the dyslexic reader 2005 issue 38

Vol. 38 Davis Dyslexia Association International Issue 1 • 2005

Dys lex ic Read er• •́ •́~The

Continued on p. 4

News & Feature ArticlesPhonics vs. Whole Language . . . . . . . .1

Duststorm of Deception . . . . . . . . . . . .1

Friends and Family . . . . . . . . . . . . . . . .3

One Teacher’s Search for Answers

to the Riddle of Dyslexia . . . . . . . .6

Help for College Students . . . . . . . . . .8

IDEA 2004 Update . . . . . . . . . . . . . . . .9

Int’l Davis Facilitator Symposium . . .10

New Ron Davis Book Releases . . . . .11

Regular FeaturesIn the Mail . . . . . . . . . . . . . . . . . . . . .2

Book/Software Reviews . . . . . . . .13-15

Q&A . . . . . . . . . . . . . . . . . . . . . . .16-17

New Facilitators . . . . . . . . . . . . . .18-21

Workshops . . . . . . . . . . . . . . . . . 22-23

By Abigail Marshall

By Ronald D. Davis

In This Issue

Continued on p. 4

The Duststorm of Deception

The debates and controversies over theproper way to teach children to readwould seem to be something new andtherefore worthy of our attention. Itwould appear that someone cares, andmaybe something can be done aboutthe situation. The hard line reality isthat this assumption is wrong on bothcounts.

This controversy isn’t just anAustralian or American dilemma, itexists everywhere that English istaught in schools. Up until about 25years ago, the primary method ofteaching reading in English was sounding out words (phonics). I personally experienced phonics trainingforty-four years ago and it didn’t work.

It wasn’t just me, the system has aninherent flaw and wasn’t working verywell anywhere; so a solution was needed.As a result we see whole word orwhole language recognition replacingthe old phonics system.

The illogic of the debates andcontroversies is centered around thequestion, “Do we continue using asystem that isn’t working very well, or do we revert back to a system thatalso doesn’t work very well?” The real question is, do the educationalauthorities really care, and will something actually be done that canremedy the situation? The hard line“probable” answer is “No!!!”

Phonics vs. Whole Language

Reprinted with permission from TheEverything Parent’s Guide to Childrenwith Dyslexia ©2004; F+W Publications,Inc., by Abigail Marshall, Adams Media,$14.95 trade paperback.

Over the past two decades, there has been a cultural war over two ideologically distinct methods ofteaching reading—phonics and wholelanguage. A phonics-based approachfocuses instruction on learning toconnect letters and letter combinationswith their corresponding sound, andprovides students with specific strategiesfor decoding by sounding out familiarwords. The teacher relies on directinstruction, using a well-developedand highly structured curriculum withcarefully planned, sequential lessons.

Whole language instructionfocuses on providing a literature-richenvironment and emphasizing comprehension skills. Reading andwriting is incorporated throughout the day in the context of lessons inother subjects. There is emphasis on both oral and silent reading andreading authentic literature. Lessonsmay be fluid and theme-based, ratherthan tied to a set curriculum.

Pros and ConsDr. Maria Carbo, founder of theNational Reading Styles Institute,points out that neither phonics norwhole language will reach all children.She points out that phonics programs

The Everything Parent’s Guide toChildren with Dyslexia, available in our catalog or at:www.dyslexia.com/bookstore.

THE DYSLEXIC READER

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

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, DavisOrientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted.All rights reserved.

I am writing to you because I am a bit like you.

When I was a little boy I used to go in my garden and make little marbles out of clay, and also bunchesof grapes and little men.

Last year my teacher made mecopy things out of Cinderella andBarbie (because I had no ideas for astory). She told the whole class andthey all laughed at me.

Your method taught me to read better. And the KOOSH balls have

taught me to be attentive. The pointhelps me to listen much better thanbefore and the modelling clay helps me to know the words and spell thembackwards; it helped me mostly toknow the alphabet. It’s easier to findthings in the dictionary. When I sigh, it helps to calm me down.

The gift of dyslexia helps me todesign plans in my head. I can see awooden boat that I can make for my little cousin, or I can see my vegetablegarden and how I can arrange it fornext year. The gift helps me to haveideas to set up my fishing-line andimagine how the fish might bite!

Thank you for your book Mr. Davis.

—Raphaël Christophe. Age 12

Copyright 2003 Randy Glasbergen. www.glasbergen.com

Dear Mr. Davis:

In the Mail

I do not think there

is any thrill that can go

through the human heart

like that felt by the

inventor as he sees some

creation of the brain

unfolding to success...

Such emotions make a

man forget food, sleep,

friends, love, everything.

Nikola Tesla, electrical engineer, inventor and

humanitarian (1856-1943)

“

”

THE DYSLEXIC READER

Friends and Family

Liz and friend, Chloe

situations has increasedgreatly.

Her secondresponse was being better with her numbersand math. In just thepast few weeks, shecame home with an “A” on a math test and finished her timedworksheet in the timegiven. Both took centerstage on our refrigeratordoor. Her math computation score onthe Iowa Basic SkillsAchievement Test wentfrom the 1st percentileto the 46th percentileafter the completion of the program. I’venoticed a big improvement in her concept of time and her ability to work with money.

Being able to fall asleep easierwas her third answer. Liz has alwayshad a hard time falling asleep. She’lllie quietly for hours but “just can’t fallasleep.” I noticed an instant change inthis as she began using her dial andrelease tools after she completed herfirst Program. Getting a good night’ssleep is so important to her overallhealth. I have also noticed that she isnot as restless in her sleep and she hashad fewer nightmares.

I am also thankful for all of theabove. I love seeing the confidencethat Liz shows. There have been multiple challenges and there will continue to be. Learning does notalways come easy. She still strugglesat times, especially with writing. It is areal effort to continuously educate herteachers about how she learns best andhow they can help in facilitating that. I am so thankful for all of the supportNew Hope has provided to me as aparent of a dyslexic child. They have

The following narrative was submitted toNew Hope Learning Centers, Inc. by JanetAdcox, mother of Liz who completed theDavis Dyslexia Correction® Program inMarch of 2002 and the Davis MathMastery® Program in August of 2003 with facilitator Darlene Bishop.

When I first took my daughter,Liz, to New Hope Learning Centers,Inc. in Milwaukee, Wisconsin, I waslooking for answers for the learningdifficulties she was showing. As a first grader, she was having troubleidentifying the letters. She was alsoreversing her letters and numberswhen she wrote them, and learning thesight words was next to impossible forher. As an occupational therapist, I had recognized all the signs of sometype of processing disorder, but thetechniques I knew and had been trying were not giving me the results I wanted. I had found the DavisDyslexia website and went from there.I was impressed when the staff at NewHope talked about sensory input andneurological pathways. We went forour evaluation and just after her seventh birthday went back for her to complete the Davis DyslexiaCorrection® Program. Approximatelytwo years later, she completed theDavis Math Mastery® Program.

I recently asked Liz what shewas most thankful for from New HopeLearning Centers. Her first response,which didn’t surprise me, was for herfriend Chloe. Chloe was completingthe Davis Dyslexia Correction®

Program when Liz was doing the MathProgram. They became friends. Theystill keep in contact with each otherand get together whenever possible,even though we live three hours awayfrom each other. The energy and creativity they have seems to beunending when they’re together. Ithink having Chloe as a friend hasshown her that she is not alone—thatthere are others who think and learn asshe does. Her confidence in social

been such a valuable resource. I viewthe entire staff there as “family” in alot of ways. I have shared Liz’s manysuccesses with them. I have calledlooking for additional ways to help her when what we’re doing is just not working. We visit when we are in their area. Looking back, I realizehow much more both Liz and I havereceived than just answers for herlearning difficulties.

Thank you New Hope LearningCenters.

P.S. Just as this article was going topress, the following email came in:“Hi all-had to share with you! Guesswho made the HONOR ROLL?? Lizwas so excited and I was so proud.Wouldn’t have done it if it weren’t forthe tools she learned up there! You areall so awesome and certainly make differences in the lives of those youwork with. Keep up the good work!God Bless you all.” Janet v

THE DYSLEXIC READER

v Australia

Brenda Gayle BairdBrisbane+61 (07) 3341 3471

Sally BeulkeMelbourne +61 (03) 5727 3517

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Gail HallinanNaremburn/Sydney+61 (02) 9405 2800

Penny HardcastleMosman/Sydney+61 (02) 9968 3317

Barbara HoiMosman/Sydney Tel: +61 (02) 9968 1093

Linda HoubenSydney +61 438 440 177

Sue JutsonSeaforth/Sydney+61 (02) 9400 2305

Mark O’BrienPort Macquarie/Sydney+61 (02) 6582 3633

John ReillyBerala/Sydney+61 (02) 9649 4299

Michelle RoachSydneyTel: +61 (02) 9680 1610

Heidi RosePennington/Adelaide +61 (08) 8240 1834

Francisca SibbaldErmington/Sydney+61 (02) 9638 4939

v Austria

Annette DietrichWien+43 (01) 888 90 25

Jacinta FennessyWien+43 (01) 774 98 22

Ina Barbara Hallermann Riezlern +43 5517 20012

Marika KaufmannLochau+43 (05574) 446 98

Christa SalcherWien +43 (01) 888 61 44

InternationalDavis Dyslexia

Correction®

ProvidersThe Davis Dyslexia

Correction program isnow available from more

than 300 Facilitatorsaround the world. For updates, call:

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

www.dyslexia.com/providers.htm

Phonics vs. Whole Language (cont’d from p. 1)

Continued on p. 5

are good for children who have analyticlearning styles and benefit from systematicteaching. Whole language programs aremore suited to children who have strongvisual, tactile, and global learning styles, who do best in an environment emphasizinghands-on learning and peer interactions.

Your child with dyslexia doesn’t fitinto either of these molds. It is true that sheprobably has the overall learning style thatthrives in the enriched atmosphere of awhole language classroom; but unlike herpeers, she won’t be able to absorb the toolsand strategies needed for reading merelythrough exposure. On the other hand, asmuch as she needs specific help, thesequential teaching of phonics is geared toher weakest learning pathway.

Benefits of Both MethodsThe debate over phonics vs. whole languagemakes about as much sense as arguing overwhether you should feed your child only meator only vegetables. Good reading requiresthat students have a variety of skills. Theresearch is unequivocal: Students learn bestwhen taught with programs encompassingboth phonics and whole language. Studentstaught only phonics tend to have betterdecoding skills, but weaker comprehensionskills. Students taught with whole languagetend to have stronger comprehension skills,

FACT: “Whole language” is not the same as whole-word teaching, which wasthe hallmark of the “look-say” method popular in the mid-20th Century.With “look-say,” childrenlearned new words throughrepeated exposure and repetition in “Dick andJane” style basal readers.

but weaker decoding skills. Just as you need to provide your child

with a balanced diet, he must also have balanced reading instruction. In fact, yourchild needs more than phonics or whole language; he needs instruction that coversall of the elements that are part of reading.He needs to be taught to focus on how aword sounds, how it looks, and what itmeans. He needs practice to develop readingautomaticity and fluency. And he needs anarray of strategies to support comprehension,build motivation, and to keep him engaged. v

Keep in mind that simply changing the systemfor the sake of changing the system isn’t a realanswer. Do the educational authorities deserveour respect simply because they appear to belooking for an answer? Is there a real answer?Is there a line of reasoning and logic that candetermine a real answer if it exists?

To an “outsider” looking at the entirelandscape of education, the answers are fairlyclear. It appears that there is a missing puzzlepiece. Therefore, the debates and controversiesare inappropriate because both systems areflawed.

The flaw is that the real purpose ofreading isn’t taken into consideration byeither system. The real and only purpose ofreading is to comprehend the communicationthat has been written. The purpose of the two systems in question is to recognize and

convert a written symbol into its propersound. This is one step beyond that actualstarting place.

Duststorm (continued from p. 1)

The real and only purpose of reading is to comprehend

the communication that has been written.

“

”It would be rude of me to be so criticalof the education system, without also offeringsome reasonable suggestions that could leadto an actual remedy. So I would like to sharesome of my reasoning on this subject.

Before we can even begin to reason outan answer there are two things that we mustconsider first:

THE DYSLEXIC READER

v Bahrain

Sameera Sadiq Al BaharnaManama +973 555 201

v Belgium

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

Peggy PoppeBorgerhout (Antwerpen)+32 (03) 236 54 24

Edith RotenbergHoutain-St. Siméon/Liège+ 32 (04) 374-27-87

Viki VandevenneBonheiden, Belgium+32 (0473) 30 41 51

v Bolivia

Maria OrmacheaLa Paz +591 (02) 792 945

v Brazil

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

v Canada

Wayne Aadelstone-HasselNorth Vancouver+1 (604) 988-7680

Winifred BauerNelson +1 (250) 359-0195

Rocky Point AcademyAshley BenjaminStacey Borger-SmithLawrence Smith, Jr.Calgary+1 (866) 685-0067 (Toll-Free)+1 (403) 685-0067

Darlene BrownSmithers/Prince Rupert+1 (250) 847-3463

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

Terri FedorchukDryden, OntarioTel: +1 (807) 223-7769

Renée FiglarzMontreal, QuebecTel: +1 (514) 815-7827

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

Gerry GrantSupervisor-SpecialistAdvanced WorkshopPresenterWaterloo/Toronto+1 (800) 981-6433 (Toll-Free)+1 (519) 221-8484

Jan Hagedorn GaribaldiHighlands/Vancouver +1 (604) 898-5668 or (604) 815-7054

Sue HallWest Vancouver+1 (604) 921-1084

Duststorm (cont’d from p. 4)

1. There are two recognized methods ofhuman thought: a) verbal conceptualizationand b) nonverbal conceptualization. Verbalconceptualization in thinking with mentalsounds and nonverbal conceptualization isthinking with mental images. Humans areborn with the ability to do nonverbal conceptualization, however this is not truefor verbal conceptualization. Verbal conceptualization is a “developed” skill thatcannot be developed until a child has learnedthe language. Some children are quicker todevelop this skill than others. A child thathasn’t developed this skill before enteringinto the education system cannot learn thephonics skills. Education and reading training are exclusively geared to verbal conceptualization.2. Language mirrors the thought process. If it didn’t, language would be too difficult foranyone to learn. If we look at language wesee that it is made up of symbols. Symbolsare made up of three parts: a) what the symbol looks like when we see it, b) whatthe symbol sounds like when we hear it, and c) what the symbol means.

If verbal thinking is thinking withsound, then someone capable of doing verbalthinking would be thinking with the soundsof symbols. Making a connection betweenwhat a symbol looks like and what it soundslike can be easily learned. However, the mostimportant aspect of reading, comprehension,is being ignored. Reading isn’t simply makingthe proper sound come out of the mouth. The real connection isn’t between what thesymbol looks and sounds like, it is makingthe connection between what the symbol

looks like or sounds like and what it means.If nonverbal thinking is thinking with

mental images, it is of no value to knowwhat a symbol sounds like, because the brainsimply cannot process the verbal sound data.The person also isn’t thinking with images of what the symbols look like. If this weretrue the person would have to read his ownthinking the same way he would read anewspaper. Therefore, nonverbal conceptualization is actually thinking withthe meaning of symbols, in the form of pictures of their concepts and ideas.

To truly teach someone to read, all threeparts of a symbol must be taught. Chapter 32“Three Steps to Easier Reading”, in the bookThe Gift of Dyslexia, is the instructions on howto teach a picture thinker to read. It’s not justfor “dyslexic” children; it’s appropriate foranyone that thinks with images – the basicmethod of thinking we are all born with. Thismethod of reading training looks somewhatlike whole word, but it truly isn’t. When thisreading training is accompanied by the SymbolMastery Procedures also found in The Gift of Dyslexia, the complete connection of whatsymbols look like, sound like, and mean is made.

This then satisfies the real purpose ofreading–comprehension. v

Language mirrors thethought process. If it didn’t,

language would be too difficult for anyone to learn.

Clay is moulded to make a vessel,

but the utility of the vessel lies in

the space where there is nothing.

Thus, taking advantage of what

is, we recognize the utility of

what is not.

–Lao Tzu, philosopher (circa 600 B.C.)

“

”

“

”

THE DYSLEXIC READER

v Canada (cont’d)

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

Helen McGilivrayOakville/Toronto +1 (905) 464-4798

Susan Nikolic-VicenticNewmarket/Toronto+1 (905) 953 0033

Sharon RobertsWaterloo/Toronto +1 (519) 746-8422

Kendra RodychSaskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961

Catherine SmithOakville/Toronto+1 (905) 844-41441-888-569-1113 toll-free

Kim J. Willson-RymerOakville/Toronto+1 (905) 825-3153

v China

Livia WongHong Kong+852-2810-0282

v Cyprus

Alexis MouzourisLimassol+35-72-538-2094

v France

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

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

Carol Nelson-PollardParis +33 (01) 46 51 72 63

Odile PugetAnnecy/Geneva+ 33 (04) 50 41 82 67

Guilaine Batoz Saint-MartinLa Bastidonne/Marseille+33 (0490) 08 98 56

v Germany/Deutschland

Liesbeth Berger-LamingStuttgart-Vaihingen+49 (0711) 782 3115

Ute BreithauptLangenselbold+49 (06184) 93 84 88

Cornelia GarbeBerlin+49 (030) 61 65 91 25

Jutta GorschlüterMuenster+49 (0251) 39 99 53 05

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

Wibke HachmannFreiburg +49 (0761) 13 78 288

Continued on p. 7

By Elenica Pitoska Davis Facilitator in London

I started my teaching career 16 years ago at a secondary school in Balham, SouthLondon, where I taught Math and Physicsfor a year and a half. After that I taughtmathematics for more than nine years at an inner secondary school in North WestLondon.

I must admit that I did not know anything about dyslexia, ADD/ADHD andother related learning differences beforethey entered my personal life. I rememberfeeling very confused about some of mystudents who were labelled as learning disabled and at the same time were veryarticulate and could very easily rememberall sorts of different information about their favourite football team, pop group,computer games, cars, films… and yet nomatter how hard they tried to learn somesimple maths concepts, they simply couldnot retain that information.

I was in the seventh yearof my teaching career when I realized that my son wasstruggling with his reading and writing. That was when I started researching dyslexiaand various methods on offer.

My son was assessedwhen he was seven and for ayear and a half he receivedone-to-one, phonics-basedtuition recommended to us by the British DyslexiaAssociation. He enjoyed thelessons and made some progress, and thereis no doubt in my mind that he was going tolearn to read and write if he continued withhis lessons for the rest of his school years.But still, his self-esteem was very low andno matter how positive my husband and Itried to be, he was still bottom of the classand suffered deeply.

Six months after his eighth birthday, Idiscovered a very important book that wasthe turning point in my understanding ofdyslexia and also my teaching career, TheGift of Dyslexia by Ronald D. Davis. While

reading that book, not only could I see my child described there, but also hundredsof children whom I taught and who werefailing badly in school and leaving schoolwithout any GCSE grades.

My son completed the five-day DavisDyslexia Correction Programme soon afterwards, and after seeing the positivechanges in his self-esteem and significantimprovement in his academic and socialskills, I decided to undertake the trainingand become a certified Davis DyslexiaFacilitator.

I started the training in 2000 and sincethen I have had the pleasure of helping manychildren and adults discover and achievetheir true potential.

What I learned from the Davis MethodsThe basic principle of the Davis approach is that dyslexic strengths and difficultiesshare the same root: the dyslexic thinking

style, which is primarily about thinking in three-dimensionalpictures rather than words. On the one hand, this can bring extraordinary talents andcreativity; dyslexics tend toexcel in areas such as spatialawareness, strategic planning,music/dancing, engineering,building, drama/role playing,inventing, storytelling, athleticability, artistic ability, andmechanical arts.

But this ability can also be the foundation for a problem – picturethinking does not allow the person to thinkwith abstract words and symbols. Thatexplains why many dyslexic children findlearning the letters of the alphabet very difficult, and also recognizing and remembering the spelling of some abstractwords like: a, the, of, for, was (there aremore than 200 of these words in the Englishlanguage and many of these words havemore than one meaning). Every time theyencounter any of these words, they experience confusion and mental blankness

One Teacher’s Search for Answersto the Riddle of Dylsexia

THE DYSLEXIC READER

v Germany/Deutschland (cont’d)

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

Kirsten HohageNürnberg+49 (0911) 54 25 18

Ingrid HuthBerlin+49 (0179) 896 8007

Christine JacobLörrach+49 (07621) 134 60

Doris Karl-AkovaBremen+49 (0421) 713 30

Rainer KnoblochRöthenbach/Nürnberg +49 (09120) 18 14 84

Inge Koch-GassmannBuggingen+49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld+49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29

Sabine La DueStuttgartTel: +49 (0711) 479 1000

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0

Margit PlegerWetter/Dortmund +49 (02335) 84 87 60

Barbel PreussMünchen+49 (089) 69 38 03 92

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

Colette ReimannLandshut+49 (0871) 770 994

Ursula RittlerStuttgart+49 (0711) 47 18 50

Petra SaegerStorkow+49 (03987) 52106

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

Riddle of Dyslexia (cont’d from p. 6)

because they have no picture for their meanings. As these blanks accumulate, confusion increases, causing disorientation(distorted perceptions) as they try to makesense of the two-dimensional words in frontof them. This manifests itself as the familiarsymptoms of substitutions, reversals, transpositions or omissions in reading orwriting letters, words andnumerals.

Disorientation is notlimited to visual input. Manydyslexics mishear words orthe sequence of words in sentences. Also, their internalsense of time can become distorted and their motorcoordination can appeardelayed and clumsy.

For people who disorien-tate in learning situations, thethreshold for confusion is akey factor in how often theydisorientate. If we understanddisorientation, then it is veryeasy to understand why someprofessionals believe thatthere is no such thing asdyslexia. Because a dyslexicperson’s performance isinconsistent, they feel thatwhen the child is not producing the work that thechild is simply lazy and lacks discipline.

We can also use picture thinking anddisorientation to understand why some children find it very difficult to understandthe meaning of what they are reading.Secondary school teachers need to be particularly aware of the cause of poor comprehension because by the time manydyslexic children reach secondary school,they can read reasonably well, and it is veryeasy to rule out dyslexia because of their‘appropriate to their ability’ level of reading.

Let me give you an example of howthe inability to think with a commonabstract word can affect comprehension.Recently, one of my year-nine studentstried to answer the following question: Find25% of £35. Instead of only calculating25% of £35 = £8.75 he also did £35 - £8.75= £26.25. Ultimately, his final answer wasincorrect, and it would have been very easyfor me as his math teacher to think that this

child does not understandpercentages. But, the onlything that he did not understand in this case was the meaning of the word ‘of;’ he misread it as‘off’ and therefore producedthe wrong answer.

Therefore, when workingwith a person who is prone to disorientation, it is veryimportant to be alert forsigns of disorientation.Information can be mis-seen,mis-heard or mis-interpreted.

This method of thinkingis subliminal and thereforemost dyslexics are unawarethat this is what they aredoing. They simply knowthat they are making mistakesand eventually will callthemselves stupid, lose theirself-esteem, feel confused,frustrated, anxious, inadequate

and eventually give up trying.Recent research has indicated that the

Davis methods are of benefit to all childrenregardless of learning style. A new workshoprecently launched in the UK trains primaryschool teachers in proven methods whichreduce the onset of learning difficulties andstimulate the already gifted learner at thesame time. Exciting stuff! v

Find 25% of £35.

Imagine you’redyslexic and have

difficultydistinguishing the

meaning of the words“of” and “off.” Now

answer this question:

[For the child whoanswered (b),] itwould have been

very easy for me ashis math teacher tothink that this childdoes not understand

percentages.

(a) £8.75(b) £26.25(c) £10.00(d) none of above

Often you must turn your stylus to erase, if youhope to write anything worth a second reading.

–Horace, poet and satirist (658 B.C.)

“ ”

THE DYSLEXIC READER

v Germany/Deutschland (cont’d)

Inge StarckBattenberg/Eder+49 (06452) 93 28 88

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

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

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

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

Susanne WildPaar +49 (08205) 959 08 28

Christine WuschWuppertal+49 (0202) 80 230

v Iceland

Áslaug ÁsgeirsdóttirMosfellsbaerTel: +354 566-7514

Gudrún BenediktsdóttirHafnarfirdi+354 822 0910 or 555 0862

Gudbjörg EmilsdóttirKópavogur+354 554 3452

Asta Valdis GudmundsdóttirStykkisholmur +354 863-8268

Hólmfridur GudmundsdóttirGardabaeTel: +354 895-0252

Sigurborg SvalaGudmundsdóttirMosfellsbaer+354 566-8657

Stefanía Halldórsdóttir WadeKopavogur +354 564 2890

Ingibjörg IngolfsdóttirMosfellsbaer +354 586-8180 or 896-7472

Sigrún JensdóttirMosfellsbaer +354 586-8180 or 566-7737

Valgerdur JónsdóttirKópavogur +354 863 2005

Sturla KristjanssonHafnarfjordur+354 845 6956

Ásta OlafsdóttirVopnafjordur+354 473-1164

Thor Elis PálssonReykjavík +354 533-2772

Hugrún SvavarsdóttirMosfellsbær+354 698-6465

Thorbjörg SigurdardóttirHafnarfirdi+354 862 2021

Kolbeinn SigurjónssonMosfellsbær+354 586 8180

Excerpted from Wrightslaw newsletter, TheSpecial Ed Advocate November 23, 2004(www.wrightslaw.com) “At Wrightslaw, our goalsare to help you gain the information and skillsyou need to navigate the changing world of special education.”

College-bound students need to learn self-advocacy skills–how to present informationabout their disability and accommodations soprofessors want to help. If students masterthese skills, they are more likely to make asuccessful transition from high school to college. For more information, download the

Visiting College Campuses - When to go, how to get there, where to stay, andhow to get the most from your visit -complete profiles of the nation’s 249most toured schools - information oncampus tour schedule, interviews, andlocal accommodations.

Peterson’s Colleges with Programs forStudents with Learning Disabilities orAttention Deficit Disorders - More than 750college programs in the U.S. & Canada forspecial-needs students. Available from ourcatalog or www.dyslexia.com/bookstore

The K & W Guide to Colleges forStudents with Learning Disabilities orAttention Deficit Disorder - A resource

Wrightslaw Flyer: Help for CollegeStudents with Disabilities:www.wrightslaw.com/flyers/college.504.pdf

IEPs do not follow students into college. Make sure you and your child know what to expect. Read Your Rights and Responsibilities in College by the U.S.Dept. of Education, Office of Civil Rights:www.ed.gov/about/offices/list/ocr/transition.htmlTo learn more about Section 504 & lifeafter high school, visit:www.wrightslaw.com/info/sec504.index.htm v

Scholarships andChoosing a CollegeNow is the time for high school seniors tovisit college campuses and get a head starton their college applications. Learn aboutcollege scholarships and financial aid forstudents with disabilities at:www.nhida.org/scholarships.htmwww.dyslexia.com/scholarships

These books answer many questionsthat students have when deciding on a college.

Help for College Students with Disabilities

THE DYSLEXIC READER

Purposes of IDEA: Employment,Independent Living . . . and FurtherEducation“The ‘Purposes’ section is the most importantstatute. ‘Purposes’ is the mission statement.”So how is “Purposes” different in IDEA 2004?

20 U.S.C. § 1400(d) Purposes(1)(A) to ensure that all children with disabilities have available to them a freeappropriate public education that emphasizesspecial education and related servicesdesigned to meet their unique needs and prepare them for further education, employment, and independent living . . . (3) to ensure that educators and parents havethe necessary tools to improve educationalresults for children with disabilities by supporting system improvement activities . . .

Definitions: IDEA 2004 - TransitionServices for Education, Work,Independent LivingLooking at the Definitions in Section 1401,note that several new definitions were addedto IDEA 2004 - core academic subjects,highly qualified teacher, homeless children,Limited English proficient, universal design,and ward of the state. Other definitions wererevised. “Transition services” is defined as: (34) a coordinated set of activities for a childwith a disability that (A) is designed to be aresults-oriented process, that is focused onimproving the academic and functionalachievement of the child with a disability tofacilitate the child’s movement from school topost-school activities, including post-secondaryeducation, vocational education, integratedemployment (including supported employment),continuing and adult education, adult services,independent living, or community participation;and (B) is based on the individual child’sneeds, taking into account the child’s strengths,preferences, and interests . . . ”Learn more about transition services, readMaking the Transition from School to Workby Sue Heath www.wrightslaw.com/heath/transition.work.htm and IEP & TransitionPlanning: Frequently Asked Questions at:www.wrightslaw.com/info/trans.faqs.htm v

Excerpted from Wrightslaw newsletter, TheSpecial Ed Advocate November 23, 2004(www.wrightslaw.com) “At Wrightslaw, our goals are to help you gain the information andskills you need to navigate the changing world of special education.”

On November 19, 2004 the U.S. House ofRepresentatives and the Senate passed theIndividuals with Disabilities EducationImprovement Act of 2004.

What does this mean to you? In ourbooks and training programs, we focus onfive key statutes that parents and teachersneed to know and understand:• Section 1400 - Finding and Purposes• Section 1401 - Definitions• Section 1412 - State Responsibilities (the

“Catch All” statute)• Section 1414 - Evaluations and IEPs• Section 1415 - Procedural Safeguards

(Rules of Procedure)In the files at www.wrightslaw.com/law/

idea/index.htm, you will find the full text ofIDEA 2004 with the changes in these fivestatutes.

Tip: Plan to read these files more than once.Use a highlighter to mark important passages.Make margins notes to help you rememberkey points. As you read, keep in mind thatCongress intended to align the Individualswith Disabilities Act (IDEA) with No ChildLeft Behind, the federal general educationlaw. The full text of the No Child Left BehindAct is in Wrightslaw: No Child Left Behind.

v India

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

v Ireland

Sister Antoinette KeelanDublin+353 (01) 884 4996

v Israel

Luba AlibashRamat Hasharon/Tel Aviv+972 (09) 772-9888 or(052) 272-9532

Etya CheslerKfar-Saba/Tel Aviv+972 (09) 768 0267

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

Eve ResnickKfar Saba/Tel Aviv+972 (09) 766 2140

Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistPearl ZarskyRa’anana/Tel Aviv+972 (09) 772 9888

v Italy

Elisa De FeliceRoma +39 (06) 507 3570

Silvia WalterBagno a Ripoli Florence Tel: +39 (055) 621 0541

v Japan

Helen Brittle-MatsukiTokyo +81 (03) 3795 5997

v Lebanon

Samar Riad SaabBeirut +961 3 700 206

v Malaysia

Hilary CraigKuala Lumpur+603 2096 1342

v Mexico

Dinorah Stella GarcíaGalvánTampico+52 (833) 228 6694

Las Palmas Counseling CtrSilvia Arana GarciaCathy Calderón de la BarcaMéxico D.F.+52 (55) 5202 7913

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistDLS Workshop PresenterGraciela Trevino GonzalezOlga Zambrano de CarrilloDDA-Mexico DirectorGarza GarcíaMonterrey+52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

IDEA 2004 Update: Changes to Key Statutes

THE DYSLEXIC READER

v Mexico (cont’d)

Alejandra Garcia MedinaCuajimalpa, Mexico, D.F+52 (55) 5813 9554

Maria del Pilar PerézOrnelasSan Luis Potosi+52 (444) 817 0961

Lucero PalafoxVeracruz+52 (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

v Netherlands

Ineke BlomDorpstraat+31 (020) 436-1484

Lot BlomUtrecht+31 (030) 271 0005

Hester BrouwerGroningen+31 (050) 52 61 146

Lieneke CharpentierNieuwegein+31 (030) 60 41 539

Monique CommandeurUithoorn+31 (0297) 56 88 50

Alexandra De GoedeAerdenhout+31 (023) 524 3263

Mine de RanitzDriebergen+31 (0343) 521 348

Christien De SmitSluis +31 (0117) 461 963

Leonardus D’HooreSluis +31 (0117) 56 29 40

Saskia Dijkstra Amsterdam +31 (020) 463-2753

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

Marianne EmmerzaalZwijndrecht +31 (078) 612 3000

Pérola GonçalvesAmsterdam+31 (020) 636 3637

Jan GubbelsMaastricht+31 (043) 36 39 999

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Judith HolzapfelDeventer +31 (0570) 619 553

Will HuntjensHorn +31 (0475) 589 238

Trudy JolingLaren+31 (035) 531 00 66

The Second International DavisFacilitators Symposium was heldon October 12-14, 2004 at RolducAbbey Conference Center, a restoredAugustine Monastery founded in1104 in the Limburg region ofHolland. 135 delegates from 20nations gathered for educational presentations, and to enjoy each others talents and company. According to the participants, the best thingsabout this Symposium were:• Meeting and sharing experiences and ideaswith people from many countries who have thesame goals, intentions and dreams. • The feelings of empowerment, strength of thegroup, togetherness, professional encouragementand support, laughter and fun, and bonding.• The diversity of topics and information (MathMastery, Study Skills, Marketing, Left-RightConfusion, and Brain Research, to name a few)

Here are three heartwarming letters aboutthe experience: “How lovely it was at Rolduc! Thank you for a special Davis week and inspiration to takehome. All the best.” —Áslaug Kirstín, Iceland

International Davis Facilitator Symposium a Great Success

1. (L-R): Karima Turkatte,Hólmfridur Gudmundsdóttir,Kim Ainis, Lynne Smith, Judith Schwarcz, Ray Davis,Myrna Burkholder.

2. Samar Riad Saab, EdithRotenberg, Alexis Mouzouris, Judith Schwarcz

3. Cyndi Deneson & accordion

4. Ron & Alice Davis

5. (L-R): Cyndi Deneson,Siegerdina Mandema, Robin Temple, MargaritaWhitehead, RichardWhitehead.

“Thank you for a wonderful symposium at Rolduc. It was sucha privilege to be there and to meetfellow facilitators from all overthe world and participate in theprogramme. I thoroughly enjoyedit and also I feel a changed person!Best wishes.”

—Evelyn White, UK

“Thank you for the opportunity to share your lifedream. I just started this wonderful experience...it is for me the occasion to discover again the“courage” of life, and as Ron says “the harmonyof the worlds.” Thank you and all the peoplewho share the same energy for what they havedone and what they do and....will do. Yourwarmth and freshness at the Symposium waslike being wrapped in love and understanding.Thank you for that and all the feelings, picturesand ideas I can’t describe with words.”

—Silvia Walters, from Florence, Italy

Thank you all so very much for yoursupport and encouragement.

—Love, Ron & Alice Davis

1

3 4 5

2

Rolduc Abbey ConferenceCenter, aerial view.

THE DYSLEXIC READER

v Netherlands (cont’d)

Helen KapteinMiddleburg+31 (0118) 64 37 73

Marie KoopmanBilthoven+31 (030) 228 4014

Carry KulingHeemstede+31 (0235) 287 782

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

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

Yvie Leenaars-de RooÿBavel+31 (0161) 433 449

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

Karin MeijAmsterdam+31 (020) 679 9152

Sjan MelsenArnhem+31 (026) 442 69 98

Petra MoolhuizenMiddelaar+31 (024) 696 3530

Marianne OosterbaanZeist +31 (030) 691 7309

Ineke PijpGroningen+31 (050) 542 0817

Petra Pouw-LegêneBeek +31 (046) 437 4907

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Tonny StorHeerhugowaard+31 (072) 57 22 771

Karima P.A. TurkatteAmsterdam+31 (020) 696 4379

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

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

Rieja van der ValkAlmelo +31 (0546) 867 537

Annemarie van HofUtrecht +31 (030) 65 86 700

Le don d’apprendreRelease date: October 2004Price: 25 EurosPublisher: La Méridienne/Desclée deBrouwer, www.descleedebrouwer.com/ISBN: 2-220-05508-7

Da gave van leren: Nieuwe methoden om leerhandicaps te overwinnenRelease date: October 2004Price: 18.50 EurosISBN: 90-389-1540-3Publisher: Elmarwww.uitgeverijelmar.nl

Available from: DDA-NederlandKerkweg 38a 6105 CG Maria Hoop, NederlandTel: +31 (0475) 302 203 Fax: +31 (0475) 301 381Email: [email protected]

The Gift of DyslexiaRussian editionRelease date: January 2005Price: 59 N.I.S (US$14)Publisher: Center for Learning Correction20 Ha’shhafim, Ra’anana 43724, IsraelTel: +972 09-772 9888 Fax: +972 09-772 9889Email: [email protected]

New Ron Davis Book Releases

THE DYSLEXIC READER

v Netherlands (cont’d)

Drs. Marian J.A. vanLeeuwen/Woudenberg+31 (033) 286 3506

Sjakkelien van LierDeventer +31 (0570) 600 008

Gerard van PoppelGouda +31 (0182) 535 265

Juchke van RoozendaalOss +31 (0412) 690 312

Willem Van UlsenGroningen+31 (050) 542 3941

Karin Van WulfenBreda +31( 076) 514 4889

Lucie Wauben-CrutsElsloo +31 (046) 437 0329

Christa WiersmaDen Haag+31 (070) 355 3388

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

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

v New Zealand

Catherine ChurtonDDA-Pacific DirectorSupervisor-SpecialistAuckland+64 (021) 448 862

Jennifer ChurtonAuckland+64 (09) 360 4941

Raewyn MathesonInglewood+64 (027) 411 8350

Shelley McMeekenDunedin +64 3 456 5058

Lorna Timms Christchurch +64 3 359 8556

v Oman

Patricia Lynne HodgeMuscat+968 698 596

v Philippines

Imelda CasugaBaguio City +63 (744) 42 29 01

v Republic of Singapore

Phaik Sue ChinSingapore+65 6773 4070

Ann ChuaSingapore +65 9843 1726

Constance ChuaSingapore +65 6873 3873

v South AfricaSara Louise KramerCapetown+27 (021) 794 5778

Based on the Davis DyslexiaCorrection methods, this Kit enables parents and tutors ofchildren, ages 5-8, to home-teachand help young learners to:• focus attention• control energy levels• improve eye-hand coordination• learn the alphabet• learn basic punctuation• develop and strengthen pre-reading

and basic reading skills• prevent the potential of a learning

problem• improve sight word recognition and

comprehension• establish life-long “how to learn” skills.

Young Learner Kitfor Home-Use

••

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I SD Y S L E

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The Kit includes:

• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary

(hardcover) • Checking Your Grammar (softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart

The Davis Methods for Young Learners

Davis Focusing Strategies providechildren with the self-directed ability tobe physically and mental focused on thelearning task at hand.

Davis Symbol Mastery enables childrento master the alphabet letters, punctuationmarks and basic sight words with a simple,easy and fun alternative to pencil-paperactivities and drill.

Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $119.95(Shipping and Handling will be added)

To purchase a kit, use our secure on-lineordering at:www.dyslexia.com/bookstore

or call our toll-free number: 1-888-999-3324

Note: For older children (ages 9 and up), werecommend the Davis Symbol Mastery Kit.

THE DYSLEXIC READER

Two New VisualDictionaries in our CatalogIf a picture is worth a thousand words, thenthese books are worth a thousand textbooks.

Ultimate Visual DictionaryUsing more than 6,000 full-color photographsand illustrations, this dictionary explains theworld around us with few words and many pictures. Instead of definitions and example sentences, it shows you what each word means!There are detailed illustrations and gorgeousphotographs in rich color. Helpful annotationssurround the pictures.

Cutaways and exploded views provide new perspectives on everything from the insideof a volcano to the inner working of a computer.Divided into 14 sections, this easy-to-use reference covers everything from prehistoricEarth and science, to sports, art, and music.Unlike the Firefly Dictionary, this book provides many more “real” photographs (rather than illustrations).

A must have book for the creative writer,curious student, and visual-spatial thinker.

Firefly Visual DictionaryVisual-spatial thinkers will love browsingthrough this successor to The Macmillan VisualDictionary. The new edition contains 10,000 moreterms (35,000 in all) and 500 more full-color,computer-generated illustrations (6000 in all).Subjects include:

• Astronomy • Earth• Vegetable Kingdom • Animal Kingdom• Food and Kitchen • Human Being• House • Clothing• Society • Transport and Handling• Energy • Arts and Architecture• Science • Sports and Games• Do-it-Yourself and Gardening• Personal Adornment and Articles• Communications and Office Automation

Each key word and phrase is connected tothe detailed illustrations. Examples include the

Book Reviews

anatomy of an umbrella, the structure of a Greek temple, and the parts of honeybee. Allare organized into a series of sections and arefully indexed. The only text in the book is thePreface, Headings, actual terms, and Index.

This book would be an excellent referencefor researching homework assignments, buildingvocabulary, or browsing just for fun. v

Ultimate Visual Dictionaryby Dorling Kindersley PublishingHardcover: 672 pages 2002 edition ISBN: 0789489481 Price: $39.95

Firefly Visual Dictionaryby Jean Claude Corbeil, et alHardcover: 960 pages Publisher: Firefly Books Ltd ISBN: 1552975851 Price: $49.95

v Spain

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

Silvia María SabatésRodrigoMadrid +34 (091) 378 2331

v Switzerland/CH

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

Monika AmreinZurich +41 (01) 341 8264

Gerda Barakos-JegerDornach+41 (061) 701 80 60

Lerninstitut BaselBonny BeuretSpecialist TrainerAdv. Workshop PresenterDLS Workshop PresenterDDA-CH DirectorRuth Froels +41 (061) 272 24 00

Priska BaumgartnerWettingen +41 (056) 426 28 88

Mieke Blommers-FriederichsBasel +41 (061) 378 9060

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

Vicki BrignoliLumino+41 (091) 829 05 36

Beatrice ContiWolfisberg+41 (062) 636 2146

Regula Dürr Basel +41 (061) 321 60 32

Ursula FischbacherOrpund+41 (032) 355 23 26

Edith ForsterEttenhausen+41 (052) 365 45 54

Heidi Gander-BelzMonchaltorf+41 (01) 948 1410

Katharina GrenacherBern +41 (031) 382 00 29

Elisabeth GutGrut +41 (044) 932 3242

Ursula Hirzel EglerStäfa +41 (01) 926 2895

Christa JaegerRiehen +41 (061) 641 4667

Susanne JekerOlten +41 (062) 296 45 30

Consuelo LangLumino +41 (091) 829 05 36

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

Renate LöffelBasserdorf+41 (01) 836 96 59

THE DYSLEXIC READER

v Switzerland/CH (con’t)

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

Sandra MoschtaghiBasel +49 (0172) 81 57 351

Christine NoisetRenens/Lausanne +41 (021) 634 35 10 or(079) 332 2775

Jürg PeterSupervisor-SpecialistDornach+41 (061) 701 39 16

Véronique PfeifferZürich +41 (01) 342 22 61

Elisabeth RabergerBaden +41 (056) 209 17 76

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

Regine RothMohlin/Basel+41 (061) 851 2685

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

Benita RuckliSigigen +41 (041) 495 25 38

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

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur+41 (052) 242 4015

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

Claudia TavernaSent +41 (081) 864 9115

Andreas VillainZürich +41 (076) 371 84 32

Catherine WarnerGeneva +41 (022) 321 70 42

Iris WebberBäretswil/Zürich+41 (01) 939 2633

Margit ZahndEttingen+41 (079) 256 86 65

v United Arab Emirates

Linda RademanDubaiTel: +9714 348 1687

v United Kingdom

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

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

Kate Blow Southampton, Hants +44 (02380) 704 734

Jo Broughton Hitchin, Herts +44 (0)1462 435 166

Keyhole: UltimateInterface to thePlanet Reviewed by Abigail Marshall

Keyhole is a new software package and anew concept in software for most home users–billed as the “Ultimate Interface to thePlanet.” Essentially, it gives the user access tosatellite images of the entire world, coupledwith overlays which can show borders, roads,transportation routes, parks, or other points ofinterest. Users can search easily for a specificaddress, zoom in for views close enough todistinguish individual houses, and zoom outto quickly navigate the globe. Most of the datasupporting the views is not stored in the user’scomputer, but is streamed on demand fromthe Keyhole servers, now owned by Google.

Why am I reviewing this for TheDyslexic Reader? Well ... I have this problemwith road maps. I like looking at maps, but I always get mixed up when I am drivingsomewhere, confused about directions, andbasically – no matter how good the directions– I forget them almost as soon as I am told.And remembering left from right? Forget it.When I have to go someplace new, I usually

print the maps from an online service likeMapquest or Yahoo!Maps,keep it with me inthe car,and make frequent stops to consult themap. It works fine as long as I’m going north.But if I am heading in a different direction Ihave to turn the map around to try to matchthe way I am facing, and I have a hard timegetting that right.

But Keyhole gave me a picture, completewith parks and mountains and lakes and trees.So when I had a meeting with someone in my town, rather than go online for my map, I found the address in Keyhole. And insteadof printing out the map (a program option), I simply used the cursor to follow the roads I would have to take, using the rotate tool toturn the map image as I turned, to get a senseof what I would really see when driving. Sincethe town was familiar, even though the particular neighborhood was not, I quicklyrecognized familiar landmarks..

I didn’t have to write anything down,because this time I actually “drove” the routeonline. I even made a mistake on the computer,missing a turn, saw the error and came back,all while safely at home. When I got in mycar and drove to the house, I had no problem,because instead of remembering a map, I nowhad a clear picture in my mind of where I hadto drive.

Software Review

Continued on p. 15

Screenshot of Savannah, Georgia.

THE DYSLEXIC READER

v United Kingdom (con’t)

Laurie ChallonerBarton Upon Humber,North Lincs +44 (01652) 636 676

Susan DuguidLondon+44 (020) 8878 9652

Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodDLS Workshop PresenterAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045

Hilary FarmerOxford, Oxon+44 (01865) 326 464

Nichola FarnumLondon+44 (0208) 977 6699

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Carol ForsterDLS Workshop PresenterGloucester+44 (01452) 331 573

Axel GudmundssonLondon +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 645

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185

Phyllida HowlettHaverfordwest,Pembrokeshire +44 (01437) 766 806

Angela JamesReading, Berkshire+44 (0118) 947 6545

Judith JenkinsonOld Windsor, Berks+44 (01753) 853 275

Liz JollyFareham, Hants+44 (01329) 235 420

Keryn MiddletonBarking, Essex, +44 (0208) 507 9164

Madeleine MilesDereham, NorfolkTel: +44 (01362) 861 136

Fionna PilgrimKeighley, West Yorkshire +44 (01535) 609 797

Elenica Nina PitoskaLondon +44 (020) 8451 4025

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

Janice ScholesLiversedge, West Yorkshire+44 (01274) 874 712

So I’m sold. I definitely need Keyhole.A free 10-day trial download is available atwww.keyhole.com. After that, a one-yearlicense and subscription is $29.95.

A few caveats: First, Keyhole is currentlyavailable only for Windows, and it’s best ifyou have a powerful computer, lots of memory,a good graphics card, and a high-speed internetconnection. If you own a newer computer, itshouldn’t be a problem – if not, then definitelygo the try-before-you-buy route.

Secondly, not all places of the worldhave close-ups good enough to use as roadmaps. Most major US cities have hi-resolutionimages available, as well as many cities inEurope and Asia. Other parts of the world arebeing added, but it may be a while before themapping aspect of this software is sufficientlydetailed in rural or less developed parts of theworld. Keyhole is being marketed mostly toAmericans, and it shows. Even so, this softwareprovides a great geography lesson. The wholeworld is available, just not in high resolution.In areas with lower resolution, you can stillsee the mountains and valleys; find cities andmeasure distances; you can make the globespin as you travel around it – it’s just that theroad map function isn’t of much use.

I found Keyhole fascinating to play withand extremely helpful. People always ask meif there is a Davis Facilitator near them, andfor the first time I have a tool that lets me seevery clearly distances between cities, with a

zoom feature that lets me find the informationquickly. I learned that Savannah, Georgia isnot particularly close to Atlanta; in fact, theyare 150 miles apart. I could have figured thatout with Mapquest, but I figured it out a lotfaster and a with lot less fuss with Keyhole.(But note: for the Keyhole search to work,you must know the correct spelling of the cityyou are looking for – another issue that maybe a problem for some).

However, a final warning: some mayfind this software very disorienting. With allthe zooming in and out and the world turning,it seems as if you’re flying all about, not quitesure which way is up. Fortunately, if you gettoo confused, there is a one-click compassbutton that automatically “rights” the imageto orient with North at the top. I liked theturning about because it all seemed very 3-Dand real. But it is the kind of thing that couldalmost literally cause your mind’s eye to flyto Timbuktu (which is in Mali, in a brown,deserty part of West Africa, about 890 milesaway from Monrovia, in Liberia.).

Anyway, I highly recommend Keyholesoftware for any one with a powerful computerwho wants a better view of the world. Parents,your kids will figure out the graphical interface immediately; it’s all arrow buttonsand slider bars. If you like to waste time playing with stuff on the computer instead ofworking, Keyhole is also highly addictive. v

Software Review (Cont’d from p. 14)

Screenshot of New York City.

v United Kingdom (con’t)

Center for Natural Healthand Learning

Judith ShawRichard WhiteheadMargarita WhiteheadDDA DirectorStaplehurst, Kent+44 (01580) 890 321

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

Barbara TimminsSolihull+44 (015) 6477 2657

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

Beth WatermanHampton Wick, Surrey+44 (020) 8977 8777+44 (07958) 252 792

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

Margarita WhiteheadStaplehurst, Kent+44 (01580) 890 321

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

v United States

AlabamaPaula MoreheadBirmingham+1 (205) 408-4420

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

Nancy KressGlendale/Phoenix+1 (623) 203-1890

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

Jeannette MyersSedona+1 (928) 204-1963

Tamera P. RichardsonMesa/Phoenix+1 (480) 649-7737 x2237

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

PAGE 16 THE DYSLEXIC READER

Definitions of Dyslexia

Q. I tried doing the assessment with my sonand when it came time for him to move hismind’s eye above the cake, he couldn’t do it.He said he could visualize what the cakelooks like from any angle but he couldn’t putthis “mind’s eye” somewhere else to look atit. What do we do?

A. If your son was unable to move his mind’seye during the assessment, then it means that hewill not be able to do the Davis OrientationCounseling procedure.

There is a second book by Ron Daviscalled The Gift of Learning, which also retailsfor $14.95, and can be ordered from our website or from other booksellers; you might alsobe able to find a copy in the library. Thatbook describes an alternate procedure calledAlignment, which we use for students whocannot do Orientation. You should find thateasier to understand - we are able to teachthat technique to children as young as age 5.

Q. Does dyslexia confuse perception of what you hear and understand in general lifesituations?

A. Yes, it can, and it is especially commonfor dyslexics to misconstrue or misrememberinstructions or specific words of conversations.The problems encountered with trigger wordsin reading or writing can often come up withthe same words in speech. For example, if youask, “Please put that box on the top shelf inthe closet,” a person might be confused aboutwords like “that, on, the, in” – and simplyrespond to “put box closet” and put the boxon the closet floor.

Q. I have read The Gift of Dyslexia twiceand have taken notes. The book recommends5-6 hours a day to do this treatment. Can I doit for 2–3 hours a day with my son, age 14?

A. Yes. It is fine to have a shorter schedule.You should plan to work 2-3 hours a day atfirst, while your son learns to use his orientation tools and you do the clay alphabetand the first few words of clay modeling.Once he has the idea of Picture-at-Punctuationand the Symbol Mastery of words, you couldeasily drop to half-hour sessions and your soncan do most of the work on his own. He wouldjust need you to help check his progress if heran into problems. The real key will be yourson’s motivation and willingness to stick with mastering the trigger words.

Q. What is the connection between left-handedness and dyslexia?

A. Left-handed people are more likely to bedyslexic than those who are right-handed, butthe majority of dyslexics are right handed. It’s just that the tendency is greater among left-handed people.

It probably has to do with brain structure and hemispheric specialization.Typically, reading and speech rely largely on left-hemispheric processes, and the motorareas of the left hemisphere also govern theuse of the right side of the body, including thehand. Left-handed people would be expectedto have stronger development on the rightside of their brain. In some, but not all, lefthanders, the speech and language functionsare also on the right side of the brain.

Dyslexics tend to rely more on righthemispheric processing and to have more uniform development of the right and lefthemispheres, rather than strong specializationof the left.

So the answer is probably simply thatleft-handedness is associated with strongdevelopment of the right brain hemisphere,which is also associated with dyslexia.

Q. Does anyone know if there has been astudy done, or if there is one being done, onthe percentage of dyslexic students beingplaced in Special Ed?

A. The statistics I found while researchingmy book were that an estimated 15% of students have dyslexia, but only 5% are identified and qualified to receive services in U.S. schools. I also found this online at www.nichcy.org/pubs/research/rb2txt.htm:

By Abigail Marshall,DDAI Information Services Director

Continued on page 17

v United States/ California (con’t.)

Janet ConferRancho SantaMargarita/San Clemente+1 (949) 589-6394

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

Learning DisabilityResource Clinic Nicole MeltonKaren PongsDiamond Bar+1 (909) 229-5251

Dwight UnderhillEl Cerrito/Berkeley+1 (510) 559-7869

ColoradoTerry DeMeoLittleton/Denver+1 (303) 850-7668

David Hirst Pagosa Springs/Durango+1 (970) 731-1661

Erin PrattBoulder+1 (303) 775-6464

Crystal PunchCentennial/Denver +1 (303) 850-0581

Kristi ThompsonDLS Workshop PresenterWalsh +1 (719) 324-9256

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

Alice J. PrattDLS Workshop PresenterJacksonville+1 (904) 389-9251

Edwina Stone Sunrise/Ft. Lauderdale+1 (954) 290-5395

Rita Von BonFt. Walton+1 (850) 934-1389

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

HawaiiVickie Kozuki-Ah YouEwa Beach/Honolulu+1 (808) 685-1122

IllinoisKim AinisChicago +1 (312) 360-0805

IndianaJodi R. BaughCloverdale/Indianapolis+1 (765) 526-2121

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

PAGE 17THE DYSLEXIC READER

In 2000, The Special EducationElementary Longitudinal Study (SEELS)found that youth receiving special educationservices made up 11% of all students betweenthe ages of 6 and 13. Of these special education students:

• 75% were classified as having either learning disabilities or speech/languageimpairments as their primary disabilities.

• 9% classified with mental retardation.• 6% classified with emotional disturbances.• 5% classified with other health impairments.

Q. I have a 12-year-old granddaughter, diagnosed with Dyslexia Dysnemkineidesia(combined type). We can find informaton onthe web about Dyslexia, but can not find anyinformation on Dysnemkineidesia. Can youhelp me?

A. The term “Dysnemkineidesia” is used torefer to dyslexics who commonly reverse letters and are unable to recognize wholewords. It is basically a combination of twotypes of dyslexia–in this case a combinationof the words, “dysnemkinesia” (problemswith letter formation), and “dyseidesia”(problems with whole word recognition).

What this means is that your granddaughter has dyslexia; that her writing ischaracterized by frequent letter reversals; andthat she probably has difficulty recognizingcommon words and in writing, has unusualbut phonetically accurate spelling.

Most school reading programs emphasizeteaching of phonics, but children with yourgranddaughter’s symptoms typically have agood understanding of phonics–they needhelp with the perceptual issues that causethem to misperceive letters. Students like thisactually do not have a consistent visual imageof letters and words–they really do “see” lettersout of order or backwards.

We call this “disorientation” and haveeffective techniques for correcting this problem.We begin with Davis Orientation Counselingor Alignment, which trains the student to recognize and self-correct, using simple mental techniques. From there, we have amethod called Davis Symbol Mastery whichhelps connect words with their meanings aswell as appearance and sound, and ReadingExercises which emphasize full comprehension.Over time, the student is able to master themost common words of the language andreading becomes fluent with strong comprehension. v

Q&A (continued from page 16)

“The looks, the stares, thegiggles . . . I wanted to showeverybody that I could dobetter and also that I couldread.”

–Magic Johnson, basketballplayer, advocate for AIDS/HIVawareness, and youth rolemodel.

Famous Dyslexics Remember

“It’s a damn poor mind that can only think of one way to spell a word.”

–Andrew Jackson, seventhPresident of the United States

“Young George, althoughbright and intelligent andbursting with energy, wasunable to read and write.Patton’s wife corrected hisspelling, his punctuation,and his grammar.”

–General George Patton, WWII general and war hero

“As a child, I was calledstupid and lazy. On the SAT I scored 159 out of 800 in math. My parents had noidea that I had a learningdisability.”

–Henry Winkler, actor

v United States (con’t.)

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

KansasCarole CoulterOverland Park/Kansas City+1 (913) 831-0388

KentuckyRochelle AbnerWinchester+1 (859) 513-2662

LouisianaWendy Ware GilleyBaton Rouge+1 (225) 751-8741

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

MichiganAnn MinkelSix Lakes/Grand Rapids+1 (989) 365-3176

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

MinnesotaCindy BauerPlymouth/Minneapolis+1 (612) 483-3460

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

Bernadette Peterson Maple Grove+1 (763) 229-4550

Virginia PutzkeCold Spring/St. Cloud+1 (320)-685-7977

Mississippi M. Elizabeth CookVicksburg/Jackson+1 (866) 632-2900 (Toll Free)+1 (601) 636-2900

MissouriPatricia HenryKansas City+1 (816) 361 6563

MontanaElsie JohnsonKalispel+(406) 257-8556

Linda Jo PriceBozeman+1 (406) 586-8218

Nancy SittonWhitefish+1 (406) 863-9844

NebraskaShawn CarlsonLincoln+1 (402) 420-1025

PAGE 18 THE DYSLEXIC READER


Carol Ann Rodrigues“After a Bachelor of Artsdegree in Psychology, I trainedto become a Special Educatorand have been working atschools in Mumbai. About twoyears ago, I chanced upon apersonal copy of ‘The Gift of

Dyslexia’ with a colleague of mine at school. I picked it up merely out of curiosity, but wasvery impressed by what I read. I decided to tryout the methods from the book and was amazedwith the results. The very first child I workedwith remarked that I had ‘magical powers.’ I am looking forward to begin providing Davis programs in India.” Dyslexia Correction-India +91 (222) 667 36 49. [email protected]

Imelda S. Casuga is thefounder and school head ofSmall World Christian SchoolFoundation (K-Gr. 10). Withher love for children and aninnate heart to teach, sheobserved some children with

learning difficulties that reminded her of her own dilemma during her school years. Equippedwith an MS in Early Childhood EducationAdministration from NOVA SoutheasternUniversity and a BS in Family Life & ChildDevelopment from University of the Philippines,she saw it was not sufficient to meet the needs ofthese children. In her search, she came across theDavis methods and now incorporates them as apart of her school’s extended services. SmallWorld Christian School Foundation, 37 MilitaryCut Off, Baguio City 2600, Philippines. + 63 (744) 42 29 01. [email protected]

Kolbeinn Sigurjónsson“My interest in Dyslexia hasgrown from my experience as aparent. Controversial as it mayseem, the extreme difficultiesdyslexia can cause and the hugeimpact the Davis Methods can

have on peoples lives, pushed me into learning tobecome a Facilitator – and it has been a greatexperience.” Lesblind.com, Thverholt 2, 270Mosfellsbær, Iceland. +354 586-8180. [email protected]

Newly Licensed Davis Facilitatorsand DLS Workshop Presenters

A special welcome to our first Davis Facilitators in India and the Philippines!

Gudbjörg Emilsdóttir “I have been a teacherfor more than 30 years, the past 20 years inSpecial Education and School Administration. Ihave been working with children with differentlearning disabilities as well as dyslexic, ADD &ADHD children. I have always been searching for new things that could help my students. Fiveyears ago a colleague said to me, ‘You are notreally helping your students, try to read this bookand you will understand what I mean!’ She gaveme Ron Davis’ book, ‘The Gift of Dyslexia.’ NowI understand what she meant. I am very gratefulto have come across the Davis Program. I feelvery proud to be a Davis Facilitator and I feelmuch more competent as a teacher, too. I lookforward to working with my clients and helpthem to discover their gift and how they can worktheir special talents and use it in their life. I alsouse Davis Learning Strategies in my teaching and have started DLS Mentor training.” Gudbjörg speaks Icelandic, Danish and English.Saebólsbraut 6, 200 Kópavogur, Iceland. +354-554-3452. [email protected]

Ásta Ólafsdóttir “As I havetaught children and teenagersfor 15 years I have becomeaware of the problems dyslexicpupils have in school. I havebeen interested in all kinds ofmethods to assist those pupils.When I got acquainted with the

Davis procedure, I was certain that I would like to become a Facilitator for both children andadults.” 690 Vopnafjirdur, Iceland. +354-473-1164. [email protected]

Aslaug KirstinAsgeirsdóttir “As a teacherfor over 20 years I haven’tcome across anything that reallyhelped my many dyslexic pupils–until last year. My friend’s 17-year-old son had a DavisCorrection Programme and it

changed his life. I’m grateful for being on thisnew path, with my great Icelandic group of colleagues. My goal is to facilitate all ages, bothin Iceland and the other Scandinavian countries.Thank you, Ron Davis!” Lesblind.com, Tverholt2, 270 Mosfellsbær, Iceland. +354 [email protected]

v United States (con’t.)

NevadaBarbara ClarkGardnerville/Carson City+1 (775) 265-1188

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

New JerseyLynn ChigounisMontclair +1 (973) 746-5037

Nancy CimprichElmer/Philadelphia+1 (856) 358-3102

Charlotte FosterSupervisor-SpecialistBernardsville/Newark+1 (908) 766-5399

New YorkWendy RitchieHilton/Rochester+1 (585) 233-4364

North CarolinaGerri W. CoxDLS Workshop PresenterShallotte/Wilmington+1 (910) 754-9559

Tina KirbySanford/Fayetteville+1 (919) 499-0774

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

Elizabeth RatliffCary/Raleigh+1 (919) 461-3948

North DakotaKaren NelsonBismarck+1 (701) 527-5367

OhioSandra KornLiberty Township/ Cincinnati+1 (513) 779-9118

Lisa ThatcherMount Vernon/Columbus+1 (740) 397-7060

PennsylvaniaMarcia MaustBerlin/Pittsburgh+1 (814) 267-6694

South DakotaKim CarsonDLS Workshop PresenterBrookings/Sioux Falls +1 (605) 692-1785

TennesseeSheri HowardHarrison+1 (423) 432-4582

TexasKellie Antrim-BrownFt. Worth+1 (877) 230-2622 (Toll Free)+1 (817) 989-0783

PAGE 19THE DYSLEXIC READER

Hugrún Svavarsdóttir “Ihave been so happy to have hadthe opportunity to learn aboutDavis Methods. Finally there issomething that works. Being aFacilitator is like a dream cometrue. To help dyslexic people, tosee inside themselves and how

clever they really are. This is a wonderful job.”Efstu-Reyker, 270 Mosfellsbær, Iceland. +354-698-6465. [email protected]

Asta ValdisGudmundsdóttir “Many ofmy loved ones are dyslexic, andI have seen the obstacles theyhave to overcome everyday. Ihave always known that theyare bright and creative but theirdyslexia has always managed to

be in the way of their self-security. That is a verysad thing. When I listened to Ron speak about ayear ago, I knew this was the answer! I’m gratefuland proud to become a Davis Facilitator. It is aspecial and wonderful opportunity to work withclients and help them to use the Davis tools toovercome their problems.” Adalgata 2,Stykkisholmur 340, ICELAND. +354 [email protected]

Thor Elis Pálsson “I firstlearned about the DavisProgram a few years ago whenI read “The Gift of Dyslexia.”Then, for the first time I realizedthat there was something elsebehind Dyslexia than just aplain learning disability, and

that it is not a handicap! I work in the film industrydirecting documentaries and entertainment projectsfor the public. A position of satisfaction, but Iwanted to give something more to people in amore personal way. Davis gave me that possibility.I feel that there is hardly anything more rewardingthan to be a part of a person’s experience whileovercoming his/her learning difficulties. It alsostrengthens one to know that the Davis Programcan also be of help in people’s work and in lifeitself. I was educated as a teacher from theTeacher College of Iceland and then studied finearts at the Icelandic College of Art and Crafts.Later I went to Holland to the Jan Van EyckAcademie and studied fine arts and film. I havetaught in elementary schools, in art schools andorganised workshops and seminars for artists andfilmmakers. I look very much forward to open thedoor for people that seek solving their problemsconcerning dyslexia and other learning disabilities.”Hringbraut 119, Reykjavík 107, Iceland. +(354) 533-2772. [email protected]

New Facilitators (continued from p. 17) Liz Jolly “I came to read ‘TheGift of Dyslexia’ when I waslooking for a method to help myyoungest son with his literacyskills. I wanted something thatwould be fun, as I knew hewould not cope with repetitivephonics drill. Understanding

the way he thinks, having done a program with afacilitator, changed our lives and enabled him toenjoy learning. I work part-time with children andfamilies and see on a regular basis the misery thatthese children endure being a visual thinker in thecurrent educational system. I wanted to bring tothem the understanding of how they can use theirown special gift, and return to them the joy oflearning. This prompted me to train as a DavisFacilitator and I have had a fantastic time studyingand making friends with people from all aroundthe world. I look forward to giving Davis Programsto both children and adults. Dynamic Dyslexia, 5 Lakeside, Funtley, Fareham, Hants, P0175EP,United Kingdom. +44 (01329) 23 54 [email protected]

Rochelle Abner has a Bachelors degree inCommunication Disorders and postgraduate workin Early Childhood Special Education with anemphasis in Behavior Disorders. Her interest indyslexia stems from the special gifts and chal-lenges of her own children. Bluegrass LearningCenter, 706 W. Lexington Ave. Winchester,Kentucky, 40391, USA.+1 (859) 513-2662. [email protected]

Luba Alibash “As a certifiedDavis Facilitator I will now be working in the Center forLearning Correction in Ra’ananato provide this unique methodfor private clients. I am happyto utilize my knowledge andacquired skills in the public

sector, for example in education centers (ulpans)for new immigrants from Russia in order to helpthem study Hebrew. I believe that Davis methodswill be of great help for people studying the newlanguage. Now that ‘The Gift of Dyslexia’ istranslated into Russian, I will be pioneering theDavis method in Russian in this new huge marketof Russian-speaking people to help them resolvetheir dyslexia problems. To my mind, this is thesort of activity that is worthwhile being engagedin to change somebody’s life for the better. I willbe working together with the Center for LearningCorrection with the future goal of bringing DavisCorrection Programs to Russia.”3/9 MenachemBegin Street, Ramat Hasharon, 44837, Israel.+97 (297) 72 98 88. [email protected]


THE DYSLEXIC READER

v United States/Texas (con’t.)

Janalee BealsBedford/Dallas/Ft. Worth+1 (877) 439-7539 (Toll Free)

Success Learning CenterRhonda ClemonsDLS Workshop PresenterColleen MillslagleDLS Workshop PresenterTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

Shari ChuSan Antonio +1 (210) 414-0116

Susan DickensLeander/Austin+1 (512) 515-5591

Susan LewisLubbock+1 (806) 771-1385

Shannon LivermanLampasas/Austin+1 (512) 556-6990

Amanda MeyerBurleson / Ft. Worth+1 (817) 426-4442

Dorothy OwenSupervisor - SpecialistPlano/Dallas +1 (972) 447-8327

Paula Roberts Tyler +1 (903) 570-3427

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

Laura WarrenDLS Workshop PresenterLubbock+1 (806) 771-7292

VirginiaDonna KouriMount Pelier / Richmond+1 (804) 883-8867

Angela OdomDLS Workshop PresenterMidlothian/Richmond+1 (804) 833-8858

Jamie Worley Newport News/Norfolk+1 (757) 283-5218

WashingtonChristy BironWashougal/Vancouver+1 (360) 835-9627

Jackie BlackArlington/Everett1-866-218-1614 (Toll-Free)

Meadowbrook Educational ServicesDorothy BennettRenie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737

Lucie Wauben-Cruts “I’ma teacher and mother of twochildren. I always loved to workwith children. There are manychildren who have problemswith reading. I started withDavis Learning Strategies in my

own class. I’m impressed to see what happenswith the children. So I wanted to know more aboutDavis Correction and I started with the Facilitatortraining. I hope I can help a lot of children to dis-cover their own way of learning!” eigenbeeld,Elserveldstraat 26, Elsloo, 6181KA, Holland.+31 (464) 37 03 29. [email protected]

Angela James “I becameinterested in the Davis Methodthrough personal experience.My daughter is dyslexic andcompleted a Davis Programsome years ago. I was soimpressed with the positive

changes in her self-esteem together with the sig-nificant improvement in her social and academicskills that I decided to train as a Davis Facilitator.I feel privileged to be able to help talented buttroubled children and adults find their gift.” 22a Grosvenor Road, Caversham, Reading,Berkshire, RG4 5EJ, UK +44 (011) 89 47 65 [email protected]

Madeleine Miles “Myintroduction to DDAI camethrough a friend. All of mychildren have completed theDavis Programme. It was quitean undertaking, but the bestdecision I could have made.

All three gained a kind of inner confidence andnew composure and now take responsibility fortheir own learning. For adults, spending a weekone-to-one with a Facilitator results in a real boostin ability and self-knowledge. The same went formy children. Deciding to train was a natural progression and it has been a fascinating journeythat I could never have pre-judged. I look forwardto passing on these common-sense methods andlife-long benefits to others.” Keeper’s Cottage, Hoe,Dereham, Norfolk NR20 4BD, United Kingdom. +44 (013) 62 86 11 36. [email protected]

Margarita Whitehead “As a qualifiedhomeopath with a keen interest in holisticapproaches, I became interested in the integrityof the Davis Methods. I am Russian by birth andwould like to bring the benefits of the DavisMethods to Eastern Europe.” Margarita speaksRussian, English and Polish. Centre for NaturalHealth and Learning, Unit 3A, Slaney Place,Headcorn Road, Staplehurst, Kent, TN12 0DT,United Kingdom. +44 (1580) 89 03 [email protected]

Silvia Walter has a BachelorsDegree in Modern Languages.She lives in Italy where shetaught German. During severalperiods of time abroad she wasable to experience home school-ing with her two daughters. “Asa Davis Facilitator I would like

to give children and adults the precious tools thatcan help them to handle their learning difficultiesand improve their self-esteem. I would love totake the persons with learning disabilities throughthis “process of discovery.” Silvia speaks bothItalian and German. Via Vicchio E Paterno 115,Bagno a Ripoli, Florence, 50012, Italy. +39 (055) 65 10 541. [email protected]

Jutta Gorschlüter,Spielraum Lernen, Zwi-Schulmann-Weg 54, D-48167, Muenster, Germany.+49 (251) 39 99 53 05. [email protected]

Ingrid Huth has a diploma in Pedagogics and HealingPedagogics. “For the past 10years I have been working withchildren experiencing dyslexia,dyscalculia and ADD.” Berlin,Germany. +49 (017) 98 96 80 [email protected]

Sabine LaDue “I have ateaching degree in EnglishLanguage and needlework/crafts/art from the RudolfSteiner Schools. I was a teacherfor Special Education andPhysical Therapy at a school forspecial education for 13 years.

I am most interested in working with young adultsand teenagers. Birkenpilzstr. 9, 70599 Stuttgart,Germany. +49 (711) 47 91 [email protected]

Beate Tiletzek “My background is both educational(primary school teacher) andtherapeutical. I am an alternativepractitioner in own office specializing in naturopathy. Itrained in psychotherapy, NLP,transaction analysis and family

constellations. I am married and have two successful adult children and two grandchildren.Our son used to be partially agraphic and dysgraphic until we encountered Davis Methods.”Trigon. Balthasar-Neumann-Str. 35, 84478Waldkraiburg, Germany. +49 (863) 88 81 [email protected]

New Facilitators (continued from p. 19)

Continued on p. 21

THE DYSLEXIC READER

v United States/Washington (con’t.)

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

Carol HernDLS Workshop PresenterSpokane

Mary Ethel KelloggDLS Workshop PresenterSpokane

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

Ruth Ann YoungbergBellingham+1 (360) 752-5723

Laura Zink de DíazMount Vernon/Everett+1 (360) 848-9792

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

WisconsinNew Hope LearningCenters, Inc.Darlene BishopMargaret Hayes Milwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900

v

v This Directory is current as of December 15, 2004.

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

and occasionally, somebecome inactive. However,the Davis Providers list at

www.dyslexia.comis always up to date.

Terri Fedorchuk “My journeyhas been a personal one. From thebeginning I could tell somethingwas going on with my son. By thetime he reached school he was havingproblems. After trying all traditionalmethods both inside and outside theschool system, there was no change.

I began doing my own research. I found Davis andtraveled to Waterloo, where my son attended the program. The program really made sense and I sawsuch progress with him. I decided to change my careerand train to become a Facilitator. Now I can provide theprogram for all interested in Northwestern Ontario.”Conquering Dyslexia, 4 Earl Avenue, Suite 204, Dryden,Ontario, P8N 1X3, Canada. +1 (807) [email protected]

Renée Figlarz, herself a dyslexic,tried many different programs growing up. When she went throughthe Davis Dyslexia CorrectionProgram, she was inspired to helpothers dyslexics to be able to viewtheir dyslexia as a gift, and to pursuetheir dreams without fear of failure.

Through tenacity, perseverance and a positive attitude,Renée has added a BA and a MSc. Degree to her list ofsuccesses. She views her mission as helping motivatedpeople from 8 to 88 to help themselves. As a result,Renée created the word dyslexiabilities” to describethe gifts of dyslexia, choosing to focus on the positiveaspects of dyslexia. She has founded a learning centercalled Dyslexiability in Montreal Quebec, Canadawhere she hopes to help people use their strengths toovercome their weaknesses. Dyslexiability, Montreal,Quebec, Canada. +1 (514) 815-7827. [email protected]

Kendra Rodych is the first andonly licensed and certified DavisDyslexia Correction ProgramFacilitator in Saskatchewan. Kendrareceived a B.A. and B.Ed. From theUniversity of Saskatchewan and hasteaching experience at the elementaryand high school levels. It is through

this teaching experience and having dyslexic familymembers that Kendra became interested in dyslexiaand its gifts and challenges. Kendra is very passionateabout helping dyslexics use their gifts to help themimprove their academic and social skills. Kendraenjoys working with dyslexic children and adults ofall ages in her practice. Learning Solution Saskatoon,400-165 3rd. Ave. South, Saskatoon, Saskatchewan,S7K 1L8, Canada. +1 (306) 955-2972. [email protected]

Barbara Hoi “I am originallyfrom Austria, but have lived inAustralia for the past 17 years. I have four children. The twoyoungest are dyslexic. Theymotivated me to train as a DavisFacilitator; a path which fills mewith more joy, enthusiasm and

inspiration that I have envisaged for myself, mychildren and all those wonderfully gifted dyslexics.”32 Queen Street, Mosman, NSW 2088, Australia.+ 61 (02) 99 68 10 93. [email protected]

Michele M. Roach “I cameupon Davis through my sonwho I took everywhere lookingfor someone who understoodhim. Davis was the perfect solution. My dream is to helpother children feel the way I felt watching the change in my

child.” 69 Glenhaven Road, Glenhaven, Sydney,NSW 2156, Australia. +61 (02) 9680 [email protected] v

The Davis Facilitator TrainingProgram requires approximately 400 hours of course work.

The Davis Specialist TrainingProgram requires extensiveexperience providing Davis programsand an additional 260 hours oftraining. Specialists and Facilitatorsare subject to annual re-licensingbased upon case review andadherence to the DDAI Standards of Practice.

Davis Learning StrategiesMentors and WorkshopPresenters are experienced teachersand trainers who have had two-threeyears of specialized training andexperience mentoring classroomteachers of children 5-9 years of age.

For information about training and afull directory of Davis providers, seewww.dyslexia.com/providers.htmor call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

Davis Training ProgramsNew Facilitators (continued from p. 21)

THE DYSLEXIC READER

Would you like to…• Improve the reading skills of all the children in your

class regardless of their learning style?• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• With research methods that are flexible and easily fit

into and enhance any existing curriculum?

This two-day workshop provides Primary Teachers (K-3)with unique and innovative strategies for improving reading instruction and classroom management, and equipsyoung learners with proven life long skills in “how to learn.”

Instruction includes:• Theory and Reasoning for each Strategy.• Video demonstrations of each Strategy and classroom

implementation suggestions.• Supervised experiential practice on each Strategy.• Q&A and discussion about each Strategy.

Included are:• Detailed Manual with suggested year-long guides,

black-line masters, and numerous tips for each Strategyand various curriculum activities. ($45 value)

• Videotape demonstrating each classroom strategy. ($30 value)

• Workshop Kit: includesall the materials neededto start and proceed withconfidence working withstudents: alphabet strip,letter recognition cards,clay, clay cutter, twoKoosh® balls, dictionary.($90 value)

• Post-workshop e-mail consultation with a Davis LearningStrategies Mentor, as needed.

• Verification of Attendance letter.• Refreshments and deli lunch.

Workshop hours: 9am-4pm with one hour lunch break.

Cost: $595 per person (US only)

Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California StateUniversity. Cost is $44 per unit, plus $35 administrative fee.A written assignment, which can be completed before andduring the workshop, is required.

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

Basic Workshop forPrimary Teachers

United Kingdom• March 4 & 5Ascot, Berkshire

• June 9 & 10 Staplehurst, Kent

Email: [email protected]: +44 (08700) 132 945

United States

June 27 & 28 Helena, Montana Contact email: [email protected] tel: 1-888-805-7216

KenyaApril 3-5 Nairobi, KenyaPresenter: Siegerdina MandemaSponsor: Dyslexia Africa/DDA-UKContact E-Mail: [email protected] tel: +44 (08700) 132 945

All DLS workshops are in English.

Visit www.davislearn.com for the most current information.

To register:call 1-888-805-7216 (toll free)

or fax 1-650-692-7075

2005 DATES & LOCATIONS

THE DYSLEXIC READER

Come Learn andEXPERIENCE the DavisDyslexia CorrectionProcedures!Fundamentals of Davis Dyslexia Correction®

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

UNITED STATES• 24-27 January• 11-14 JulyBurlingame, CaliforniaPresenter: Cyndi [email protected]: +1(888) 805-7216 toll-free

2-5 MarchAustin, TexasPresenter: Cyndi [email protected]: +1(866) 520-8858 toll-free

9-12 MarchDenver, ColoradoPresenter: Cyndi [email protected]: +1(866) 520-8858 toll-free

8-11 NovemberAtlanta, GeorgiaPresenter: Cyndi [email protected]: +1(866) 520-8858 toll-free

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

15-18 NovemberWashington, D.C.Presenter: Cyndi [email protected]: +1(866) 520-8858 toll-free

UNITED KINGDOM10-13 MayKentPresenter: Robin [email protected]: +44 (08700) 132 945

6-9 SeptemberAddington, KentPresenter: Siegerdina [email protected]: +44 (08700) 132 945

CANADA24-27 OctoberHalifax, Nova ScotiaPresenter: Gerry [email protected]: +1 800-981-6433 toll-free

DEUTSCHLAND• 19-22 March: Kassel• 26-29 May: Freiburg• 1-4 October: HamburgPresenter: Ioannis TzivanakisLanguage: [email protected]: +49 (040) 25 17 86 22

NEDERLAND10-13 February AmersfoortPresenters: SiegerdinaMandema &/or Robin TempleLanguage: [email protected] Tel: +31 (0475) 301 277

SWITZERLAND• 3-6 February (French/Engl.)• 22-25 September (German)BaselPresenter: Bonny BeuretLanguage: See [email protected]: +41 (061) 273 81 85

NEW ZEALAND18-21 April AucklandPresenter: Ronald D. [email protected]: + 64 (09) 361 6115

KENYA7-10 AprilNairobiPresenter: Siegerdina MandemaSponsor: Dyslexia Africa / DDA-UKE-Mail: [email protected]: +44 (08700) 132 945

2005 FUNDAMENTALS WORKSHOP SCHEDULE

DAY ONE

Background and Development of the Davis DyslexiaCorrection® Procedures• Research and discovery. The “gifts” of dyslexia. Anatomy

and developmental stages of a learning disability.Overview of the steps for dyslexia correction.

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

DAY THREE

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

Punctuation

DAY FOURFine-Tuning Procedure (checking and adjustingorientation using balance)

Symbol Mastery Exercises for Words• Demonstrations• Group Exercises• Practice Sessions

Implementing the Davis Procedures

DAY TWO

Davis Orientation Counseling Procedures (methods tocontrol, monitor and turn off perceptual distortions)• What is Orientation? Demonstration & Practice SessionRelease Procedure (method to alleviate stress, headaches)Alignment (an alternative to Orientation Counseling)• What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling ADDsymptoms)

FUNDAMENTALS WORKSHOP OUTLINE

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

NOTE: All workshopsare in English unless

otherwise noted.


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-PacificPO BOX 46023Herne BayAuckland, New ZealandTel: +64 (09) 361 6115Fax: +64 (09) 361 6114E-mail: [email protected]

DDA-CHFreie Strasse 81CH 4001 BaselSWITZERLANDTel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41E-mail: [email protected]

DDA-DeutschlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]

DDA-Israel20 Ha’shahafim St.Ra’anana 43724ISRAELTel: 972 (052) 369 3384Fax: 972 (09) 772-9889E-mail: [email protected]

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-mail: [email protected]

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

DDA-UKSlaney Place Headcorn RoadStaplehurst, Kent TN12 0DJ.Tel: +44 (08700) 132 945 or (0870) 443 9059 Fax: +44 (0870) 432 0317E-mail: [email protected]

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: [email protected]

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

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basic theories,principles and application of all the procedures described inThe Gift of Dyslexia. Training is done with a combination oflectures, demonstrations, group practice, and question andanswer sessions. Attendance is limited to ensure the highestquality 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 improvingreading, spelling, and motor coordination into a teaching,home school, tutoring, or therapeutic setting.

See page 23 for more workshop details.

Enrollment limited v Classes fill Early v Call 1-888-805-7216 or 650-692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htmFor a full description of the Davis Facilitator Certification Program, ask for our booklet.

Fundamentals of Davis Dyslexia Correction Workshop

24 - 27 January Burlingame, Calif. USA3 - 6 February Basel Switzerland10 - 13 February Amersfoort Nederland2 - 5 March Austin, Texas USA9 - 12 March Denver, Colorado USA19 - 22 March Kassel Germany7 - 10 April Nairobi Kenya18 -21 April Auckland New Zealand10 - 13 May Kent England26 - 29 May Freiburg Germany11 -14 July Burlingame, Calif. USA22 - 25 September Basel Switzerland1 - 4 October Hamburg Germany24 - 27 October Halifax, Nova Scotia Canada8 - 11 November Atlanta, Georgia USA15 - 18 November Washington, D.C. USA

2005 International Schedule

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• $1175 per person• $1125 for DDAI members or groups of two or more • $1075 if paid in full 60 days in advance• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership,

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

the dyslexic reader 2005 issue 38

Documents

cyndi denesondorothy acomprehensioncenter

siegerdina mandema sponsor

studied fine arts

ultimate visual dictionary

hope learning centers

davis learning strategies

davis dyslexia correction

ultimate interface