break, and Spaniels arewonderful at reacting to the positiveaffection that most children give.

Recently, I worked with a nineyear old ADHD boy called Philip. Hewas driving his mother, his school,and all adults to distraction, plus thepsychiatrist was consideringprescribing Ritalin. His school hadgiven up and wanted to find excusesto exclude him from the mainstreameducation process. He was unable toread or write properly and found anyform of homework a nightmare. Asyou can imagine, his mother wasfrantic with worry.

I undertook to give Philip a full30-hour Davis Dyslexia CorrectionProgramme, along with a number offollow up sessions. The programme

was highly successful. During theprogramme, Philip became firmfriends with my dogs - a mother andtwo puppies. He made his single

greatest step forward after learningabout the dial.

When he was playing with thepuppies they would mirror his energylevel. If he was hyperactive with hisdial on 9 or 10 they became verybouncy and Philip did not like that!He discovered that if he reduced hisdial setting to 5, then the dogscalmed down and playing with themwas more fun.. This enabled him toappreciate the consequences of his

behaviour and how he could controlit through using his dial. By analogy,he was able to appreciate how hisbehaviour might also affect peoplearound him who did not necessarilytell him how they felt immediately.

I finally decided that theprogramme was working for Philipwhen I heard him say to himself ongoing to see the dogs, "Must turn mydial down!" when he saw that thedogs were a bit excited.

Thanks to a very determined littleboy with a very supportive motherwho has helped him get through allhis trigger words, a change of schooland the Davis Dyslexia Programme,Philip is now progressing well atschool, reading fluently andbeginning to master maths. He canget through his homework every day,is contributing well in school, andhas been signed off by thepsychiatrist.

My final story is about returningfrom a school trip where one of histeachers was heard to say, "Help, wehave forgotten Philip! Where is he?"

"Here, Miss," said a well-behaved little boy called Philip,sitting right in front of her. ¿

Using Animals to Match Dial Settings

by Marcia MaustLaurel Highlands Dyslexia

Correction Center, Berlin, PA

Amanda did her Davis Programwith Charlotte Foster in February of1998. She was 7 years old and insecond grade. Each year since doingher program we have celebrated theanniversary of the day that shereceived her orientation point bybaking a "peanut butter melt-awaycake". That is the kind of cake thatshe visualized in her hand when shefirst did Orientation Counseling.

In December of 1999, I workedwith her on all the math conceptwords and the math exercises as partof the Advanced Field Assignmentsfor my Facilitator training.

My dear Amanda brought homeher report card today, and attached to

it were her scores for the Iowa Testof Basic Skills. Amanda is now 10(she will be 11 on June 15) and in5th grade at school. I was reallyimpressed with her scores, and Idecided to compare them with scoresfrom the past. Keep in mind thatbetween last year's testing and thisyear's testing, I did all the Davismath exercises with her.

Thank you, Ron, for the greatmath program, not to mention all therest of the tools. At the end ofkindergarten, Amanda's compositescore on the Metropolitan Readinesstest was 38% National Percentile. Ican't imagine what her school lifewould be like if she was not usingher Davis tools. Her GPA is currently3.9469 (the psychologist told us 3years ago that we should expect hergrades to be no better than C's).

These are just some thoughts fromone happy (and proud) mom. ¿

Success Story

Nov. 1999 Nov. 2000Reading 73% (National Percentiles) 74%Language 62% 72%Mathematics 66% 83%Math 51% 78%

Ron Davis, Amanda Maust and friend.

by Paula Morehead,Davis Facilitator in Alabama

I wanted to share a great day withyou. Today, Brian, the last of myoriginal four case studies for mylicensing as a Facilitator came backfor a review before school starts. Hismain objective was to learn how totell time.

Honestly, I was not sure exactlywhat I was going to do. I relied ontrusting Brian to guide me, and onthe basic principles of Davis SymbolMastery® to get us through. We firstwent over the concept of "time," themeasurement of change in relation toa standard. He told me that heunderstood both the standards, thedaily rotation of Earth on its axis,and the yearly movement of Eartharound the Sun. But, he still couldnot tell time on a clock.

We then proceeded to make aclock face out of clay. He made avery large clock face with thenumbers in clay in the correctpositions. I also had him put theminutes (5, 10, 15...) around theoutside of the clock. After havinghim make sure all the numbers werecorrect, we played with the clockuntil he was comfortable with whichhand was the hour hand, which handwas the minute hand, and with howto read the numbers. He wasmaintaining or regaining hisorientation as needed. Then I had himcheck his point and make a mentalpicture of the clock face he hadcreated. We took away the outside

minute numbers and played with theclock some more. Finally, we tookaway all the numbers except the 12and replaced them with little lines.He did great!

Next I brought down a clock Ihave in my office, let him read thetime on it and then I moved thehands for practice. He was excitedbecause this was a real clock. Ifinally did the same thing with mywristwatch. The thing is, mywristwatch has no numbers on it,only marks. Brian was so excited thathe could not wait to tell his Mom. Hewas so happy that he could tell time.

After we finished, we still had afew minutes before his Mom came toget him and he asked me if he could"read those things again that tell whatlevel my reading is," because hethought he was better. I said, "Sure,"but, I was thinking inside, "What ifhe is the same or even lower after thesummer and not doing SymbolMastery on his trigger wordsregularly." As it turned out, he was agood two grade levels higher todaythan he was in April-over fourmonths ago! He was a beaming andhappy boy by the time his Momcame to get him.

It was a great day. ¿

PAGE 4 THE DYSLEXIC READER

A Great Day Never Underestimatethe Importance of aVisual Reference

by Cyndi DenesonDavis Specialist &Trainer, Minneapolis, MN

Last week I was doing the Pictureat Punctuation reading exercise witha nine-year old client. He read thefollowing statement:

"The boy's father backed out ofthe driveway in his new Grand Am."

When I asked what picture he hadformed, the following conversationensued:

"What's a Grand Am?""A car.""What kind of a car?""Gosh, I really don't know.""What does it look like?"Being ignorant of cars, I had no

idea what to tell him. I saidsomething to the effect of… "It'sjust a normal car with 4 doors."

Not good enough. He triggered.Nothing like a "blank picture" toshut things down. He HAD to see apicture of a Grand Am or there wasno point (no pun intended) incontinuing. Out of desperation, Isent him out to the waiting room tobring back a magazine. Maybe we'dbe lucky and find a picture of a carto satisfy him.

He returned with a Peoplemagazine. On the back-cover was aCamry. I pointed it out to him. Hewanted to know if it was a GrandAm. Of course, it wasn't and so, ofcourse, that picture was not goodenough either. I sent up a quickprayer.

He opened up the first page of themagazine. GUESS WHAT WASADVERTISED ON THE INSIDECOVER SPREAD? You got it - AGRAND AM!!!! Hallelujah!!! Hede-triggered…got a greatpicture…and we could continuewith the story.

Who would have thought Peoplemagazine would be such a greatreference?¿

All the time a person is a child, he is both achild and learning to be a parent. After hebecomes a parent, he becomes predominantlya parent reliving childhood.

-Benjamin Spock, pediatrician and author(1903-1998)

PAGE 5THE DYSLEXIC READER

much easier to look at. It seemsclearer and she can discern that thereare indeed five lines on each staff.The two notes we did, (G and F) arevery solid for her and it is easy forher to identify them. She's excited bythis and I have even found her, all onher own, valiantly trying to figure outsome music she hopes to learn someday -- not even a hint from me thatshe do it. This I consider to be greatprogress!

Another thing that finally madesense to her from doing this is therelationship of each staff to the highand low registers on the keyboard.Being able to place her whole handon top of each staff (right hand ontreble and left hand on bass) helpedher to see how each staff relates towhere she places her hands on thekeyboard. I actually was surprised tofind out that she didn't reallyunderstand this before.

From here we're going to work onmore notes -- like middle C, high C,and low C. We're also going to dotime signatures, key signatures, etc.eventually. I don't think you need tobe a musician to do this. It's helpfulto know a little bit about note namesand where they correspond to thekeyboard. But any beginning methodbook can help you there. You couldprobably just open a book and dowhat they are explaining in clay.

Good luck! ¿

[Editor's note: Alfred's Basic Piano Libraryand Bastien Piano Basics are both excellentbeginning piano series. Good references formusic definitions are "How to Read Music"by Roger Evans reviewed on page 12, andThe Harvard Dictionary of Music.

Mastering Musical Notescontinued from page 1

combination "int". It could sound likemint or pint. Likewise, clove andlove sound very different eventhough their last three letters are thesame. It seems the Italian language isone of the most logical and simplestto master. The researchers say, inItalian letter groups almost always

represent the same unique soundfrom word to word.

The main scientist behind thestudy, Eraldo Paulescu, suggestedlanguages like English and Frenchcould be changed to make themeasier for people to read. He said:"There is an argument for reformingcomplex orthographies, or writingsystems, to improve literacyproblems in these languages." ¿

The European Commission hasjust announced an agreementwhereby English will be the officiallanguage of the EU rather thanGerman which was the otherpossibility. As part of thenegotiations, Her Majesty'sGovernment conceded that Englishspelling had some room forimprovement and has accepted afive-year phase-in plan that wouldbe known as "Euro-English".

In the first year, "s" will replacethe soft "c". Sertainly, this will makethe sivil servants jump with joy. Thehard "c" will be dropped in favour ofthe "k". This should klear upkonfusion and.keyboards kan haveone less letter.

There will be growing publikenthusiasm in the sekond year, whenthe troublesome "ph" will bereplaced with "f". This will makewords like "fotograf" 20% shorter.

In the third year, publikakseptanse of the new spelling kanbe ekspekted to reach the stagewhere more komplikated changesare possible. Governments willenkourage the removal of doubleletters, which have always ben adeterent to akurate speling. Also, alwil agre that the horible mes of thesilent "e" in the language isdisgraseful, and should go away.

By the fourth year, peopl wil bereseptiv to steps such as replasing"th" with "z" and "w" with "v".

During ze fifz year, ze unesesary"o" kan be dropd from vordskontaining "ou" and similar changesvud of kors be aplid to ozerkombinations of leters.

After zis fifz yer, ve vil hav a relesensibl vriten styl. Zer vil be no mortrubl or difikultes and evrevun vilfind it eze to understand ech ozer.

Ze drem vil finale kum tru! ¿

English Speaking . . .continued from page 1

In response to this study, the following tongue-in-cheekNewsflash! has been circulating on various dyslexiabulletin boards.

I find learning frommy mistakes muchmore effective thantrying not to make anymistakes.

-Laura Walth

PAGE 6 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 in 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

2001 DATES & LOCATIONSJuly 23-26 Burlingame, California

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

September 10-13 Johannesburg, South Africa

PAGE 7THE DYSLEXIC READER

Course Includes• Manual covering procedures, teaching plans, and

assessment instructions• Classroom Kit with teacher materials needed to

proceed with confidence ($95 value)• 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 sentto registered students within 30 days of theworkshop.

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

Instructors• Sharon Pfeiffer, developer of the Davis Learning

Strategies for Schools Program• Marlene Easley, Davis Facilitator• Darol Hern, Davis Facilitator• Ethel Kellogg, Davis Facilitator• Drs. Siegerdina Mandema, Davis Specialist/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 Only)*• $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 alternateworkshop dates. A $65 administrative fee is deductedfrom refund requests.

"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 - Washington+27 (11) 918-4854 - South Africa

1-604-921-1084 - Canada(*Prices and discounts may vary outisde USA)

PAGE 8 THE DYSLEXIC READER

Announcing Two New Davis Learning Strategies® Productsspecially designed for Teachers & Home-Schooling Parents of Children Ages 5-9

Kindergarten & First Grade Teacher KitGrade Two & Three Teacher Kit

Each Kit includes:

• Sturdy Nylon Briefcase• Reusable Modeling Clay (2 lbs.)• Kindergarten & Grade One Manual or Grades Two

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

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

What is different in each Kit is the Manual.These include suggested curriculum, lessonplans, and activities appropriate for each gradelevel and age. Teachers or home-schoolingparents who teach multiple grade level studentsmay purchase a combination kit, containing bothManuals for $149.90. Previous purchasers ofthe Davis Symbol Mastery Kit may purchaseeither Manual separately for $29.95 each.

Recommended materials for classroomimplementation:

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

ORDER FORMQty Item Price in US Dollars

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

Discount ScheduleQuantity Non-Member DDAI Member

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

More than 40 25% 30%

TO ORDER:· By phone: Call 1-888-999-3324 toll-free

in the USA or Canada.· Fax this order form with your name,

shipping address, credit cardauthorization to +1 (650) 692-7075. Wewill add shipping and handlingcharges.

· E-mail your order toDDAorders@aol.com

All shipments will be sent UPS

Each kit is priced at $119.95

PAGE 9THE DYSLEXIC READER

by Daniel Willemin

Dear Old Friend,

You asked me about dyslexia. Ithought I would send you a littlestory from my past. I was reading apost on a bulletin board that wasadvising a lady to let her daughteruse a word processor to write, andto not worry about how words arespelled. Because if the child isthinking too much about spellingshe would not be able to hold hertrain of thought. This prompted aflashback to my youth...

Whoa! Major flashback.I am in one of those one person

desks made out of metal with thewooden top and seat, some stillhave the hole in the top right cornerfor holding ink bottles.

It is hot, there is no airconditioning in this small CentralTexas school. The windows areopen and the chirping birds outsideare interrupted by the chalk squeakson the black board as the teacherspells out the writing assignment.

"One page before the bell."I know the topic, but it doesn't

really matter, I know I won't dowell.

My pencil has only been

sharpened a couple of times but theeraser is all but gone and the metalend has been squeezed together toforce what little eraser is left, tobulge past the metal edge.

I am concentrating hard, veryhard.

I start the first sentence but Iknow I can't spell some of thewords, even some simple ones.

I reword the sentence and tryagain several times but know somewords are still wrong.

By now I have erased someplaces to the point the paper is aboutto be torn by the metal on thepencil.

I peel the metal edge back on mypencil with my teeth to expose moreeraser. If I am careful it may lastthrough the class...

I reword the sentence over andover in my mind, somehow I haveto make this work.

I bite the knuckle on my righthand hard, sometimes the pain willmake the confusion go away... Theteeth marks will last for days.

I concentrate even harder and as Ido, I grip the pencil harder andharder till cramps fill my hand.

Still I continue on...The ringing bell does not bring

the normal relief I feel when class is

over.My hand is aching, I have

completed almost half a page...I try to read over the sloppy

writing quickly to look formistakes...

I know what I wanted to say, Iknew the subject, probably betterthan the teacher, but I now realizethis paper makes no sense, even tome.

Head down, I turn in my paper,glancing up only to see the teacherfrown in disgust at the look of themessy page.

I want to scream and do, only itis a silent scream of anguish anddespair...

Were it not for word processorswith spell-checkers, I would neverhave been able to author the storyabove. Dyslexics, partly because oftheir intelligence, have foundamazing ways of hiding theirhandicaps. You probably neverguessed I was dyslexic. How couldyou? I didn't even know. Even withthese new technologies, stories likethe one above that flash through mymind in a few seconds, can takehours to write. However, hours areso much better than never.

Later, Dan

Check out these user friendly sites.

www.funbrain.comlots of games for all subjects; goodselection.

www.aaamath.comfor math, of course; great games..

www.schoolexpress.com/funtime/default.aspsmall selection of good games.

http://teacher.scholastic.com/clifford1/index.htmsome good on-line activities on lettersand sounds for beginning readers.

www.bonus.comworth exploring.

www.greatwave.com/Reading Maze looks like a good pro-gram for building letter and whole wordrecognition skills, as well as sequencingskills.

Educational Software and On-Line Skill Building Games for Kids

PAGE 10 THE DYSLEXIC READER

Fundamentals of Davis Dyslexia Correction®a 4-day workshop based on the best-selling book

The Gift of Dyslexia by Ronald D. Davis

Come Learn andEXPERIENCE

the Davis DyslexiaCorrection

procedures!

Fundamentals of Dyslexia Correction Workshop

This 4-day (30 hour) workshop is an introduction to the basic theories,principles and application of all the procedures described in The Gift ofDyslexia and more. 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.

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 and people who do not visualize well.• How to incorporate and use proven methods for reducing confusion and mistakes in a

classroom, home schooling, tutoring or therapeutic setting.• How to structure a Davis Dyslexia Correction Program

Who Should Attend:• Teachers • Reading Specialists • Tutors

• Psychologists • Counselors • Audiologists • LD Specialists • Speech/Language Pathologists • Occupational Therapists

• Trainers • Researchers • Vocational Counselors • Parents

9 July 2001 - 12 July 2001 Instructors: Cyndi Deneson Location: San Francisco CA, US Contact: training@dyslexia.com

19 July 2001 - 22 July 2001 Instructors: Jürg Peter Location: Singapore Contact: singapore@dyslexia.com

26 July 2001 - 29 July 2001 Instructors: Ioannis Tzivanakis Location: München Germany Contact: germany@dyslexia.com

7 Aug 2001 - 10 Aug 2001 Instructors: Cyndi Deneson Location: Minneapolis, MN, USAContact: training@dyslexia.com

6 Sept 2001 - 9 Sept 2001 Instructors: Bonny Beuret Location: Switzerland Contact: ch@dyslexia.com

29 Oct 2001 - 2 Nov 2001Instructors: Cyndi Deneson Location: San Francisco, CA, USA Contact: training @dyslexia.com

WORKSHOP SCHEDULE

PAGE 11THE DYSLEXIC READER

Instructors:• Licensed Davis Trainers and

Specialists.• Varies with Workshop location.

Fees and Discounts (USA only):• $975 per person plus $95 materials fee• $925 per person plus $95 materials fee

for DDAI members or for groups oftwo or more.

• $975 total if paid in full 60 days inadvance.

• Advance registration and $200deposit required. Balance due at timeof attendance.

• Major credit cards accepted.• Purchase orders from School Districts

must be for the full amount.• Includes course manual, one-year

DDAI membership ($50 value),refreshments, verification ofattendance, Symbol Mastery Kit**,and one 15-minute post-workshopconsultation.

• ** $95 may be deducted forparticipants who bring their ownSymbol Mastery Kit.

Course Schedule:• 8:30-5:00 first day, 9-5 on subsequent

days. • Lunch break from 12:00-1:30

Course Location:• For California: Davis Dyslexia

Association 1601 Bayshore Hwy, Suite144, Burlingame, CA 94010. Call 1-888-805-7216 for a list of local hotels.

• For Minnesota: Please contact - NewHope Learning Center 1-888-890-5380

• For outside USA, contact local DDA orSponsor.

• Accommodations and meals are notincluded in the price of the workshop.

Academic Units - USA only:• 3 quarter units (post-baccalaureate)

are available from California StateUniversity-Hayward. Cost: $96 to CSUHExtension Division + $45 administrativefee to Davis Dyslexia AssociationInternational. Pass/Fail or letter grade.

All payments are fully transferable toalternate workshop dates. A $65administrative fee is deducted fromrefund requests.

CourseOutline

(subject to slight changes)

DAY ONE

Background and Development of the Davis Dyslexia Correction®Procedures

• Research and discovery. The "gifts" of dyslexia. Anatomy anddevelopmental stages of a learning disability. Overview of the steps fordyslexia correction

Davis Perceptual Ability Assessment (a screening for dyslexiclearning styles)

• Demonstration and Practice SessionSymptoms Profile Interview (used to assess symptoms, strengths &

weaknesses; set goals; and establish motivation)

• Demonstration and Practice Session

DAY TWO

Q & A SessionDavis Orientation Counseling® Procedures (methods to control,

monitor and turn off perceptual distortions)• What is Orientation? Demonstration and Practice SessionRelease Procedure (method for alleviating stress and headaches)Alignment (an alternative to Orientation Counseling)• What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling energy level and ADD

symptoms)

DAY THREE

Q & A SessionOrientation Review Procedure (a method for checking orientation

skills)• Demonstration & Practice SessionDavis Symbol Mastery®• What is Symbol Mastery? Why clay?Mastering Basic Language Symbols• Demonstrations and Group ExercisesReading Improvement Exercises• Spell-Reading. Sweep-Sweep-Spell. Picture-at-PunctuationDavis Facilitator Licensing Program

DAY FOUR

Q & A SessionFine-Tuning Procedure (checking and adjusting orientation using

balance)Symbol Mastery Exercises for Words• Demonstrations, Group Exercises and Practice SessionsImplementing the Davis Procedures

To register by phone, call 1-888-805-7216 (toll-free)with your credit card handy.

PAGE 12 THE DYSLEXIC READER

From Sharon PfeifferThis book is an indispensable

resource, appropriate for classroomteachers at any grade level. As anexperienced teacher, here are thethings that I liked best:• A format that is easy to use and read.• Excellent references and resources

covering a multitude of topics fromlanguage arts, math, study skills,classroom behavior, and evaluationskills, to how parents can help withthe child's learning.

• Specific recommendations as toprograms to help with problemareas.

• The book is sensitive and respectfulof all students and all learning styles.

• Contains more than 50 forms andhandouts that can be reproduced forclassroom use.

• Information can be adapted to allgrades.After teaching more than twenty

years, I am familiar with many of theideas in the book and havesuccessfully used them in the past.Some were ideas I had forgotten and Iwas very happy to be reminded ofthem.

I was so impressed that I plan tobuy a copy of this book for a friend

who is just beginning her teachingcareer. This easy-to-use book shouldbe a part of every teacher's referencelibrary.

From Abigail MarshallAs a parent, I feel this book is

extraordinary. Many parents arelooking for specific changes oraccommodations that they can requestin a child's IEP, or through informaldiscussions with teachers, but have noclue as to what to ask for. This bookprovides detailed and specificinformation as to the kind of thingsthat can be done, coupled with formsand outlines that make it easy for ateacher to implement.

Although this book is appropriatelytitled to address the needs of"struggling students," I think that thisreally is a book that provides teacherswith techniques that can be used toreach all students. In fact, the authorSusan Winebrenner has written asimilarly titled book geared to teachinggifted children in the regularclassroom. It is clear from her writingthat she sees the child with learningdifficulties as being potentially as ablea student as those labeled gifted. Theseare techniques that can be used to

create an interesting, varied, andchallenging learning environment forall students.

I, too, think that this book should bein every classroom. Any parent of anelementary school age child may alsofind it worthwhile to own this book.My experience over the years is thatmost teachers are very willing toimplement changes to help individualstudents, but they need very specificsuggestions in a way that does notcreate an undue burden on them. Thisbook certainly can help parents towork with teachers and makeconstructive suggestions to helpaddress the individual needs of theirchildren.

* Available through our catalog or thebookstore at www.dyslexia.com

BOOK REVIEWby Sharon Pfeiffer and Abigail Marshall

TeachingKids withLearningDifficultiesin theRegularClassroomStrategies andTechniques Every Teacher Can Use toChallenge & Motivate StrugglingStudents

by Susan Winebrenner

Free Spirit Publishing, 1996www.freespirit.com, $29.95*ISBN #1-57542-004-X, Softcover, 240 pages

How to Read Music, by RogerEvans, provides a clear approach forsolving the mysteries of musicalsymbols, and for enabling musicstudents to recognize and understandthe components of a piece of music.It gives the information necessary tobuild a solid foundation for readingmusic. The author gives good adviceand presents information in acomprehensive, easy-to-follow, andstep-by-step manner. The clearexplanations and illustrations on eachpage answer the "why's" and "how's"of written music.

Parents and teachers will find Mr.Evans' book a good reference to usealong with Davis Symbol Mastery for

helping students who have a good earbut seem blocked in their ability tolearn how to read music.

Supplementary references such asa dictionary to help withpronunciation, a book of chords, anda book specific to the student'sinstrument may also be helpful.¿

Symbol Mastery Tips &Steps for Music

Mr. Geoffrey Keith, an award and grantwinning composer, previouslycontributed the article "MusicallyDyslexic" (The Dyslexic Reader, Issue2, Volume 21, 2000). Among Mr.Keith's suggestions were the following:

1. Work the staff lines in clay.2. Add the clefs.3. Make the whole notes and place themon the appropriate lines and spaces withcorresponding letter names placedunderneath.4. Work the musical alphabet backwardsand forwards.5. Shape other music symbols in clay.

* Remember to make each of the namesof the symbols in clay, too.

BOOK REVIEWby Elena Teichman

How ToRead Musicby Roger Evans

Three Rivers PressISBN 0-517-88438-0Price:$10.00*Softcover, 112 pgs

PAGE 13THE DYSLEXIC READER

Dr. RaffaellaZingerle has a degreein Education Scienceand works in theelementary schoolsteaching Italian andGerman. She works asa Davis Facilitatorprivately during school

holidays .Str. Col.Alt 94, I-39033Corvara In Badia(BZ), Italy. +39 (0471)83 68 71. zingerle.r@rolmail.net

Pat Hodge is a parentand teacher of her owntwo dyslexic children.She holds a Diplomain teaching SpecificLearningDifficulties/Dyslexiaattained in England.She is qualified to

assess students who are havingdifficulties with literacy acquisitionskills, and is familiar with dyslexicteaching methods currently used inschools world wide. Pat trained tobecome a Davis Facilitator in France andSwitzerland. Dyslexia Correction, POBox 1597, Muscat, Oman PC 112. +968698 596. Hodge@omantel.net.om

Sameera Sadiq AlBaharna attained aBSC degree inMicrobiology andworked as aKindergarten teacherfor 16 years. She hasowned and managed alanguage institute.

Currently she is studying and researchingin the field of child development andeducation. Her Facilitator training wascompleted with DDA-UK. PO Box1712, Dar Al Marifa, Manama, Bahrain.+973 555 201. Sbaharna@hotmail.com

Sister AntoinetteKeelan is currently theDirector of St. John'sEducation Centrewhere she has alsoserved as a teacher andheadmistress. ThisCentre aims to helpstudents respond

positively to the opportunity of educationand life. The rationale for this Centrederives from the educational philosophy

of the holy faith and De La SalleCongregations and their commitment tothe marginalised, disaffected anddisadvantaged. There is concern for theretention of students and the need forearly identification and intervention forthose experiencing difficulties within theschool system. They strive to provideindividual student and family supportthat is necessary to avoid prolonged oreventual permanent exclusion. TheCentre will offer dyslexia facilitationsupport services. Sister Keelan isinvolved on the Executive Board of theNational Management Body forSecondary Schools as well as Chair ofthree school boards and Chair of pilotinitiatives. St. John's EducationCentre,25, Clare Rd., Drumcondra,Dublin 9, Ireland. Tel & Fax: +35 (31)857 6981.

Jeri Mcleod is anative of Calgary,Alberta, Canada. Sheobtained herundergraduate degreefrom the University ofCalgary and herMasters Degree fromGonzaga University.

She has specialized in Reading andLanguage Development with more than15 years of experience at both theelementary school and college level.During her ten years of living in Asia,she developed English as a SecondLanguage programs for privatecompanies, developed Englishproficiency tests for major hotelcompanies, and worked extensively atthe International School level throughoutAsia. Her interest in dyslexia is based onpersonal experience within her ownfamily, and a new found awareness andappreciation for visual imagery. Jeri'songoing motivation stems fromrecognizing the diverse talents and theunique learning style of dyslexicthinkers. 33 McKenzie Lake Point SE,Calgary, AB T2Z 1L7. +1 (403) 503-0108 or (403) 257-7576.Jeri@telusplanet.net

Angelika Zeller has been working as aphysiotherapist since 1979. After herdaughters were grown, she also studiedsocial pedagogy. Since 1998, she has hadher own practice of physiotherapy andpedagogical counseling. She knows

about dyslexia because her third daughteris dyslexic. Pädagogishe Beratüngs-undKrankengymnastik-praxis, HeimbartenStr.8, D-83673, Bichl, Germany. Ph. &Fax: +49 (08857) 694 607.angelikazeller@hotmail.com

Inge Koch-Gassmann Gebirgstrasse 25,D-79426, Buggingen, Germany. 00497631 2329.

Dr. Angelika Weidemann Romerstr.33a, 89077 Ulm, Germany. +49 (0731)931 4646 Fax:+49 (0731) 9314647.

Imelda Lamaker Lupinestraat 22-6, NL-1214 GD Hilversum, Netherlands. +31(035) 621-7309.

Edith Kweekel-Göldi is a teacher and amother of three children. Afterexperiencing the positive impact of herson going through the Davis program,she decided to become a Facilitator. Herexperience as a teacher is an asset to herability to work with children and parentsin schools. She works from her home inthe center of Holland. Hazepad 68, NL-3766 JV Soest, Netherlands.+31 (035)601 0611. a.j.kweekel@12move.nl

Graciela Trevino Gonzalez has a degreein Psychology, and a post-graduatedegree in Gestalt Therapy. She works atLa Puerta de las Letras. Privada Fuentes#110, esquina con Ricardo Margain,Colonia Santa Engracia, Garza Garcia,Monterrey, Neuvo Leon 66220, Mexico.+52 (8) 335 94 35.puertadeletras@infosel.net.mx

Laura Lammoglia Sauce #219 Col.Altavista, Tampico, Tamaulipas C.P.89240, Mexico. +52 (12) 13 41 26.lauralam@infosel.net.mx

Natalia Espinosa de las MontrerosSistemos Aves, Plza Santa Ines, BlvdCuliacan 2589-9, Culiacan, Sinaloa,Mexico. +52 (67) 1798-97.nataespinosa@hotmail.com

Cathy Calderón de la Barca has amasters degree in family therapy . She isa clinical psychologist specializing in"solution oriented therapy." She speaksSpanish, English, and German. José deTeresa #180, San Angel, Mexico D.F.01040. +52 (5) 202 7913Calbarca2@aol.com

Newly Licensed Davis Facilitators and SpecialistsCongratulations and Welcome to our growing international family of Davis Program providers!We especially welcome our very first Facilitators in Italy, Bahrain and Oman, and our second in Ireland.

PAGE 14 THE DYSLEXIC READER

Inga PulverHanneken LIBLerninstitut,Munsterberg 1, CH.4001, Basel,Switzerland. +41 (061)272 24 00.info@leminstitut.ch

Antoinette Löpfe Rytz LIB LerninstitutMunsterberg 1, CH. 4001, BaselSwitzerland. . +41 (061) 272 24 00.info@leminstitut.ch

Edith Forster hasbeen working for yearswith dyslexic children.She thinks it's veryimportant the Davismethods weredeveloped by adyslexic person. Shealso likes its creative

approach which treats dyslexia as a giftand not as a deficiency. Kilbergstr. 29,CH-8356 Ettenhausen, Switzerland. +41(052) 365 45 54.

Nichola Farnumcomes to Davis workwith a background inSpecial Needsteaching, NLP andPerson-CentredCounselling. Her keyinterests lie inassisting people in

resolving their limitations and bringingout the best in themselves. She enjoysworking with clients of all ages. She wasdrawn to the Davis approach because ofits truly life-changing nature, and sheloves witnessing clients expanding inskills, self-awareness and self-esteemthrough the Davis programme. 7Warwick Rd. Hampton Wick, Kingston-Upon-Thames, Surrey KT1 4DW, UK.+44 (0208) 977 6699 Fax: +44 208 9778884. nichola.farnum@virgin.net

Jenny Summerton 63, Clifton Road,Sutton Coldfield, West Midlands B736EN, UK. +44 (0121) 354 4847.jenny.summerton@eggconnect.net

Erin Pratt graduated from WarrenWilson College, in Asheville, NC, in1999 with a Bachelors Degree in SocialWork. She has a great love for peopleand has always felt a calling to theservice of others. She has worked withadults and children for many years. Thiswork includes; tutoring, mentoring andcreating curriculums for and working inand directing inner city programs. Erin isproficient in Spanish after traveling inCentral America for 9 months studyingSpanish and doing service work. She hasspent the last year home schooling herbrother. She became interested in theDavis program after observing hermother, Alice J. Pratt workingsuccessfully with these methods for threeyears. Erin is deeply inspired by both thehealing qualities and effectiveness of theprogram. She is also excited by the yet tobe explored applications of Ron Davis'discoveries. Erin will be working out ofher office in Ashville, NC. Dyslexia Plus, 20 Battery Park Avenue,Suite 811, Asheville, NC 28801-2748.828-231-2400.Dyslexiathegift@yahoo.com

The Davis Facilitator trainingprogram requires approximately 400

hours of course work. The Davis Specialist programrequires extensive experience

providing Davis programs and anadditional 260 hours of training.Specialists and Facilitators are

subject to annual re-licensing basedupon case review and adherence to

the DDAI Standards 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.

On May 1, 2001, DDA-Israel waslaunched. The Director will be JudithSchwarcz. Her goal is to make theDavis Dyslexia Correction Programand methods more broadly available inIsrael. This will be achieved throughworkshops for therapists, teachers andparents, Davis training and licensingprograms for professionals,Membership and information servicesand educational products for parentsand teachers. With Judith's help, wehope that our mission to bring about agreater awareness and acceptance fordiverse thinking and learning styleswill help bring greater happiness andpeace to the lives we can help andtouch in Israel.

Davis Dyslexia Association-Israel20 Ha'shahafim StRa'anana 43724Telephone: +972 (09)772 9888Email: Israel@dyslexia.com

Judith Schwarcz, Ron Davis, and the Hebrewedition of The Gift of Dyslexia.

A New Davis Dyslexia Association in Israel

Grown-ups never understand anything for themselves, and it istiresome for children to be always and forever explaining things tothem.

-Antoine de Saint-Exupery (1900-1944)

PAGE 15THE 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 Centerof the South (205) 822-9050 (Hoover)

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

Nancy Kress, Dyslexia Corrector(623) 842-0455 (Glendale)

John Mertz, Arizona DyslexiaCorrection Center (877) 219-0613 (Tucson)

CaliforniaRon Davis • Alice Davis • Dr.Fatima Ali, Ph.D. • Brian Grimes •Sharon Pfeiffer • Dee WeldonWhite, MA • Scott Shedko, MA •Lexie White StrainReading Research CouncilDyslexia Correction(800) 729-8990(650) 692-8990 (Burlingame)

Janalee E. Beals, M.S. Ed., TheDyslexia Mentor(877) 439-7539 (Palm Springs)

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

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

ColoradoKathy Bacon, Creative LearningCenter(970) 669-0170 (Loveland)

Terry Demeo(303) 850-7668 (Littleton)

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

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

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

IndianaMyrna Burkholder, MichianaDyslexia Correction Center(219) 533-7455 (Goshen)

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

KansasCarole Coulter, DylsexiaCorrection of Johnson County(913) 831-0388 (Kansas City)

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

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

MinnesotaCyndi Deneson, New HopeLearning Center(952) 820-4673 (Bloomington)

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

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

NebraskaShawn Carlson, EducationInsights(402) 420-1025 (Lincoln)

NevadaBarbara Clark, New Foundationsfor Dyslexics(775) 265-1188 (Gardnerville)

New JerseyCharlotte Foster, MultivariantLearning Systems (908) 766-5399 (Basking Ridge)

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

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

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

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

North CarolinaErin Pratt, Dyslexia Plus(828) 231-2400 (Asheville)

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

TexasJane Bailey & Dorothy Owen, DFWDyslexia Correction (888) 331-4902/(817) 498-8871(Bedford)

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

Julia Garcia, Hidden GeniusLearning Solutions(877) 678-8773 (The Colony)

Laura Warren, Dyslexia CorrectionCenter(806) 771-7292 (Lubbock)

VirginiaElizabeth Davis, VA Center forDyslexia(804) 358-6153 (Richmond)

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

Ray Davis & Meliesa Hawley,Reading Research CouncilNorthwest(866) 677-7726 (Everett)

Marlene Easley, DyslexiaUnlearned(360) 714-9619 (Bellingham)

Kathy Hawley, Cascade DyslexiaCorrection(509) 784-1927 (Entiat)

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

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

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

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

Lawrence & Renie Smith,Meadowbrook Education Services(800) 371-6028(509) 443-1737 (Spokane)

Ruth Ann Youngberg, DyslexiaMastered(360) 671-9858 (Bellingham)

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

WisconsinCyndi Deneson & Darlene Bishop,New Hope Learning Centers, Inc.(888) 890-5380(414) 774-4586 (Milwaukee)

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

D’vorah Hoffman, LivingHands Learning CentrePhone: (416) 398-6779 (Toronto,Ontario)

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

Jeri McleodPhone: (403) 503-0108 (Calgary)

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

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

Names of other licensed DavisProgram providers in Europe,

Latin America, Africa, theMiddle East and Asia, can be

obtainedfrom the DDA offices listed on

the back cover or on theInternet at

www.dyslexia.com/affil.htm

PAGE 16 THE DYSLEXIC READER

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

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CA

PERMIT NO.14

~

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

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

DDA-Israel20 Ha’shahafim St.Ra’anana 43724ISRAELTel: +972 (09) 772-9888Fax: +972 (09) 772-9889E-mail: Israel@dyslexia.com

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

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

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

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

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

Based on the best-selling book The Gift ofDyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basictheories, principles and application of all the proceduresdescribed in The Gift of Dyslexia. Training is done with acombination of lectures, demonstrations, group practice,and question and answer sessions. This is the first step inthe eleven-step Davis Facilitator Training Program.Attendance is limited to ensure the highest quality oftraining.

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 aclassroom, home school, tutoring, or therapeutic setting.

2001 International Schedule

US San Francisco July 9 - 12Asia Singapore July 19 - 22Germany München July 26 - 29US Minnesota August 7 - 10Switzerland Basel September 6 - 9US San Francisco Oct 29 - Nov 2Germany München November 1 - 4

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

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

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

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

For a fulldescription of theDavis Facilitator

CertificationProgram, ask for

our booklet.

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

Fundamentals of Davis Dyslexia Correction Workshop