VOL. 44 Davis DyslexiaAssociation International ISSUE 1 • 2007

Dys lex ic Read er• •́ •́~The

IN THIS ISSUE

(Cont’d on p. 7)

(Cont’d on p. 4)

By Jane Mangano

IntroductionIn the introduction to his book The Giftof Learning, Ron Davis states “youhave purchased this book because youhave refused to accept that the child isincapable of overcoming his or herdisabilities.” (Davis, 2003, p xix) Ibelieve this statement is very relevant tothe many parents, teachers and therapistswho continue to search for alternateways of teaching the children and adultsin their care to read and write. Thereason they continue to search for newstrategies and understandings is thatthese students have demonstrated

sophisticated intelligence in other areas.The reason my husband and I developedReadOn software was because werefused to accept that our brightdaughter Hannah was unable to read.

It is Thomas West’s (1997, p 20)belief “that dyslexics can be identifiedwhen very young–not by earlyindication of problems but rather earlyindication of unusual talents and gifts.”Our daughter Hannah certainly fitswith this theory. At the age of three,Hannah learnt to communicate in signlanguage with her profoundly hearingimpaired friend. The ease with which

News & Feature Articles

ReadOn - Positive Outcomes for Studentswith Reading Difficulties . . . . . . . . . .1Errors: The “Invisible” 800-Pound GorillaBlocking the Road to Learning . . . .1

New Zealand Cookie Icon HelpDyslexics Discover Their Gifts . . . .3

The Gift . . . . . . . . . . . . . . . . . . . . . . . .9Ty’s Visit to “America’s County” . . . .12A Picture is Worth a Thousand Words 13Mirror, Mirror, in My Head . . . . . . . .14Famous Dyslexics Remember . . . . . . .17Small Events Can Lead toBig Changes . . . . . . . . . . . . . . . . .20

Regular Features

In the Mail . . . . . . . . . . . . . . . . . . . . . .2Book Reviews . . . . . . . . . . . . . . . .10-11Q&A . . . . . . . . . . . . . . . . . . . . . . .18-19New Davis Licensees . . . . . . . . . .23-25Davis Workshops . . . . . . . . . . . . . 26-28

ReadOn–Positive Outcomes forStudents with Reading Difficulties

By Marion Blank, Ph.D.

Some teenagers were discussing theways they handle questions in class thatthey cannot answer. With a smile, oneboy said, “You know what I do? I raisemy hand.” Seeing the surprise that hiscomment evoked, he elaborated, “Itworks. If the teacher doesn’t call onme, she thinks I know the answer. Andif she does call on me, I say, ‘Excuseme. I didn’t hear the question.’ Ofcourse, she repeats the question. Butshe never stays with the same studentfor two turns. So she calls on someother student and never realizes that Ididn’t know the answer.”

This student, like most students,is attuned to one of the most harmful

forces that exists in the teaching/learningsetting. Ironically, it is a force that goesunrecognized by almost all teachers andparents. If teaching is to be successful,it is vital for adults to become aware of

Errors: The “Invisible”800-Pound Gorilla Blockingthe Road to Learning

Jane Mangano, ReadOn’s developer,with her daughter Hannah andhusband Phil.

PAGE 2 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:Laura Zink de Diaz, Alice Davis, Abigail Marshall & Maria Fagioli. 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) 692-7075VIA E-MAIL: editor@dyslexia.com 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 trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.All rights reserved.

Happy ResultsCasey Linwick-Rouzer, DavisFacilitator in Sugar Land, Texas, heardfrom a very pleased mom recently:Hi Casey:Matthew had a spelling test today. Hehad 10 words all beginning with “re”(rewrite, retry, etc.) He had to spellthem all correctly and he had to knowthe meaning of each word. When wesat down last night to review, Matthewwas only sure about a couple of thewords. So he decided that he would

Copyright 2001 Randy Glasbergen. www.glasbergen.com

In the Mail:

was finished, he could spell each wordforwards and backwards and had avisual meaning for each.

He took the test today and madea 102%. For perfect spelling, all correctdefinitions, and bonus points forknowing the definition of “re.” Itwas amazing.

Matthew’s grades are good: A’sand high B’s. His math grades were allA’s until this week when he made 59%on a multiplication test. We’re going towork on that, though. Anyway, I amreally proud of Matthew and I amgrateful to you for giving him a toolthat he can really use.

We saw another of your clients ata football game. Matthew went up tohim, introduced himself and asked himif he’d enjoyed your program. He saidhe had and thought it was “cool” thatMatthew is dyslexic too! It’s all sointeresting!

We are going to be jumping intomultiplication with clay as soon aspossible - I am sure I will need someguidance!

Talk to you soon,Lisa Plummer

make a clay model for each of thewords using the definitions that theteacher had given him, and doSymbol Mastery on them. It took himonly an hour to do them all. When he

PAGE 3THE DYSLEXIC READER

the cause of dyslexia correction. Thiswill result in the distribution of afurther 200,000 brochures. As $1.00of the price of each bucket sold isdonated to the Charitable Trust, theyexpect to raise $200,000.

In April, Cookie Munchers willlaunch another fundraiser, in the formof a Dyslexia Cookie. Starting April23, 2007 the Dyslexia Cookie will beavailable at a large number of foodand non-food retail businesses. This

New Zealand Cookie IconHelps Dyslexics DiscoverTheir Gifts

Guy and Suzanne Pope-Mayell,with their son Shey. Founders ofCookie Time, the Pope-Mayell’sare the driving force behind theCookie Munchers Charitable Trust.

movie, Lord of the Rings).Already, the Dyslexia

Foundation of New Zealand (DFNZ)has been established (www.dyslexiafoundation.org.nz). The mission of theDFNZ, as expressed at its website isto encourage the acceptance of dyslexiaas an alternate way of thinking. DFNZwill also pressure our Ministry ofEducation to accept visual-spatiallearning as a normal learning style andaddress the needs of visual-spatialthinkers in schools.

These are exciting times for NewZealand and Davis DyslexiaCorrection. I really do feel that thismodel of support and sponsorshipfrom a Trust is a world first. It maywell set the standard for other bodiesseeking to become involved on a deeplevel. The Cookie Muncher CharitableTrust has enabled us to disseminateinformation about dyslexia and theDavis method across the country on anextremely cost effective basis. And ithas lifted DDAI’s profile enormously,moving us from a niche provider to amainstream dyslexia solution.

For updates and more information,visit www.cmct.org.nz andwww.dyslexiafoundation.org.nz. Atthe CMCT website you can also listento Ron Davis speaking about dyslexiaand his personal history, in a substantialinterview with Kim Hill, of NewZealand National Radio.�

by Catherine ChurtonCo-Director, DDA-Pacific

Something good is in the oven inAuckland, New Zealand, home ofDDA-Pacific which covers Australia,New Zealand and the South Pacific.Through its unique association with aleading cookie company, DDA Pacifichas been able to lift the profile, notonly of dyslexia, but of Davis DyslexiaCorrection.

Cookie Time – for serious cookiemunchers! – is a New Zealand icon.Its founders, Suzanne and Guy Pope-Mayell, are the parents of two dyslexicchildren who received wonderful,meaningful programs from LornaTimms, licensed Davis Facilitator andWorkshop Presenter in Christchurch.Motivated by their children’s experience,they established the Cookie MunchersCharitable Trust (CMCT) to supportinnovations in the field of education.

The Pope-Mayell children’s Davisexperience was so positive that theCookie Munchers Charitable Trust hasinitiated a scholarship program toprovide Davis Correction Programs toyoungsters between the ages of 8 and18 whose families could not otherwiseafford it.

Working closely with DDA-Pacific,CMCT subsequently began to buildcommunity awareness of dyslexia andprovide a wide array of support for Davisprograms. To date seventy youngstersfor whom the program would have beenout of reach have received scholarshipsfor the Davis Dyslexia CorrectionProgram. CMCT and DDA-Pacific areinvolved in a number of other effortsto spread the word about dyslexia andthe Davis method.

So far, 300,000 brochures aboutdyslexia and the Davis method havebeen sent to New Zealand schools,libraries, medical professionals andothers. Since November, seventy-fiveChristmas Cookie sellers have beenselling buckets of cookies and promoting

effort won’tjust raise funds

for scholarships–it will also spreadawareness.

In late April, 2007 the DyslexiaDiscovery Experience will be launched.This outdoor gallery will allow thepublic to explore and experiencedyslexia through the stories andreal-life experiences of Ron Davis,Mackenzie Thorpe (respected Britishartist), John Britten (New Zealand iconand designer of world-class motor-bikedesigns) and Richard Taylor (winnerof the Oscar for Special Effects in the

PAGE 4 THE DYSLEXIC READER

‘Three Steps to Easier Reading,’ areincluded with ReadOn. The purposes ofspell-reading are to train the student inleft to right eye movement in readingand to enable the student to recognizeletter groups as words. The purposeof sweep-sweep-spell is to continuetraining in left-right eye movementand word recognition. (Davis, 2003)

As well as being useful for peoplewith dyslexia, these exercises can alsoassist people who constantly misreadwords, because they have not takenin the whole word. If this habit isnot addressed, plurals and tenses inparticular tend to be confused, makingcomprehension inaccurate. Mostteachers will be aware of children intheir classes who perform poorly incomprehension activities, even thoughthey appear to be able to read. Thesestudents will also benefit from the visualtracking exercises included in ReadOn.Comprehension Support. People withreading difficulties use up much oftheir mental energy struggling todecode text. As a result, there is littleenergy left to comprehend what isread, which is, after all, why we readin the first place (Westwood, 2001).Without comprehension, students arelikely to be discouraged from readingas there is little satisfaction, butinstead, frustration. ReadOn’s auditoryfeedback relieves the student of thisconstant decoding struggle, allowingcomprehension to take place, and withit the motivation to continue reading.ReadOn can be customised to readwords, phrases or paragraphs out loud.

Hannah learnt to communicate with herlittle friend amazed us all. I rememberthinking at this time that Hannah wouldhave no problems when she startedschool. Unfortunately nothing couldhave been further from the truth.

Once Hannah started formaleducation, our bright, bubbly littlegirl started to change. She becamewithdrawn, sad and disliked school.By the time we got a formal diagnosisof dyslexia from an educationalpsychologist, Hannah had very welldeveloped task avoidance strategies.Hannah needed more toilet breaks,drinks of water and tissues thananyone else in her class. There werefew weeks in the year when I wouldnot get a phone call to say thatHannah was unwell. We now knowthat all of this task avoidance andthese unwell episodes were Hannah’sonly way of dealing with somethingthat she didn’t understand.

It is Ron Davis’ belief that mostpeople with dyslexia are primarilypicture thinkers. “They naturally thinkthrough mental or sensory imagery,rather than using words, sentence,or internal dialogue in their minds.Because this method of thinking issubliminal– faster than the person canbe aware of–most dyslexics are notaware of what their minds are doing.”(Davis, 2003, p 12) Unfortunately,most of our classrooms rely on auditory,

Reading Difficulties . . . (cont’d from p. 1)

The visual trackingexercises–spelling theword and reading, andsweeping the word andreading–detailed in

Ron Davis’ ‘Three Stepsto Easier Reading,’ areincluded with ReadOn.

”

“rather than being distracted by all theother text on the page.

When moving through the text,highlighting can be set to either the

full word, phrase or paragraph,or can include a sweeping ofthe word where each letter ishighlighted one at a time.ReadOn also offers a spellreading option, where eachletter of a word is named andhighlighted, before the wholeword is read.Visual Tracking Exercises.The visual tracking exercises–spelling the word and reading,and sweeping the word andreading–detailed in Ron Davis’

word-based teaching and learning, so thedyslexic child becomes confused whentrying to interpret words and symbolsthat do not produce a mental image.

Once my husband and I becameaware of this connectionbetween dyslexia and visualthought, with the help of ourdaughter Hannah, we set aboutcreating ReadOn. In this paperI will outline how ReadOn canbe used to support students withreading difficulties to becomeindependent learners throughits assistive and therapeutic elements.

ReadOn’s TherapeuticFunctions

Text highlighting. ReadOn uses word,phrase and paragraph highlighting toremove any distraction from thesurrounding text while a student isreading. Students can easily focus onthe current word, phrase or paragraph,

In ReadOn’s Read Mode, studentscan highlight a word, phrase orparagraph, and consult the PictureMeaning bank for help withcomprehension.

Using ReadOn, students can typein the Write Mode and consult theWord Bank for spelling help.

PAGE 5THE DYSLEXIC READER

Ron Davis’ ‘Three Steps to EasierReading’ included with ReadOndetails the ‘Picture-at-Punctuation’strategy. The goal of this strategy isfull and complete comprehension.This strategy can be performed onReadOn, by using the up and downarrows on the keyboard, to go throughthe text, phrase at a time. By sharingthe picture being created by eachphrase of the text, the student willmove from mindless decoding to fulland complete comprehension.Customised visual cues for problemwords.According to Ron Davis (2003)there is a bank of high-frequencywords which are often difficult for adyslexic person to process becausethese words do not have a ready visualimage (eg. on, and, it, but, because …).Ron Davis’ Symbol Mastery procedureis included with ReadOn, and involvesthe student establishing a clearunderstanding of the definition of a wordand then creating a clay model of theconcept described by the definition.ReadOn allows the student to recorda digital image of the clay model aswell as the definition, and then whenthe word appears in a text, the imageand definition can be accessed tosupport comprehension.Individualised Word Bank. ReadOncan also be used as a diagnostic tool.When the student requests auditoryfeedback, these words are automaticallysaved in an individualised word bank.Teachers, parents, tutors and otherspecialists may choose to include thesewords in the student’s literacy program.The words can be displayed with orwithout frequency. Words frequentlyappearing in the word bank, mayrequire multi-sensory work or perhapsSymbol Mastery in order to beeffectively processed.

The contents of the word bankcan be printed, or copied to anotherapplication, and used as a basis formulti-sensory exercises, flash cards or

word charts. Students may also get athrill from checking the word bankafter a reading session, to see if theycan decode the words. This kind ofuse encourages students to takeresponsibility for their own learning.ReadOn’s Assistive Functions

Auditory Feedback.Where a studenthas difficulty interpreting or decodinga word, ReadOn can simply read theword out loud using the ‘Word Assist’function. Students can also listen towhole phrases and paragraphs. This isparticularly useful for students whowould like to be able to independentlyaccess interest and age-appropriate texts.

As Riddick, Wolfe and Lumsdonpoint out (2002, p 21) “Amajordifficulty for dyslexic children is

Students can type theirwork into ReadOn using‘Write Mode’ and then

listen back to their workin ‘Read Mode.’

”

“

gaining access tothe curriculumespecially wheretime constraints areto the fore.” Text canbe entered into ReadOnby either typing, scanningor copying from other files(internet, word files etc) andthen saved ready for the studentto access during class. Rather thanhaving to wait for assistance to accesstexts, students with reading difficultiescan independently read, and risks can betaken and mistakes made without fearof judgment from a critical audience.Students with reading difficulties arethen better able to demonstrate theirthinking and learning.Writing Tool. ReadOn can also be usedas an assistive writing tool. Studentscan type their work into ReadOn using‘Write Mode’ and then listen back totheir work in ‘Read Mode’. By listeningback to their work students will more

easily identify word substitutions, clarityissues and missing punctuation. Thisediting support allows students to takecontrol of their learning and also engagemore fully in the writing process.The Learning VortexThe ReadOn Learning Vortex illustratesone way of using ReadOn in a student’sliteracy program. The Learning Vortexis a cyclical process in which studentlearning strategies are developed andreading skills are refined over time.

The first step of the processinvolves the teacher, parent, tutor orstudent sourcing appropriate readingmaterial, and entering this text intoReadOn. Texts can be typed directlyinto ReadOn, copied from electronicdocuments (including the internet) orscanned using the OCR function.

Once the text has been entered,the student can use visual trackingoptions to read the text. Text can

be highlighted paragraph,phrase, word or letter at atime, depending on the

purpose for reading. Studentscan then use ReadOn to read

texts independently. Instead ofasking a third party for assistanceon tricky words, ReadOn’s auditory

word assistance can be utilised. Thewords for which the student has soughtword assistance are automaticallyrecorded in an individual word bank.Visual images for these words can thenbe recorded within ReadOn and usedfor future decoding and processing.

As the student continues to workthrough this cycle, self-confidence andreading competence should continue toimprove. As time goes on, the studentshould require less and less externalassistance.

ReadOn allows the student to

PAGE 6 THE DYSLEXIC READER

� ArgentinaSilvana Ines RossiBuenos Aires+54 (114) 865 3898� AustraliaBrenda BairdBrisbane+61 (07) 3299 3994Sally BeulkeMelbourne+61 (03) 5727 3517Anne CupittScarness, Queensland+61 (074) 128-2470Mary DavieSydney, NSW+61 (02) 9526 1505Jan GormanEastwood/Sydney+61 (02) 9804 1184Gail HallinanDLS Workshop PresenterNaremburn/Sydney+61 (02) 9405 2800Barbara HoiMosman/Sydney+61 (02) 9968 1093Eileen McCarthyManly/Sydney+61 (02) 9977 2061Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766Jayne PivacMordialloc/Melbourne+61 (342) 030 54 05John ReillyBerala/Sydney+61 (02) 9649 4299Michelle RoachSydney +61 (02) 9680 1610Heidi RosePennington/Adelaide+61 (08) 8240 1834

� AustriaAnnette DietrichWien +43 (01) 888 90 25Jacinta FennessyWien +43 (01) 774 98 22Ina Barbara HallermannRiezlern +43 5517 20012Marika KaufmannLochau +43 (05574) 446 98Rosa RuechPlainfeld+43 (6991) 180 20 16Christa SalcherWien +43 (01) 888 61 44

InternationalDavis Dyslexia

Correction®

ProvidersThe Davis Dyslexia

Correction program isnow available from more

than 450 Facilitatorsaround the world.For updates, call:

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

www.dyslexia.com/providers.htm

learn at his or her own pace, and progress canbe continually monitored with the support ofthe individual word bank.ConclusionIn the process of writing this paper, I readaloud the following quote from ThomasWest’s book In the Mind’s Eye. “It is of greatimportance for dyslexics to receive confirmationthat their academic problems do in fact resultfrom real difficulties not experienced by others.They need to know that the problems that theyexperience are real and not imagined. To haveextreme difficulty with things that are easy forone’s peers is painful.” (West, 2003, p 56) Mydaughter Hannah’s emotive response to thisquote was ‘You should give that book to everyteacher to read; I hate the way everyone else canread stuff so easily and I can’t!’ It is our hopethat ReadOn might be able to alleviate someof the ‘difficulty’ that comes with learningdifficulties, while at the same time deliveringtherapeutic functions that might improve theliteracy skills of many learners.

As Christine Ostler (1999, p 23) states“If children can’t learn the way we teach, wemust teach them the way that they can learn.”�ReferencesDavis, D. (2003). The Gift of Learning –Proven new methods for correcting ADD,Math & handwriting problems. New York:The Berkley Publishing Group.Ostler, C. (1999). Dyslexia – A Parents’Survival Guide. Surrey: Ammonite Books.Riddick, B., Wolfe, J., Lumsdon, D. (2002).

Dyslexia – A Practice Guide for Teachersand Parents. London: Davis FultonPublishers Ltd.West, T. (1997). In the Mind’s Eye – Visualthinkers, gifted people with dyslexia andother learning difficulties, computer imagesand the ironies of creativities. New York:Prometheus Books.Westwood, P. (2003). Reading and LearningDifficulties – Approaches to teaching andassessment. Camberwell: The AustralianCouncil for Educational Research Ltd.

About the AuthorJane is a special needs teacher whohas worked in both primary andsecondary settings. After graduatingfrom University in 1987, Janetaught mainly junior primary inboth country and city schools. Janedeveloped a particular interestin learning difficulties and socompleted a Graduate Certificate

in Special Needs Education. Following this shespent several years as a specialist teacher supportingstudents with learning difficulties. In order to furthersupport struggling students and their parents Janerecently completed a Graduate Diploma inCounseling. Prompted by her daughter Hannah’sdiagnosis of dyslexia and inspired by Hannah’ssuccess with the Davis Dyslexia CorrectionProgram, Jane and her husband Phil, createdReadOn, a software package to support studentswith reading difficulties including dyslexia. Thispaper was accepted by theAustralian Rehabilitation&Assistive TechnologyAssociation and presentedby Jane at their 2006Annual Conference.

PAGE 7THE DYSLEXIC READER

� BahrainSameera Sadiq Al BaharnaManama+973 555 201

� BelgiumAnn Devloo-DelvaVeurne +32 (058) 31 63 52Inge LanneauBeernem+32 (050) 33 29 92Peggy PoppeBorgerhout (Antwerpen)+32 (03) 236 54 24Edith RotenbergHoutain-St. Siméon/Liège+ 32 (04) 374-27-87Viki VandevenneBonheiden+32 (0473) 30 41 51

� BrazilAna LimaRio De Janeiro+55 (021) 2295-1505

� BulgariaDaniela BonevaRuse +35 (988) 531 95 06

� CanadaWayne Aadelstone-HasselNorth Vancouver+1 (604) 988-7680Raylene BarnhillFredericton, New Brunswick+1 (506) 458-0494Rocky Point AcademyStacey Borger-SmithLawrence Smith, Jr.Calgary+1 (866) 685-0067 (Toll-Free)+1 (403) 685-0067Darlene BrownSmithers/Prince Rupert+1 (250) 847-3463Paddy CarsonEdmonton/Alberta+1 (780) 489-6225Shelley CottonWaterloo, Ontario+1 (800) 981-6433Debra D’AversaLeamington, Ontario+1 (519) 322-1297Sandy FarrellHudson, Quebec+1 (450) 458-4777Renée FiglarzMontreal, Quebec+1 (514) 815-7827Paul ForsterSaanich/Victoria, BC+1 (888) 813-3536Sher GoerzenMaple Ridge/Vancouver+1 (604) 290-5063Gerry GrantSupervisor-SpecialistWorkshop PresenterWaterloo/Toronto+1 (800) 981-6433 (Toll-Free)+1 (519) 221-8484Sue HallWest Vancouver+1 (604) 921-1084

Errors: The Invisible . . . (cont’d from p. 1)

what is happening and how to mitigate itsnegative effects. This force is one we will callerror dynamics.

The error dynamic involves much morethan just making mistakes. Mistakes, in limitedquantities, are a normal part of the learningprocess. But when mistakes begin to dominatethat process, their meaning is different andpernicious. Then a multi-dimensional forcetakes hold that includes a sense of helplessness,the anxiety of being exposed and the repeatedshame of making mistakes in front of others –including powerful authority figures andone’s peers.

Responsible adults, of course, are keenlyaware that something is awry. Their thinking,however, is directed almost exclusively onidentifying skills within the child that mightbe problematic. That’s why children undergoextensive testing to determine if they haveproblems in attention, language, auditoryprocessing, memory, spatial relations – toname only a few. Underlying all these variedexplanations, however, is a single commonfactor– the child is making significant numbersof errors in meeting demands that adults haveplaced on them!

Strangely, though, the difficulties arenever discussed in terms of error. Perhaps itseems more scientific to address the issueswith clinical, somewhat esoteric, names. Orperhaps adults do not want to see the rolethey play in generating error. Or perhaps erroris so obvious that it seems unnecessary tomention it. Regardless of the reason, error israrely given the attention it merits. It is theinvisible 800-pound gorilla who doggedlyblocks the path to learning.

From the child’s perspective, the situationis quite different. Consciously or unconsciously,they know they are on dangerous turf. A fewfeisty souls, like the teenager at the start of

this article, are emboldened to create ploys todeal with the error dynamic. For many others,however, the following comment summarizeswhat often happens.

School had been unremitting torment forhim... The scars left by his school experiencesreached down to his very soul. No amount oflove or admiration...ever totally erased hislow self-esteem or the conviction that he wasunable to learn. (Scheil, M. An Encyclopediaof Love, NY Picador 1999, p. 136).

It is not hard to see how children are sodramatically affected by this error dynamic.The potential embarrassment and shame ofyour peers seeing you fail can be unbearable.Think back to your experiences in theclassroom when you did not know theanswer and prayed the teacher would notcall on you. Remarkably, that fear lingerson–for years after our school days are distantmemories. It’s why adults avoid sitting in thefirst row in a lecture hall—they want tomake sure that just in case the speaker asksa question, they are not the ones who mightbe called on to answer.

Fear is not the only problem. Childrenwho experience high rates of error see this asincontrovertible proof of their stupidity. Oncethat feeling takes hold, its grip is tenacious.The child’s self-esteem plummets, oftennever fully recovering.

”

“

Mistakes, in limitedquantities, are a normal partof the learning process. Butwhen mistakes begin to

dominate that process, theirmeaning is different and

pernicious.

”

“

If I were really smart,they wouldn’t have to keep

assuring me of it.

Parents and teachers sense the children’svulnerability and with the best of intentions,try to bolster their egos via complimentssuch as, “but you are really smart,” and“look at how many things you do well.”Unfortunately, the comments rarely achievetheir intended effects. As one student put it,“If I were really smart, they wouldn’t have tokeep assuring me of it.”

So what is to be done? How are we todislodge the gorilla so that the path to learningis cleared? The answer rests with changingsome of the ways we interact with children sothat (a) the rate of error is reduced and (b) whenerrors do occur, they can be addressed moreeffectively.

PAGE 8 THE DYSLEXIC READER

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The following three points provide auseful start.1. Eliminate unnecessary questions.To lessen error, we need to eliminate someof its sources. One of the simplest ways is toreduce the number of questions we ask ofchildren. This suggestion may seem to runcounter to the idea that questions are the wayto get children to think. While questions canserve this purpose, it is also true that theyare often overused. The end result is thatconversations between adults and childrenare laced with abundance of superfluousquestions –many of which unintentionallybut systematically trigger the error dynamic.

Consider the question “What did youdo in school today?” which many childrenhear upon returning home. The query is notaimed at getting children to think; rather it isclearly designed to start a friendly exchangeabout the day’sevents. Frequently,that is not the way itworks. As frustratedparents commonlyreport, the childrenclose down, sayinglittle or nothing.

The end resultis often the oppositeof what was intended.Ironically, given itspurpose, the question can easily be eliminated.After all, it is offered as a greeting. That typeof exchange can effectively be handled byreplacing the question with a comment suchas “You look great. I hope your day was asgood as you look.” Comments have anenormous advantage. They free the childfrom having to come up with “the rightanswer.” With the pressure removed, there is afar greater likelihood of the children beginningto talk spontaneously about whatever theywant to discuss. It’s a win-win situation withthe children feeling relaxed, more confident,open and outgoing, and the parents feelingdelighted.2. Provide clear, concise feedback.When we ask a question, we are not preparedfor anything but a correct response. Forexample, to the question, “How much is 4and 4?” we anticipate hearing “8.” When ananswer such as “7” is offered, we are in aquandary.

Years of training have embedded in usthe idea that it is ego-deflating to tell a child

that an answer is not correct, and that thechild must independently arrive at the correctanswer. With these restrictions in place, thereare not many options open. Typically, theonly possibility is to follow up with additionalquestions such as “Do you think it is 7?”or “Do you want to try again?” or “Howcan it be 7?”

Not surprisingly, the questions rarelyachieve their objective. The adult may havegone to great lengths to avoid the words “Youare wrong,” but the children know that this ismessage. Had they been correct, the follow-upquestions would never have been asked. Insteadthere would have been a comment such as“Right” or “Good work.” So children recognizethe questions for what they are– indirect waysof saying, “Change your answer.”

The problem is not in telling a child thatan error has been made; there is really no

way to avoid thatmessage. The problemis in the way themessage is conveyed.If it is done indirectlythrough a series ofchallenging questions,the difficulties onlyincrease. By contrast,if the feedback is stateddirectly in a simple,neutral, non-judgmental

manner such as “No, that’s not the answer,”the difficulties lessen significantly.3. Demonstrate the path to success.Human beings have a remarkable ability tolearn by watching what others do and thencopying the behavior. This process, termedmodeling, is responsible for our learning anamazing array of skills. It’s why Frenchchildren learn to speak French while ourchildren learn to speak English. Whilemodeling is common in everyday life, itis unfortunately not typically a major partof teaching.

Take, for example, a child who readswith a high rate of error. Typically, with eachmistake, the child is stopped and told to “soundout the word.” This practice is so widespreadthat it seems the only thing to do. But as manya parent knows, it is slow and draining. Andif used repeatedly, the reading is so slow andhalting that it is impossible for the child tocomprehend the meaning of what is beingread. Through modeling, the situation can bedealt with in a very different manner. For

The adult may have gone togreat lengths to avoid thewords “you are wrong,”

but the children know thatthis is the message.

”

“

example, a number of studies show thatchildren’s reading improves considerablywhen they hear an adult reading a passagebefore they are asked to read it themselves.A Final NoteRecognition of the error dynamic is an excitingenterprise with an enormous potential toenhance children’s learning. It will clearlytake some time to devise all the techniqueswe need. After all, we have lived with theinvisible gorilla for quite a while. But now

PAGE 9THE DYSLEXIC READER

� FinlandElisabeth HelenelundBorga +358 400 79 54 97

� FranceChristine BleusSaint Jean de Gonville/Genève +33 450 56 40 48Corinne CouelleMarsannay-le-bois/Dijon+33 (0380) 357 953Jennifer DelrieuVoisins le Bretonneux/Paris+33 (01) 30 44 19 91Françoise MagarianLegny/Lyon+33 (0474) 72 43 13Carol Ann NelsonBoulogne-Billancourt+33 (0) 1 49 09 12 33Odile PugetSegny/Geneve+33 (0) 450 418 267Guilaine Batoz Saint-MartinLa Bastidonne/Marseille+33 (0490) 08 98 56� Germany/DeutschlandTheresia AdlerBannewitz+49 (0351) 40 34 224Ute BreithauptLangenselbold+49 (06184) 93 84 88Gabriele DoetschBad Windsheim / Würzburg+49 (09841) 1637 or 1644Ellen EbertAmmern+49 (03601) 813-660Cornelia GarbeBerlin +49 (030) 61 65 91 25Astrid Grosse-MönchBuxtehude+49 (04161) 702 90 70Das Legasthenie InstitutIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorWilfried BährHamburg+49 (040) 25 17 86 23Christine HeinrichSchwäb Gmünd+49 (0717) 118 29 74Sonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorGarbsen/Hannover+49 (040) 25 17 86 23Kirsten HohageNürnberg+49 (0911) 54 85 234Ingrid HuthBerlin +49 (0179) 896 8007Christine JacobLörrach+49 (07621) 134 60Rita JarrarMünchen+49 (089) 821 20 30Rainer KnoblochRöthenbach/Nürnberg+49 (09120) 18 14 84

…a number of studies showthat children’s readingimproves considerablywhen they hear an adultreading a passage beforethey are asked to read

it themselves.

”

“

that he is in our sights, it is not hard to envisionhim waddling off into the distance–openingthe path to success in ways we can just beginto envision.�

About the AuthorDr. Marion Blank, Ph.D. is theDirector of the “A Light onLiteracy” program at ColumbiaUniversity. Dr. Blank has spentover 40 years studying howchildren learn to read. She haslectured extensively around the

world, served as a consultant to governmentbureaus abroad, authored the widely usedPreschool Language Assessment Instrument,developed an award-winning computer programthat teaches reading, and written over sixty articlesand six books on language and literacy. Heralternative method has helped thousands ofchildren learn to read, and her latest book, TheReading Remedy, and her new reading system,“Phonics Plus Five,” makes the ideas behindher comprehensive program available to everyparent. More information is available at:

www.phonicsplusfive.com

The GiftI want to share with you a gift given to me by my adult case study client last summer.This client and I shared coffee together every morning. He used to sell coffee door todoor and at one time owned a coffee shop. He found this gift for me in a little shophere in Fredericton.

As he gave me the gift, he said, “This is what you and your business are allabout.”

Not being dyslexic, this gift gave me some insight.

As I looked at the first item I knew what the word was and could read it butfor some reason I did not like looking at it. I was not sure why. The confusion mademe want to just look away. When I put the cup on the saucer and all became clear,the emotion welled up in me and I understood.

Go to page 19 to see the secret of TThhee GGiifftt.

by Raylene BarnhillDavis Facilitator in NewBrunswick, Canada.

1 2 3

PAGE 10 THE DYSLEXIC READER

� Germany/Deutschland (cont’d)

Inge Koch-GassmannBuggingen+49 (07631) 23 29Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08Marianne KranzerKönigsfeld+49 (07725) 72 26Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0Margit PlegerWetter/Dortmund +49 (02335) 84 87 60Ursula Rackur-BastianIdstein/Rheingau-Taunus-Kreis/Wiesbaden+49 (06126) 565 01Colette ReimannLandshut+49 (0871) 770 994Ursula RittlerStuttgart+49 (0711) 47 18 50Phoebe SchafschetzyHamburg+49 (040) 392 589Gabriela ScholterSupervisor-SpecialistStuttgart+49 (0711) 578 28 33Inge StarckBattenberg/Eder+49 (06452) 93 28 88Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84Ulrike von Kutzleben-HausenDeisslingen+49 (07420) 33 46Dr. Angelika WeidemannUlm +49 (0731) 931 46 46Susanne WildPaar +49 (08205) 959 08 28Gabriele WirtzStuttgart +49 (0711) 55 17 18

� GreeceEvagelia Apostolopoulou-ArmaosPatras +30 (261) 062 21 22

Zoe DeliakidouThessaloniki +30 2310 434510 or +30 6934 662438Irma Vierstra-VourvachakisRethymnon/Crete+30 283105 8201 or 69766 40292

� IcelandÁslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537

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

–Andrew Jackson

This is a handy reference book premised ona great idea: You look up the misspelled wordin order to find out how to spell it correctly.

The book is simple and easy to use –all of the mistaken spellings are printed inred, with the correct spellings listed in black.Although it is called a “dictionary,” it doesn’tprovide much beyond an occasional synonymin the way of definitions; there is no pronunciation guide; and it won’t give youword etymology (derivations). What you willget, if you are successful, is either the correctspelling for the words you don’t know–orconfirmation that you had it right all along. So, sample entries looks like this:makaroni macaroni *[pasta]revalashun revelationtempracher temperature

The problem is that there are manymore ways to misspell a word than there areto spell it right, and while this book does agood job of anticipating many common misspellings, there is no guarantee that it will capture the particular mistake that theuser needs corrected. I personally can’t seemto remember that the word “egregious” doesnot begin with the letters a-g-g (as in thenonexistent, “aggregious”)– but that word isnot listed in this dictionary, in either format.

Those of us who do a lot of workonline have probably discovered by now thatGoogle™ does a pretty good job of figuringout our mistakes. Enter a search for “fonetic”– the search engine returns, “Did you mean:phonetic?” That’s better than this book, whichlists fone and fonology but unfortunately notthe word in question.

However, we can’t always carry a computer around in our pockets, so there aretimes when a reference book would come inhandy. I think the Spell it Right dictionarywould make a great addition to any classroom,to be stored near the regular dictionary; and it would be a useful pocket or desk referencefor students or others who frequently havedifficulty finding the right spelling for words.

The layout of the book makes it ideal for aquick reference, and the color coding makesintuitive sense. A reader who has managed to get the first few letters of the word rightmay often be able to find the correct spelling,even if the book hasn’t listed exactly thesame mistake he is looking for.

It may not be purfict, but it’s pretty good.

Moving BeyondPhonicsOver the past decade, reading instruction inAmerican schools has been seized by a sortof phonics-mania. Low reading proficiencyrates among school children has been widelyattributed to the failure of schools to properlyinstruct children in the intricacies of phoneticdecoding. Children who fail to grasp thesubtle nuances of blending letter sounds todecipher the phonetically inconsistent lexiconof the English language are said to lack“phonemic awareness” and are referred formore training and tutoring. When laboriousefforts at training small children to deconstructwords into individual letter sounds ultimatelyresult in improved ability to pronounce nonsense words seen only in screening tests,success is proclaimed–even though studiesshow no significant correspondence betweenthe late acquisition of such phonetic skills andimprovements in recognition of real wordsencountered in sentences, reading fluency, orcomprehension.

Berlitz Spell it Write RightDictionary By Christine MaxwellBerlitz Publishing 2007ISBN 981-246-981-8 ($10.95)

Spelling Help

PAGE 11THE DYSLEXIC READER

� Iceland (cont’d)Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910Gudbjörg EmilsdóttirKópavogur+354 554 3452Hólmfridur GudmundsdóttirGardabae +354 895-0252Svava Hlin HákonardEskifjordur +354 862 1518Sigurborg SvalaGudmundsdóttirMosfellsbaer+354 566-8657Stefanía Halldórsdóttir WadeKopavogur +354 564 2890Sigrun Hauksdottir+354-895-6148Kopavogur

Nora KornbluehReykjavik+354-562-1295Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747Sigrún JensdóttirMosfellsbaer +354 897 4437 Valgerdur JónsdóttirDLS Workshop PresenterKópavogur +354 863 2005Sturla KristjanssonDLS Workshop PresenterHafnarfjordur+354 845 6956Ásta OlafsdóttirVopnafjordur+354 473-1164Erla OlgeirsdóttirAkranes +354 694 3339Thor Elis PalssonReykjavik+354-533-2772Hugrún SvavarsdóttirMosfellsbær+354 698-6465Thorbjörg SigurdardóttirReykjavík +354 698 7213 Kolbeinn SigurjónssonMosfellsbær+354 566 6664 / 661-8654Margret Thorarinsdottir Selfoss +354-486-1188

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

� IrelandAnne Marie BeggsOld Portmarnock/Dublin+353 (86) 239-1545

The other four skills deemed essentialare language skills, including semantics(meaning), syntax (grammar), text (readingbooks), as well as phonology (sounds). Indiscussing syntax, Dr. Blank focuses on theimportance of learning noncontent words,the small, abstract words of language thatparallel the Davis trigger words, as well ascomprising the most frequently encounteredwords in text. Dr. Blank points out that mostof the noncontent words are phoneticallyirregular, and thus not easily decodable, andemphasizes the importance of teaching thesewords along with their meaning and contextualrole in language.

Those familiar with Davis methodologywill quickly recognize the overlap betweenthe skills identified by Dr. Blank and thosethat are developed through the Davis readingexercises and modeling small words in clay.One surprise is that even Dr. Blank’s view ofphonology is a departure from the traditionalfocus on word segmentation and blendingskills; Dr. Blank favors an inverted approachwhich starts with supplying the child with thesounds of the initial word segment and lettingthem practice sounding-out strategies with thelast letter of the sequence–such as givingthe child the segment “ma” and substitutingending letters such as n, t, p, to decode thewords man, mat, map. With that approach, thechild learns the role that letter sounds havein word structure, without experiencing thefrustration and mistakes inherent when theyattempt left-to-right, letter-by-letter decoding.

Dr. Blank has developed materials toteach each of the skills she has identified,and includes the materials with her book.Her materials are intended to be used by aparent or tutor working one-on-one with achild. It is important to note that the materialsand her paper-and-pencil approach are notnecessarily intended for dyslexic children.Dr. Blank has geared her research largely to the segment of children who are fallingbehind with traditional teaching methods,but do not necessarily have any other learningbarriers. However, parents and teachers whoare already using Davis methods successfullywill probably still find Dr. Blank’s explanationof the development and role of variousunderlying skills useful in gaining greaterunderstanding of the goals that are served byDavis exercises such as Spell-Reading andDavis Symbol Mastery.�

Thus, it is refreshing to read the work ofColumbia University’s Dr. Marion Blank, whohas studied reading and language developmentfor more than forty years, in her book TheReading Remedy. Dr. Blank explains in simpleterms why the shift to phonics-dominatededucational strategies has failed to yield anation of better readers, with 40% of school-children continuing to test below levels ofexpected proficiency. These are not merelythe 15-20% of children who might later beidentified as dyslexic, but at least another20% of children who have no diagnosablebarriers, but simply continue to fall behindbecause they are unable to make sense of theinstruction they receive in school.

Dr. Blank has identified six essentialskills necessary for children to become readers,only one of which has anything to do withunderstanding the sounds associated with letters. These begin with the physical skills of left-to-right scanning and sequencing, andsmall motor skills involved in writing and letter formation. While advocates of phonicstake it for granted that these skills will developon their own, Dr. Blanks’ research has shownthat they do not–and often are at the root oflater reading problems.

The Reading Remedy: 6 EssentialSkills That Will Turn Your ChildInto a Reader

By Marion Blank, Ph.D.Josey-Bass, 2006ISBN-10: 047174204X ($16.95)

You can visit Dr. Blank’s website, Phonics Plus Five at:www.phonicsplusfive.com

PAGE 12 THE DYSLEXIC READER

� Ireland (cont’d)Paula HoranMullingar +353 44 934 1613

Sister Antoinette KeelanDublin +353 (01) 884 4996

Maggie O’MearaClonmel, Co. Tipperary +353 (87) 415 70 99

� IsraelLuba AlibashRamat Hasharon/Tel Aviv+972 (09) 772-9888 or(052) 272-9532Mira AshooshKiron +972 (03) 635-0973Goldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185Eliana HarpazMa’Ale Adumim+972 (02) 590-2110 or 054-441-0789Baruch KassiffKfar-Saba +972 (09) 767-3638Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistPearl ZarskyRa’anana/Tel Aviv+972 (09) 772 9888� ItalyElisa De FeliceRoma +39 (06) 507 3570Piera Angiola MaglioliOcchieppo Inferiore / Biella+39 (015) 259 3080Silvia WalterBagno a Ripoli Florence +39 (055) 621 0541Rafaella ZingerleCorvara In Badia+39 (0471) 836 871� KenyaDiana Smit-JurgensNairobi +254 733 895 603� LebanonSamar Riad SaabBeirut +961 3 700 206� MalaysiaHilary CraigKuala Lumpur+60 (36) 201 55 95� MexicoSivia B. Arana GarcíaMexico, D.F. +52 (55) 5520-1883Cathy Calderón de la BarcaMéxico D.F.Fundamentals Presenter+52 (55) 5520 1883 or 5282 4196Hilda Fabiola Herrera CantuCuliacan, Sinaloa +52 81 6677 15 01 19La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistOlga Zambrano de CarrilloDDA-Mexico DirectorGarza GarcíaMonterrey+52 (81) 8335 9435

Before undergoing his Davis Program, Tyhad constructed a moving, working model ofa dragline using tape, paper, dowel rods andwire, and he is now working on a “new andimproved” dragline.

While visiting “America’s County” Tygot to observe a Marion 7820 dragline at thePBS Coals strip mining site south of Berlinand also had the opportunity to visit DraglineWorld in Listie, Pennsylvania, and operate aworking replica of a Marion 8750 dragline.

Ty is already looking forward to coming back to Laurel Highlands DyslexiaCorrection Center next summer to complete a Davis Math Mastery® Program, and also toexperience more of the wonderful sites in“America’s County.” �

By Marcia MaustDavis Facilitator, Berlin, Pennsylvania

Six years ago, Somerset County,Pennsylvania, was best known for its pristinemountains, with hiking and biking in thesummer and skiing in the winter. That allchanged on September 11, 2001, whenUnited Airlines Flight 93 crashed into a fieldin rural southwestern Pennsylvania. SomersetCounty was thrust into the national spotlight,along with New York City and Washington,D.C., all victims of the worst terrorist attackever on U.S. soil.

Less than a year after the September 11tragedy, and approximately 10 miles from theFlight 93 crash site, nine coal miners weretrapped for 78 hours more than 200 feet belowthe earth’s surface. Once again, media fromaround the world set up camp in SomersetCounty, to watch and await word on the fate ofthe miners. In the wee hours of the morningof July 28, 2002, all nine miners were broughtsafely out of the mine. The new slogan of thecounty became “from tragedy to triumph.” In 2005, Somerset County was dubbed as“America’s County” by the Somerset CountyChamber of Commerce.

In July of 2006, twelve-year-old TyStansbury traveled from his home inMartinsburg, West Virginia, to Berlin,Pennsylvania, to undergo a Davis DyslexiaCorrection® Program with me at LaurelHighlands Dyslexia Correction Center. Berlinis located in Somerset County, and during theevenings, Ty and his parents visited severalof the attractions in “America’s County.” Ty’s trip to the Flight 93 temporary memorialinspired him to create a clay model of the aircraft.

This project started as his “create-a-word”exercise; however, the finished product didnot come to fruition until the last day of the program. Ty spent many of his breaksadding minute details to the intricate model.Ironically, less than six weeks after Ty sculpted his clay replica of the aircraft, agranite monument memorializing the flightcrew was erected at the Flight 93 Chapel.The monument has a bronze jet on top, whichis strikingly similar to Ty’s creation.

Ty’s interests and creative abilities don’tstop with sculpting in clay. He has a fascinationwith the mining industry, especially draglines.

Ty’s Visit to “America’s County”

Ty and his “create-a-word” model inmemory of Flight 93.

Strikingly similar memorial to Flight 93 inSomerset County, Pennsylvania built sixweeks after Ty completed his model.

PAGE 13THE DYSLEXIC READER

� Mexico (cont’d)Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Alejandra Garcia MedinaCuajimalpa, Mexico, D.F+52 (55) 5813 9554Sociedad de ConsultatoriaOrganizacionalMaria Lourdes GutierrezMexico D.F.+52 (55) 5595 8442Lucero Palafox de MartinVeracruz+52 (229) 935 1302Ana Elana Payro OgarrioCorregidora, Queretaro+52 442 228 1264

� NetherlandsKarin BakkerenBreda +31 (076) 581 57 60Liesbeth Berg-SchagenVleuten+31 (030) 604-9601Ineke BlomDorpstraat+31 (020) 436-1484Lot BlomUtrecht +31 (030) 271 0005Hester BrouwerGroningen+31 (050) 52 61 146Lieneke CharpentierNieuwegein+31 (030) 60 41 539 Hester CnossenVeghel +31 (495) 641 920Monique CommandeurSterksel +31 (06) 13 94 97 54Ratnavali de Croock Oudorp (Aalkmaar)+31 (072) 511 6881Alexandra De GoedeAerdenhout+31 (023) 524 3263Mine de RanitzDriebergen+31 (0343) 521 348Christien De SmitSluis +31 (0117) 461 963Leonardus D’HooreSluis +31 (0117) 56 29 40Saskia Dijkstra Amsterdam +31 (020) 463-2753Marijke Eelkman Rooda-BosGouda +31 (0182) 517-316Johanna FokkensBeilen +31 (0593) 540 141Ina GausSantpoort-Zuid+31 (023) 538-3927Pérola GonçalvesAmsterdam+31 (020) 636 3637Jan GubbelsMaastricht+31 (043) 36 39 999Sue Hillier-SmithBreukelen+31 (0346) 265 059

By Linda Johannes, Administrative AssistantNew Hope Learning Centers, Inc.

And then some! As a dyslexic learner, I canreally relate to that statement. Often the pictures I see in my mind’s eye and experienceas real life events cannot be expressed onlywith words. Is it any wonder that so manydyslexic learners express themselves in waysthat do not require words, such as music,dance, drama, building or creating beautifulworks of art? Even as I sit at my desk writingthis, I find that words do not suffice to expresswhat my mind’s eye sees so clearly.

Jason Havey (age 20) and his brotherTommy Havey (age 13) came to New HopeLearning Centers, Inc. in July, 2006 and eachboy completed a Davis Dyslexia Correction®

Program – one with facilitator Darlene Bishopand the other with facilitator Margie Hayes.

Both Jason and Tommy display some ofthe wonderful talents we see in every client.Tommy is a fun loving, ever smiling, and free-spirited guy, often ready “to kid around.”He loves the outdoors and connects with peoplein a very caring, empathetic way. Jason is agifted soccer player. But during his programJason also shared his drawings with me.

I was awestruck by the detail of his artwork. I saw what words could not begin toexpress. It seems to me that the beauty of hisart is that we can each see the very same thing,but come away with different impressions.Jason’s art is truly unique.

It was such a treat to enjoy both Jason’sart and Tommy’s light-hearted fun during theirweek at New Hope Learning Centers. Ourthanks to both these gentlemen, for sharingtheir gifts with us! �

A Picture is Worth a Thousand Words

“Why am IHere” is one ofthe drawingsJason sharedwith his newfriends at NewHope LearningCenters, Inc.Created Dec. 19,2005.

PAGE 14 THE DYSLEXIC READER

�Netherlands (cont’d)Judith HolzapfelDeventer +31 (0570) 619 553Will HuntjensHorn +31 (0475) 589 238Mia JenniskensEindhoven+31 (040) 245 9458Trudy JolingLaren +31 (035) 531 00 66Helen KapteinMiddleburg+31 (0118) 64 37 73Marie KoopmanBilthoven+31 (030) 228 4014Carry KulingHeemstede+31 (0235) 287 782Edith Kweekel-GöldiSoest +31 (035) 601 0611Imelda LamakerHilversum+31 (035) 621 7309Irma LammersBoxtel +31 (411) 68 56 83Yvie Leenaars-de RooÿBavel +31 (0161) 433 449ZeiZei LerninstitutDrs. Siegerdina MandemaSpecialist TrainerAdvanced WorkshopPresenterDLS Workshop PresenterDDA-Nederland DirectorRobin TempleSpecialist TrainerWorkshop PresenterMaria Hoop+31 (0475) 302 203Sjan MelsenArnhem +31 (026) 442 69 98Cinda MustersAmsterdam +31 (20) 330-78 08Marianne OosterbaanZeist +31 (030) 691 7309Ineke PijpGroningen+31 (050) 542 0817Fleur van de Polder-PatonSchiedam+31 (010) 471 58 67

Petra Pouw-LegêneDLS Presenter & MentorBeek +31 (046) 437 4907Karin RietbergHolten +31 (0548) 364 286Jacqueline van RijswijckVenray+31 (0478) 58 73 98Lydia RogowskiHelmond+31 (0492) 513 169Hanneke SchoemakerWageningen+31 (0317) 412 437Ilse SchreuderDokkum +31 (0519) 220 315

Mirror, Mirror, in My Head...By Laura Zink de DiazDavis Facilitator, Bogotá Colombia

Because I’m a former teacher and still teachpart time, I read a lot of stuff relating to education. And some of my most recent reading strikes “Davis” chords, teachingchords, and just plain living chords as well.

Daniel Goleman had an article in theSeptember 2006 issue of EducationalLeadership entitled: “The Socially IntelligentLeader.” You may be familiar with Dr.Goleman, Harvard-educated psychologist,researcher, and author of EmotionalIntelligence: Why It Can Matter More ThanIQ, published ten years ago. Goleman maintains that the role our emotions play inour thought processes, decisions and even ourpersonal success is much greater than most ofus imagine. As a culture and as individuals weexpend a lot of energy trying to boost academicachievement as measured by standardizedtests–as if the most important skill necessaryto ensure for a decent life for our childrenwere the linguistic and mathematical skillsthose tests measure. Emotional intelligence isa set of skills never examined on IQ tests orany of the standardized tests children take atschool. These skills include the ability to control our impulses, our internal motivation,our ability to empathize–a whole range of skillsimportant for interpersonal relationships. Onthe playground a child’s developing emotionalintelligence may keep him out of a fight.Similar skills can help husbands and wiveslisten more carefully to one another andmaintain calm as they work out those littledisputes that can blow up into major wars whenpeople live together. And in the workplaceand classroom, emotional intelligence may be in evidence when bosses and teachers seekways to give constructive, helpful advice,rather than resorting to autocratic browbeatingto get what they want from us.

Reading the newspapers you might thinkthe really big idea for improving schools is toestablish “zero tolerance” for guns, drugs,sloth, and general lack of interest in academicachievement. But in “The Socially IntelligentLeader” Goleman discusses the social nature ofour brain and learning, and why it’s importantfor those empowered to lead schools to establish a culture of warmth and trust. It

turns out that our brains have wiring thatlinks our thinking and emotional centers,such that emotions can enhance or interferewith our ability to learn. Anybody who’schewed off her finger nails while studying for a test (me!) could tell you that! But thereis in fact ample research evidence of this.

We also have some little features in ourbrains called “mirror neurons.” These allowus to create an internal simulation of what’s

…mirror neurons… allow us tocreate an internal simulationof what’s happening in the

minds of other people around us.

”

“

In his book, Dr. Goleman maintainsthat the role our emotions play in ourthought processes, decisions and evenour personal success is much greaterthan most of us imagine.

happening in the minds of other peoplearound us and give rise to a kind of emotionalwalkie-talkie. It turns out that what Golemancalls “the social brain” through its mirrorneurons, seems to create a conduit for transmitting emotions back and forthbetween people, allowing each to adjust tothe other, automatically getting in sync witheach other.

PAGE 15THE DYSLEXIC READER

�Netherlands (cont’d)

Silvia Jolanda SikkemaDrachten +31 (0512) 538 815Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62

Karima P.A. TurkatteAmsterdam+31 (020) 696 4379Mieke van DeldenLeek +31 (059) 4514985Agnes van den Homberg-JacobsAmerica Limburg+31 (077) 464 23 22Annette van der BaanAmsterdam+31 (020) 420-5501Hetty van der WellOss +31 (041) 263 6403 Annemarie van HofUtrecht +31 (030) 65 86 700Juchke van RoozendaalOss +31 (0412) 690 312Willem Van UlsenGroningen+31 (050) 542 3941Tienke Veenstra-SierhsmaMeppel +31 (0522) 254 453Lia VermeulenHuizen +31 (062) 3671530Christien VosTolbert +31 (0594) 511 607

Lucie Wauben-CrutsElsloo +31 (046) 437 0329

Christa WiersmaOnna (bij Steenwijk)+31 (0521) 523 303

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

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

� New ZealandVivienne CarsonAuckland+64 (09) 520-3278

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

Jennifer ChurtonAuckland+64 (09) 360 4941

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

Wendy HaddonMosgiel+64 (03) 489-8572Rochelle HardenWanganui +64 (027) 306-6743Margot HewittKaiapoi +64 (03) 312-0496

This makes a lot of sense when I thinkabout how my clients and I use our Dial inmany academic and social situations. We can“see” at what level the dial of another person(or group) is set, and adjust our own to helpus cope, and even to influence the comfortlevel of the person we are with. AlthoughGoleman says that mirror neurons facilitatethis kind of rapport automatically, I suspectthat he would consider our use of the Dial to be an example of consciously applied“social intelligence” which, in his definition“encompasses both interpersonal awarenessand social facility.”

So what do the workings of our mirrorneurons imply for the classroom or school?It’s well known that students function bestwhen their stress level is tolerable and they’reare highly motivated. It’s also widely acceptedthat in the classroom, from Kindergarten tograduate school, stress and fear limit our abilityto attend, concentrate, recall, or apply whatwe already know in order to answer questionsor solve problems. Along with the Dial, we canalso use Release to reduce stress in academicsituations. These strategies give students control over their responses to stressful situations. But suppose teachers begin to create a culture within their individual classrooms which by design lowers stress and transmits positive emotions to andamong students? The best teachers already do this to the best of their ability becausethey have ample evidence that in a warm andaccepting environment, all students achievemore than in an autocratic and inflexible one.

Dr. Theresa M. Akey published a studyin January of this year called “SchoolContext, Student Attitudes and Behavior, andAcademic Achievement: An ExploratoryAnalysis”. She looked at factors that promoteacademic success among high school studentsat high risk of failure due to their personalcircumstances at school or demographic factors, like poverty, race, native language,etc. She knew going in, that research had

already demonstrated that the two factors she wanted to focus on – the extent to which students find their studies engaging, and thedegree to which students view themselves ascompetent learners - both influence studentachievement. That makes a lot of sense: wewould expect self-confident students, andthose who “get hooked” by a topic to do better. But what Dr. Akey discovered duringher study was that the second factor–the students’ perception of themselves as smartand competent, was three times as importantto their later success than their degree ofengagement in their studies. She also examined “directionality,” that is, whichdevelops first: engagement, or a positive imageof oneself as a learner? She discovered thatstudents’ perception of themselves as smart,precedes their engagement with learning.

So what does this mean for the classroom?Akey discovered that students in classes run bysupportive teachers whose methods providedstudents with successful experiences came tosee themselves as competent learners andperformed at higher levels. But these effectswere short-lived, if students moved into aclassroom where they were less accepted bythe teacher and experienced less success.(Most mothers could have predicted thiseffect!) It suggests that the earlier we begin toprovide children with successful experiences,

Students’ perception of themselves as smart precedes

their engagement with learning.

”

“

In a warm and accepting environment, all studentsachieve more than in an

autocratic and inflexible one.

”

“

the more likely they are to view themselves assmart and competent students, which in turnleads them to a greater interest and engagementin their studies, which will likely result ingreater academic success.

And how might we provide students withsuccessful experiences early in their schoollives? Goleman would like to see not only moreteachers acquire the skills of social and emotional intelligence, but principals andother school administrators. They are in aposition to lead teachers and other staff in adirection that could transform the academicenvironment. Many schools started educatingtheir teachers in Goleman’s ideas about social

PAGE 16 THE DYSLEXIC READER

� New Zealand (cont’d)

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Jocelyn PrintKaikoura +64 (03) 319 6711Alison SymeDarfield +64 (03) 318-8480Lorna Timms Christchurch +64 3 359 8556� PhilippinesImelda CasugaBaguio City +63 (744) 42 29 01� PolandAgnieszka OsinskaWarsaw+48 (22) 658-2237

� PortugalRita Alambre Dos SantosLisboa 1000-115+351 (21) 781-6090

� Republic of SingaporePhaik Sue ChinSingapore +65 6773 4070Constance ChuaSingapore +65 6873 3873

� SerbiaJelena RadosavljevicKraljevo +38 (163) 762 87 92

� South AfricaSara KramerCapetown+27 (021) 671 4634

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

Silvia María SabatésRodrigoMadrid +34 (091) 636 31 44

� Switzerland/CHTinka Altwegg-ScheffmacherVeronika BeelerSt. Gallen+41 (071) 222 07 79

Monika AmreinZurich +41 (01) 341 8264

and emotional intelligence in the late 1990s.And many have followed his suggestion thatwe teach children to be socially smart as well.Forward-looking schools have been foldinginto their curriculum well-tested programsthat teach essential personal skills, angermanagement, decision-making and problemsolving skills. Such programs can improvestudent achievement and attendance, reduceviolence and the amount of time teachersmust spend on discipline in the classroom.

This may sound to some like “coddling,”and others may consider these skills besttaught in the family. But adding this kind oflearning to a child’s school experience paysoff academically. Goleman cites a 2005 study

by Durlak and Weissberg, which demonstratedthat students who participated in a social-emotional learning program outscored theirpeers who did not by 12 percentile points ontests of academic achievement.

When I think of the billions being spenton standardized testing and consumable drilland practice for reading, spelling and math …when I consider how many schools haveeliminated naps in Kindergarten and cut outrecess altogether in order to make more timefor “test prep”… how often schools have toeliminate the “non-academic” subjects thatmake school interesting and fun for so manystudents in order to increase their focus onwhat will be tested… I can’t help but wonderif the mirror neurons in the heads of thoseempowered to make such changes to schoollife are completely turned off! �

ReferencesAkey, Theresa M. “School Context, StudentAttitudes and Behavior, and AcademicAchievement: An Exploratory Analysis.”MDRC, 2006. Available on the internet at:www.mdrc.org/publications/419/full.pdfGoleman, Daniel. “The Socially IntelligentLeader.” Educational Leadership, 64:76-81.

Social-emotional learning programs can improve studentachievement and attendance,

reduce violence and theamount of time teachers must

spend on discipline in theclassroom.

”

“

When my grandson, Billy, and I enteredour vacation cabin, we kept the lights offuntil we were inside to keep from attractingpesky insects. Still, a few fireflies followedus in. Noticing them before I did, Billywhispered, “It’s no use, Grandpa. Themosquitoes are coming after us with flashlights.”

�

A man rushed into the doctor’s office andshouted, “Doctor! I think I’m shrinking!”The doctor calmly responded, “Now, settledown. You’ll just have to be a little patient.”

A three-year old put his shoes on by himself. His mother noticed the left was onthe right foot. She said, “Son, your shoesare on the wrong feet.” He looked up ather with a raised brow and said, “Don’tkid me, Mom. I know they’re my feet.”

�

Two atoms are walking down the streetand they run into each other. One says tothe other, “Are you all right?”

“No, I lost an electron!” “Are you sure?” “Yeah, I’m positive!”

�

If a pig loses its voice, is it disgruntled?

PAGE 17THE DYSLEXIC READER

� Switzerland/CH (cont’d)Regula Bacchetta-BischofbergerHorw /Luzern +41 (041) 340 2136

Priska BaumgartnerWettingen +41 (056) 426 28 88

Mieke Blommers-FriederichsBasel +41 (061) 378 9060

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

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

Vicki BrignoliLumino+41 (091) 829 05 36

Carole DubossonVeyras/Sierre+41 (027) 452 62 02

Ursula FischbacherOrpund+41 (032) 355 23 26

Edith ForsterEttenhausen+41 (052) 365 45 54Ruth Froels Basel +41 (061) 272 24 00

Heidi Gander-BelzDLS Workshop PresenterMonchaltorf+41 (01) 948 1410Elisabeth GerberMettmenstetten +41 (044) 767 10 54

Katharina GrenacherBern +41 (031) 382 00 29Elisabeth GutGrut +41 (044) 932 3242Ursula Hirzel EglerStäfa +41 (01) 926 2895Christa JaegerRiehen +41 (061) 641 4667Karin KislakDornach+41 (61) 701-88 61

Consuelo LangLumino +41 (091) 829 05 36Claudia LendiSt. Gallen+41 (071) 288 41 85Erika Meier-SchmidBonstetten+41 (01) 700 10 38Christine NoisetRenens/Lausanne +41 (021) 634 35 10 or(079) 332 2775Jürg PeterSupervisor-SpecialistDornach+41 (061) 701 39 16Véronique PfeifferZürich +41 (01) 342 22 61Elisabeth RabergerEffretikon +41 (056) 209 17 76

Edward James Olmos isa renowned actor andactivist. He is also dyslexic.Olmos has said that hedidn’t recognize his owndyslexia until one of hischildren was diagnosed.Olmos’ solution: readevery day. At a public talkat Penn State University in

l996, the actor talked about one of his life-long habits: “I learned to discipline myselfto do things I didn’t want to do. Now I alsodiscipline myself to do things I love to dowhen I don’t want to do them.” Olmosspends ten minutes a day, every day, doingthe things he loves. And he has many loves.As a child he wanted to be a baseball player.During his teen years, he was attracted tothe rock music scene singing in manyfamous clubs in the 60s and 70s. Eventually,his dramatic bent led him to study acting.Many people first saw James EdwardOlmos on the 1984 TV hit “Miami Vice”where he won an Emmy for his portrayalof the taciturn Lt. Castillo. In 1988 hestarred in the film “Stand and Deliver” andwas nominated for an Academy Award forhis performance. Today he stars as AdmiralWilliam Adama on the hit Sci-Fi Channelseries “Battlestar Galactica.” Throughouthis life, Olmos has been an advocate forchildren of all races and cultures. He makesabout 150 appearances a year in placeswhere children at risk can be found–schools, boys/girls clubs, juvenile halls,detention centers, delivering his messagethat we all have a choice how to live ourlives. He tells kids if he could survive thatenvironment and go on to live a happy successful life, so can they.

Famous Dyslexics Remember

George Washington,father of our country. Itturns out that the storyabout him choppingdown the cherry tree isjust that–a story. Neverhappened. But one thingyou might not knowabout the first Americanpresident is that many

researchers believe he was dyslexic. Hereis a well known quote from a journal he

Debbie Macomber haswritten over 100 novels,and is currently one ofthe best-selling authors in America. A specialist in romance and women’snovels, Macomber’s booksare often to be found

on the New York Times bestseller list. Butgetting published didn’t come easy. In aninterview with Barnes and Noble in 2005(posted at www.barnesandnoble.com) shecommented, “I’m dyslexic, although theydidn’t have a word for it when I was ingrade school. The teachers said I had ‘wordblindness.’ I’ve always been a creativespeller and never achieved good grades inschool. I graduated from high school butdidn’t have the opportunity to attend college, so I did what young women myage did at the time – I married.” Severalyears later, to become a novelist she foundshe had to negotiate quiet time with her fourchildren and husband, rent a typewriter, andpersevere in spite of many, many rejectionsof her work. One editor even told her thebest way to improve one of her bookswould be to throw it away! But it’s a goodthing she didn’t follow that advice, becausea short time later that same novel becameher first sale, “Heartsong,” published bySilhouette in 1984 - and Debbie hasn’tstopped writing since. �

kept when he was just 16 years old andhad a job as a rural land surveyor: “Itclearning about one o'Clock & our timebeing too Precious to Loose we a secondtime ventured out & Worked hard tillNight & then returned to pEnningtons wegot our Suppoers & was Lighted in to aRoom & I not being so good a Woodsmanas the rest of my Company striped my slefvery orderly & went in to the Bed as theycall'd it when to my Surprize I found it tobe northing but a Little Straw-mattedtogether without Sheets or any thing elsebut only on Thread Bear blanket withdouble its Weight of Vermin such as LiceFeas & c. Had we not have been veryTired, Ia, sure we should not have slep’dmuch that night. I made a Promise not toSleep so from that time forward chusingrather to sleep in the open Air before afire as will Appear hereafter.”

PAGE 18 THE DYSLEXIC READER

� Switzerland/CH (cont’d)Hilary RhodesChesieres-Villars+41 (024) 495 38 20Regine RothMohlin/Basel+41 (061) 851 2685Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90Benita RuckliSigigen +41 (041) 495 04 09 or (079) 719 31 18Lotti Salivisberg Basel +41 (061) 263 33 44Sonja SartorWinterthur+41 (052) 242 4015Maya Semle-MuraroStäfa +41 (079) 704 03 07Claudia TavernaSent +41 (081) 864 9115Andreas VillainZürich +41 (076) 371 84 32Catherine WarnerGeneva +41 (022) 321 70 42Margit ZahndGerolfingen+41 (079) 256 86 65 or(032) 396 19 20

� United Arab EmiratesLinda RademanDubai +9714 348 1687

� United KingdomNicky Bennett-BaggsGt. Gaddesden, Herts+44 (01442) 252 517Jo Broughton Hitchin, Herts +44 (0)1462 435 166Sue BullenAyrshire, Scotland+44 (01292) 591 797Sarah DixonEast Horsley, Surrey +44 (0148) 328 30 88Susan DuguidLondon+44 (020) 8878 9652Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodDLS Mentor & PresenterAscot, Berkshire+44 (01344) 622 115 Christine EastKingsbridge, Devon+44 (01548) 856 045Hilary FarmerOxford, Oxon+44 (01865) 326 464 Nichola FarnumLondon +44 (0208) 977 6699Maureen FloridoHarleston, Norfolk+44 (01379) 853 810Carol ForsterDLS Workshop PresenterGloucester+44 (01452) 331 573 Achsa GriffithsSandwich, Kent +44 (01304) 611 650

Dyslexic “wanna-be”

Q: My 15 year-old son is a dyslexia “wanna-be.” He writes with difficulty and it is often not legible. He cannot spell. He hastrouble sequencing and grouping ideas, etc.,but he began reading at age four and now readsat a high level. He is also very good at math.His IQ is very high and his short-term memoryis great, so perhaps he’s just memorizing thetext. Could he be dyslexic?

A: I know it’s hard to believe, but your sonprobably is dyslexic. The difficulty withsequencing and grouping is a tell-tale sign,as are problems with spelling and writing. Hisearly reading is unusual, but it does happen.Children who read very early usually havestrong visual memories and are simply able tolearn words by sight. They also often figureout new words from the context of theirreading. If your son also has good readingcomprehension skills this is fine – he wouldonly need help with areas of difficulty.However, it’s also possible that your son simplyskips over words he doesn’t understand andis smart enough to make sense of what hereads without all the details. If that’s thecase, addressing the underlying problemswould be a big help for him.

Right-Brainer

Q: It is ever so clear to me that I’m a VSL,Visual-Spatial Learner. Does this mean I amdyslexic or have attention deficit as well? Canthese be mutually exclusive? I don’t havetraits of seeing or reading backwards but I’ma right-brainer and certainly do think andlearn backwards and totally in images andpictures. Where can I learn more about this?

A: There is considerable overlap betweenvisual-spatial thinking, dyslexia, and ADHD,but it is possible to be a visual-spatial thinkerand yet have no symptoms of dyslexia orADHD. VSL describes your overall style ofthinking and problem-solving, whereasdyslexia and ADHD describe symptoms thatmay emerge when your thinking style does

not fit well with external expectations oflearning and behavior. Whether or not youactually have dyslexia or ADHD probablyrelates to other personality characteristics,such as your ability to adapt to expectationsthat are somewhat different from your naturalinclinations.

The Gift of Dyslexia, by Ron Davis, provides information on how a person canuse VSL strengths to overcome problemsassociated with dyslexia, whether or not they“read backwards.” Since you don’t havesymptoms of ADHD or dyslexia, you mightbe more interested in reading Tom West’s Inthe Mind’s Eye: Visual Thinkers, GiftedPeople With Dyslexia and Other LearningDifficulties, Computer Images and the Ironiesof Creativity, which explores many of thebenefits and advantages of having a visual-spatial thinking process.

Davis and Writing

Q: I am seeking a writing course based on theDavis approach. Does your association, orany affiliated group, offer writing workshopsfor adults or individual writing instruction? A:We do not offer writing workshops.Nonetheless, the Davis program will helpindividuals improve their writing skills overtime. Davis methods do not provide directinstruction or practice with specific skills, butfocus instead on helping students address andresolve underlying issues that give rise totheir learning barriers. A Davis program wouldaddress many of the issues that are stumblingblocks to writers, such as understanding therole of punctuation in writing. But actualwriting practice is something students wouldseek on their own after their Davis program.Students who have completed the Davis program would probably find that they werebetter able to take advantage of a writing

by Abigail Marshall

PAGE 19THE DYSLEXIC READER

�United Kingdom (cont’d)Axel GudmundssonLondon +44 (020) 8341-7703 Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 695

Karen HautzLondon+44 (0207) 228-2947

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185Phyllida HowlettHaverfordwest,Pembrokeshire +44 (01437) 766 806Angela JamesReading, Berkshire+44 (0118) 947 6545Liz JollyFareham, Hants+44 (01329) 235 420Lisa KloossLondon+44 (0208) 960 9406Marilyn LaneRedhill+44 (0173) 776-9049Fionna PilgrimKeighley, West Yorkshire +44 (01535) 661 801 Maxine PiperCarterton, Oxon+44 (01993) 840 291Elenica Nina PitoskaLondon +44 (020) 8451 4025Rebecca RossTonbridge, Kent +44 (01892) 838 109Pauline RoylePoulton-le-Fylde, Lancs+44 (01253) 899 875Ian RichardsonBlaisdon Longhope, Glos+44 (0145) 283 0056Rosemary SavinsonLondon +44 (0208) 316-1973Janice ScholesLiversedge, West Yorkshire+44 (01274) 874 712Nigel SharpIsle of Wight +44 (07736) 251 258

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

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

Dyslexia KentMargarita WhiteheadDDA DirectorRichard WhiteheadDDA DirectorDLS Mentor & PresenterFundamentals PresenterStaplehurst, Kent+44 (01580) 890 321

workshop offered by a school or college, sincethey would no longer wrestle with underlyinglearning blocks.

Dyslexic Super Speller?

Q: Reading through the 37 common characteristics, several really pop out at mewith regard to my ten-year-old son, who isbeing treated for ADD. One thing that puzzlesme though, is that he struggles with manythings, but is an excellent speller. Does thisability rule out the possibility of dyslexia?A:Your son’s spelling skills do NOT rule out the possibility of dyslexia. While it iscommon for dyslexics to have difficulty with spelling, the symptoms of dyslexia arecharacteristics that develop as a result of anindividual’s underlying thinking style and thepattern of disorientation. As a result, differentpeople can and do develop different sets ofsymptoms. For example, although it isunusual, there are some dyslexic children,who, like the child mentioned earlier in thiscolumn, are very early readers and read quitewell. Their problems can show up in otherareas, such as writing or spelling. You

mention that several of the 37 CommonCharacteristics of Dyslexia “pop out” at youregarding your son. As a general rule, weexpect that an individual with dyslexia willexhibit about 10 of the 37 traits and behaviorson that list. If you have observed about ten of these characteristics in your son, you maywant to contact a Davis facilitator in yourarea to find out whether a Davis program can help him with the things he does strugglewith at school. �

The clarity from the cup gave me a feeling of well-being.This client was a real gift to me. He taught me so much, and I am truly grateful for that.

(Continued from page 9)The Gift

• Verbs HAS to agree with their subjects.• Prepositions are not words to end sentences with.• And don't start a sentence with a conjunction.• It is wrong to ever split an infinitive.• Avoid clichés like the plague. • Also, always avoid annoying alliteration.• Be more or less specific.• Parenthetical remarks (however relevant) are (usually) unnecessary.

• Also too, never, ever use repetitive redundancies.

• No sentence fragments.

PAGE 20 THE DYSLEXIC READER

�United Kingdom (cont’d)Lynne SmithBrighton, East Sussex+44 (01273) 723 920

Anna StephensRothley, Leics+44 (0116) 230-3283

Barbara TimminsSolihull+44 (015) 6477 2657

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

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

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

Francis WrightExeter, Devon+44 (077) 9684 0762

� United States

AlabamaPaula MoreheadBirmingham+1 (205) 408-4420Lisa SprattHuntsville +1 (256) 426-4066

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

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

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

Janet ConferRancho SantaMargarita/San Clemente+1 (949) 589-6394Richard A. HarmelMarina Del Rey/Los Angeles+1 (310) 823-8900

By Tatjana Lavrova, November 2006

The week of October 14 through 22, 2006was an historic moment in a small way:Richard Whitehead, Director of DavisLearning Foundation (formerly DDA-UK –Ed.) held a double round of Davis LearningStrategies workshops in Tallinn, Estonia for a total of 61 Russian and Estoniankindergarten and primary teachers andspeech therapists. The aim of Davis LearningStrategies is to train teachers of youngerchildren in techniques which will optimisetheir ability to read while also giving childrenlifelong learning-to-learn skills.

impatiently looking forward to a Fundamentalsof Davis Dyslexia Correction Workshop,which will equip them to use the Davismethods with their older students.

The workshops were attended by twohigh-ranking educational specialists: KaiKukk is Adviser to the Estonian Ministry of Education on special educational needs;and Kadi Lukanenok is a lecturer at theUniversity of Tallinn as well as being atrained speech therapist. Both are of theopinion that Davis Learning Strategies arewell-suited to the Estonian educational system and predict a great future for theDavis methods in Estonia.

Richard Whitehead hopes that Estoniamight become a model country in the implementation of Davis Learning Strategies.He sees a similar potential for the Strategiesin Estonia as in Iceland, where 20% of schoolsnow have Davis-trained teachers.

According to Richard, 60% of all Britishprison inmates are dyslexic. It would seemthat learning difficulties can be a significantfactor in a person’s willingness to break thelaw. How the world might change for thebetter, if only everyone went through theDavis Learning Strategies Programme at the right time of their lives! �

Small Events Can Lead to Big Changes

Richard Whitehead, Director of DavisLearning Foundation (UK) at the first everDLS training in Eastern Europe

”

“

…Davis Learning Strategiesare well-suited to theEstonian educational

system…

The October workshops were the firstprofessional Davis training ever to be held in Eastern Europe. In March of this year, however, Richard and his wife and co-Director Margarita visited Tallinn to givean introductory lecture on the reasons whylearning difficulties develop, and how they canbe corrected. The lecture aroused enormousinterest among local speech therapists, teachersand parents. The October workshops weremade possible largely by the concertedefforts of Olga and Eduard Knut, Directorsof a newly-established Estonian foundationfor the furtherance of the Davis methods, andJelena Merimaa, Director of the pre-schoolsection of the Tallinn Union of SpeechTherapists.

The Estonian professionals who attendedthe workshop were highly impressed by thestandard and quality of the training and are

PAGE 21THE DYSLEXIC READER

� United States/California (cont’d)David HirstRiverside+1 (951) 653-9251 or(909) 241-6079

Angela Dean Educators Nicole MeltonKaren Thorworth-PongsDiamond Bar+1 (909) 229-5251

Michelle PalinSanta Cruz+1 (831) 419-8338

Cheryl RodriguesSunnyvale/San Jose+1 (408) 983-0968

Dwight UnderhillEl Cerrito/Berkeley+1 (510) 559-7869ColoradoValarie AbneyDenver +1 (303) 433-9077

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

Crystal PunchCentennial/Denver +1 (303) 850-0581Janet SlavenskiDenver +1 (303) 431-0027Kristi ThompsonDLS Workshop PresenterWalsh +1 (719) 324-9256FloridaTerry DeMeoMiami +1 (305) 567-0611

Random (Randee)GarretsonLutz/Tampa/St. Petersburg+1 (813) 956-0502 Angela KeiferTampa +1 (727) 480-1093Tina KirbyNavarre+1 (850) 939-2313

Alice J. PrattJacksonville+1 (904) 389-9251

Rita & Eugene Von BonNavarre +1 (850) 939-2313

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

Martha PayneSuwanee+1 (404) 886-2720Scott TimmWoodstock/Atlanta+1 (866) 255-9028 (Toll-Free)

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

IllinoisKim AinisChicago +1 (312) 360-0805

PAGE 22 THE DYSLEXIC READER

IndianaJodi R. BaughCloverdale/Indianapolis+1 (765) 526-2121Myrna BurkholderGoshen/South Bend+1 (574) 533-7455 IowaMary Kay FrasierDes Moines+1 (515) 270-0280KansasCarole CoulterOverland Park/Kansas City+1 (913) 831-0388

KentuckyRochelle AbnerWinchester+1 (859) 513-2662Carol WilliamsLouisville +1 (651) 324-9156

LouisianaWendy Ware GilleyBaton Rouge+1 (225) 751-8741MassachussettsKaren LoGiudiceNewbury+1 (978) 337-7753Carolyn TylerFairhaven+1 (508) 994-4577

MichiganNicki CatesSaint Clair Shores/Detroit+1 (586) 801-0772Sandra McPhallGrandville/Grand Rapids+1 (616) 534-1345Ann MinkelSix Lakes/Grand Rapids+1 (989) 365-3925Dean SchalowManistee+1 (800) 794-3060 (Toll-Free)Michele WellmanAlma/Lansing/Grand Rapids+1 (989) 463-5276MinnesotaCindy BauerPlymouth/Minneapolis+1 (612) 483-3460Cyndi DenesonSupervisor-Specialist Workshop PresenterEdina/Minneapolis+1 (888) 890-5380 (Toll-Free)+1 (952) 820-4673Bernadette Peterson Maple Grove+1 (763) 229-4550MissouriCathy CookColumbia+1 (573) 819-6010 or 886-8917MontanaAshley BenjaminFort Benton+1 (406) 734-5420

Kimberly BezansonMissoula +1 (406) 541-3076or 499-0220

Based on the Davis DyslexiaCorrection methods, this Kit enables parents and tutors ofchildren, ages 5-7, 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 learningproblem

• improve sight word recognition andcomprehension

• 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)

• 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 provide children with the self-directed ability to be physically and mentally focused on thelearning task at hand.

Davis Symbol Mastery enables children tomaster 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 8 and up), werecommend the Davis Symbol Mastery Kit.

The Young Learner Kit

PAGE 23THE DYSLEXIC READER

� United States/ Montana(cont’d)Elsie JohnsonKalispel +(406) 257-8556Linda Jo PriceBozeman +1 (406) 586-8218Robin ZealWhitefish +1 (406) 862-6210NebraskaShawn CarlsonLincoln +1 (402) 420-1025

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

New HampshireGlenna GiveansLebanon+ 1 (603) 863-7877Michele SiegmannMason/Manchester/Boston+1 (603) 878-6006

New JerseyLynn ChigounisMontclair +1 (973) 746-5037Nancy CimprichElmer/Philadelphia+1 (856) 358-3102Charlotte FosterSupervisor-SpecialistBernardsville/Newark+1 (908) 766-5399

New YorkLisa AndersonSeneca Falls +1 (315)568-3166 or (800) 234-6922Ann HassigGouverneur+1 (315) 287-0531Hadar Lily HellmanNew York City +1 (212) 781-3689 or +1 (718) 614-8240Wendy RitchieHilton/Rochester+1 (585) 233-4364North CarolinaGerri W. CoxDLS Workshop PresenterShallotte/Wilmington+1 (910) 754-9559Ruth MillsPineville/Charlotte+1 (704) 541-1733Jean MoserWinston-Salem+1 (336) 765-6310OhioLorraine CharbonneauMason/Cincinnati/Dayton+1 (513) 850-1895Sandra KornLiberty Township/Cincinnati+1 (513) 779-9118Lisa ThatcherMount Vernon/Columbus+1 (740) 397-7060OklahomaAshley GriceTulsa +1 (918) 779-7351 Rhonda LacyClinton +1 (580) 323-7323

Daniela Y. Boneva “I hadnot heard of dyslexia until Idiscovered that my daughterhad difficulties learning to readand write. Searching for help(which I was not able to find inBulgaria) I came across theDavis Method. It made a huge

difference in my daughter’s life and changed mylife completely. Working as a teacher for years, I could see many smart and creative childrenstruggling at school. After I did the program withmy daughter I understood that I could help manyother kids in my country. That is how I arrived atthe decision to become a Davis Facilitator. InBulgaria, people with dyslexia are considered illor subnormal. Very often they are sent to ‘special’schools where they are treated as defective whichcan become a self-fulfilling prophecy. I want tochange this. I hope my work will give peoplewith dyslexia, especially kids, new opportunities.”Tzarkovna Nezavisimost Str. #8, Entr. 2, Fl. 3,7000-Ruse, Bulgaria. +35 (988) 531 9506. danydyslexia@yahoo.com

Jelena Radosavljevic“In my work as a school psychologist, children giftedwith dyslexia have come to myattention. I wanted to make theDavis Program available in mycountry and its surroundings.By learning about the gift of

dyslexia, I spared my daughter unnecessary frustration. I would like to do the same for otherchildren and adults. Becoming the first DavisFacilitator in my country and the whole region, islike a dream come true.” Center for Dyslexia andother Learning Difficulties, Vojvode Putnika 29,Kraljevo 36000, Serbia. + 38 (163) 762 87 92.djar@ptt.yu

Konstanca FriedrichPalzer “After one of my fivechildren experienced the lifechanging benefits of a DavisProgram I was convinced thatthis method was outstanding.My subsequent training as a

Davis Facilitator has been one of the most amazingand eye-opening paths I have walked so far.Heading into the Fundamentals Workshop Iexpected training based on and around helpingothers. The combination of studying, getting intouch with myself and practicing self-developmentwas more than I had bargained for. The supportof my family allowed me to fit this wonderful

Newly Licensed Davis FacilitatorsCongratulations and welcome to our growing

International family of Davis Providers! A special welcome to our first Davis Facilitators in Bulgaria and Serbia!

experience into my already busy lifestyle. I amlooking forward to continuing this exciting journeyin the company of adventurous and gifteddyslexics. I am very thankful for some trainingsessions with Ron Davis. I admire his passion,persistence, dedication, knowledge and wisdom.I have met some very honest, loving and caringpeople in the ‘Davis World’ who now play animportant part in my life.” Dyslexia CorrectionTasman Bay, South Island, Marahau RD2,Motueka, Nelson 7161 New Zealand. +64 (3) 527-8060. kfp@dyslexiacorrectiontasmanbay.co.nz

Karin Kislak “I have trainingin biologic farming and I havealso trained in painting andteaching with additional coursesin handwork and remedial education. At the moment I amworking as a remedial teacherin a school for children with

special needs. In my work with dyslexic childrenI have experienced the Davis Program as genuinehelp for them. I am very grateful that I will beable to continue to work with this approach inthe future.” Kreuzweg 15, Dornach 4143Switzerland. +41 (61) 701 88 61.

Renate Blum, Poststrasse398, Full-Reuenthal, 5324,Switzerland. +41 (56) 246 18 66.blum.renate@bluewin.ch

Paul Forster “While workingas a counselor in a residentialdrug and alcohol treatmentfacility, I noticed how many of our clients struggled to read aloud. With a number ofdyslexic family members, Ibegan to wonder how, and if,

these two issues might be connected for somepeople. During my investigations, I was given acopy of Ron’s book. The simplicity and emotionaltruth of its message struck a deep chord. Theidea of being able to address the root cause ofdyslexia, in a way that I could not with addictionis the reason I’ve joined the ranks of DavisFacilitators worldwide.” Learning VictoryDyslexia Correction Centre, 3rd Floor, 1095 McKenzie Ave. Victoria, British Columbia, V8P 2L5 Canada. +1 (888) 813-3536. learningvictory@shaw.ca

PAGE 24 THE DYSLEXIC READER

OregonRhonda ErstromVale +1 (541) 881-7817Melissa SlominskiTigard / Portland+1 (503) 957-2998

PennsylvaniaMarcia MaustBerlin/Pittsburgh+1 (814) 267-5765Rhode IslandLinda M. DanielsProvidence+1 (401) 301-7604

South DakotaKim CarsonDLS Workshop PresenterBrookings/Sioux Falls +1 (605) 692-1785Carina LittleWatertown +1 (605) 886-8415

TexasKellie Antrim-BrownFt. Worth+1 (877) 230-2622 (Toll Free)+1 (817) 989-0783Glyndene BurnsLubbock +1 (806) 781-4891Janalee BealsBedford/Dallas/Ft. Worth+1 (877) 439-7539 (Toll Free)or +1 (817) 354-2896

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

Shari ChuHelotes /San Antonio +1 (210) 414-0116Lori JohnsonBoerne / San Antonio+1 (210) 843-8161Susan LewisLubbock +1 (806) 771-1385

Leslie McLeanAmarillo+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)Amanda MeyerBurleson/Ft. Worth+1 (817) 426-4442Dorothy OwenSupervisor-SpecialistPlano/Dallas +1 (972) 447-8327 or+1 (866) 822-2441 (Toll Free)

Paula Roberts Tyler +1 (903) 570-3427

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

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

Sarah Dixon “The motherof four children displaying various degrees of dyslexia, Ibecame very interested in whatwas creating their dyslexia,and particularly why my children displayed certaincharacteristics. ‘Mending’ was

not my intention, but rather embracing the waythey are, and showing them and others that theyhave a unique talent that makes them rather specialpeople. With knowledge and understanding wecan overcome anything.” Proud To Be Dyslexic,Midhurst, Wildwood Close, East Horsley, SurreyKT24 5EP United Kingdom. +44 (0148) 328 30 88.sarah@proudtobedyslexic.co.uk

Shelley Cotton wentthrough the Davis DyslexiaFacilitator training after realizingthat her two children weredyslexic. Two years ago herson underwent early testing forlearning disabilities. He wasidentified as at risk, despitebeing incredibly bright and a

gifted problem solver. After much research Shelleyfound The Gift of Dyslexia in the library, andthings started to make sense. However, it identifiedanother member of her family: although Shelley’sdaughter was doing well in school, she also hadmany symptoms of dyslexia. In March of 2005her daughter went through a Davis CorrectionProgram, and the improvement was tremendous.The biggest change was in her self-confidence.Shelley’s commitment to the Davis Programconvinced her to pursue licensing to help othersthe way her family had been helped. It has beena tremendous journey for her family members todiscover their gifts! Shelly’s goal is to help otherpeople embrace their Gift of Dyslexia, too.Dyslexia Solutions Canada, LTD. 420 WeberStreet, Suite 101, Waterloo, Ontario N2L 4E7,Canada. +1 (800) 981-6433 or +1 (519) 746-8422.shelley_cotton@rogers.com

Suzan Sintemaartensdijk“Since 1989 I have been workingas a Cesar therapist. This therapyis specialized in attitude anddaily exercises to cure theclient’s problem. I discoveredthat I lacked the necessaryskills for treating people whoare dyslexic. With the Davis

Methods I’ve found the way to help the peoplesuffering with dyslexia. In the coming years Iwill practice this method with great respect andenthusiasm.” Frans Halslaan 4 Akersloot, EP1921 Netherlands. +31 (25) 131 26 62. dyslexie-akersloot@hetnet.nl

Cinda Musters “Havingseen my son struggle in variousexpat school systems, realizingthat he had a special gift, andyet not understanding itsnature or how to help him, Iwas overjoyed to learn aboutthe Davis Methods. I feel I

have been given the tools to help others get tothe root of their difficulties and appreciate theirunique abilities. For me, it’s also very rewardingto work with adults, who, after years of poorself-esteem, now understand that they aren’t justlazy or dumb, and to see their renewed motivationto use their talents. As an art historian, I am fascinated by the creativity of many with the giftof dyslexia. As a student of meditation, I findthat the Davis focus on orientation and releasehelps me to be in the moment and be awarewhen I am not. Living both in England and theNetherlands, I hope to practice in both countries,and travel elsewhere, if requested.” Leliegracht37 Amsterdam, GS 1016 Netherlands. +31 (20)330 78 08. Kings Hill House, Merriments Lane,Hurst Green, Etchingham, East Sussex, TN197RD United Kingdom. +44 (158) 086 0119. cindamusters@zonnet.nl

Cheryl Wood has a BAA inEnglish and Psychology fromSt. Thomas University in NewBrunswick, Canada. When herdaughter first started havingtrouble at school, Cheryl wasgiven the book, The Gift ofDyslexia. She knew the program

would be the answer to her daughter’s difficulties.After the long and rewarding journey of becominga licensed Davis Facilitator, Cheryl is thrilled andexcited to have the opportunity to share this methodwith others. Deciphering Dyslexia, Huntsville,Ontario, Canada. +1 (705) 783-2763. info@decipheringdyslexia.com

Tania McGrath “I had always wondered whymy eldest son found it so hard to learn. Heworked at it so hard. I finally had him tested: heis ‘dyslexic.’ We were lucky Ron came to speakin our hometown ‘Christchurch.’ All of the puzzlepieces suddenly fitted together. It made sense.My son has completed a Davis programme, withfantastic results. The journey has been incredible,I feel very fortunate to now be in a position tofacilitate others through a programme and helpthem discover their gifts within.” 86 Hoon HayValley Road, Christchurch, New Zealand. +64 (03) 322-4173. btmcgrath@xtra.co.nz

PAGE 25THE DYSLEXIC READER

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 with 2-3 years ofspecialized training and experiencementoring classroom teachers ofchildren 5-9 years of age.

For information about training anda full directory of Davis providers, goto: www.dyslexia.com/providers.htm

or call +1 (650) 692-7141; or +1-888-805-7216 toll-free in the USA.

�

VirginiaDonna KouriMontpelier/Richmond+1 (804) 883-8867Angela OdomDLS Workshop PresenterMidlothian/Richmond+1 (804) 833-8858Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164WashingtonJackie BlackArlington/Everett1-866-218-1614 (Toll-Free)Aleta ClarkAuburn/Tacoma+1 (253) 854-9377Carol HernDLS Workshop PresenterSpokaneMary Ethel KelloggDLS Workshop PresenterSpokaneRebecca LueraFall City/Seattle+1 (800) 818-9056 (Toll-Free)+1 (425) 222-4163Nancy SittonMarysville +1 (360) 651-1241Renie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737Ruth Ann YoungbergBellingham+1 (360) 752-5723West VirginiaGale LongElkview/Charleston+1 (888) 517-7830 (Toll Free)+1 (304) 965-7400WisconsinNew Hope Learning Centers, Inc.Darlene BishopMargaret Hayes Milwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900Anne MataczynskiWausau +1 (715) 551-7144

� UruguayMarcela PiffarettiMontevideo+598 (02) 604-2691

�

This Directory is current as of December 1, 2006. It issubject to change. Betweennewsletter issues, new

Facilitators are added, andoccasionally, some becomeinactive. However, the Davis

Providers list atwww.dyslexia.comis always up to date.

Davis TrainingPrograms

Evagelia Apostolopoulou-Armaoshas a Masters of Science inPsychology and is a graduatemember of “The BritishPsychological Society.”Holistic Health Centre, Lykeou6-8, Patras, 263 31, Greece.+30 (261) 062 2122. o-ke-y@otenet.gr

Bernice Taylor, mother of a dyslexic son and a correcteddyslexic herself, knows first-hand the life-changingeffects of the Davis DyslexiaCorrection Program. She hasworked for 8 years in alternative medicine where the

focus was not on dealing with symptoms butrather with their root cause. When her son wasdiagnosed with dyslexia, she naturally looked forsomething that would deal with the root cause ofthis as well. Her search led her to the book, TheGift of Dyslexia. Bernice was very pleased to findthat this program does seek to mask the symptomsbut to resolve the root cause of problems experienced by individuals with language basedlearning difficulties, thus allowing their naturalgifts to show through. The deeper she looked themore she realized that the struggles she herselfhad dealt with all her life were caused by dyslexia.After going through a program herself, Berniceknew she wanted to help others understand andcorrect their dyslexia. She is eager to continue onthis path to help others reach their true potentialand to understand and enjoy the gift they have.Imagine–A Solution For Dyslexia, 567 CoverdaleRoad, Suite 16, Riverview, New Brunswick,E1B 3K7, Canada. +1 (506) 871-5674. bernice@dyslexia-solution.com

Jayne Pivac “As a Mother of a dyslexic eightyear-old boy, I made it my mission to help him.After hearing Ron Davis speak in Auckland, NewZealand in 2004, I was inspired to train as a DavisFacilitator. It has been an amazing journey ofself-discovery and learning. The Davis Programis ‘special.’ I look forward to facilitating adults,teenagers and children who have this uniquethinking style, guiding them on their journeys inorder to help them discover their own specialgifts, here in my new home of Melbourne,Australia.” Dyslexia Melbourne, 67 McDonaldStreet, Mordialloc, Victoria 3195. Australia. +61 (342) 030 5405. jayne@dyslexiamelbourne.com

Rosa Ruech “I am aKindergarten teacher and alsohold a diploma as Pedagoguefor children after school. (I amafraid ‘Hortpädagoge’ is a profession you do not have.It’s when children finishschool at lunchtime. Hort is

a place where they go for supper, get help withtheir homework and can play until their parentsget back from work.) I am very happy to now be a certified Davis Facilitator. The method fascinated me from the beginning, because itexplains in a very easy to understand way thebehaviors of our very intelligent children andtheir difficulties in school. I am looking forwardto my future work and the challenges that comewith it.” Dorfstrasse 3, Plainfeld 5325, Austria. +43 (6991) 180 2016. rosa_ruech@hotmail.com

Rita Jarrar “I am a primaryschool teacher with 35 years ofteaching experience. I havealways had the feeling that Icould not help dyslexic childrenin an adequate way. Thanks tothe Davis methods this hasfinally changed completely.”

Lernberatung, Gebruder-Ott-Weg 18, MünchenD-81241, Germany. +49 (089) 821 20 30.rita.jarrar@gmx.de

PAGE 26 THE DYSLEXIC READER

Teachers, would you like to…• Improve the reading skills of all the children in your class regardless of their learning style?

• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• Use research-based methods that are flexible and easilyfit 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 classroomimplementation suggestions.

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

Materials include:• Detailed Manual with suggested year-long guides, black-linemasters, and numerous tips for each implementing eachStrategy in various curriculum activities.

• Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay,cutter, dictionary and two Koosh® balls. (Classroommaterials sold separately)

Workshop hours: 9am-4pm with one hour lunch break.Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California StateUniversity. Cost is $54 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“In the forefront of what I liked most was how easily the Davis strategies fit into many areas ofKindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinestheticapproach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities.Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sensea pride in all the children. I believe all Kindergartenchildren would benefit from Davis Learning Strategies.”–LB, Kindergarten Teacher, Mission San Jose ElementarySchool, Fremont, California

2007 DATES & LOCATIONS

19-20 February: South Africa (Capetown)Instructor: Richard Whitehead Language: EnglishContact: Sara KramerEmail: slkramer@mweb.co.zaTel: 021 671 4634

27 February - March 1: South Africa (Durban)Instructor: Richard Whitehead Language: EnglishContact: Sharon GerkenEmail: gerken@iafrica.com Tel: +27 32 5254 294

24-25 March: Germany (Berlin)Instructor: Sonja Heinrich Language: GermanContact: DDA-DACHEmail: germany@dyslexia.com Tel: +49 (040) 25 17 86 22

13 - 15 June: Iceland (Kopavogur)Instructor: Sturla Kristjansson & Valla JonsdottirContact: Gudbjorg Emilsdottir Language: IcelandicEmail: gem@ismennt.is Tel: +354 554-3452

7- 9 July: New Zealand (Auckland)Instructor: Gail Hallinan Language: EnglishContact: DDA-PacificEmail: info@ddapacific.co.nz Tel: +64 (09) 815-8626

11- 13 July: New Zealand (Auckland)Instructor: Gail Hallinan Language: EnglishContact: DDA-PacificEmail: info@ddapacific.co.nz Tel: +64 (09) 815-8626

Visit www.davislearn.com for additional workshop dates.

PAGE 27THE 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

NEW ZEALAND1-4 Mar.: ChristchurchPresenter: Lorna TimmsEmail: info@ddapacific.co.nzTel: +64 (09) 361-6115

GERMANY25-28 May: FreiburgPresenter: Ioannis TzivanikisEmail: germany@dyslexia.comLanguage: German/English translationTel: +49 (040) 25 17 86 22

1-4 Nov, 2007: HamburgPresenter: Ioannis TzivanikisEmail: germany@dyslexia.comLanguage: German/English translationTel: +49 (040) 25 17 86 22

SOUTH AFRICA22- 25 Feb.: DurbanPresenter: Richard Whitehead Email: gerken@iafrica.comTel: +27 32 525 4294

UNITED KINGDOM5-8 May: Addington, Nr.Maidstone KentPresenter: Richard WhiteheadEmail: uk@dyslexia.comTel: +44 (01580) 892 928

UNITED STATES19 - 22 Mar. 2007Dallas-Ft. Worth, TexasPresenter: Gerry GrantEmail: training@dyslexia.comTel: 1-888-805-7216 or +1 (817) 919-6200

15 - 18 May: Washington, D.C.Presenter: Gerry GrantEmail: training@dyslexia.comTel: 1-888-805-7216 or +1 (817) 919-6200

San Francisco, California:• 9 -12 Jul.• 19 -21 Sept.:Presenter: Gerry GrantEmail: training@dyslexia.comTel: 1-888-805-7216 toll-free

2007 FUNDAMENTALS WORKSHOP SCHEDULE

DAY ONE

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

FUNDAMENTALS WORKSHOP OUTLINE

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

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

All workshops conducted inEnglish unless noted otherwise.

Continued on page 22

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

RETURN SERVICE REQUESTED

PRESORTEDSTANDARDU.S. POSTAGE

PAIDBURLINGAME, CAPERMIT NO.14

~

DDA-PacificPO BOX 46023Herne BayAuckland, New ZealandPhone: +64 (09) 815-8626Fax: +64 (09) 815-8627E-mail: pacific@dyslexia.com

DDA-CHFreie Strasse 81CH 4001 BaselSWITZERLANDTel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41E-mail: ch@dyslexia.com

DDA-DeutschlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: germany@dyslexia.com

DDA-Israel20 Ha’shahafim St.Ra’anana 43724 ISRAELTel: 972 (0523) 693 384 or (0)9 774 7979Fax: 972 (09) 772-9889E-mail: Israel@dyslexia.com

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-mail: mexico@dyslexia.com

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

DDA-UKSlaney Place Headcorn RoadStaplehurst, Kent TN12 0DJ.Tel: +44 (01580) 892 928 Fax: +44 (0)1580 893 429E-mail: uk@dyslexia.com

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: ddai@dyslexia.com

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

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the 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 27 for more workshop details.

Enrollment limited � Classes fill Early � 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

22-25 Feb. 2007 Durban South Africa

1-4 Mar. 2007 Christchurch New Zealand

19 -22 Mar. 2007 Dallas-Ft. Worth,Texas USA

5-8 May 2007 Addington, Kent UK

15 -18 May 2007 Washington, D.C. USA

25 -28 May 2007 Freiburg Germany

9-12 Jul. 2007 San Francisco, CA USA

18-21 Sept. 2007 San Francisco, CA USA

1-4 Nov. 2007 Hamburg Germany

2007 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