the dyslexic reader 2007 - issue 46

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Davis Honored at World's First Dyslexia Discovery Exhibit;Rhythm Proficiency: Q&A: Medications and Dyslexia; Diary of a Success Story



Dyslex ic Read er VOL. 46


Davis Dyslexia Association International

ISSUE 3 & 4 2007

Davis Honored at Worlds First Dyslexia Discovery ExhibitExcerpted from THE WORLDS FIRST EVER DYSLEXIA Discovery Exhibit was officially opened to the public on April 29, 2007 by Cookie Munchers Charitable Trust as an initiative in support of the work of the Dyslexia Foundation of New Zealand. The DDE is an outdoor gallery experience located at 21 Worcester Boulevard, on the main city square of Christchurch, New Zealand. This world-class exhibit was created in collaboration with Richard Taylor, Weta Workshop, Mackenzie Thorpe, Ron Davis, the Britten family, and Paul(Contd on p. 20)


IN THIS ISSUENews & Feature ArticlesRhythm Proficiency . . . . . . . . . . . . . . .3 The Achievers Journey . . . . . . . . . . . .6 New DVD Films Highlight Davis Program and Methods . . . . . . . . . . . .8 Free Audio Books from . . .9 Famous Dyslexics Remember . . . . . . . .9 Telling it Like it Is . . . . . . . . . . . . . . .11 ReadOn Receives iAward . . . . . . . . . .12 From the Heart . . . . . . . . . . . . . . . . .13 Recent Recommendations from The Lazy Readers Book Club . . . . . . . . .14 Cause for Celebration in New Zealand . . . . . . . . . . . . . . . . . .19 Diary of a Success Story . . . . . . . . . .23

Valedictorian Celebrates DyslexiaBy Mary Kay Frasier, Facilitator, Des Moines, Iowa, and Kayla Heetland

Regular FeaturesIn the Mail . . . . . . . . . . . . . . . . . . . . . .2 Q&A . . . . . . . . . . . . . . . . . . . . . . .16-18 New Davis Licensees . . . . . . . . . .27-29 Davis Workshops . . . . . . . . . . . . . 30-32

When Kayla Heetland was in the third grade, she read at only a first grade level. She couldnt do math on paper, had very poor handwriting and couldnt read directions well enough to do her homework. Fortunately, Kayla had the opportunity early in her school career to do a Davis Dyslexia Correction Program with Facilitator Mary Kay Frasier of Des Moines. Mary Kay helped her turn her dyslexia into a positive. Kayla worked hard to complete the follow-up clay work and exercises, and in the course of many months, her difficulties with reading and writing diminished greatly. Kayla

says, Dyslexia will always affect the way I live my life, but this program taught me how to correct my problems and overcome not being able to read, write or do math. On May 26, 2007, Kayla graduated from Van Meter High School as Valedictorian of her senior class. Kayla also was selected to receive the Governors Scholar award. And she has(Contd on p. 10)

Kayla Heetland, Valedictorian.



In the Mail:in every school in the district. The program has changed my sons life. We do not say that lightly, either. My Letter to Facilitator Sher Goerzen, son, Darren, has changed so much Davis Facilitator in Maple Ridge, BC, since you have been working with Canada and the Coquitlam School him. Darren was going through a very District: tough time with school. He was reading far below the reading level for a grade First and foremost let me say thank you for all that you do. We really felt 4 student. Part of his behaviours and acting out were because he realized there was no better way to start this that he was getting farther and farther letter to you and the district of Coquitlam for all that you have done. behind all his peers. We were at a loss as to how to We can not begin to tell you the help him with his reading and spelling. change it has made to our child. We attended a meeting with the This program most definitely administrator of Ranch Park cannot stay on the shelf as a pilot project. This should be implemented Elementary, Mrs. Ponsart, theCopyright 2001 Randy Glasbergen.

Never never never give up!Winston Churchill (1874-1965) Prime Minister of Great Britain during WWII

classroom teacher, Mrs. Wong, and our resource Teacher, Mrs. Baboi, with the concerns we were having and the possibilities that we were going to have to hold our child back a year because he was clearly not ready for grade five. This was not an option we took lightly, but under the circumstances, felt we were running out of options within a school system that really did not have the resources to help our child. We realize that the district, like all others, is facing enormous cutbacks, but it would be to a childs loss to not have this program available. We know that our child is not the only one that will benefit from this program if it continues on. We know we were very fortunate to have had this opportunity for our child and believe me, my thank yous will only go a small way to show you how much it was valued. Darrens reading and confidence in himself has improved to such an amazing degree. As we all know, children all learn in different ways and this program allows children to learn in a way that works for them. That is truly amazing. Sincerely, Tracey Mathieson & Warren Williams

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 260, 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 peoples abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Diaz, Alice Davis & Abigail Marshall. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: INTERNET: www.dyslexia.comThe opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis, Dyslexia Correction, Davis Symbol Mastery, Davis Orientation Counseling, and Davis Learning Strategies are trademarks of Ronald D. Davis. Copyright 2006 by DDAI, unless otherwise noted. All rights reserved.



Rhythm ProficiencyGetting the student to play accurately is one of the biggest challenges for the music teacher attempting to teach a student with dyslexia.By Geoffrey Keith

When Betty Atterbury tested LD and non-LD children for rhythm perception and performance she found that learning-disabled readers perceived simple same and different rhythm patterns similarly to normal readers, but they perceived difficult rhythm patterns less than normal readers. Learning-disabled readers also reproduced rhythm patterns less than normal readers (p. 267).1 Similarly, when Janet Gilbert studied the motor skills of LD and non-LD students she found, lower mean performance by learning-disabled children on every subtest except compound factors (p. 151).3 Compound factors were when the tests were combined. Perhaps the dyslexics ability to multitask may explain the higher test score in this area. When a student with dyslexia reads text or solves a math problem, if he does not understand what he has read, then he can always go back and read the passage or problem again. It is not ideal for him to do this, because this will lead to slow reading speeds, etc., but in music you cannot go back. Music is an art form that takes place in time. If, while performing or reading music, the student goes back to a previous note, he changes the piece of music. Music is demanding. In order to sight read music, a musician has to be able to instantly recognize and execute the note, and put it in its proper place within the rhythmic structure, all at glance. Janet Horvath, in her injury prevention manual Playing (less) Hurt,

teaching music is to break tasks into small, manageable steps. I usually have a student clap the rhythm before Musicians are able to trying to read the notes. I continue execute 38 notes in this practice with the student right up three seconds. That is until she is ready to start playing and more than twice the counting. If a student seems to have number of letters a trouble seeing the notation, have her proficient typist can count and point at the notes. Pointing at the notes helps the student see that execute in the same her action is linked to the symbols on amount of time. the page. For young students, a good in three seconds. That is more than introduction to rhythm is to use rhythmic twice as much (Horvath, p. 24-25).4 syllables. Students pick these up very One of the secrets of sight reading quickly, because the syllables are so is the rhythm. My first year ear-training intuitive. Atterbury has this to add, teacher at U-Mass Lowell, Prof. L. the addition of syllables (ta, ti-ti, etc.) Vasta, said that a student often feels aided the rhythm pattern ability of all he needs to work on the notes first children in the study the results of and then rhythm, but the opposite is the present study suggest that the true; the student needs to work on the addition of rhythm syllables to rhythm first, and then notes have a nonmelodic rhythm patterns makes way of falling into place. performance easier for children Unfortunately, with dyslexic (p. 266).1 students, the notes do not always fall Rhythmic syllables are not a into place, so we need a way for them permanent solution. Unlike counting, to perform accurate rhythms when they do not give the student an working on the notes. indication of what beat he is on within One of the best strategies for the bar. Ronald Davis has said that students with dyslexia often have a problem with time, sequence, andFigure 1. Rhythmic syllables, a good introduction to rhythm for