By Abigail Marshall

Scientists studying the brain havefound that dyslexic adults whobecome capable readers use differentneural pathways than nondyslexics.This research shows that there aretwo independent systems for reading:one that is typical for the majority ofreaders, and another that is moreeffective for the dyslexic thinker.

NIMH Study of Dyslexic Adults

Researchers Judith Rumsey andBarry Horwitz at the NationalInstitute of Mental Health usedpositron emission tomography (PET)to compare regional cerebral blood

flow (rCBF) among dyslexic andnondyslexic men. The dyslexicsubjects had childhood histories ofdyslexia and continued to show somesymptoms related to reading, buttheir overall reading ability varied.For some word recognition andcomprehension tasks, the dyslexicmen scored as well as or better thancontrols.

The men in the study were askedto perform several single-wordreading and decision making tasks.They were asked to perform sometasks that relied on their ability tosound out words (such aspronouncing a pseudo-word such ascazot) and some tasks that relied ontheir ability to recognize irregular,

nonphonetic spellings of real words(such as reading aloud words likepharoah or choir).

When brain activity wascorrelated with reading ability, theresearchers observed an intriguinginverse relationship between readingability and cerebral blood flowpatterns. For nondyslexic controls,

Vol. 33 Davis Dyslexia Association International Issue 4 • 2003

Dys lex ic Read er• •́ •́~The

continued on page 4

Brain Scans Show Dyslexics ReadBetter with Alternative Strategies

News & Feature Articles:Brain Scans . . . . . . . . . . . . . . . . . . . . . . .1Dreams Coming True in Iceland . . . . . . .1Back to School Tips for Teachers . . . . .3Word Master According to

Humpty Dumpty . . . . . . . . . . . . . . . . . .9Das Phänomen“Widerstand” in der

Davis-Beratung . . . . . . . . . . . . . . . . . .11Es ist nicht alles Gold was glänzt 11In Memory . . . . . . . . . . . . . . . . . . . . . . . .15Her Sparkle Has Returned . . . . . . . . . . .16Movies In My Head . . . . . . . . . . . . . . . . .17The Gift of Learning . . . . . . . . . . . . . . . .19Regular Features:In The Mail . . . . . . . . . . . . . . . . . . . . . . . .2Famous Dyslexics Remember . . . . . . .18Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Book Review . . . . . . . . . . . . . . . . . . . . . .19New Facilitators & Specialists . . . . .20-22Workshops . . . . . . . . . . . . . . . . . . . . . . . 23

In This Issueby Alice Davis, DDAI Director

Ron and I visited Iceland inAugust to help AxelGudmundsson and Lesblind.comlaunch the Icelandic edition ofThe Gift of Dyslexia and toparticipate in the firstpresentations of the DavisLearning Strategies andFundamentals Workshops inIceland. The country and itspeople are fantastic. Iceland hasnatural beauty everywhere in theform of sea, fjords, mountains,glaciers, lava formations,waterfalls, and lakes. The air iscrystal clear and clean. Thepeople are warm, friendly and

extremely interested in our work.The Lesblind.com Team of

Axel, Örn, Hilder, Judith Shawand Laura Shone have done anincredible job of introducing TheGift of Dyslexia and DavisDyslexia Correction to Iceland.One measure of their success isthat the English edition of Ron’sbook has been the #2 bestseller atAmazon.com in Iceland for thepast several months, just behindHarry Potter! To meet the demandAxel generated in February, 2003with lectures and press coverage,several Facilitators have had theopportunity to travel there to do

Dreams Coming True in Iceland

continued on page 14

Week One Report fromTwo Icelandic Teachers

August 28, 2003

Dear friends and fellow teachers,I have been using the Davis

Learning Strategies now for oneweek with my first grade studentsand I have already made onediscovery. One of my students isvery active even though he hasn’tbeen diagnosed with hyperactivity oranything like that. I couldn’t get himto do the Release or the Focusing, hewas just all over the classroom. So Idecided to use the Dial-Setting, andguess what? He told me that his Dialwas at a 9! I asked him if he couldput it down to 5 or 6 and he said that

he would try. In the next lesson hesat still for almost 20 minutes, andhe tried the Release but didn’t quiteget the Focusing. Today he was likeanother person, he sat still the wholetime and did what I asked of him.I’m so pleased and I have to say ifyour students are having a hard timecalming, do the Dial before anythingelse, because at least for myclassroom it made the rest possible. Iwonder how everybody else isgetting on with this? Hope to hearfrom you all soon.

Bye, Sigrún Baldurdóttir Hellissandi

Hello all you wonderful people!!How very exciting Sigrún! This

was just what I needed to hear, as I

will meet my Special Needs studentstomorrow. They are 3rd graders andhave many problems I am told. Doraand Steinunn and me have beenpreparing letter boards, buying clayand cardboard boxes from the pizzaplace. Dora has already begunapplying the program to maths forthe young ones by making circles,triangles and squares, then the signsand numbers later on. It’s so cleverof her; the signs are a real trouble inmaths for some pupils. I havealready given my 7th gradersRelease and after the first gigglingand peeping, they have relaxed aboutit and I look forward to seeing therest work for them!

Love, Áslaug

PAGE 2 THE DYSLEXIC READER

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite245, Burlingame, CA 94010 USA 1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positiveaspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academicsuccess. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can becorrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Maria Fagioli and Dee White. DESIGN: Julia Gaskill.SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: 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®, DavisSymbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis.Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.

Copyright 1996 Randy Glasbergen. www.glasergen.com

IN THE MAIL

In all affairsit's a healthy thingnow and then tohang a questionmark on thethings you havelong taken forgranted. —Bertrand Russell

“

“

PAGE 3 THE DYSLEXIC READER

Back to School Tips for TeachersHow to create a positive experience in the classroom for dyslexic students

by Mary Ellen Schutz(originally posted to the Davis Dyslexia

Discussion Board, www.dyslexiatalk.com

I have two highly-intelligent,artistic, athletic, kind-hearted,sociable children...both of whomhappen to be dyslexic...both ofwhom experienced dramatic,sustainable improvements in reading,writing, and math using Davistechniques.

What follows is some baseinformation that I now give all mychildren’s general classroomteachers at the beginning of eachyear. Even without specializedtraining, each and every teacher canmake it possible for dyslexicchildren to have a positiveexperience in the classroom.

Yes...it takes a little thought andplanning...

Yes...it takes a littleunderstanding...

But the pay off is 1,000 fold...

What can a teacher expect to seein dyslexic students?

Deep thought — My childrenthink primarily with meaning oflanguage (as opposed to the sound oflanguage). They can offer deepinsight and complex analysis oftopics.

Intuitive thought — “Picturethinking” occurs at the rate of 32ideas or concepts per second, insidethe subliminal band. It is anywherefrom 400 to 2,000 times faster thanverbal/sequential thought, whichoccurs at the rate of speech (with anupper intelligible limit of 4 to 5words per second). My childrenoften come to the right conclusion,but require assistance in slowingtheir thoughts down to a rate thatallows them to “view” the processthey used to reach the conclusion.

Verbal discussion of the linear,sequential process for reaching theconclusion and written outlines oftenhelps. Discussion helps my childrento transition to verbal

conceptualization, the mode ofthinking required to present theirthoughts in coherent, written form.When writing, checking in with anadult every few paragraphs andprompts for intermediarypunctuation, help slow their thinkingdown, improving the overall writtenpiece.

Curiosity — My children’s rapidrate of thought allows them toconsider more options and posemore questions in a given period oftime. The flip side of this coin isboredom and difficulty transitioning.If a topic is of interest to them, mychildren will delve deeper into theidea. If the topic is not of interest orconfusing, they will find somethingelse more interesting to think aboutand/or do. In either case, this traitoften triggers (consciously orunconsciously) their ability to distortperception. On the plus side, thedistortion blocks out distractions. Onthe minus side, those blockeddistractions may include movementof the class to the next task or topic.A quick check to see if they are withyou at transition times (andattracting their attention if they arenot) usually ensures that they get thenext piece of information and followyour direction.

Ready grasp of complex ideas— My children’s high intelligenceand comparative mode of learningallow them to rapidly grasp and

analyze complex issues and ideas.They often can master a conceptfaster than the typicalverbal/sequential thinker canconceive it. This is particularly trueif the lesson includes a kinestheticcomponent. It is, however, a two-edged sword. If new ideas and issuesare first presented without relativecontext, the confusion theyexperiences can be so intense andprofound that they can be leftdisoriented and incapable of learninguntil that confusion is resolved ordismissed.

Sense of humor and drama —My children are fun to work with.They want to learn, delight in newdiscoveries, and respond to positivereinforcement. Their creativity andimagination add a sense of humorand drama to the classroom. Theirstrong opinions add to the dynamicsof any group discussion.

Inventive and literal phoneticspelling — With limited experiencereading text with the letters in theirproper position and orientation, mychildren’s spelling of even regularwords can be imaginative andinconsistent. Spelling for mostirregular words and words known totrigger dyslexic disorientation (mostof the words on the Dolch and Sittonsight word lists) is just now comingwithin their grasp. They onlyrecently gained enough experience

continued on page 7

PAGE 4 THE DYSLEXIC READER

Australia

Brenda Gayle BairdBrisbane61 (07) 3341 3471

Sally BeulkeMelbourne 61 (03) 5727 3517

Catherine ChurtonDDA-Australia DirectorSupervisor-SpecialistSydney61 (0421) 252 518

Jan GormanEastwood/Sydney61 (02) 9874 7498

Naren HoosonSydney61 (02) 9801 1917

Linda HoubenSydney61 (02) 9948 4307

John ReillyBerala/Sydney61 (02) 9649 4299

Austria

Annette DietrichWien43 (01) 888 90 25

Gabriele KlugBaden43 (2252) 214 56

Christa SalcherWien43 (01) 888 61 44

Bahrain

Sameera Sadiq Al BaharnaManama973 555 201

Belgium

Edith RotenbergLiege32 474 812 899

Bolivia

Maria OrmacheaLa Paz591 (02) 792 945

InternationalDavis Dyslexia

Correction®Providers

The Davis DyslexiaCorrection program is

now available from morethan 300 Facilitators

around the world. Forupdates, call:

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

www.dyslexia.com/providers.htm

stronger activation of left hemisphericreading systems, including the left angulargyrus, corresponded to better reading skill.For dyslexic subjects, the opposite wastrue: the stronger the left-hemisphericpattern, the poorer the reader. In contrast,increased reading skill for dyslexics wascorrelated with greater reliance on rightbrain systems, but for non-dyslexics

increased right brain use correspondedwith reduced reading ability.

Comparison of Reading Outcomesamong children followed sincekindergarten

A team of researchers led by SallyShaywitz at Yale University has confirmedthat dyslexic individuals who become goodreaders have a different pattern of brain usethan either nondyslexic readers, ordyslexics who still read poorly. Theresearchers used functional magneticresonance imaging (fMRI) to evaluate brainactivity among 20-year-old dyslexic menand women selected from a group that hadbeen followed since kindergarten. All thedyslexic subjects had a history of severereading impairment in early childhood.However, while some of the studentscontinued to struggle with readingthroughout their school years (“persistentlypoor readers”), others improved by theirhigh school years, becoming accuratereaders with strong comprehension skills(“accuracy improved readers”).

Dyslexic subjects from both groups aswell as non-dyslexic control subjects wereasked to perform reading tasks involvingphonological processing (non-wordrhyming test) and ascertaining meaning(semantic category test). During the non-word rhyming test [“Do leat and jeterhyme?], both dyslexic groups showed lessactivation of the left posterior and temporalareas of the brain as compared to thecontrol group. However, the dyslexics whowere improved readers also had greateractivation of right temporal areas and bothright and left frontal areas.

For the semantic category test [“Are

Brain scans. . .continued from page 1

continued on page 5

Brain scans suggest that in dyslexic brains, information flows along a different pathway, bypassingthe left-brain area where sounds are mapped to words.

Dyslexic brain

Typical brain

Dyslexic Men (n=17)r=-.69

.70 .75 .80 .85 .90 .95 1.00

110

105

100

95

90

85

80

75

70

6560

Control Men (n=14)r=+.62

.74 .76 .78 .80 .82 .84 .86 .88 .90

120

115

110

105

100

95

Rea

ding

Abi

lity

Increased Left Brain Blood Flow

PAGE 5 THE DYSLEXIC READER

Brazil

Ana LimaRio De Janeiro55 (021) 2295-1505

Canada

Wayne Aadelstone-HasselNorth Vancouver1 (604) 988-7680

Winifred BauerBritish Columbia1 (250) 359-0195

Ashley BenjaminAlberta 1 (866) 685-0067

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

Darlene BrownSmithers/Prince Rupert1 (250) 847-3463

Paddy CarsonEdmonton/Alberta(780) 489-6225

Sher GoerzenBritish Columbia1 (604) 290-5063

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

Sue HallWest Vancouver1 (604) 921-1084

D'vorah HoffmanToronto1 (416) 398-6779

Catherine SmithOakville/Toronto1 (905) 844-4144

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

China

Carrie CheungHong Kong852 90 111 736

Lai Wan Livia WongHong Kong852-2810-0282

CyprusAlexis MouzourisLimassol35-72-538-2094

France

Dominique BlaessLe Pecq/Paris33 (01) 39 76 12 61

corn and rice in the same category?”] thepersistently poor readers showed brainactivity very similar to the nondyslexiccontrol group, despite the fact that theirreading performancewas significantlyimpaired. Like thecontrol group, thepersistently poorreaders activate leftposterior and temporalsystems. In contrast,the improved dyslexicreaders bypassed thisarea entirely.

This research suggests that for dyslexicreaders, the left brain areas associated withphonetic decoding are ineffective. While anon-dyslexic reader finds such pathways anefficient route to reading, the dyslexicreader essentially becomes entangled in aneural traffic jam. In contrast, dyslexicswho bypass these mental pathways, relyingmore on areas of the brain involved innonverbal thought and in analytic thought,are able to become capable readers.

Impact of Findings for EducationThese brain imaging studies show that

teaching methods that may work well for alarge majority of schoolchildren may becounterproductive when used with dyslexicchildren. If dyslexic children follow thesame inverse pattern as their adultcounterparts, then as a dyslexic childbecomes more adept at using left-hemispheric pathways implicated inphonetic processing, reading skill will bediminished rather than enhanced.

A recent study by GeorgetownUniversity researchers studying readingdevelopment seems to confirm thispossibility. Researchers found that as youngchildren gain proficiency in reading, theyshow “developmental decreases in the righthemisphere.” Brain scan evidence showedthat the process of learning to read did notinvolve growth in ability to utilize left-hemispheric pathways at all, but rather onlydiminishment of ability to use thecorresponding right hemispheric areas. Forthe typical students who were observed inthe study, such development correspondedwith improved reading ability. However, ifthe inverse pattern observed in dyslexicadults holds true in children, then suchdevelopment would lead to diminished

reading ability for the 15-20% of childrenwho fit the dyslexic profile.

The right hemisphere is where manynonverbal thought processes take place,including the ability to associate aperceived written word with the object itrepresents. The right hemisphere is also

more specialized for theanalysis of space andgeometrical shapes andforms, and is the site ofcreative mental activity.Thus, a right-hemisphericinvolvement in the readingprocess might suggesthigher reliance onrecognizing visual wordand letter shapes, on

associating words with sensory impressionsof their meanings, and on utilizingcontextual information to discern meaning.

Thus, it may be that reading instructionthat is effective and supported by researchinvolving non-dyslexic children, may be arecipe for failure when imposed ondyslexic children. This may be due toinnate physical differences in brainstructure which have been observed bymany researchers. It may also result from adevelopmental cognitive preference and apredominantly visual-spatial learning style.

For typical, nondyslexic children,reliance on left hemispheric systemsimportant for phonetic decoding mightprovide a direct bridge to learning andcomprehension. In contrast, for the dyslexicchild, this may essentially be a bridge tonowhere. Rather than development of left-brain system pathways associated withlearning and applying phonic pathways,dyslexic children may need an educationalapproach that bolsters the word-pictureassociative and problem-solving skills ofthe right hemisphere.

In contrast, teaching methods based onintensive or systematic drill in phonemicawareness or phonetic decoding strategies,which are premised in part on a desire to“rewire” the dyslexic brain, may beneurologically as well as psychologicallyharmful to dyslexic children. Suchapproaches might simply emphasizereliance on thinking strategies that are aslikely to diminish reading ability as theyare to improve it, increasing both thedegree of impairment and the level offrustration.

Brain scans. . .continued from page 4

“...teaching methods thatmay work well for a largemajority of schoolchildrenmay be counterproductivewhen used with dyslexic

children.”

continued on page 6

PAGE 6 THE DYSLEXIC READER

Jennifer DelrieuVoisins le Bretonneux/Paris33 (01) 30 44 19 91

Valentine Galliot-AppiaAubergenville/Paris33 (01) 30 99 53 59

Carol Nelson-PollardParis33 (01) 46 51 72 63

Odile PugetGex/Geneva33 (0450) 41 82 67

Germany/Deutschland

Liesbeth Berger-LamingStuttgart-Vaihingen49 (0711) 782 3115

Ute BreithauptLangenselbold49 61 846-1874

Andrea FleckensteinWitzenhausen49 (05542) 91 16 07

Cornelia GarbeBerlin49 030 61 65 91 25

Margit GeussWessobrunn/München49 (08809) 163034

Matthias GradenwitzFrankfurt am Main49 (069) 94 94 58 85

Astrid Grosse-MönchBuxtehude49 (04161) 702 90 70

Wibke HachmannFreiburg 49 (0761) 13 78 288

Das Legasthenie InstitutSonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorWilfried BährHamburg49 (040) 25 17 86 23

Kirsten HohageNurnberg49-91-154-2518

Christine JacobLörrach49 (07621) 134 60

Wiebke JanssenLilienthal49 (04298) 466 836

Doris Karl-AkovaBremen49 (0421) 713 30

Rainer KnoblochLeinburg/OrtsteilDiepersdorf 49 (09120) 18 14 84

Davis Theory and MethodsDavis Learning Strategies® and Davis

Dyslexia Correction® emphasize a creative,meaning-based strategy for acquisition ofbasic reading skills. Children (and adults)use clay to model the concepts that areassociated with word meanings at the sametime as modeling the letters of each word inclay. This approach probably buildsreliance on the right-hemispheric abilitiesthat seem crucial for reading developmentamong dyslexic students.

With older children and adults, DavisDyslexia Correction methods routinelyproduce very rapid progress in readingability. Thus, it seems that the skills neededfor dyslexics to become able readers can bereadily acquired at any time. The brain scanresearch provides a road map that can befollowed simply through application ofeducational approaches that help reinforcethe natural thinking patterns and habits ofthe dyslexic learners, rather than try toforce dyslexic learners to try to think likepeople whose brains simply are structureddifferently than theirs.

References:Brown, WE, Eliez S, Menon V, et al

(2001). Preliminary evidence of widespreadmorphological variations of the brain indyslexia. Neurology 56: 781-783.

Horwitz B, Rumsey JM, Donahue BC(1998), Functional connectivity of theangular gyrus and dyslexia. Neurobiology:95: 8939-8944.

Rumsey, JM, Horwitz, B, et al (1999):A functional lesion in developmentaldyslexia: left angular gyral blood flowpredicts severity. Brain and Language, 70:187-204.

Shaywitz SE, Shaywitz BA, Fulbright R,et al (2003). Neural Systems forCompensation and Persistence: YoungAdult Outcome of Childhood ReadingDisability. Biological Psychiatry 54:25-33.

Turkeltaub PE, Gareau L, Flowers DL,et al (2003) Development of neuralmechanisms for reading. NatureNeuroscience 6: 767-773, at 769

Brain scans . . .continued from page 5

The Importance of LearningMeaning

Researcher Sally Shaywitz followedthe progress of students from kindergartenthrough high school graduation. Somestudents identified as struggling readers inprimary years remained persistently poorreaders throughout their school years;whereas others became accurate readerswith strong comprehension skills by thetime they were in high school.

Using fMRI brain scanning technology,Dr. Shaywitz discovered that theimproved readers had developed strongcompensatory strategies that distinguishedthem from the persistently poor readers.The good readers had more advancedvocabularies and used context andsemantic skills to gain meaning from text.The poor readers appeared to rely solelyon phonetic decoding strategies andmemory, without having developed goodword analysis skills.

Dr. Shaywitz wrote:“These findings have important

educational implications and are ofspecial relevance for teaching childrento read. Consistent with our knowledgeof the components of reading, childrenneed to be able to sound out words todecode them accurately, and then, theyneed to know the meaning of the word,to help decode and comprehend theprinted message. Both the sounds andthe meanings of words must be taught.”

Davis Learning Strategies are designedto integrate well with any curriculumalready in place at a school. At theprimary level, the Davis tools provide aneasy and direct way to develop cognitiveskills and enable children to learn wordmeanings at the same time as they areintroduced to other decoding strategies.These provide the foundational skills thatlater enable at-risk children to overcomebarriers to learning and to become capablereaders.

Davis Symbol Mastery is specificallygeared to building strong analytical skillsfor discerning word meaning. Theemphasis on dictionary skills — lookingthe word up, reading the definition,practicing using the word in sentences,modeling the meaning in clay — allrequire the student to both think aboutmeaning and develop an analyticalframework that will provide a lifelongpathway to effective learning.

PAGE 7 THE DYSLEXIC READER

Germany/Deutschland(cont.)

Inge Koch-GassmannBuggingen49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar49 (07148) 66 08

Marianne KranzerKönigsfeld49 (07725) 72 26

Gundula PatzlaffStuttgart49 (0711) 23 64 86 0

Barbel PreussMunchen49 (089) 69 38 03 92

Ursula Rackur-BastianIdstein/Rheingau-Taunus-Kreis/Wiesbaden49 (06126) 565 01

Colette ReimannLandshut49 (0871) 770 994

Ursula RittlerStuttgart49 (0711) 47 18 50

Petra SaegerStorkow / Berlin49 (03987) 15 21 06

Gabriela ScholterSupervisor-SpecialistStuttgart49 (0711) 578 28 33

Inge StarckBattenberg/Eder49-645-293-2888

Marietta TiebenHaren49 (05934) 70 47 37

Magdalena Vogel-EichertBonn49 (0228) 689 69 70

Ulrike von Kutzleben-HausenDeisslingen49 (07420) 33 46

Gisela WedemeyerHameln/Hannover49 (05151) 647 85

Dr. Angelika WeidemannUlm49 (0731) 931 46 46

Susanne WildPaar49 (08205) 959 08 28

Christine WuschWuppertal49 (0202) 80 230

Anna Henia ZawidowskiFeldgeding bei München49 (08131) 853 03

to recognize some misspelled words. Asthey are exposed more consistently to textwhile properly oriented, see their workimmediately generated to a printed page,and progresses with Symbol Mastery oftrigger and irregular words, their spellingbegins to show improvement. Formalmorpheme- and rule-based spellinginstruction can be expected to speed theprocess. Allowing the use of a spellchecker, a talking dictionary, and providingediting assistance all improve the endproduct. Continued morpheme-basedspelling instruction can be expected tospeed their progress.

Inconsistent application of writingconventions — Summarily, automatically,and unconsciously dismissed from theirvisual buffer as a meaningless source ofconfusion, my children“saw” punctuation onthe page for the firsttime during the Davisreading intervention. Acombination ofexperience withpunctuation “present”on the page, tutorialwork using the DavisPicture-At-Punctuationtechnique and editing support, haveallowed my children to include beginning,ending and some intermediary punctuation.Keyboarding (rather than expending energydrawing individual symbols) and viewingtheir encoding work as a printed page allowthem to apply writing conventions moreconsistently.

Knowledge gaps — While attempting toresolve confusion, while deep in thought,and while intentionally accessing andmanipulating data in the sensory buffers,dyslexic children become disoriented. Theirinner clocks speed up or slow down. Theirsenses of balance and movement reverse.Their brains are not “seeing” what theireyes see or “hearing” what their ears hear.While disoriented, my children missedinformation that was presented, leavingunexpected gaps in their knowledge base.“Everybody knows…” and “Everybodylearned that in…” are not validassumptions. “Odd” and “obvious”questions are, generally, not meant toannoy, but are real attempts to fill the gapsleft by disorientation and the difference inthinking modes.

Shut down — For my children,resolving confusion is not a matter offitting the pieces into the puzzle correctly,but of getting the pieces to work with in thefirst place. Since they think primarily withthe meaning of language, when they faceconfusion, they face profound confusion.They cannot always explain which piece ismissing. Since context and meaning aretheir primary recall tools, when they “don’tget” something—the entire picture is blank.

Add the fact that, for my children,writing has never been a matter of merelyjotting down thoughts. It is comprised ofthe incredibly arduous tasks of reducing thespeed of thought by a factor of 400 to2,000, breaking the thought into pieces,arranging the pieces sequentially so theycan be presented in a linear fashion,breaking the information into individualsounds, selecting the appropriate 2dimensional symbols to represent the

sounds, and finallyreproducing the symbolsin the proper size, shape,orientation, and order.Add difficultiesdecoding symbols andtranslating linearinformation into useable,multidimensionalthought.

My and other dyslexic children faceincredible amounts of frustration daily.Faced with constant corrective feedback,overwhelming confusion, frustration, andhumiliation, an overwhelming sense ofinability, and resistance to even starting theschool day can build. In the past, this hasled to tardiness, anger, deterioration in self-esteem and social interaction, morbiddepression, and shut down.

What can a teacher do to help?

Be cognizant of the signs ofdisorientation — When my children arelearning, they are relaxed, alert, and thetask at hand has their attention; they arewilling participants in learning activities.Intense concentration; daydreaming;vacant, dull eyes; balking at tasks;disruptive, avoidance behaviors; confused,dazed looks; fidgeting; frustration; andtense muscle postures all are indicationsthat something has triggered disorientation.My children were taught orientation,focusing and relaxation techniques duringtheir reading and math interventions.

Back to school . . .continued from page 3

“Odd and obviousquestions are, generally, notmeant to annoy, but are realattempts to fill the gaps left

by disorientation...”

continued on page 8

PAGE 8 THE DYSLEXIC READER

Germany/Deutschland(cont.)

Angelika ZellerBichl49 (08857) 91 68

Iceland

Judith ShawMossfellsbaer/Reykjavik354 586-8180

Ireland

Sister Antoinette KeelanDublin353 (01) 884 4996

Indonesia

Elizabeth MartinJakarta62 21 769 4845

Israel

Etya CheslerKfar-Saba/Tel Aviv972 9 768 0267

Goldie GiladKfar Saba/Tel Aviv972 (09) 765 1185

Eve ResnickKfar Saba / Tel Aviv972 (09) 766 2140

Judith SchwarczDDA - Israel DirectorDavis SpecialistRa'anana / Tel Aviv972 (09) 772 9888

Edna TuneHerzeliah972 9 958-3372

Italy

Elisa De FeliceRoma39 (06) 507 3570

Dr. Raffaella ZingerleCorvara In Badia39 (0471) 83 68 71

Japan

Helen Brittle-MatsukiTokyo81 (03) 3795 5997

Tina KirbyOkinawa81-314-033-4678

Lebanon

Samar Riad SaabBeirut961 3 700 206

MalaysiaHilary CraigKuala Lumpur603 2096 1342

Remind them to use those tools. Help themidentify and remove the source of theconfusion. Leave the confusion unresolved,permit excessive concentration, and theymay enter a “hypnotic state” that impedeslearning and induces migraine headaches.

Provide context — For visual-spatiallearners, the sound of the name of aconcept is not synonymous with theconcept, nor is sound their key tool forrecall. Briefly prefacing a new concept orissue with contextual information generallyallows my children to transition andprepare to receive new information. Forexample, you might introduce a newscience topic with something along thelines of, “Today, we will be studying how aplant reacts to light andthe role of light in plantfood production. Key tounderstanding plant foodproduction is a processcalled photosynthesis.”With those two briefsentences, a concrete,comparative context forthe new concept isestablished, the relativeimportance of the new concept is set, andthe name and sound of the new concept ispresented. A setting for learning isestablished.

Provide positive reinforcement andencouragement — With encouragementand positive feedback that leveragesexisting knowledge and accomplishments,my children are hard working students.They truly want to learn. Beyond that, theyneeds to know that, regardless of theirspelling mistakes and labored reading, theirteachers see them as smart. When childrensense that you believe in them, when theyKNOW, that you KNOW he or she is anintelligent, full member of your learningcommunity, they will go the extra mile.You can expect tremendous things of themand they won’t back down or disappointyou. When they do not get positive input,my children shut down and will not evenattempt tasks they believes they can’t do.

Provide kinesthetic/social learningopportunities — My children’s bestlearning occurs in hands-on, interactivesettings. Illustrations, models,dramatizations, and real world examplesimprove understanding of new conceptsand terms. The ability to reorder and multi-

dimensionally rearrange their ideas at leasthalf a dozen times in the blink of an eye,coupled with the inconsistencies in theirinner clock, contribute to their globalsequencing deficiencies. The concepts oftime, change in relation to a standard,sequence, and order vs. disorder wereformally introduced during the Davis MathMastery® intervention. Participation inlabs; debates; discussions about text,concepts and processes; allow them to“see” the sequence of events and converttheir thoughts into ideas that can beexpressed in coherent, written form.

Provide assignment checklists orrubrics — Checklists compensate forglobal sequencing deficiencies and detailsmissed due to disorientation. They allowmy children the opportunity to meet yourexpectations for a complete assignment.

Support the use of theplanner for dailyassignments andreminders.

Be lenient withspelling and writingconventions — Savethe heavy editing for“show pieces” andmajor projects.Understand that, while

neatness counts, when my children arethinking at their best, their most creative,deepest in thought and analysis, theirdyslexia and dysgraphia are at their worst.Poor handwriting, misspellings, and theabsence of punctuation do not necessarilyreflect amount of time, effort or thought putinto a piece of work. When editing isrequired, provide editing assistance thattackles one deficiency at time, acontent/organizational pass, a punctuationpass, and a spelling pass. Allow the use ofword processor spelling and grammarcheckers, the talking speller/dictionary/thesaurus. Accept dictated and keyboardedassignments.

Provide talking books — My children’sdyslexia is not yet fully corrected. Theystill face a myriad of words that areunderstood conceptually, but not yetrecognized in print. They have manydyslexic trigger words to master. Thesecontribute to a slow reading rate, difficultydecoding text, and low reading stamina.Talking books, read along activities, thetalking dictionary, Davis Symbol Masteryand Picture-at-Punctuation exercises, all

Back to school. . .continued from page 7

continued on page 9

“When editing is required,provide editing assistancethat tackles one deficiency

at time...”

PAGE 9 THE DYSLEXIC READER

Mexico

Sandra Cecilia GorozpeBarbaraQuerétaro52 (01442) 220 52 48

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

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistDLS Workshop PresenterAlejandra Garcia MedinaDLS Workshop PresenterGraciela Trevino GonzalezOlga Zambrano de CarrilloDDA - Mexico DirectorGarza García, Monterrey52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas 52 (833) 213 4126

Lucero PalafoxVeracruz52 (022) 99 351302

Susana Palafox Naucalpan, Edo. de Mexico 52 (55) 5251-3037

Sociedad de ConsultatoriaOrganizacionalMaria Eugenia GutierrezMaria Lourdes GutierrezMexico D.F.52 (55) 5595 8442

Netherlands

Kees BlankendaalWijk bij Duutstede31 (06) 1460 6863

Ineke BlomDorpstraat31 20 436-1484

Lot BlomUtrecht31 (030) 271 0005

Hester BrouwerGroningen31 (050) 52 61 146

Lieneke CharpentierNieuwegein31 (030) 60 41 539

Monique CommandeurUithoorn31 (0297) 56 88 50

Mine de RanitzDriebergen31 (0343) 521 348

Christien De SmitSluis31-11-746-1963

contribute to their becoming anindependent reader. They allow my childrento expend their energy learning conceptsrather than decoding symbols. Allow themto opt out of embarrassing read-aloudsituations.

Allow the use of a calculator andmanipulatives — Concrete, comparativelearning is an asset when analyzingcomplex mathematical and scientificproblems, but a liability when attemptingrote memorization. My children are capableof mathematical analysis, understand thearithmetic operations, but have difficultyretaining math facts. Use of the Davis Gridtechnique and Symbol Mastery ofmathematical symbols and terms areimproving their computational skills. Useof a calculator and/or manipulativesprevents the underlying calculations fromundermining the learning of new concepts.

Require homework only to the extentthat it is necessary for evaluatingknowledge/grasp of materials — Mychildren expend tremendous amounts of

energy coding and decoding informationduring the school day. Repetitive, practiceassignments, designed for learning byconditioning, add to their exhaustion andfrustration, not their knowledge base.

As for the Davis specifics...yes, you canhelp a child in a couple of half-hoursessions a week. After school may or maynot be the best time, since most dyslexicchildren have expended ~10x as mucheffort as verbal, sequential learners, just tomake it through the school day. Mychildren do their on-going Symbol Masterywork during the school day, during whatfor most students would be a study hall.Mastering a word generally takes 20-45minutes and our facilitator recommendedthat these children master four words aweek. Some kids can do more...some kidsless.

Davis’ new book, The Gift of Learning,describes Dial-Setting. It has been a veryuseful tool for my children...useful not onlyin school, but to calm themselves whenthey were injured or upset aboutanything...to pick themselves up when theywere tired and had to accomplish that onelast thing.

Back to school. . .continued from page 8

“I don’t know whatyou mean by ‘glory,’”Alice said.Humpty Dumptysmiledcontemptuously. “Ofcourse you don’t—till

I tell you. I meant ‘there’s a nice knock-down argumentfor you!’”“But ‘glory’ doesn’t mean ‘a nice knock-downargument,’” Alice objected.“When I use a word,” Humpty Dumpty said, in a ratherscornful tone, “it means just what I choose it to mean—neither more nor less.”“The question is,” said Alice, “whether you can makewords mean so many different things.”“The question is,” said Humpty Dumpty, “Which is tobe master? That’s all.”

Word Mastery According toHumpty Dumpty

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

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

ORDER FORMQty Item Price in US Dollars

Davis Learning Strategies® Teacher Kit__ K-1 __ Grades 2-3 (Check one) $119.95Davis Learning Strategies® Teacher Kit withboth Manuals $149.90Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasersof a full Teacher Kit or Davis Symbol Mastery Kit) $29.95Alphabet Strip $7.95Punctuation & Styles Booklet $9.95Letter Recognition Cards $9.95Pronunciation Key Cards $12.95Symbol Mastery Procedure Chart $1.95Stop Signs for Reading Chart $1.95Koosh Balls (2) $11.00Clay - 2 pounds $8.00Webster’s Children’s Dictionary (Hardcover) $17.95Checking Your Grammar (Softcover) $6.95DDAI Membership $50/year US$60/year non-US

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with Kits

von Astrid Grosse-Mönch Dipl.Psychologin,Davis Berater, Buxtehude, Deutschland

Entwickeln wir keine falsche Bescheidenheit: das“Wunder” geschieht immer: unsere Klienten können nacheiner Beratungswoche fließend lesen und (Wörter)fehlerfrei schreiben, weil sie wissen, wie sie ihreAufmerksamkeit herstellen und erhalten können. Und siewissen, wie sie ihre Verwirrung beherrschen können. Odersie haben ihre Rechenschwäche überwunden und einZahlen- und Operationsverständnis entwickelt.

Trotzdem gibt es manche, die ihr neu erworbenesWissen und Können nicht nutzen und versanden lassen –wie kommt das?

In meinen zahlreichen Nachsorgeterminen bin ich auf(glücklicherweise wenige) Fälle gestoßen, in denen esoffensichtlich einen Widerstand gegen denBehandlungserfolg gibt. Dieses Konzept des“Widerstandes” wurde von Freud gefunden und beschreibtgenau dieses Phänomen: das unbewusste Boykottierendes Behandlungserfolges, weil das Erreichen desBehandlungszieles ein anderes wichtiges Element imLeben des Klienten stören würde.

Bei diesem wichtigen Element kann es sich z.B. um dieBeziehung eines Paares handeln, die (durch irgendwelcheUmstände) im Gleichgewicht gehalten wird. Meine 40jährige Klientin A stellte nach einer überaus erfolgreichenBeratungswoche fest, dass irgendetwas sie anschließenddaran hinderte, die Symbolbeherrschung auszuüben. Inunserem Nachsorgegespräch wurde deutlich, dass diefehlerhafte Rechtschreibung der einzige Bereich in ihremLeben war, in dem sie ihren Mann um Unterstützungbitten konnte – alles andere erledigte sie autonom –während er ihre Unterstützung in mehreren Bereichen inAnspruch nahm.

Die 35 jährige Klientin B brach sich die Hand, umnicht kneten zu können (okay, das ist meineInterpretation). Sie war buchstäblich nicht in der Lage, ihrLeben “in die Hand zu nehmen” und brauchte dieLegasthenie, um für sich das Scheitern ihrer Beziehungenund ihrer Berufstätigkeit zu erklären. Wenn sie dieLegasthenie überwinden würde, müsste sie auch für dieübrigen Problembereiche in ihrem Leben Verantwortungübernehmen…..

Wenn ein Kind sich nach der erfolgreichen Davis-Beratung nicht in der gewünschten Richtung verändert,stellen wir manchmal fest, dass die Mutter dieVerantwortung nicht beim Kind gelassen hat, sondernDruck ausübt – obwohl ich diesen Punkt in der Beratungimmer anspreche. Woran liegt das?

PAGE 11 THE DYSLEXIC READER

continued on page 13

Das Phänomen“Widerstand” in der Davis-Beratung—The Phenomenon of “Resistance” in Davis Facilitation

Es ist nicht alles Gold was glänztAll that Glitters is not Gold

von Ute Breithaupt, Davis Berater, Langenselbold, Deutschland

Ich hatte einmal einen Bericht über eine Fraugelesen, die nach dem Davis-Programm mehrProbleme hatte als früher. Das fand ich sehrbeeindruckend, dass man auch einmal von negativemAusgang des Programms hörte. Sonst hört man immernur wie gut es jedem tut, dass jeder seine Legastheniebeseitigen kann und alles eitel Sonnenschein ist.

Ich möchte ihnen heute von unserer Tochter Anjaerzählen. Bis zu Beginn des fünften Schuljahres hatteihr Klassenlehrer an Anja nichts auszusetzen. Sie isthalt ein bisschen langsam, aber so lieb, musste ich mirimmer wieder anhören. Auf meine Frage, ob erbemerkt hätte, dass Anja das was sie liest nichtversteht, verneinte er großzügig.

Im fünften Schuljahr bekam Anja eineKlassenlehrerin, die damals vor 30 Jahren nochLegasthenie studiert hatte. Sie rief mich an und fragtemich, ob ich wüsste, dass Anja Legastheniker ist. Ich

continued on page 12

Widerstand: Haltung oder Kraft, die einer anderen Absichtentgegenwirkt. resistance: attitude or strength which counteracts(stands opposite) another intention.

PAGE 12 THE DYSLEXIC READER

Netherlands (cont.)

Leonardus D'HooreSluis31 (0117) 56 29 40

Saskia Dijkstra Amsterdam 31-020-463-2753

Marijke Eelkman Rooda-BosGouda31-18-251-7316

Jan GubbelsMaastricht

Judith HolzapfelUtrecht31 (030) 271 2814

Will HuntjensHorn31 (0475) 589 238

Helen KapteinMiddleburg31 118 64 37 73

Carry KulingHeemstede31 (0235) 287 782

Drs. Marianne KusterAlkmaar31 (072) 51 24 301

Edith Kweekel-GöldiSoest31 (035) 601 0611

Imelda LamakerHilversum31 (035) 621 7309

Tineke LeijhZutphen32 (0575) 543 211

ZeiZei LerninstitutDrs. Siegerdina MandemaSpecialist TrainerAdvanced WorkshopPresenterDLS Workshop PresenterDDA - Nederland DirectorRobin TempleSpecialist TrainerWorkshop PresenterMaria Hoop31 (0475) 302 203

Karin MeijAmsterdam31 (020) 679 9152

Sjan MelsenArnhem31 264 42 69 98

Petra MoolhuizenMiddelaar31 (024) 696 3530

Marianne OosterbaanZeist31 (030) 691 7309

Ineke PijpGroningen31 (050) 542 0817

fiel aus allen Wolken. Na klar, Anja drehteein paar Buchstaben und Zahlen, aber ihrHauptproblem lag auf dem Gebiet der Zeit.Sie wurde nie fertig. Egal um was es ging.Hausaufgaben waren zum Beispiel erstnach sechs Stunden und hartem Kampffertig. Morgens wurde sie nie im Badfertig. Andererseits war sie nicht dumm. Siehat ein fantastisches Namensgedächnis undeinen unbeschreiblich gutenOrientierungssinn. Aber sollte sie trotzdemLegastheniker sein?

Als erstes ging ich in eine Buchhandlungund ließ mir alles über Legasthenieausdrucken, was es an Büchern auf demMarkt gab. Ich suchte mir die Bücher:„Legasthenie als Talentsignal“ und„Legasthenie und Begabung“ aus. Die Titelsprangen mir direkt ins Auge. Im Oktober2000 besuchten wir ein Davis Programm.Wir lernten viel und es wurde vieles auchein bisschen besser. Aber eine endgültigeLösung schien es für Anja noch nicht zusein.

Ich begann mit der Ausbildung zumDavis-Berater, um noch mehrInformationen zu bekommen und Anjaaußer mit Koosh-Ball-Spielen undAuslösewörter kneten, weiterhelfen zukönnen. Wir hatten vorher nie etwasanderes an Therapien gemacht und meinerMeinung nach war die Davis-Methodegenau das was Anja brauchte. Aber derKurs den Anja und ich gemacht hatten,schien noch nicht ganz die Lösung vonAnjas Problemen in der Schule zu sein. Sonach und nach arbeiteten wir uns mit Knetedurch die Schulprobleme. Hat schon maljemand „die vier Fälle“ in Knete entstehenlassen? Das ist eine sehr interessanteArbeit. Auch die Zeiten oder die

verschiedenen Winkel aus der Mathematiksehen in Knete toll aus. Anja kann sichalles merken, was sie jemals aus Knetegemacht hat. Aber auch dieseSchulinformation in Knete entstehen zulassen, war noch nicht die Lösung. Anja istimmer noch ziemlich langsam in derSchule. Auch durch kneten derGrundkonzepte lösten sich ihre Probleme inMathematik nicht. Sie versteht nicht immerwas der Lehrer sagt und kann deshalb dieHausaufgaben oft nicht alleine erledigen.Dadurch, dass sie so langsam ist, möchteaus ihrer Klasse kaum jemand mit ihrzusammen in einer Gruppe arbeiten. Einweiteres Problem ist, dass Anja manchmalsehr launisch ist, ohne es zu bemerken. Dasschreckt die anderen Kinder natürlich auchab. Mit Orientierung Loslassen undEnergieschalter ist an Anjas Problem nichtheranzukommen. Sie müsste sich 30 Malim Unterricht orientieren, um sicher zusein, dass sie immer da ist und die richtigeEnergie hat.

Vor einem Jahr hat mich die Schuleangesprochen, ob ich nicht denFörderunterricht für die extremsten Fälleder Schule übernehmen möchte. Siemeinten damit die extremstenLegastheniker denen sie mit ihremFörderunterricht nicht helfen können. Anjahatte sich dafür eingesetzt und Werbung fürmich gemacht. Wen wundert es, dass Anjaeiner von diesen extremen Legasthenikernwar.

Vor zwei Wochen hatte ich Anja dasThema: „wollen“ gegeben. Anja istinzwischen so weit sich selber etwas ausdem Wörterbuch zu erarbeiten. Sie einigtesich mit mir auf die Erklärung: den Wunschetwas zu tun. Während ich mit den anderenKindern arbeitete, brütete sie, wie so oft,vor sich hin und spielte nur mit der Kneteherum. Als ich wieder zu ihr kam, war sienoch nicht weiter. Wir sprachen etwas überdas Wort wollen. Sie kannte es eigentlichganz gut. Sie will zu Hause immer sehr vielund durch ihr Talent jemanden so langeverbal zu bearbeiten, bis sie ihren Willendurchgesetzt hat, dachte ich nicht, dassdieses Wort so schwer wäre für sie. Tja, dahatte ich mich aber getäuscht. Sie machteein paar Knetfetzen und kreiste sie miteiner Knetschlange ein. Das Wort hatte sieschon vorher geknetet. Ihrer Meinung nachwar sie fertig. Wir sahen uns die Definitionnoch einmal an und dann knetete Anja nocheine Kugel und ließ einen Pfeil von den

Es ist nicht alles. . .continued from page 11

Ute und Anja

continued on page 13

PAGE 13 THE DYSLEXIC READER

Netherlands (cont.)

Petra Pouw-LegêneBeek31 (046) 437 4907

Lydia RogowskiHelmond31 (0492) 513 169

Hanneke SchoemakerWageningen31 (0317) 412 437

Sue Hillier-SmithBreukelen31 (0346) 265 059

Tonny StorHeerhugowaard31 (072) 571 6562

Karima P.A. TurkatteAmsterdam31 20 696 4379

Monique UbachsZutphen31 (0575) 541 625

Annette van der BaanAmsterdam31-020-420-5501

Rieja van der ValkAlmelo31 (0546) 067 537

Annemarie van HofUtrecht31 (030) 252 3069

Drs. Marian J.A. vanLeeuwenWoudenberg31 (033) 206 3506

Gerard van PoppelGouda31 (0182) 535 265

Juchke van RoozendaalOss31-41-269-0328

Willem Van UlsenGroningen31 (050) 542 3941

Christa WiersmaDen Haag31 (070) 355 3388

Koos WijnenAsten31 (0493) 69 81 21

Gerda Witte-KuijsHeerhugowaard31 (072) 571 3163

Karin Van WulfenBreda31 076 514 4889

Astrid Zanen-vander BlijAerdenhout31 (023) 524 3485

Im Fall des mittlerweile starklernbehinderten 11 jährigen C fand dieMutter offensichtlich ihren Lebenssinn inder (unglaublich aufwändigen) Versorgungdieses Kindes: sie hatte ihren (interessanten)Beruf aufgegeben, um die Familie zuversorgen, und die Beziehung zu ihremMann war unbefriedigend. Eine zunehmendeAutonomie dieses Sohnes hätte ihrem Lebenseinen Sinn geraubt.

Was können wir Davis-Berater tun, wennwir solche Hindernisse erkennen? Wirsollten keinesfalls die Flinte ins Korn werfenund unseren Teil an der Verantwortung fürdas vollständige Gelingen des Programmsabgeben. Dann manchmal reicht es, unsereBeobachtungen auszusprechen, damit sieden Klienten bewusst werden. MeineKlientin A z.B. hat sich daraufhinentschieden, ihre Legasthenie zu überwinden

und ihren Mann in anderen Bereichen umUnterstützung zu bitten, um dasGleichgewicht in der Beziehung zu erhalten.

Manchmal reicht es, den zentralen Begriffzu kneten, im Fall meiner Klientin B“Verantwortung”, um eine Änderung auf derVerhaltensebene zu erzielen. Manchmal istes notwendig, Klienten an eineBeratungsstelle zu verweisen, damit diegrundlegende Problematik dort behandeltwerden kann.

English Summary:This article discusses the phenomena that

cients sometimes do not use their learnedabilities and tools from a succesful Daviscounseling week to overcome their dyslexia.This “resistance” happens when otherclient-goals in the client’s life that areimportant to the client would be destroyedby their dyslexia success. This conflict canbe overcome when the client becomes awareof the resistance and the reason for it.

Das Phänomen“Widerstand”. . .continued from page 11

Knetfetzen zu der Kugel gehen. Die Fetzenwollen eine Kugel werden. Ihre Definitionwar: Wollen bedeutet einen Wunsch zu tun.

Eine Woche später gab ich ihr dieAufgabe das Wort wollen noch einmal zukneten und diesmal sollte sie sich selber indas Bild mit einbringen. Das gleiche Spielbegann. Sie saß davor und brütete. Plötzlichbegann sie zu kneten. Sie machte eineKnet-Anja und ein Pferd. Anja hat denWunsch zu reiten. Wir sprachen dann nochüber den Wunsch im Mathe-B-Kurs zubleiben, was nur funktioniert, wenn siebessere Noten erreicht. Es ist der Wunschetwas zu tun.

Haben sie schon einmal das Leuchtengesehen, dass jemandem anzusehen ist,wenn er etwas vollkommen verstanden hat?Anja hatte gemerkt, dass es nicht reichtetwas nur zu wollen, man muss auch etwasdafür tun.

Seit einer Woche spielen wir Morgensvor der Schule wieder Koosh-Ball. Anjabraucht das unbedingt, um gut gelaunt ausdem Haus zu gehen. Sie besteht darauf,dass ich mir dafür Zeit nehme. Abendsbesprechen wir manchmal kurz Englisch-Vokabeln und Mittags fragt sie mich wennsie in Mathe nicht weiterkommt.Inzwischen ist dies nicht mehr sehr oftnötig.

Weitere für Anja wichtige Worte waren:

„müssen“ und „an sich arbeiten“.Die Moral von der Geschicht´Geben Sie nie die Hoffnung auf.

Manchmal ist es einfacher als man denkt.Es liegt an uns den richtigen Schlüssel zufinden, um eine weitere Tür in die Welt zuöffnen. Und denken sie immer daran:Nichts ist unmöglich.

Nicht bei jedem Legastheniker ist es soschwer, wie man aus vielen Berichten imDyslexic Reader liest, aber manche werdenvielleicht auch so einen EXTREM-Legastheniker zu Hause haben. Seien siestolz auf ihn. Er hat erstaunliche Talente,über die ich hier noch gar nicht gesprochenhabe und auf die ich fürchterlich neidischbin.

P.S. Anja hat mir die Erlaubnis gegebendiesen Bericht schreiben zu dürfen.

English Summary:Ute Breithaupt is a Davis Facilitator liv-

ing in Germany. She originally got involvedwith Davis, like so many of us, discoveringshe had a dyslexic child. Ute writes abouttheir long, hard struggle after completingthe correction program. In the end aftermuch post-program frustration, Ute’sdaughter, Anja, made a real discoveryabout herself in modeling that little triggerword “want.” Ute describes her daughter’sfrustrations and joys here. Her message:never give up hope, even when the journeyis arduous.

Es ist nicht alles. . .continued from page 12

PAGE 14 THE DYSLEXIC READER

New Zealand

Raewyn MathesonInglewood64 (027) 411 8350

Oman

Patricia Lynne HodgeMuscat968 698 596

Republic of Singapore

Phaik Sue ChinSingapore65 6773 4070

Ann ChuaSingapore65 9843 1726

Constance ChuaSingapore65 6873 3873

South Africa

Sara Louise KramerCapetown27 (021) 794 5778

Carine van VuurenJohannesburg27 082 410 0139

Spain

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

La Llave del DonSilvia María SabatésRodrigoMadrid34 (091) 378 2331

Switzerland/CH

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

Monika AmreinZurich 41 (01) 341 8264

Lerninstitut BaselGerda Barakos-JegerBonny BeuretSpecialist TrainerAdv. Workshop PresenterDLS Workshop PresenterDDA - CH DirectorSandra Moschtaghi41 (061) 272 24 00

Mieke Blommers-FriederichsBasel41 (061) 378 9060

Vicki BrignoliLumino41 (091) 829 05 36

Beatrice ContiWolfisberg41 (062) 636 2146

assessments and provide correctionprograms. Besides Axel, Judith and Laura,they include John Reilly from Australia,Lisa Thatcher and Kim Ainis from the US,and Nichola Farnum, Jane Heywood,Carol Forster, and Richard Whiteheadfrom the UK.

Axel worked wonders intwo month’s time to translate,format and publish the bookright on schedule for releaseon Ron’s birthday, August 8.This included formulating theIcelandic Trigger Word list!You can see the cover inglorious color atwww.lesblind.com. He thenworked further wonders byarranging two feature articlesabout Ron and the book inMorgunblaðið, the country’sleading newspaper, and asegment on TV2 EveningNews, one of the two top TVchannels in Iceland – all inone week’s time! He thenfilled an auditorium inReykjavik with 650 people tohear Ron lecture on Saturday,August 9.

Axel also arranged for Ron to be aguest speaker at the 3rd AnnualConference of the Education Society inIceland which also featured Dr. EllenWinner and Dr. Howard Gardner as guest

speakers. Dr. Winner teaches at BostonUniversity and is author of GiftedChildren: Myths and Realities. Dr.Gardner teaches at Harvard University andis world famous for his theories onmultiple intelligence. We were honored tomeet both of them at the conference aswell as at a Chamber of Commerce dinnerhonoring Icelandic educators and Dr.Gardner.

The Davis LearningStrategies Basic TeacherWorkshop, presented bySharon Pfeiffer with LauraWarren, was attended by 21teachers representing 5% ofthe schools in Iceland. Duringthe upcoming 2003-2004school year, three UKFacilitators, RichardWhitehead, Carol Forster andJane Heywood will do theirDavis Learning StrategiesSchool Mentor training byworking with these teachers.

The Fundamentals of DavisDyslexia CorrectionWorkshop, presented byCyndi Deneson, was attendedby 28 students and hosted bya primary school inMossfellsbær. Of these 28

students, 24 are already committed todoing the entire Facilitator TrainingProgram which will run through May 2004and be supervised by Davis Specialists:Cyndi Deneson, Charlotte Foster, RobinTemple and Siegerdina Mandema.

On Friday, August 15, Axel publiclypresented the Minister of Education withfree copies of The Gift of Dyslexia forevery school in Iceland. This event wascovered by both TV stations and the press.

The Dream for Iceland is that The Giftof Dyslexia will shortly become the #1non-fiction bestseller in the country, andthat all the schools in Iceland will be usingDavis Learning Strategies within the nextthree years. A part of that dream is tointerest researchers in doing a longitudinalstudy of the impact of all this on Icelandicsociety (crime, drug use, productivity,educational excellence) over the next 10-15 years.

Please join us in celebrating the firststeps of realizing the Lesblind.com Team’sdream of conquering dyslexia in Icelandwith the Davis methods. Thanks to them,we are living this dream.

Dreams Coming True. . .continued from page 1

I was driving with mythree young childrenone warm summerevening when awoman in theconvertible ahead of usstood up and waved. Shewas stark naked! As Iwas reeling from theshock, I heard my 5-year-old shout from the backseat, "Mom! That ladyisn't wearing a seat belt!"

Humor Corner

PAGE 15 THE DYSLEXIC READER

Switzerland/CH (cont.)

Ursula FischbacherOrpund41 (032) 355 23 26

Edith ForsterEttenhausen41 (052) 365 45 54

Denise GabrieleRapperswil055 210 27 73

Heidi Gander-BelzMonchaltorf41 (01) 948 1410

Katharina GrenacherBern41 (031) 382 00 29

Ursula HerrliAu/Wädenswil41 (01) 781 13 35

Ursula Hirzel EglerStäfa41 (01) 926 2895

Christa JaegerRiehen41 (061) 641 4667

Susanne JekerOlten41 (062) 296 45 30

Käthi KammWettswil a/A41 (01) 700 16 33

Consuelo LangLumino41 (091) 829 05 36

Claudia LendiSt. Gallen41 (071) 288 41 85

Renate LöffelBasserdorf41 (01) 836 96 59

Sandra MoschtaghiBasel49 172 81 57

Margrit Niederhauser Liestal / Basel41 (061) 921 47 12

Jurg PeterDornach061 701 39 16

Elisabeth RabergerBaden41 (056) 209 17 76

Hilary RhodesChesieres-Villars41 (024) 495 38 20

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

Benita RuckliSigigen41 495 2538

Nel Ojemann25 May 1914 - 6 July 2003

Nel was a pioneer in promoting the concept of dyslexic picture-thinking in Hollandthrough her active participation in Beelddenkers (Picture Thinkers' Society). She alsodeveloped the use of the World Game for assessing picture-thinking learning styles. Shespent the last 40 years researching and teaching this assessment method which presents aperson with a bagful of toy figures and the simple instruction to "create a village" withthem. She was a good friend and inspiration to DDAI and all the DDA-NederlandFacilitators. Her passing is a loss to us, but she is probably now teaching the World Gameto the angels.

In Memory

"Conversation between two picture thinkers"

PAGE 16 THE DYSLEXIC READER

Switzerland/CH (cont.)

Elisabeth Rudolf von RohrOlten41 (062) 293 46 66

Lotti Salivisberg Basel 41 (061) 263 33 44

Sonja SartorWinterthur41 (052) 242 4015

Anne-Marie SchafflützelWädenswil-Au / Zurich41 (01) 781 19 93

Maya Semle-MuraroStäfa41 (079) 704 03 07

Helena StrohbachRüti41 (055) 240 21 67

Claudia TavernaSent41 (081) 864 9115

Andreas VillainZürich41 (076) 371 84 32

Catherine WarnerGeneva41 (022) 321 70 42

Iris WebberBäretswil/Zürich41 (01) 939 2633

Margit ZahndEttingen079 256 86 65

United Kingdom

Catherine E. ArmstrongThame, Oxon44 (01844) 212 419

Nicky Bennett-BaggsGt. Gaddesden,Hertfordshire44 (01442) 252 517

Susan DuguidLondon44 (020) 8878 9652

Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodAscot, Berkshire44 (01344) 622 115

Christine EastKingsbridge, Devon44 (01548) 856 045

Hilary FarmerOxford, Oxon44 (01865) 326 464

Nichola FarnumLondon44 (0208) 977 6699

Carol ForsterGloucester44 (01452) 331 573

by Cindy Baum

Our daughter Caitlin was diagnosed inpublic school kindergarten as having alearning disability that seemed to primarilyaffect her reading and spelling skills.Although no one could tell me exactly whatthe disability was, it was apparent that shewas unable to do the level of work that wasexpected of an average student. She wasable to compensate enough so that she heldher own as a low-average student until fifthgrade when it became more stressful andmore difficult for her to keep up withreading and an understanding of what wasbeing taught.

I began researching learning disabilitiesbecause I could not get straight answersfrom her teachers and because theremediation offered at school wasn’thelping to my satisfaction. The more I readabout dyslexia, the more I realized thatmost of what she struggled with seemed tofit that description. My frustration grew as Iwas told by school personnel that dyslexiawas just a general term for all learningdisabilities. However, when I found thewebsite for the Davis Dyslexia AssociationInternational®, I was more convinced thanever that my daughter’s learning disabilitywas specifically dyslexia. Words movedaround on the pages she tried to read andsometimes disappeared altogether. Shewould spell something, convinced it wascorrect, only to have it marked wrongbecause what she spelled correctly in hermind came out wrong on paper. Focusingin class was becoming more of a problem,but I knew from her ability to focus and beattentive at home that her problem wasn’t“attention deficit.”

Studying for spelling tests was a burdenbecause even if she was able to memorizethe list of words the night before the test,she was often not able to recall them thenext day. She tried to compensate byteaching herself the sign language alphabetand secretly spelling the words in signlanguage under her desk before writingthem on paper. It helped some, but notconsistently.

The stress from trying to compete with“normal” students caused her to becomephysically ill at school with frequent visitsto the nurse’s office because of headachesand upset stomach. She also went to schooleach day full of fear that the teacher would

ask her to read something out loud in frontof the class. The stress continued at homebecause she often had two or more hours’worth of homework to do. Much of it wassimply catching up on what she hadn’t beenable to complete in class. I often foundmyself frustrated as well because we wereboth tired at the end of the day, and I was ata loss as to know how to help her do better.

I went back to the Davis website to findsomeone who could test our daughter andhelp her with the learning disability. I feelso fortunate that a Davis Facilitator, MyrnaBurkholder, was in a neighboring town.December 2000 marked the turning pointfor my daughter and me as we began theDavis Dyslexia Correction® Program withMyrna. Caitlin, then 11 years old, was leeryof yet another program because nothing hadhelped in the past beyond short term. I wasapprehensive because I wanted this to workfor her and was afraid it might not. But asthe sessions progressed, I was more andmore convinced that Myrna had targetedCaitlin’s problems and knew how to helpher overcome them. And for me it wasenlightening to learn what dyslexia really isand what was going on in Caitlin’s mind asshe tried to read or spell.

Although Caitlin was the focus ofMyrna’s instruction, I also was taught howto work with the program. I think parentalinvolvement is key to the program,especially with younger children. I neededto learn to recognize when Caitlin wasn’table to focus or why she couldn’t workthrough a sentence when reading aloud and

Her Sparkle Has Returned

continued on page 17

PAGE 17 THE DYSLEXIC READER

United Kingdom (cont.)

Axel GudmundssonLondon 44 (020) 8341-7703

Tessa Halliwell Leicestershire UK44-0150-941-2645

Anna MeadWinchester, Hampshire44 (07951) 642 759

Keryn MiddletonBarking, Essex, 44 (0208) 507 9164

Fionna PilgrimKeighley, West Yorkshire 44 (01535) 609 797

Elenica Nina PitoskaLondon 44 (020) 8451 4025

Pauline RoylePoulton-le-Fylde, Lancs44 (01253) 899 875

Janice ScholesLiversedge, West Yorkshire44 (01274) 874 712

Laura ShoneIlford, Essex44 (020) 8924 5755

Lynne SmithBrighton, East Sussex44 (07986) 546 468

Barbara TimminsSolihull44 (015) 6477 2657

Drs. Renée van der VloodtReigate, Surrey44 (01737) 240 116

Evelyn WhiteSurrey UK44 01932 230 624

Richard WhiteheadCranbrook, Kent44 (01580) 713 094

Rachel WilliamsonHassocks, West Sussex44 (01444) 245 260

United States

AlabamaPaula MoreheadBirmingham1 (205) 408-4420

ArizonaDr. Edith FritzPhoenix1 (602) 274-7738

Nancy KressGlendale/Phoenix1 (623) 203-1890

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

By Olivia Cody

I watch movies each day and nightWithout ever turning on a T.V.In my brain I see so clearly as can be in

Just yesterday I watched a leprechaunCounting his gold on the dewy ground.This morning I saw flower fairiesDancing, spinning and tweirling all around.Tonight I dream of a sneaky elfHopping in and out of trees above.Tomorrow I may think of a unicornFluttering in meadows with my dove.

I’m glad to be dyslexic,I like my brain the way it is.With miniature

MoviesIn

MyHead.

Movies In My Headwhat to do when that happened. By the endof the five-day program, Caitlin hadimproved her reading skills and gainedconfidence in her own abilities. She nowhad some tools to fall back on; shecontinued to progress after completing theprogram.

It has been two years since goingthrough the Davis Dyslexia Correction®Program. We made the decision to home-school after fifth grade since the approachthe public school took with learningdisabilities differed from what she needed.We decided her study time could be betterspent with me teaching her in light of whatwe learned through the program andbecause I could work with her during theday when she could focus better.

We are now in our second year of home-schooling. Caitlin is 13 and is doing mostlyseventh-grade-level work, with somemodifications for the grade she would be inhad she remained in public school. She isable to work independently, with help fromme as needed. She does still have dayswhen she struggles with reading or mathand has to work harder to focus. But thebeauty of home-schooling is that we canstop, breathe, and refocus. We are able tofall back on the mental tools learnedthrough the Davis program. However, the“off” days are fewer as time goes on. I’vewatched Caitlin go from becomingincreasingly withdrawn and depressed togetting her sparkle back. For the first timeshe is reading for entertainment, somethingI only dreamed of two years ago. Wesometimes get a book on tape, as well as acopy of the book so she can read alongwhen listening to the tape. She is evenlooking ahead to planning for college,whereas before she could only hope to getby and end schooling as soon as possible.

I wish I had learned about dyslexia andthe Davis program sooner in Caitlin’sschooling because I think it would havespared her a lot of stress. But I am gratefulwe found it because dyslexia isn’t an illnessthat can be cured. Rather, it is somethingthat can be managed very effectively.

In March 2003, Caitlin entered awatercolor painting in an academic and artfair sponsored by Michiana ChristianHome Educators (MCHE) and won thetrophy in her age group for the artcategory. She has been enjoying art lessonswith a professional artist.

Her sparkle . . .continued from page 16

Before 10 year old Olivia even stepped foot throughour doors, we knew from mom that Olivia was verygifted and very creative. It became evan moreapparent when we met Olivia and she worked withFacilitator Margie Hayes at our center. Oliviacompleted the Davis Dyslexia Correction Programat New Hope Learning Centers, Inc. during theweek of April 21, 2003. Olivia’s gifts don’t just stopwith her writing abilities. She is highly imaginative,has an innate ability to problem solve in her head,and is empathetic beyond her years.

It was our privilege to work with Olivia and weencourage her to continue to touch other people’slives with her gifts.

PAGE 18 THE DYSLEXIC READER

United States/Arizona(cont.)

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

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

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

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

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

Jeannette MyersFallbrook/San Diego1 (760) 723-2989

Dwight UnderhillEl Cerrito/Berkeley1 (510) 559-7869

ColoradoKathy BaconLoveland/Boulder1 (970) 669-0170

Terry DeMeoLittleton/Denver1 (303) 850-7668

Crystal PunchEnglewood/Denver1 (303) 850-0581

Kristi ThompsonWalsh1 (719) 324-9256

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

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

Rita Von BonPensacola Beach1 (850) 934-1389

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

Is Dyslexia hereditary?

There is a hereditary component fordyslexia, but it is not strictly inherited.Rather, what is inherited is a tendency thatis influenced by other factors, such asenvironment and early school experiences.Also, at least eight different genes havebeen implicated in playing a role in thedevelopment of dyslexia. These genes donot directly cause dyslexia, but probablyare related to other mental or neurologicalissues that in turn may influence thedevelopment of dyslexia. None of thesegenes are on the X or Y chromosomes, andso they are not sex-related.

Thus, it is impossible to predict whether achild with dyslexic parents will developdyslexia, and there simply is no way toestablish the odds, any more than you canpredict whether the child of a musician willhave musical talent.Given that dyslexia is usually accompaniedby extraordinary talents, and the fact thatassociated reading problems can be easilycorrected with the Davis methods,inheriting dyslexia might not be such a badthing.

Here is a quote by Dr. Simon Fisher, one of

the scientists involved in human genomeresearch at the University of Oxford in theUK:

“As an aside, it is worth being healthilysceptical when you read any exciting mediareports stating that ‘Scientists find the genefor dyslexia’. Such stories have alreadyappeared a few times over the years (onsome occasions in reference to our ownwork), and have often claimed that this isthe first time that a ‘gene for dyslexia’ hasbeen identified. What these news storiesshould have said was: ‘some scientiststhink they have identified a region on achromosome where there might be a genewhich influences dyslexia’. The latter mightnot sell newspapers, but is a good dealmore accurate, since no-one has yetisolated a specific gene that predisposesto dyslexia; at least not at the time ofwriting - February 2003. (Even onceidentified, such genes are not really ‘genesFOR dyslexia’, although this terminology issometimes used as a convenient shorthand.They are most likely to be genes involvedin some fundamental aspects of brainfunction....)”

http://www.well.ox.ac.uk/~simon/dyslexia/dys_study5.shtml

by Abigail Marshall, DDAI Information Services Director

I hated school . . . .One of the reasonswas a learningdisability, dyslexia,which no oneunderstood at thetime. I still can'tspell . . .--Loretta Young

Famous Dyslexics Remember

I was one of the 'puzzle children' myself --a dyslexic . . . And I stillhave a hard time readingtoday. Accept the fact thatyou have a problem.Refuse to feel sorry foryourself. You have achallenge; never quit!--Nelson Rockefeller

When I had dyslexia,they didn't diagnose it asthat. It was frustratingand embarrassing. Icould tell you a lot ofhorror stories about whatyou feel like on theinside.--Nolan Ryan

Having made a strenuouseffort to understand thesymbols he could makenothing of, he wept gianttears . . . --Caroline Commanville, onher uncle, Gustave Flaubert

PAGE 19 THE DYSLEXIC READER

GeorgiaBill AllenMarietta/Atlanta1 (770) 594-1770

Scott TimmWoodstock/Atlanta1 (866) 255-9028 (Toll-Free)

HawaiiVickie Kozuki-Ah YouEwa Beach / Honolulu1 (808) 685-1122

Scott ShedkoHonolulu1 (808) 377-3177

IllinoisKim AinisChicago1 (312) 360-0805

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

Myrna BurkholderGoshen/South Bend1 (574) 533-7455

IowaMary Kay FrasierDes Moines1 (515) 270-0280

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

LouisianaWendy Ware GilleyBaton Rouge1 (225) 751-8741

Christina MartinSlidell/New Orleans 1 (985) 646-2201

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

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

MinnesotaCindy BauerPlymouth/Minneapolis1 (612) 483-3460

Virginia BushmanCold Spring/St. Cloud1 (320)-685-7977

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

Bernadette Peterson Maple Grove1 (763) 229-4550

This short, easy reading book is anabsolute "must read" for any educator or par-ent dealing with a student who has lost inter-est in academic achievement. So often, theonly books available are ones that tell usabout all the problems and offer generic,unrealistic and outdated solutions. This“plain spoken” publication actually tells youpractical and simple ways to tackle and dealwith the real issues these students face intoday’s world! Ms. Stevens shows us ways to“add salt to the hay” to make these studentsmotivated and “thirsty” for knowledge!

Available in our catalog or at www.dyslexia.com/bookstore/

Getting The Horse To Drink: HowTo Motivate Unmotivated Students

by Suzanne H.Stevens

Price: $9.95Softcover: 70 pages

BOOK REVIEWby Gerri Cox, Davis Facilitator, Shallotte, North Carolina

The sequel to Ron Davis' worldwide bestseller, The Gift of Dyslexia, was released tobookstores by Penguin Putnam/Perigee onAugust 5, 2003. Parents and teachers whohave been working with students using thetechniques from The Gift of Dyslexia willfind that this new book provides additionalexercises they can use to improve basiclearning skills other than reading.The other two R's and the AThe Gift of Dyslexia covered the DavisCorrection Procedures for Reading indetail, but only touched on 'Rithmetic,'Riting and Attention problems. The newbook focuses on the other three basiclearning difficulties children and adultsexperience in school. Disorientation in oneform or another is seen as a major factorthat prevents students from learningefficiently. Motivation & ResponsibilityThe main prerequisite for success with theDavis Methods is a willingness toparticipate. The student must want ameaningful improvement in life skills. Inthe new book, Ron discusses how touncover an individual's own perception ofthe problem and offer a potential solutionthat will rekindle motivation to learn. Solving ADD and ADHDThe Davis Methods have produceddramatic improvements in attention span

and study skills without the use of drugs.Ron discusses how disorientation affectsboth the "hyper" and "daydreamer"varieties of ADD. The Energy Dial exerciseis presented as a way students can adjusttheir energy levels to different situations.Math: Numbers vs. NumeralsThis difference is explained as a linkbetween reading dyslexia and mathproblems: A student can easily see thatthere are four of something (a number), butdoesn't automatically make the connectionwith the symbol 4 (a single numeral). Thenew book presents twenty exercises, mostlydone with clay models, that allow a studentto learn math in real world terms. Thennumerical symbols are introduced, and thestudent learns to work out problemssymbolically using a pencil and paper. Legible Handwriting Ron discusses various possible causes forillegible handwriting and presentsprocedures to correct most of them once thestudent is able to achieve orientation easily.Besides pencil and paper, the exercises useclay models, "giant" writing on posterpaper with a marker, and tracing paper tocopy handwriting models.

$14.95 SoftcoverOrder from www.dyslexia.com Bookstoreor call 1-888-999-3324.

The Gift of Learning by Ronald D. DavisNew book presents a unified theory of learning disability

PAGE 20 THE DYSLEXIC READER

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

MissouriPatricia HenryKansas City1 (816) 361 6563

MontanaElsie JohnsonKalispell, MT(406) 257-8556

Linda Jo PriceBozeman1(406) 586-8218

Nancy SittonWhitefish1 (406) 863-9844

NebraskaShawn CarlsonLincoln1 (402) 420-1025

NevadaBarbara ClarkGardnerville/Carson City1 (775) 265-1188

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

New JerseyLynn ChigounisMontclair 1 (973) 746-5037

Nancy CimprichElmer/Philadelphia1 (856) 358-3102

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

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

Wendy RitchieHilton/Rochester1 (585) 233-4364

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

Erin PrattAsheville1 (828) 231-2400

Elizabeth RatliffCary/Raleigh1 (919) 461-3948

North DakotaKaren NelsonBismarck1 (701) 527-5367

Alexis Mouzouris is the father of four and Co-Director of The Speech & Learning CorrectionCentre in Limassol, Cyprus. He speaks Greek,English and Hebrew. “Facing dyslexic children forseveral years and often spending a lot of weekends atseminars I would return to the office empty handed.That is why, when I read “The Gift of Dyslexia” Iwas so excited that finally I could have “something”,a “tool” in order to help them in a specific way. TheDavis Theory about perceptual talent and the giftsthat dyslexic children possess made sense.Implementing the tools during practice has given meenlightenment and encouragement to continue. I amnow convinced that dyslexic children and adults havethe opportunity to successfully face the academicsystem and get out of the corner.” The Speech &Learning Correction Centre, Gialousas 72, 3071Limassol, Cyprus. 35-72-538-2094 or 35-79-944-1260. dyslexia.cyp@cytanet.com.cy

Lai Wan Livia Wong is a speechtherapist and an audiologist,providing habilitation andrehabilitation services for thosewho have communication andhearing difficulties. She speaksCantonese, English and Mandarin.

“For some years, ‘dyslexia’ had only been adefinition in the textbook until two years ago. Ibrowsed through the Internet and ordered “The Giftof Dyslexia”. This changed my clinical and personallife dramatically. I was amazed how Ron had utilizedsimple tools and materials to foster so many positivechanges in many dyslexics’ lives. In my clinicalexperiences, I often find great difficulties helpingdyslexic or dyspraxic clients using traditionaltreatment methodologies. From the first course of theDavis Facilitator training to the Final FieldAssignment, I could visualize the power of the DavisProgram. All the clients that I had worked with, nomatter they are children or adults, showed me moresparkles in their eyes day by day. I am proud of beingthe first speech therapist in Hong Kong to be a DavisFacilitator. I hope that I would help more people inthe near future.” Melody Speech & Hearing Institute,Room 905 Manning House, 48 Queen’s RoadCentral, Hong Kong. 852-2810-0282.livia@melodyhk.com

Winifred Bauer “I used fightingas an old solution, battling againstanything that got in my way orconfused me. I was successful inschool, yet failed to claim the fullscope of the gifts I was born with.When I finally gave up the fight,

there was room to grow. I grew into a person wholoves to discover, explore and learn as a vital part ofliving. ‘Not knowing’ became an ally, not an enemy.The Davis Dyslexia work is a perfect reflection ofthe need to celebrate our gifts, not fight against them.I believe we are all born fully equipped to learn

everything we need to know to have a great life. Myexperience as an educator, a learning facilitator and aparent confirms to me that learning is our naturaltendency. Musically trained, I understand and honorperfect balance of tonalities in orientation. As co-founder of Leonardo Learning, I serve the needs of adiverse constituency. We can allow the fighting tostop, replace the old and build anew.” LeonardoLearning, 622 Front Street, Suite 808, Nelson, BritishColumbia, V1L 4B7, CANADA. 1 (250) 359-0195.winib@shaw.ca

Tina Kirby “As a guidancecounselor for the last four years, Ihave had the opportunity to workwith many different children andtheir families. Sometimes, I wasfrustrated because I felt like I couldnot give my parents and students

the answers that they were desperately seeking. Now,I know I have the answers with the Davis DyslexiaCorrection Program! I am proud to be embarking ona new journey as a Davis Facilitator. As a Facilitator,I have a chance to help all of the student sand adultswho were struggling or have struggled during theirschool years. With the Davis Program, the clientswill have the tools and information they need to trulyshine, and I, too, will also be inspired and positivelyaffected by their glow.” PSC80 Box 17114, APO, AP9367-0072. 81-314-033-4678 (Okinawa, Japan)ja1kirby@momo2000.com

Christien De Smit has manyyears of experience in the field ofeducation with children. She is alsoa Hapto-therapist. She will beproviding Davis programs alongwith fellow Facilitator, LeoD’Hoore. D’Hoore-de Smit

Dyslexie Counselors, Merseniersstraat 6, NL-4524DV Sluis, Netherlands. 31-11-746-1963.dhoore@zeelandnet.nl

Marijke Eelkman Rooda-Bos isan elementary school teacher and aremedial teacher. “I like to counselpeople who are creative and havedifficulties with reading,calculation, etc. It is a joy to seethem benefit by their talent to

orient and thus learn, communicate and find theirway in life.” Beeld aan’t Word, Van Swietenstraat22, AJ 2801Gouda, Netherlands. 31-18-251-7316.mjerbos@wxs.nl

Annette van der Baan is an artteacher and works at a primaryschool to help children withlearning disabilities in Amsterdam.She has always been interested inchildren who have special needs.In her private surroundings there

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

A Special welcome to our first Davis Facilitator in Cyprus!

PAGE 21 THE DYSLEXIC READER

OhioLisa ThatcherMount Vernon/Columbus1 (740) 397-7060

PennsylvaniaMarcia MaustBerlin/Pittsburgh1 (814) 267-6694

South DakotaKim CarsonRedfield/Aberdeen1 (605) 472-0522

TennesseeSheri HowardHarrison1 (423) 432-4582

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

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

Susan DickensLeander/Austin1 (512) 515-5591

Shannon LivermanLampasas/Austin1 (512) 556-6990

Dorothy OwenSupervisor - SpecialistDallas1 (817) 919-6200

Laura WarrenLubbock1 (806) 771-7292

VirginiaDonna KouriRockville(804) 749-8791

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

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

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

Marlene E. EasleyBellingham1 (360) 714-9619

are a lot of dyslexic people. She is not dyslexicherself but became interested in the problems ofdyslexics in their learning process at school. Becauseof a friend, who is dyslexic and became a DavisFacilitator, she read “The Gift of Dyslexia” andbecame very interested in training to become a DavisFacilitator herself. “The Davis method gives so muchmore, than only working on the skill for betterreading. It takes up the whole personality, which is soimportant, to develop the self-image of a person. Iwant to guide a lot of children and adults with theirdyslexia problems and to give them moreunderstanding about their Gifts as picture thinkers.”Dyslexie in Beeld, Nieuwe Kerkstraat 23C, 1018 DWAmsterdam, Netherlands. 31-020-420-5501.A.C.G.Vanderbaan@chello.nl

Juchke van Roozendaal “I havealways been passionate aboutperception. After having completedmy Masters degree in Psychology,I worked at the Department ofDevelopmental Psychology at theUniversity of Nijmegen and

performed hundreds of observations of mother-childinteraction and of attachment behavior of youngchildren. After completing several courses inKinesiology I have had many clients who tried towork out their perceptions of reality. The reality doesnot exist; reality is what a person perceives as his orher reality. The Davis program provides me with theopportunity to help people handle their learningdisabilities from the perception point of view. It isgreat to experience the healing power ofimagination!” Beethovengaarde 89, 5344 CD Oss,Netherlands. 31-41-269-0328.juchke.van.roozendaal@xs4all.nl

Tessa Halliwell BSc, M.A. hastaught Science in secondaryschools for many years. She hasalways been interested in howpeople learn. She says “A friend inthe right place at the right timegave me Ron’s book to read. It

made so much sense, answered so many questionsthat I could not resist the opportunity to become aDavis Facilitator. Now I know why those I havefailed to teach, I can facilitate to succeed.” 119 CotesRoad, Barrow upon Soar, Leicestershire, LE12 8JP,United Kingdom. 44-0150-941-2645. info@dyslexia-leics.co.uk

Ashley Benjamin is originally from Montana, butcurrently resides and works in Calgary, Alberta,Canada. “I enjoy people, riding horses, and workingwith cows and other animals. I have thoroughlyenjoyed working with and training with DDAI.”Rocky Point Academy, 124 Partridge Court, Calgary,Alberta, T3Z 3M2, Canada. 1 (866) 685-0067.info@rockypointacademy.com

Inge Starck Erfurter Strasse 45, D-35088Battenberg/Eder, Germany. 49-645-293-2888.inge.starck@t-online.de

Saskia Dijkstra knows dyslexia from personalexperience, as her Father, son and herself aredyslexic. “As a Facilitator I prefer to work withteenagers and with adults.” Zuider IJdijk 105, 1095KN Amsterdam, Netherlands. 31-020-463-2753.

Evelyn White of Walton onThames, Surrey, graduated fromLondon University and has lived inthe area for 30 years, bringing uptwo children and working as acomputer programmer. Herinvolvement with DDAI began

when she read Ron’s book and discovered itseffectiveness. Evelyn’s desire is to help children andadults to overcome their learning difficulties, and tothis end she is providing reading, maths and ADHDprograms for both children and adults. DyslexiaSurrey, 53 Kings Road, Walton-on-Thames, Surrey,KT12 2RB, United Kingdom. 44 01932 230 624.info@dyslexia-surrey.co.uk

Edna Tune specializes in teachingmath and science to talentedstudents and to students withlearning problems. She speaksHebrew, English and German. 9Halilach Street, Herzeliah, 46601Israel. 972 9 958-3372.

tuneedna@isdn.net.il

Ute Breithaupt is a mother of two.“My children taught me aboutdyslexia, dyscalculia, hyperactivity,hypo activity, and problems withschool. A “chance” told me aboutthe Davis program. Now I am aDavis Facilitator. My wish for you:

that you also find the answer for your problems. TheDavis tools helped us.” Lerwelt, Bendergasse 4A, D-63505 Langenselbold, Germany. 49 61 846-1874.breithaupt.ute@freenet.de

Kirsten Hohage “The existenceand importance of the mind’s eyehas in a way been familiar to me aswell as part of my work, raisingthree kids and running a WaldorfKindergarten school; long before Iread Ron Davis’ book. It seems

natural then for me to do the training to be a DavisFacilitator particularly because it appeared to be theanswer to my own dyslexia as well.” TherapeutischeLernberatung, Ligusterrweg 29, 90480 Nurnberg,Germany. 49-91-154-2518. p-hoh@t-online.de

Lynn Chigounis is an Educatorwho has taught at the Elementaryand Junior High levels for 15years. “As a classroom teacher, Ihave always felt we were missingsome essentials about children withdifficulties. I couldn’t put my

finger on it, but I knew we weren’t providing themwith the proper tools to be successful. In my searchfor better ways to teach children struggling in the

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

The Davis Specialist program requiresextensive experience providing Davis

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

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

Standards of Practice.

Davis Learning Strategies School Mentors andWorkshop Presenters are experienced

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

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

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

www.dyslexia.com/providers.htmor call 1 (650) 692-7141 or toll-free in the US at

1-888-805-7216.

classroom, I discovered The Gift of Dyslexia and myintuitions about these children were confirmed. Tounderstand dyslexia as a talent, rather than adisability, sheds a new light on their learningdifferences. The Davis Program offers dyslexicindividuals a new reality and the tools for successfullearning. I look forward to helping more peopleunderstand this ‘new perspective in learning’ andexperience in success.” New Perspectives inLearning, 320 Claremont Avenue #A-14, Montclair,NJ 07042, USA. 1 (973) 746-5037.LMCSophia@hotmail.com

Sheri Howard “I am a Trainingand Development Specialist atMcKee Foods Corporation –manufacturer of Little Debbie snackcakes and employer of 6,000.Several years ago I was a projectcoordinator of a reading

improvement program that we offered our employees.Over time I became increasingly frustrated with theprogram. Despite incredible determination andpersistence, the employees that struggled the most,improved the least. I could not accept that they wereincapable of learning and I became convinced therewas something missing in the methodology we wereusing. I went looking for something else. I found it! -The Gift of Dyslexia. Now, in addition to my usualresponsibilities, I will be able to provide the DavisProgram to our employees and to their familymembers. I will also provide the program in my homefor clients outside the company.” Dyslexia Solutions:Discovering the Gift, 8928 Bear View Lane, Harrison,TN 37341-7664, USA. 1 (423) 432-4582 or (423)344-2246. readtome@comcast.net

Bernadette Peterson has been in the field ofeducation for the past 18 years. First as an elementaryschool teacher and then, after completing her Mastersin Curriculum and Instruction, as an AssistantPrincipal. One of her former students completed theDavis program and when he came back to school hecould read, write and spell. As a result of his successand realizing the potential to help others who werestruggling; Berny began her Facilitator training onlyto find out she was dyslexic also. Berny hascompleted the Davis Dyslexia Correction Program.She plans to use her “gifts” to help children andadults. 12472 89th Place North, Maple Grove, MN,55369, USA. 1 (763) 229-4550.berny49@earthlink.net

Kristi Thompson has beenmarried for 14 years and is themother of two children. “I have aBachelors Degree in PhysicalEducation and a Masters Degree inSpecial Education. I was introducedto the Davis Methods through one

of my resource students who had a correctionprogram. Finally, everything made sense! Now, withDavis training, I can reach those students that Icouldn’t before. I plan to provide Davis Programsfrom my private practice in my hometown. Also, I amcontracted to provide Davis Programs with my local

school district. When not working, I can be foundgardening or horseback riding on our ranch. TurningPoint Learning Center, PO Box 117, Walsh, CO81090, USA. 1 (719) 324-9256 or (719) 324-5400ext.202. jtfarms@ria.net

New Davis SpecialistJudith Schwarcz, Director ofDDA-Israel. “After reading TheGift of Dyslexia six years ago, Idecided to explore the Davismethod of correction. I studied fortwo years, becoming a Facilitator in1999. Because I have lived with the

‘gift’ of dyslexia all my life, I have dedicated my timeand experience trying to help others who have thesame needs to realise, as I had, that the ‘problem’ canbe corrected by the use of the Davis “tools.” Workingas a Facilitator and seeing the dramatic and positivechanges in children and adults on completion of theDavis Correction Program, I realised that my goal tospread Davis was incomplete. I embarked onbecoming a Specialist so as to open the door andenable more children and adults to reach their truepotential and achieve whatever goal they desire. Ibecame a Specialist in May 2003 and I am extremelypleased to be able to continue my mission by helpingtrain more Davis Facilitators.”

New Davis Dyslexia Association-UK Directors.DDAI is very happy to announce that effectiveAugust 1, 2003, Richard and Margarita Whiteheadhave become the new Directors of DDA-UK. Theiroffices are in Cranbrook, Kent, England. As DDA-UK, they will be organizing and providing all futureDavis Facilitator Training and Davis LearningStrategies workshops in the United Kingdom and theRepublic of Ireland. For full information on DDA-UKservices, call 41 08700 132 945 or visithttp://uk.dyslexia.com/

United States /Washington (cont.)

Kathy HawleyWenatchee1 (509) 662-9121

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

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

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

Sharon PolsterBainbridge Island/Seattle1 (206) 780-8199

Ruth Ann YoungbergBellingham1 (360) 671-9858

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

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

This Directory is current asof April 30, 2003. It is

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

and occasionally, somebecome inactive. Howeverthe Davis Providers list at

www.dyslexia.com isalways up to date.

PAGE 22 THE DYSLEXIC READER

Come Learn andEXPERIENCE

the Davis DyslexiaCorrection

procedures!

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

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

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

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

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

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

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

Workshop Outline

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

1-4 October 2003Presenter: Robin Temple &Siegerdina Mandema Language: EnglishLocation: Addington, Kent, UKContact: DavisUK@dyslexia.com Phone: 44 (08700) 132 945

2-5 October 2003Presenter: Ioannis TzivanakisLangauge: GermanLocation: Kassel, GermanyContact: germany@dyslexia.comPhone: 49 (040) 25 17 86 22

9-12 October 2003Presenter: Ron DavisLanguage: English, with SpanishTranslationLocation: Monterrey MexicoContact: mexico@dyslexia.comTelephone: +52 (81) 8335-94-35

27-30 November 2003Presenter: Siegerdina Mandemaand/or Robin TempleLanguage: DutchLocation: Amersfoort NederlandContact: holland@dyslexia.comTelephone: +31 (0475) 302 203

8-11 December 2003Presenter: Gerry GrantLanguage: EnglishLocation: Kichener, Ontario,CanadaContact: ggrant@dyslexia.caPhone: 1 (800) 981-6433 Toll-Freeor (519) 746-8422

12-15 Jan 2004Presenter: Cyndi DenesonLanguage: EnglishLocation: Burlingame, CaliforniaContact: training@dyslexia.comPhone: 1 (888) 805-7216

31 Jan - 3 Feb 2004Presenter: Bonny BeuretLanguage: English/FrenchLocation: Geneva, SwitzerlandContact: ch@dyslexia.comPhone: 41 (061) 273 81 85

7-10 Feb 2004Presenter: Robin Temple &Siegerdina MandemaLanguage: EnglishLocation: Addington, Kent, UKContact: DavisUK@dyslexia.comPhone: 44 (08700) 132 945

16-19 February 2004Instructors: Siegerdina Mandemaand/or Robin TempleLanguage: DutchLocation: Amersfoort NederlandContact: holland@dyslexia.comTelephone: +31 (0475) 302 203

22-25 April 2004Presenter: Bonny BeuretLanguage: GermanLocation: Basel, SwitzerlandContact: ch@dyslexia.comPhone: 41 (061) 273 81 85

2003 - 2004 WORKSHOP SCHEDULE

For updated workshop schedules visitwww.dyslexia.com/train.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

~

DDA-Australia18 Bullecourt Ave.South MosmanSydney NSW 2088AUSTRALIATel: 61 2 9968 2678Fax: 61 2 9968 2059E-mail: australia@dyslexia.com

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

DDA-Deutschlandc/o Montessorischule KasselJörg RiegerRasenalle 83, 34128, KasselGERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: germany@dyslexia.com

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

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-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-UKThe Corner House OfficesHigh StreetCranbrook, Kent TN17 3DFEmail: uk@dyslexia.comTel: 08700 132945 or0870 443 9059 Fax: 08700 469658

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

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

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basictheories, principles and application of all the proceduresdescribed in The Gift of Dyslexia. Training is done with acombination of lectures, demonstrations, group practice,and question and answer sessions. Attendance is limited toensure the highest quality of training.Who Should Attend:Everyone involved in helping dyslexic individuals over theage of eight.Participants will learn:

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

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

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

See page 23 for more workshop details.

2003 - 2004 International Schedule1-4 Oct 2003 Kent UK 2-5 Oct 2003 Kassel Germany

9-12 Oct 2003 Monterrey Mexico27-30 Nov 2003 Amersfoort Nederland

8-11 Dec 2003 Ontario Canada12-15 Jan 2004 California United States

31 Jan - 3 Feb 2004 Geneva Switzerland7-10 Feb 2004 Kent UK

16-19 Feb 2004 Amersfoort Nederland22-25 Apr 2004 Basel Switzerland

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

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

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

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

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

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

Fundamentals of Davis Dyslexia Correction Workshop