the dyslexic reader 2008 - issue 47

VOL. 47 Davis DyslexiaAssociation International ISSUE 1 • 2008

Dys lex ic Read er• •́ •́~The

IN THIS ISSUE

(Cont’d on p. 4)

News & Feature ArticlesCelebrating DDAI’s 12th Anniversary . .1Davis “Graduate” Admitted toGeorgetown University . . . . . . . . . . . .1Jacob–Up the Ladder of Success . . . .3Dutch Punch and Judy Delight Crowdsat the Las Vegas Symposium . . . . . . .5Famous Dyslexics Remember . . . . . . . .5The Making of a Bookworm . . . . . . . .9Implications of Self-Regulation Abilitiesfor Academic Achievement . . . . . . .12DLS Bring Back the Smile: AnotherNew Davis DVD! . . . . . . . . . . . . . . .13The Myth of Early Intervention . . . . .13Courage & Perseverence Rewarded . .17Joaquín: Diario de un éxito . . . . . . . .18

Regular FeaturesIn the Mail . . . . . . . . . . . . . . . . . . . . . .2Book Reviews . . . . . . . . . . . . . . . . . .6-8Q&A . . . . . . . . . . . . . . . . . . . . . . .15-16New Davis Licensees . . . . . . . . . .23-25Davis Workshops . . . . . . . . . . . . . 26-28

Celebrating the 12th Anniversary of DDAIwith Friends from Around the World!

Davis “Graduate” Admittedto Georgetown University

Casey McGrath, admitted toprestigious Georgetown University.

Evening fun and games at the DavisSymposium in Las Vegas, Nevada.

Marcia Maust, Davis Facilitator in Berlin,Pennsylvania shared some happy news withus. Her client, Casey McGrath, was recentlyadmitted to Georgetown University. Shelearned the news from Casey’s mom, Randi,in a short, joyous note:

Dear Marcia,I hope you and your family are happyand well. I wanted to pass on somemore good news. Casey was acceptedto Georgetown, which is extremelydifficult to get into. We screamed,cried, and hugged for quite some time.This would have been completelyunthinkable without you. I’m attachingher acceptance letter and theapplication essay she wrote. There

are really no words to express howgrateful we are for all you did for her.

Love, Randi

McGrath’s Personal EssayAddresses Dyslexia Trials

(Cont’d on p. 11)

HE THIRD INTERNATIONAL DAVIS

Facilitators Symposium was heldin Las Vegas, Nevada October 14through 18, 2007. This event marked

the 12th anniversary of the founding ofDavis Dyslexia Association Internationalin 1995 and was attended by delegatesfrom 17 countries.

Two years after the founding ofDDAI, in 1997 there were all of 17licensed Davis Facilitators in the world– six in the United States, 2 in Mexicoand 9 in Europe. By 2003, over 275Facilitators were providing Davis

THE DYSLEXIC READER

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 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. 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: [email protected] INTERNET: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis™, Dyslexia Correction®, Davis Symbol Mastery®, DavisOrientation Counseling®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.All rights reserved.

Thank you, Uncle Davis!Constance Chua, Davis Facilitator inSingapore, recently received the followingletter:

Constance,This is just to thank you for spendingtime helping us last week. To giveyou and DDAI some feedback, Justincame back from his first day of schoolyesterday and reported he had spellingtoday.

In the evening after Chinesetuition, we did some Koosh ballexercises and he learnt his spelling.Previous to this, learning each spelling

Copyright 2001 Randy Glasbergen. www.glasbergen.com

In the Mail:

After spell-reading, Justin wrote themout himself and was able to get themall correct. Even though he hesitatedover some words the first time hepenned them, he was able to correcthimself and know when he was aboutto make a mistake. He spelled them allcorrectly the first time, just by spell-reading and whole-word recognition.

This is amazing as it has neverbeen so easy and painless for bothof us. He could still remember thespelling today with no review, half-asleep at 6:40 in the morning whilewaiting for the school bus and hehappily wants me to test him againafterwards.

Please extend our thanks to“Uncle Davis.” God bless him forhelping other dyslexics and their mums.

JacquelineYih

Uncle Davis should know that Justin isjust seven years old! He did the DavisReading Program for Young Learnersin early July, 2007.

list was a horrid, tortuous, week-longaffair for both of us. We tried phonics,we tried breaking down the words intosyllables, etc., etc. We tried to notespecial triggers in the words. If weworked really hard, after a week ofrepetition and reminders, we’d getthem right in time for the spelling test.

Yesterday evening, we sat downfor about 20-25 minutes and using theDavis spell-reading method, finishedthe following list:

burrow crocodileoctopus eyriestable sea creaturesscientist coopscaly winter

THE DYSLEXIC READER

By Casey Linwick-RouzerFacilitator, Sugarland, TX

It is always rewarding to complete aDavis Program with a client, but thereare those who stand out as especiallysatisfying and enjoyable. My experiencewith Jacob Dozier was just one ofthose cases.

When Jacob’s parents broughthim for an assessment, he had not beenformally diagnosed. Their sensitive andcreative 8-year-old had many symptomsof dyslexia and ADHD, and wasexhibiting a high level of frustrationand declining self-confidence in thesecond grade. Brandt, Jacob’s father,recalled experiencing similar traits anddifficulties during his own schoolyears.

the reading exercises but he acceptedthem quickly once he realized there wasno pressure. Soon he noticed how muchhe was improving: he progressed fromearly first grade level reading withmultiple mistakes to late 2nd gradelevel with few mistakes and excellentcomprehension.

Jacob is particularly good atSymbol Mastery, and he especiallyenjoys working with his family. He isquickly climbing the ladder to success.His positive attitude and eagerness totake charge of his own situation areattributes that will serve him well inschool and out, from now on.

Congratulations on a GREATprogram, Jacob! �

“from the moment herealized he was in controlof his ‘hands,’ he seemedto blossom right before

my eyes.”

Jacob with his parents andsister at Support Training.

Eight year old Jacob, during hisDavis program, with his creation,“Robo-Dog.”

PAGE 3

Jacob was very eager for asolution to his difficulties with reading.His parents also hoped he would cometo enjoy reading, as well as gainself-confidence and some controlover his behavior when frustrated.

Jacob’s reading assessmentshowed huge disorientations withtrigger words, word recognition andpronunciation at an early first gradelevel. He also added an “ah” soundto the ends of most content words.

Jacob was a candidate forAlignment, and from the moment herealized he was in control of his “hands,”he seemed to blossom right beforemy eyes. Reading for disorientationgave him immediate confidence.He delighted in exclaiming “Handsjumped!” and quickly masteredbringing them back. Not only did hemake fewer mistakes than during hisassessment, but that “ah” sound was

Jacob–Up theLadder of Success

much less prevalent. He took seriouslyhis assignment to try different activitieswith and without his “hands,” andreturned on day two with a full report,including “Food tastes better with myAlignment!”

Jacob had a real feel for his Dialand enjoyed experiencing each of thelevels before installing it. Although hetook a while to master the upper casealphabet without looking, he usedrelease and dial so expertly that hehardly seemed frustrated. He readilynoticed his own disorientations, andreached for the letter that caused it,leaving me delightedly speechless!

We established a pattern ofrelease, dial, hands, and balance beforeplaying Koosh each time, which easilytranslated to release, dial, and handswhen we returned to our work. I putJacob in charge of reminding mewhenever we started a new activity. Hedelighted in taking this responsibility,announcing his dial setting right away.

At first Jacob was reluctant to do

THE DYSLEXIC READER

Davis Facilitators Symposium . . . (cont’d from p. 1)

programs. As of this writing there are455 Davis Facilitators offering helpto adults and children in 40 nationsacross the globe, in 31 languages.

Although most delegates werefrom the USA and Canada, Facilitatorsalso came from Iceland, Italy, China,New Zealand, Colombia, Mexico,Costa Rica, France, Germany, Greece,Nederland, England, Ireland, Belgiumand Israel. We are truly a diversegroup, and the Symposium offereda wonderful opportunity to discoverhow much dedication, generosity andunity exist within that diversity.

The many presentations offeredattendees valuable news and information.Especially popular was the fascinatingtalk by Ron Davis about the new DavisAutismApproach. There were also manyother topics to learn about: creativeideas and strategies for marketingDavis services, recent developmentsin dyslexia research, insights into

successful delivery of Davis MathMastery programs, news of thecontinuing implementation of DavisLearning Strategies in schools, adviceon enhancing listening skills, to namejust a few.

Many participants took advantageof the nightlife, fine dining, andentertainment offered in Las Vegas.The Cirque de Soleil shows wereparticularly popular. Our own talentshow ended with an explosion of fun,laughter and balloon volleyball ledby Auguste the Clown (aka MicheleSiegman). One Facilitator, Lot Blomfrom Holland, even got married toher sweetheart, Michel, in Las Vegas!

A special thank you to PaulaMcCarthy, DDAI Office Manager, whodisplayed a remarkable ability to remaincalm, patient, cheerful, polite, “oriented”and always available, even during thebusiest and most chaotic moments inthe exhibition hall! �

What we liked bestabout the Symposium.Some comments . . .

I am rejuvenated and ready toimplement new ideas!

A great way to “recharge” myDavis battery!

The great feeling that unites us alland spreads over the whole world.The knowledge that we are part ofa team dedicated to humanity –and we know we receive guidanceand reassurance from Ron andAlice and all of their team.

Being with like-minded people,sharing our stories and concerns,and the ENERGY and enthusiasmwe all share. I am so blessed tobe on this journey!

Being with like-minded people,feeling so comfortable–so accepted!

Congratulations to Lot Blom and herhusband Michel Paré, who tookadvantage of the Las Vegas location toget married during the Symposium!

No, not all Davis Facilitators are men!

Ron and Alice Davis.

Guess what word this model representsin this display by Supervisor-SpecialistCharlotte Foster?

Abigail Marshall, Susan Nikolic-Vicentic,Petra Pouw-Legêne.

Lynn Chigounis, Colleen Millslagle,Michele Siegmann, Angela Odom, KimBezanson, Paula McCarthy, Kim Carson.

Rebecca Landes, Martha Payne, Lisa Spratt,Mrs. John Mertz, Charlotte & Bill Foster.

Carol Nelson, Bernice Taylor, TraceyTrudell, Shelly Cotton.

THE DYSLEXIC READER

Paul Orfalea foundedKinko’s in l970, at age22. By the time he soldit to Fed–Ex in 2004,it was the world’sleading businessservices chain. Today,there are over 1,500

Fed-Ex Kinko's worldwide. Orfalea isdyslexic, with ADHD. He’s easilybored, which motivates him to takeon interesting projects. As a childhe didn’t have much self confidencebut says those difficulties helped himlater: “If you have a healthy dose ofrejection in your life, you are going tohave to figure out how to do it yourway.” He developed excellentcommunication skills, which servedhim well in business. Orfalea believeshis challenges taught him to delegate.One of his mottos is, “Anybody elsecan do anything better than me.” Heis now a philanthropist and visitingprofessor in Global and internationalStudies.

Famous Dyslexics RememberAlice Sebold is theauthor of three novels,Lucky, The LovelyBones, and AlmostNoon. She recallsfrom childhood thateveryone in herfamily was a reader

except her. Her father, mother, andsisters devoured all kinds of books, allthe time. Not Alice: she was dyslexic,though no one realized it at the time.“Stupid was how I felt,” she’s written.“Humiliation, shame, despair – theseare good things,” she told an audienceat the San José Museum of Art inCalifornia in l999, “they create a kindof motivation.” Eventually, in hertwenties, she began to enjoy novels.By her thirties she began reading“old dead authors.” Throughout herlife she’s loved poetry and says itinfluenced her writing. “Now, in away that seemed impossible whenI was a child, I read maniacally. AndI read everything my family did.”

The Dutch delegation brought Punchand Judy with them to Las Vegas. JanKlaassen and his wife Katrijn are theDutch incarnation of the charactersmost English speakers know as Punchand Judy. During the Symposium Janand Katrijn delighted the crowd.

Dutch Punch and Judy Delightthe Las Vegas Symposium Crowd

dancing Dutch girls, but they toowere unable to decipher the address.

Fortunately, a passing parrotrevealed the mystery: it was a parcelfor Ron Davis. Ron confirmed thatindeed, the package was addressed tohim, and upon opening it, discoveredan antique edition of Treasure Island.

Having completed his mission,Jan was drawn to the LasVegas casinos,but Katrijn was determined not to lethim out of her sight. Poor Jan – Katrijnwon that ‘discussion!’Meanwhile thedancing Dutch girls sang of a dyslexicboy, Berend Botje, who turned leftwhen he should of turned right andaccidently discovered America.

Treasure Island wasn’t the onlygift Ron received from Jan and theDutch girls. The entertainmentculminated when the group handedRon a pair of wooden shoes. Afterall, poor Ron had to leave his shoesbehind to be bronzed and placed on

public display at the DyslexiaDiscovery Exibit in Christchurch,New Zealand a few months ago!

Our appreciation to the Dutchdelegation, Jan, Katrijn, and theall-dancing, all-singing Dutch girls,for a very entertaining show!

Thanks to Lot Blom for thephotos and story of the Dutch Punchand Judy Show.You can read more aboutthis and other news relating to dyslexiaand picture thinking in general atLot’s blog:www.picturethinking.blogspot.com/

And you can learn more aboutthe Dyslexia Discovery Exhibit inChristchurch, New Zealand atwww.cmct.org.nz/dde/index.html �

Danny Kessler, 26, hasdyslexia and ADHD. Healso founded Angels withAttitude, sponsoringself-defense workshopsfor women. As a child,he had low self-esteem,

but was determined. “They give A’sfor memorizing, for writing an essay,but not for being a leader,” he says.The NY Times quoted him saying, “Itold myself I’d never be a lawyer ordoctor. But I wanted to make a lot ofmoney. I became cool with teachers,and developed a rapport with them.”In 2004, he won an Edson StudentEntrepreneurship Initiative award.Danny gives talks internationally onself defense and entrepreneurshipfor youngsters with dyslexia andADD. He’s also Lightweight Coachand Assistant Head Instructor inAmerican Pankration, the largestCollege Mixed Martial Arts Clubin the US, and is part owner of aMartial Arts gym in Phoenix, Arizona.

Jan needed to deliver a mysteriouspackage. Having undergone a DavisDyslexia Correction Program, heintended to demonstrate its benefits,reading the address and delivering thepackage. But… uhm… he forgot tobring his glasses. He was attended by

THE DYSLEXIC READER

� ArgentinaSilvana Ines RossiBuenos Aires+54 (114) 865 3898

� AustraliaBrenda BairdBrisbane+61 (07) 3299 3994Sally BeulkeMelbourne+61 (03) 572 51752Anne CupittScarness, Queensland+61 (074) 128-2470

Mary DavieCaringbah NSW+61 (02) 9524 3837

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Bets GregoryGordon NSW+61 (4) 1401 3490

Gail HallinanDLS Presenter-MentorNaremburn/Sydney+61 (02) 9405 2800

Barbara HoiMosman/Sydney+61 (02) 9968 1093

Eileen McCarthyManly /Sydney+61 (02) 9977 2061

Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766

Jayne PivacMordialloc /Melbourne+61 (342) 030 54 05

John ReillyBerala /Sydney+61 (02) 9649 4299

Michelle RoachSydney +61 (02) 9680 1610

Heidi RosePennington/Adelaide+61 (08) 8240 1834

� AustriaAnnette DietrichWien +43 (01) 888 90 25

Gabriele DoetschLeutasch/Innsbruck+43 (5) 214 64 57

Jacinta FennessyWien +43 (01) 774 98 22

Ina Barbara HallermannRiezlern +43 5517 20012

All Cats Have AspergerSyndromeBy Kathy HoopmanHardcover: 72 pages, EnglishPublisher: Jessica Kingsley PublishersISBN-13: 978-1843104810Price: $14.95

Humorous Insights intoAsperger SyndromeA review by Alice Davis

A dear friend recently gave me a gift: a copyof All Cats HaveAsperger Syndrome by KathyHoopman. She chose this gift because sheknows I love cats and because she has heardme complain many times about my husbandwho retains many of the characteristics fromhis profound autism during childhood. Itwarmed my heart and touched me deeply.

I immediately fell in love with theendearing and humorous photographs ofcats and kittens. But, more importantly, thisauthor’s affectionate, playful and detailedinsights about characteristics of individualswith Asperger Syndrome gave me a deeperappreciation for their unique qualities andtheir great potential.

It also helped me finally realize andaccept that my husband will never agree towear socks with elastic in the ankles, letanyone else except me give him a haircut,or (just like my cats) learn to love garlic andred pepper the way I do. �About the AuthorKathy Hoopmann lives in Dubai with her husbandand three children. She is also the author of theAsperger Adventure series for younger children;Haze, Blue Bottle Mystery, Of Mice and Aliens,and Lisa and the Lacemaker, all published byJessica Kingsley Publishers.This book is available from the DDAI bookstoreand at www.dyslexia.com/bookstore.

Born on a Blue Day: Insidethe Extraordinary Mind ofan Autistic SavantBy Daniel TammetHardcover: 240 pages, EnglishPublisher: Free Press; 1st ed (Jan. 9, 2007)ISBN-10: 1416535071ISBN-13: 978-1416535072

Three Views of anAustistic WorldA review by Abigail Marshall

Born on a Blue Day is the autobiographyof Daniel Tammet, an autistic savant who,among other accomplishments, set a worldrecord by memorizing and reciting pi to morethan 22,500 digits. Tammet’s facility formathematics and numbers is matched by anatural affinity for languages; he is fluentin at least 10 languages, and once provedhis ability for the sake of a televisiondocumentary by accepting a challengeto learn Icelandic in one week.

Tammet’s book is an uplifting story, asmuch a tribute to the value of love in humanrelationships as it is a recounting of hischildhood and his journey to find a place

for himself as an adult. He is the eldest of 12children, raised in an impoverished family whodid not have the benefit of a firm diagnosis,but provided their son with love, support andunconditional acceptance. Somehow his

InternationalDavis Dyslexia

Correction®

Providers

The Davis DyslexiaCorrection program is

now available from morethan 450 Facilitatorsaround the world.For updates, call:

(888) 805-7216 [Toll free]or (650) 692-7141 or visitwww.dyslexia.com/

providers.htm

THE DYSLEXIC READER

� Austria (cont’d)

Marika KaufmannLochau+43 (05574) 446 98

� BahrainSameera Sadiq Al BaharnaManama+973 555 201

� BelgiumThera BruggheRoeselare+32 (051) 24 63 40

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

Inge LanneauBeernem+32 (050) 33 29 92

Peggy PoppeAntwerpen+32 (474) 50 23 32

Edith RotenburgHoutain – St. Siméon+31 (04) 374 27 87

Viki 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) 988-7680

Jean-Pierre ArbourOttawa, Ontario+1 (613) 792-4068+1 (866) 792-4067 (Toll-Free)

Raylene BarnhillFredericton, New Brunswick+1 (506) 458-0494

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

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

Dyslexia Resources CanadaShelley CottonSharon RobertsWaterloo, Ontario+1 (519) 746-8422+1 (800) 981-6433 (Toll-Free)

Sandy FarrellHudson, Quebec+1 (450) 458-4777

Renée FiglarzMontreal, Quebec+1 (514) 815-7827

Paul ForsterVictoria, BC+1 (250) 888-9925

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

parents had an innate sense of when to tolerateand indulge their son’s inexplicable differences,and when to gently nudge him towarddeveloping the skills needed to survive in aneurotypical world. For example, when theyrealized that their son could not safely playunsupervised with children his own age, theyopted for an adult chess club, where Daniel’sknack for the game becomes a doorway toacceptance as well as an opportunity to practicethe give-and-take of social relationships.

Tammet provides his readers with a viewof the inner world of the autistic mind, as hedescribes his navigation through a confusingand sometimes overwhelming world– hishypersensitivities to sounds and smells, hisacute need to impose order on his dailyexistence, confusions arising from his overlyliteral interpretation of verbal instructions.The book is all the more fascinating becauseDaniel is also a synesthete–his facility fornumbers comes from the unique geometricshapes, movement and colors he associates

with each. Words also have shapes and color– the book’s title comes from his perceptionof Wednesday as blue, like the number 9.Solutions to complex mathematical equationsappear to him immediately as a distinctivelandscape of colors and shapes; similarly, heeasily remembers the words to new languagesby the shapes and colors that he sees witheach new word.

Born on a Blue Day is also a tale ofcourage and holds some surprises. At age 19,Daniel volunteered to serve for a year in aforeign country, teaching English in Lithuania.For him, merely taking a local train on hisown to the orientation session for volunteersis a new and almost overwhelming experience– and yet he spends his year abroad formingnew friendships, experiencing a new language,culture and foods. Gradually, Daniel’s worldis transformed from one of a life isolatedby his own idiosyncrasies, to one surroundedby good friends, and ultimately, his lifepartner. �

A Father’s Journeyto UnderstandingA review by Abigail Marshall

Unstrange Minds is written by Roy RichardGrinker, a cultural anthropologist, marriedto a psychiatrist. He is also the father of ateenaged autistic daughter. In a quest to betterunderstand the place that autism occupies insociety, the author combed historic recordsand traveled throughout the world, to SouthAfrica, to India, to South Korea, to learn howautistic children are viewed and raised, andhow their parents cope.

Dr. Grinker is highly skeptical of claimsthat autism rates are increasing, and believesthat diagnosis has increased simply in tandemwith rising awareness. Before the 1970sautism was not widely understood, and childrenwith autistic profiles were often labeledmentally retarded or schizophrenic. Changesand broadening of diagnostic categories in theDSM-III and DSM-IV prompted doctors tobecome more alert to the symptoms of autismamong children with developmental delays.When autism was added as specific qualifierfor special education services in the US,reported rates exploded–a development thatDr. Grinker feels is the natural outgrowth ofthe lack of adequate services for childrenwithout a specific diagnosis, providing evenmore incentive to label even borderline quirkyor unusual children as autistic.

Unstrange Minds:Remapping the Worldof AutismBy Roy Richard GrinkerPublisher: Basic Books;1st Ed. (Jan. 1, 2007)Language: EnglishISBN-10: 0465027636ISBN-13: 978-0465027637

THE DYSLEXIC READER

� Canada (cont’d)

Gerry GrantSupervisor-SpecialistWorkshop PresenterWaterloo/Toronto+1 (519) 498-2424

Corinne GraumansMedicine Hat Alberta+1 (403) 528-9848

Sue HallWest Vancouver+1 (604) 921-1084D’vorah HoffmanToronto +1 (416) 398-6779

Sue JutsonVancouver, B.C.+1 (604) 732-1516

Mary Ann KettlewellLondon, Ontario+1 (519) 652-0252

Carol LivermoreOttawa, Ontario+1 (800) 394-1535 [Toll Free]

Julie LockeTruro, Nova Scotia+1 (902) 895-9015

Yuko Kimura McCulloch, Ph.D.Vancouver, B.C.+1 (604) 222-2258Helen McGilivrayOakville/Toronto+1 (905) 464-4798Susan Nikolic-VicenticNewmarket/Toronto+1 (905) 953-0033

Tina PanaritisMontreal, Quebec+ 1 (514) 690-9164

Judy ParleyTaber, Alberta+1 (403) 330-9873

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

Kendra RodychSaskatoon/Saskatchewan+1 (306) 979-7323

Catherine SmithOakville/Toronto+1 (905) 844-41441-888-569-1113 toll-freeEdwina StoneWhitehorse, Yukon+1 (867) 393-4489Bernice TaylorRiverview, NB+1 (506) 386-4624

Tracy TrudellWallacetown Ontario+1 (519) 762-2001Kim J. Willson-RymerMississauga, Ontario+1 (905) 825-3153Cheryl WoodHuntsville, Ontario+1 (705) 783-2763

� ChinaYvonne Wong Ho HingHong Kong+852-2810-0282

Livia WongHong Kong+852-2810-0282

Ten Things Every Child withAutism Wishes You KnewA review by Abigail Marshall

Ten Things Every Child with AutismWishesYou Knew is the simple, practical book I wishDr. Grinker would read. Written by EllenNotbohm, the parent of an autistic child, thisthin volume comes with deep, from-the-heartwisdom. It counsels parents and teachersalike to respect, love and appreciate theirchildren as individuals, and not merely tosee them through the lens of their disability.She points out that “normal” children havetantrums and squabbles with other children,too – some of the many challenges the childpresents are merely part of growing up. Shetries to help the reader see the world as theautistic child must see it and feel it, helpingto explain how the child’s behavior is oftena very normal and understandable reaction toa world of overwhelming sensory confusion.

Yes, there are often overwhelmingchallenges, and the functional capacity andprognosis for each child is variable– butunderneath it all, behind whatever barriercreated by odd behavior and poorcommunication skills – there is a humanbeing yearning to be understood, and achild who simply needs faith, guidanceand support as he grows. �

In traveling throughout the world, theauthor finds that the Internet has similarlybecome a valuable tool for raising awareness,in a world where autism in the past has oftenbeen a source of shame and hidden fromview. But he also discoversthat the prognosis is oftenbetter for autistic childrenraised in rural, lessdeveloped areas, wheretheir behavioral quirksseem better tolerated.

At home he takes uson another journey, as hedescribes his daughter’seducation and growth. Hislove for his daughter is compelling, but oftenit seems that he sees her through the eyes ofthe condition he labels a “disease.” For example,early in the book he comments that hecherishes the idea of having his daughterin his home indefinitely, never needing tostress over future college or marriage. ButIsabel may have other ideas – though her

Ten Things Every Child withAutism Wishes You Knew

By Ellen Notbohm

PaperbackPublisher: Future Horizons (Jan. 1, 2005)Language: EnglishISBN-10: 1932565302ISBN-13: 978-1932565300

language skills are limited, she is able toattend a regular school with the help of aclassroom aide, and by high school she is avalued member of the school orchestra.Fascinated by animals, she hopes someday to

become a zookeeper. As Iread the father’s cataloguingof his daughter’s limitations,I couldn’t help thinking ofDaniel Tammet’s transition toadult independence. Too often,Dr. Grinker seems to see hisdaughter’s disabilities ratherthan realize the power of hergifts. It is Isabel’s mother whopushes for French lessons as

a bridge toward better communication skills,who lobbies for cello lessons as a form ofsensitization therapy for the child’s acuteaversion to touch and sound. I wonder whatthe epilogue will be to this story–somehowI think that Isabel’s tenacity and capacity forgrowth portends a more intriguing andindependent future than her father expects. �

“I think that Isabel’stenacity and capacityfor growth portends amore intriguing andindependent futurethan her father

expects.”

THE DYSLEXIC READER

� ColombiaLaura Zink de DíazBogotá +57 (1) 429-6312

� Costa RicaMaria Elena Guth BlancoSan Jose+506 296-4078

Marcela RodriguezAlajuela+506 442-8090

� CyprusAlexis MouzourisLimassol+357 25 382 090

� EcuadorAna Magdalena EspinVargasAmbato +593 (2) 854 281

Nora Cristina Garza DíazAmbato +593 (3) 282 5998

Carmensol HerdoízaAmbato +593 (3) 284 9344

Cristina Mariela LaraSalazarAmbato + 593 (2) 854 281

Inés Gimena Paredes RíosAmbato +593 (2) 854 281

� FinlandElisabeth HelenelundBorga +358 400 79 54 97

� FranceChristine BleusSaint Jean de Gonville/Genève +33 450 56 40 48

Corinne CouelleMarsannay-le-bois/Dijon+33 (0380) 357 953

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

Françoise MagarianLegny/Lyon+33 (0474) 72 43 13

Carol Ann NelsonBoulogne-Billancourt/Paris+33 (0) 1 49 09 12 33

Odile PugetSegny/Geneve+33 (0) 450 418 267

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

� Germany/Deutschland

Theresia AdlerBannewitz+49 (0351) 40 34 224

Ute BreithauptLangenselbold+49 (06184) 93 84 88

Ellen EbertAmmern+49 (03601) 813-660

Cornelia GarbeBerlin +49 (030) 61 65 91 25

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

Anna-Maria GunselmannHirschaid+49 (954) 341 70 00

By Linda DanielsDavis Facilitator in Providence, Rhode Island

Sometimes it’s hard to believe that my12-year-old bookworm didn’t recognizeall of the letters of the alphabet a merefour years ago, or that a neuro-psychologistpredicted a long struggle to achieve literacy.These days, we pry books out ofCormac’s hands each night and arecareful about what we leave lying around.If it’s in print and at hand, he’ll read it. He’sespecially fond of film reviews, perhapsbecause we only recently lifted the ban onPG-13 movies. “Maybe I can’t go see them,”he snorts, “but you can’t stop me fromreading about cool movies.” Point taken.

We can’t stop him from reading, period,although my husband and I do draw the line

“Some kids go through a phasewhere they idolize super-heroesor sports figures. Cormac’shero was and is a Facilitator,

Charlotte Foster.”

The Making ofa Bookworm

at dinner-time contraband beneath the table.Our first helpful hint to a new teacher is tocheck Cormac’s lap for a book before startinga lesson. It’s amazing how many falseassumptions of A.D.D. turn out to be D.B.D. –Devoted Book Devourer. You know how someNew Englanders stock up on milk and breadbefore a snow storm? Around our house, westock up on books before libraries close for afederal holiday. Most of Cormac’s discretionaryincome is spent on books and his favoritetee-shirt proclaims, “As soon as I finish thischapter...” and the next and the next.

Naturally, we have a Davis Facilitatorto thank for all of this bookishness. Somekids go through a phase where theyidolize super-heroes or sportsfigures. Cormac’s hero was andis Davis Facilitator CharlotteFoster. Even the state where shelives has a golden aura for him.New Jersey isn’t just a place.It’s where Charlotte parted thesea of disorientation and ledCormac to the Promised Land

of chapter books, the fatter the better.To this day, Charlotte’s marvelous blend

of intelligence, humor and compassion remainthe standard against which Cormac comparesall teachers. Few measure up, and the oneswho do are special indeed. Recently, I cameacross a “reading survey” Cormac’s literacyteacher asked him to complete. In answer tothe question, “How did you learn to read?”he had a one-word answer: “Charlotte.”

The wonder of Davis, as Charlotteherself would be quick to point out, is itspremise that picture thinkers have gifts tounwrap, not disabilities to disown. So whenCormac says “Charlotte” is how he learnedto read, he means the person and the methodsshe employed. That’s a great comfort to anewly licensed Facilitator like myself, sittingacross the table from an anxious client onMonday morning. Will I measure up? Willhe become a bookworm or simply happilyliterate, able to read anything he wants whenhe wants? Doesn’t matter. What matters isthat I can point him where he wants to go.

For Cormac, that was directlyto the big-kid books he had

longed to read for himself from theearliest age. With his permission, Iconclude my profile with his own words(see the following page), written for arecent class assignment. �

THE DYSLEXIC READER

� Germany/Deutschland(cont’d)

Das Legasthenie InstitutIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-DACH DirectorWilfried BährHamburg+49 (040) 25 17 86 23

Christine HeinrichSchwäb Gmünd+49 (0717) 118 29 74

Sonja HeinrichSupervisor-SpecialistDDA-DACH DirectorGarbsen/Hannover+49 (040) 25 17 86 23

Kirsten HohageNürnberg+49 (0911) 54 85 234Ingrid HuthBerlin+49 (0179) 896 8007

Mechtild HyllaKassel+49 (0561) 602 78 20

Christine JacobLörrach+49 (07621) 134 60Rita JarrarMünchen+49 (089) 821 20 30

Inge Koch-GassmannBuggingen+49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld+49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29

Sabine La DueStuttgart+49 711 47 91 000

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0

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

Colette ReimannLandshut+49 (0871) 770 994

Ursula RittlerStuttgart+49 (0711) 47 18 50

Phoebe SchafschetzyHamburg+49 (040) 392 589

Margarethe Schlauch-AgostiniVolklingen+49 (0689) 844 10 40

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

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

To me, reading is a nice quilt on acold winter's night or a cool root beeron a hot summer's day. My favoritetypes of books are fantasy andrealistic fiction. I read a lot ofmanga and graphic novels.Some of my favorite booksare the Redwall series byBrian Jacques, Naruto byMasashi Kishimoto,Full Metal Alchemistby Hiromu Arakawa,and the Harry Potterbooks by J.K. Rowling.

The first book I read by myselfwas Frog and Toad by Arnold Lobelin second grade. I read out loud by

myself every day while I was withCharlotte doing a Davis program. It

was exhausting. Now, it’sso normal I don’t thinkabout reading when I

read. I just read.People tell me I

read too fast.They alsosay I talk too fast, butI can’t help it.That’show my mind works.I’m saying one

sentence and thinkingof the next one in my head.

I read for fun and enjoyment.It requires no work, just yourimagination (and I don’t like work).

WWhhyy II RReeaaddBy Cormac Hopkins

By Mary Pozzi

I am a sister to a dyslexic ten year old.I wonder what goes on in his head when

he tries to read.I see him claying words with Rhonda.I want him to be very successful in life.

I am a sister to a dyslexic ten year old.I pretend that he can read fine.I feel sad for him that he struggles every day.I worry that he might never get the hang of reading.I cry when I think of how he might never be

a fluent reader.

I am a sister to a dyslexic ten year old.I understand how reading doesn’t come easy for himI say encouraging words to him so he won’t give up.I dream of how some day he will own a ranch just

like my dad.I try to read to him whenever I can.I hope that he won’t let his reading problems keep him from getting a good education.

I am a sister to an improving dyslexic ten year old!

Mary Pozzi wrote this poem after her brother completed a Davis program with DavisFacilitator, Rhonda Erstrom, in Vale, Oregon.

THE DYSLEXIC READER

� Germany/Deutschland (cont’d)

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84Ulrike von Kutzleben-HausenDeisslingen+49 (07420) 33 46Dr. Angelika WeidemannUlm +49 (0731) 931 46 46Gabriele WirtzStuttgart +49 (0711) 55 17 18

� GreeceEvagelia Apostolopoulou-ArmaosPatras +30 (261) 062 21 22Zoe DeliakidouThessaloniki +30 2310 434510 or +30 6934 662438

Irma Vierstra-VourvachakisRethymnon/Crete+30 283105 8201 or 69766 40292

� IcelandÁslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180

Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirDLS MentorKópavogur+354 554 3452

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Sigurborg SvalaGudmundsdóttirMosfellsbaer+354 566-8657

Stefanía Halldórsdóttir WadeKopavogur +354 564 2890

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirDLS Presenter-MentorKópavogur +354 863 2005Sturla KristjanssonDLS Presenter-MentorHafnarfjordur+354 845 6956

Jon Einar HaraldssonLambiAkureyri +354 867 1875

Ásta OlafsdóttirVopnafjordur+354 473-1164Erla OlgeirsdóttirAkranes +354 694 3339

I stepped past my labels and boundariesand took three honors classes my freshmanyear. When I made good grades, my confidence grew, and I stepped further awayfrom those boundaries. I challenged myselfwith more rigorous academics and extracurricular activities. I became a key clubofficer, a retreat leader, and managed themen’s soccer team. I faced my performanceanxiety dead on by joining the speech teamand performing at tournaments. I learnedhow to rise above adversity, push myself todiscover my potential, and welcome life’schallenges. I learned never to let any one else define who I can become.

It has been a long, difficult journey, but my trials strengthened me in every way–spiritually, psychologically, and emotionally–and made me who I am today. Did my trialsinspire ambition? They molded me into ahappy, strong, confident, young woman whowill become a great nurse. My volunteerexperiences assisting disabled children andvarious needy populations were life changing.My trials enabled me to connect with the trialsof others–their frustrations, heartaches, losses,

Helen Keller wrote: “Character cannot bedeveloped in ease and quiet. Only throughexperience of trial and suffering can the soul bestrengthened, ambition inspired, and successachieved.” This quote sums up my story.

What were my trials? I was the only kidin first grade who could not read. In thirdgrade, I could not multiply. In fourth grade, I gave up recess to retake failed math tests. I am dyslexic. Words and symbols were jumbled in my mind. I was chronically disoriented, which felt like motion sickness

Casey Goes to Georgetown . . . (cont’d from p. 1)

“I was chronically disoriented,which felt like motion sicknesswith a headache. It was like

living on an endless tilt-o-whirl at the fair.”

“My trials enabled me to connectwith the trials of others–their frustrations, heartaches, losses,smallest triumphs, and their need for acceptance and love.”

As part of her application packet toGeorgetown University, Casey submitted apersonal essay describing her “trials” andchallenges in school, and how her Davis

Stepping Past LabelsBy Casey McGrath

Dyslexia Correction Program changed herlife. After reading the essay, I’m sure you’llagree that Casey McGrath is an amazingyoung woman!

with a headache. It was like living on an endless tilt-o-whirl at the fair. I was the kid indance class who turned the wrong direction,the kid in sports who dropped the ball, andthe kid in music class who could not readnotes. I wanted to be great at something, butit seemed I could not do anything right. Mostof my childhood was spent studying whileother kids played because homework took mehours to do. In eighth grade, a psychologisttested me, labeled me, documented theaccommodations I needed for high schooland advised me not to take honors classes.Was this my future?—a mental wheelchair oflimitations and inadequacy? I had already lostmost of my childhood. I had had enough. Idecided that, somehow, I would find a way tokick that chair down a cliff and learn to run.

My parents learned about a dyslexiacorrection program. During the intensive, one-week program, the facilitator trained me howto turn off the disorientation that made normalreading impossible. She showed me how tocreate visual images in clay to understandabstract words and taught me exercises toregain my balance. She gave me the tools totake my life back and, step-by-step, I did.

smallest triumphs, and their need for acceptance and love. I gained a sense of purpose I had never known. Caring for othersand lifting their spirits is what I do best. Thatknowledge and my love of science led me tonursing. I am who I am because amazingpeople in my life supported me and pickedme up when I was down. Each day is filledwith possibilities to make a difference forothers, like so many people did for me. I will make that difference by getting the bestpossible nursing education! Thank you somuch for your consideration. �

THE DYSLEXIC READER

� Iceland (cont’d)Hugrún SvavarsdóttirMosfellsbær+354 698-6465

Thorbjörg SigurdardóttirReykjavík +354 698 7213

Margret Thorarinsdottir Selfoss +354-486-1188

� India

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

� IrelandAnne Marie BeggsOld Portmarnock/Dublin+353 (86) 239-1545Paula HoranMullingar +353 44 934 1613Sister Antoinette KeelanDublin +353 (01) 884 4996

Aideen TierneyDublin

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

Mira AshooshKiron +972 (03) 635-0973

Goldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185Eliana HarpazMa’Ale Adumim+972 (02) 590-2110 or 054-441-0789Judith 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 3080Alessandro TaiocchiSettimo Milanese +39 (333) 443 7368Silvia WalterBagno a Ripoli Florence +39 (055) 621 0541Rafaella ZingerleCorvara In Badia+39 (0471) 836 959

� KenyaChristel FlowersLangata/Nairobi+ 254 (20) 72 271 4578Manisha ShahNairobi+ 254 (0) 722 492 217Diana Smit-JurgensNairobi +254 733 895 603Kimberly SwallowNairobi+ 254 (20) 712 0472

By Abigail Marshall

Independent research shows that children’s self-regulation abilities–including the ability to alternatelyshift and focus attention and inhibitimpulsive responding–are uniquelyrelated to early academic success andaccount for greater variation in earlyacademic progress than do measuresof intelligence.In a study reported in the March/April 2007edition of Child Development, researchersClancy Blair and Rachel Peters Razza suggest that curricula designed to improvenot only early academic abilities, but alsoself-regulation skills may be most effective in helping children succeed in school.

Clancy Blair, lead author of the studyand Associate Professor of HumanDevelopment and FamilyStudies at PennsylvaniaState University,explained, “By the timechildren start school, theyare expected to be able tosufficiently regulateattention, impulsivity, andemotion so as to commu-nicate effectively and tojointly engage in learningexperiences with teachersand classmates.

“For some children,however, self-regulationabilities may be slow indeveloping, leading toproblems in the transitionto school and increased risk for early schoolfailure.”

The researchers examined the role ofself-regulation in emerging academic abilityin 141 children aged 3-5 years, evaluating theextent to which distinct but overlapping aspectsof the children’s developing self-regulationskills were associated with emerging math andliteracy ability in kindergarten. They foundthat all aspects of children’s self-regulation areuniquely related to their academic abilities, overand above their intelligence. One particularaspect of self-regulation– the inhibitory control aspect of brain function used in planning, problem solving, and goal-directed

Implications of Self-RegulationAbilities for Academic Achievement

activity– is predictive of all academic outcomes but was particularly associated with early ability in math.

With this study in mind, it is noteworthythat Davis Learning Strategies, developed as aclassroom-based program for primary grades(ages 5 to 8), includes specific techniquesgeared to helping children develop their ability

to focus attention (DavisFocusing), release stressand tension, develop theability to self-regulatetheir energy level, andmatch their behavior toexternal expectations(Davis Dial-Setting).During five years ofpilot studies, it was discovered that thesetechniques helped ALLchildren enhance andimprove their readingand language arts skills,no matter what theirlearning style or readinglevel. Today teachers

continue to find that in classrooms imple-menting Davis Learning Strategies, strongreaders become stronger in language andgrammar skills and weaker readers begin toread effortlessly. Davis Learning Strategieshave also been found not only to prevent special education placement in later schoolyears, but to increase the number of studentsqualifying for Gifted Education placement. �

Citation: Clancy Blair, Rachel Peters Razza (2007)Relating Effortful Control, Executive Function,and False Belief Understanding to Emerging Mathand Literacy Ability in KindergartenChild Development 78 (2), 647–663.doi:10.1111/j.1467-8624.2007.01019.x

THE DYSLEXIC READER

� LebanonSamar Riad SaabBeirut +961 3 700 206

� MalaysiaHilary CraigKuala Lumpur+60 (36) 201 55 95

� Mexico

Silvia B. Arana GarcíaMexico, D.F. +52 (55) 5540-7205

Cathy Calderón de la BarcaMéxico D.F.Advanced Workshop

Presenter+52 (55) 5540-7205

Hilda Fabiola Herrera CantuCuliacan, Sinaloa +52 81 6677 15 01 19

María Silvia Flores SalinasSupervisor –SpecialistGarza García Monterrey NL+52 (81) 8378 4846

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Alejandra Garcia MedinaHuixquilucan+52 (55) 1085 5608l

Maria Lourdes GutierrezMexico D.F.+52 (55) 5595 8442

Lucero Palafox de MartinVeracruz+52 (229) 935 1302

Ana Elena Payro OgarrioCorregidora, Queretaro+52 442 228 1264

Lydia Gloria VargasGarza García Monterrey NL+52 (81) 8338 2226

� NetherlandsLiesbeth Berg-SchagenVleuten +31 (030) 604-9601

Ineke BlomDorpstraat+31 (020) 436-1484

Lot BlomUtrecht +31 (030) 271 0005

Lieneke 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) 461 963

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

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

The Myth of Early Intervention

Davis Learning Strategies “Bring Backthe Smile:”Another New Davis DVD!I Can Do It – The Confidence to Learn is a 12-minute video featuring comments by teachers, parents, and studentsabout their experiences in aschool implementing DavisLearning Strategies.

Davis Learning Strategies(DLS) is a set of powerful techniques for teaching any subjectto students of any age. These strategieshelp students be successful, self-motivatedand self-disciplined. The video features students and teachers using DLS strategies ina school in Vale, Oregon, as well as commentsfrom parents and educators about the benefitsto their children and the school in general asa result of implementing Davis LearningStrategies throughout the school.

The self-regulation strategies integral to DLS teach children to be physically andmentally focused– ready for learning–withgreat results. In the video, you’ll see teachersand students in Vale, Oregon, using three

Davis self-regulation strategies toimprove focus, listening andlearning, as well as how students use clay for modelingconcepts and vocabulary, andKoosh balls to improve focusand spatial perception. �

“It’s just been a blessing to us and ourfamily, our school, and our community.”

–Kathy Pozzi, parent“It is something that they love.”

–Rhonda Erstrom, teacher “And that’s what Davis does: it bringsback the smile.”

–Darlene McConnell, principal

You can view excerpts from the DVD adapted for on-line viewing, atwww.davislearn.com/information/videos.htm

I Can Do It – The Confidence to Learn isavailable now. DVD price: $9.00

By Abigail Marshall

In theory, early intervention for learning difficulties should be a good thing: catch the children before they fail, give them whatthey need to succeed as early as possible.

But in the field of dyslexia remediation,the focus on early intervention has given riseto an unfortunate, and very untrue, myth:that the child who is not reading by 3rdgrade is doomed to failure. Expertsquote somber statistics about thepercentage of children who never learnto read; the story circulates thatone state or another plans its futureprison construction based on the rateof reading failure in the third grade.

An intriguing new studyfrom Italy seems to put the lie tothis theory. Researchers decidedto look at how older kids (6th to 8th graders)compared to younger ones (4th to 5th graders)in their rate of improvement with reading fluency, with two different interventions.Both interventions had been shown toincrease reading accuracy in prior studies

involving kids from 2nd to 8th grade. All kidsmet DSM-IV diagnostic criteria for dyslexiaat the outset.

One set of kids from each age groupreceived an intervention geared to buildingmore automatic sublexical decoding skills withspecific training in syllable identification;

since Italian is a phonetically regular language,this is an effective strategy for phoneticdecoding. That is, the syllable pa will alwaysbe pronounced /pa/ no matter where itappears in a word.

The alternate intervention was based on

“the focus on early intervention has givenrise to an unfortunate,and very untrue, myth:that the child who is notreading by 3rd grade isdoomed to failure.”

FFrroomm tthhee vviiddeeoo

THE DYSLEXIC READER

�Netherlands (cont’d)

Johanna FokkensBeilen +31 (0593) 540 141

Ina GausSantpoort-Zuid+31 (023) 538-3927

Jan GubbelsMaastricht+31 (043) 36 39 999

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Judith HolzapfelDeventer +31 (0570) 619 553

Mia JenniskensEindhoven+31 (040) 245 9458

Trudy JolingLaren +31 (035) 531 00 66

Marie KoopmanBilthoven+31 (030) 228 4014

Carry KulingHeemstede+31 (0235) 287 782

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

Irma LammersBoxtel +31 (411) 68 56 83

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

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

Sjan MelsenArnhem +31 (026) 442 69 98

Cinda MustersAmsterdam +31 (20) 330-78 08

Bert NeeleMelick +31 (61) 259 8802

Marianne OosterbaanZeist +31 (030) 691 7309

Fleur van de Polder-PatonSchiedam+31 (010) 471 58 67

Petra Pouw-LegêneDLS Nederlands DirectorBeek +31 (046) 437 4907

Karin RietbergHolten +31 (0548) 364 286

Jacqueline van RijswijckVenray +31 (0478) 58 73 98

Lydia Rogowski WijnbergHelmond +31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

a hemispheric stimulation, using a computerprogram that displays words in the right orleft visual fields in order to enhance lefthemispheric development.

The results of the study were that olderchildren did as well as younger children inthe rate of gains made in reading fluency andvarious tests of reading accuracy, with oneexception: with the phonetic based, syllabletraining, the younger children did better ontests of words read in isolation.

In other words–at least with the particular interventions studied, older kidscould do just as well as younger, at least forthe important end goals of improved readingfluency and accuracy of text reading.

But this brings up another question:what is the source of the early interventionmyth?As the Italian researchers noted, veryfew studies of reading interventions look at theend goal of reading fluency. A meta-analysisin 2003 showed that “90% of the studiesincluded standardized dependent measures of real word-reading accuracy, whereas noneincluded measures of fluency.” But deficits in fluency are the most persistent, even afteraccurate decoding is learned (more easily inphonetically transparent languages, with moredifficulty in irregular systems like English or Danish). Thus, tests of single word readingaccuracy provide no indication of how thechild will fare as a reader over the long term;many dyslexics grow to adulthood reliant onslow and laborious decoding.

In the US, the strong emphasis on phonetic strategies may explain both thehigh rates of reading failure and the earlyintervention myth. Despite sanctimonious

claims that these phonics-based programs are“research-based,” the research is not gearedto mature, skilled–fluent– reading. Instead, the research tests the one thing that olderchildren are not particularly good at learning:improved ability to recognize words in isolation.And because of this deficit in the studies, the researchers have done very little to developor study programs aimed at fluency development. In other words, they haven’tbothered to study the programs that are likely to help older children.

Of course, such programs do exist–but as they tend not to employ the phoneticstrategies already labeled as being supportedby research, they are viewed with disdain,seldom implemented in schools, and remainunresearched. So we end up with only programs that are neither effective to buildreading fluency nor to help older childrenimprove their skills: hence the abiding myththat the child who reaches age 8 withoutreading is already a lost cause. �

The Study: Fluency Remediation in DyslexicChildren: Does Age Make a Difference? byPatrizio E. Tressoldi, Maria Luisa Lorusso,Federica Brenbati and Roberta Donini, Universita`di Padova, Padova, Italy [DYSLEXIA, Publishedonline in Wiley InterScience, DOI:10.1002/dys.359]

© Abigail Marshall; first published Nov. 7, 2007, at“Dyslexity”– dyslexity.blogspot.com

“In the US, the strong emphasis on phonetic strategiesmay explain both the high ratesof reading failure and the early

intervention myth.”

“The cure for boredom is curiosity.There is no cure forcuriosity.”

–Dorothy Parker, writer, poet

“If toast always landsbutter-side down,and cats always landon their feet, whathappens if you straptoast on the back ofa cat and drop it?”

–Steven Wrightcomedian, actor

Quotables by Notables . . .

THE DYSLEXIC READER

�Netherlands (cont’d)

Ilse SchreuderAalzum/Dokkum +31 (051) 922-0315

Silvia Jolanda SikkemaDrachten +31 (0512) 538 815

Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62

Romina TorozUtrecht +31 (61) 280-1821

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

Marieke UiterwijkLeiden +31 (071) 576 2533

Mieke van DeldenLeek +31 (059) 4514985

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

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

Hetty van der WellOss +31 (041) 263 6403

Annemarie van HofUtrecht +31 (030) 65 86 700

Juchke van RoozendaalOss +31 (0412) 690 312

Willem Van UlsenGroningen+31 (050) 542 3941

Tienke Veenstra-SierhsmaMeppel +31 (0522) 254 453

Lia VermeulenHuizen +31 (062) 3671530

Christien 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

� New Zealand

Kirsteen BrittenChristchurch+64 (3) 348 1665

Vivienne CarsonAuckland+64 (09) 520-3270

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

Jennifer ChurtonAuckland+64 (09) 360 494

Ann CookWarkworth/Auckland+64 (0) 9 422 0042

Martine FalconerChristchurch+64 (03) 383-1988

Outgrown or overcome?

Q: Is Dyslexia something you grow out of ?If testing reveals you have dyslexia, do youneed to be tested again years later to see ifanything has changed?

A: “Dyslexia” is a word used to describe a pattern of thinking and learning that ischaracteristic of the dyslexic person. It willnot be “outgrown.”

However, there is no standardized wayto test for dyslexia, and testing often involveslooking for specific academic weaknesses,such as difficulty performing phonetic tasksor reading. Many educators still view dyslexiaonly as a weakness or disability. As a result

they have not developed diagnostic tests thatlook for the talents and strengths that aretypically also part of dyslexia. For that reason most educational testing for dyslexiais not really complete and may not always be accurate.

While dyslexic children do not merely“outgrow” their early learning problems,many do overcome them. Thus, the specificsymptoms or problems identified early in life may no longer exist in adulthood, andtherefore would not be measurable. Adyslexic adult who has learned to read wellis still dyslexic–but has learned the skill thatonce was difficult for her. If she performswell on a reading test, some testers mightconclude that she is not dyslexic, but thismerely reflects the limitations of such testing.The person's overall style of thinking andlearning has probably not changed.

By Abigail Marshall

Statistics 101

Q: I am curious, do you have statistics orregional maps reflecting the number of diagnosed cases of dyslexia in the US, in both adults and children?

A: I’m sorry, we don’t have any statisticsreflecting diagnoses of dyslexia. Becausethere is no uniform agreement on either thedefinition or diagnostic criteria for dyslexia,nor uniform procedures for diagnosis, it islikely in any case that such statistical reportswould be subject to dispute. Currently, thereis also no mechanism for tracking the numberof diagnosed cases in the US. However,depending on who you ask, the estimates of incidence of dyslexia in the US vary from about 5% to 20%.

No thanks, mom!

Q: I really think the Davis method wouldhelp my child, but he absolutely refuses totouch the clay or to try catching the Kooshballs. Is there something else can we doinstead?

A: The key element of the Davis programand philosophy is that we only work withindividuals who want the program. Givenyour son’s refusal to participate, I'm not surethat he fits that description.

The desire to use the Davis approach hasto come from your son–so the first step isreally simply to ask him if this is somethinghe wants to do.

If the answer is “no” there really isnothing you can do to make him use or benefit from the Davis tools. Instead you’llhave to help him find a different path that heis comfortable with. You can probably identifya list of things that he is good at and enjoys.Explore some creative ways to integrate hispreferences with his learning needs. Thiswould not be the same as following theDavis approach–but the ultimate goal is tofind your son’s strengths and interests andthen find learning strategies that suit them.

It sounds like there is a very strongemotional component to what your son willand will not do. There is nothing wrong withthat. In general there is an emotional aspectto most triggers or learning barriers. But you can only address and move beyond them with an individual who wants to do so.Perhaps if your son experiences success andpositive reinforcement in other aspects oflearning, his confidence will increase and he will be more willing to give the Davistechniques a try.

THE DYSLEXIC READER

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My brother wears me out just watching him!

Q:My youngest brother is seven years old,and was diagnosed with ADHD last fall. I visited your website, but found that most of it pertains to dyslexia. Where can I get moreinformation about ADHD? My parents havebeen home schooling him. They are prettymuch at their wits end with medication. Mybrother’s doctors have prescribed severalkinds, but he has had bad reactions to some.The medication he is currently taking isn’tstrong enough. He wears me out just watchinghim! He’s unmanageable, very impulsive, andhas no attention span. School starts shortlyand I know my parents want to get him backinto the school system. I read on your websitethat people with ADHD need to becomeaware of their own energy level anddevelop sensitivity to the energylevels of others. But how can aseven-year-old understand this?

A:We do have a program forADHD, described in somedetail in Ron Davis’ book,The Gift of Learning. Forthe most part, we workwith children aged eightand over. Your insight thatthe ADHD program wouldbe more difficult for a seven-year-old than for an older child or anadult is correct. The methods we use CAN be taught to children as young as five, but we do that in school-based programs with alot of reinforcement over time. It simply isnot reasonable to expect a very young childto pick up these skills and incorporate themwithin the course of a one-week, intensiveprogram such as the one described for olderchildren. There are some exceptions, of course– children who are mature for their age–butit is unlikely that a seven-year-old boy withADHD would have that degree of readiness.Nonetheless, I do have some suggestions.

The methods we use are described inThe Gift of Learning. These self-regulationstrategies work best when the individual is notmedicated. If you or your parents are able to spend time working with your brother, Isuggest the following:

Go through the following mental, self-regulation exercises described in the bookwith your brother: Release, Alignment, Dial-Setting, and Koosh Ball coordinationexercises. (These tools may not work for amedicated individual. Your parents will need

to make any decisions about medication inconsultation with your brother’s doctor.) Onceyour brother learns these exercises, they needto be reinforced on a daily basis with adultsin his life. The more they can be integrated ina casual way into his daily life, the better.

Keep your brother ACTIVE in age-appropriate, energy expending activities,such as supervised out-door play, classes inmartial arts or gymnastics, or family outingslike bike riding or hiking. Your brother has alot of energy and you need to provide him anappropriate outlet for it. Limit his exposureto TV and videogames as much as you can,in favor of outdoor activities– try to give himas much outside time as possible.

Be careful about his diet. Cut out fastfood and sugar-laden treats in favor of foods

with complex, more slowly digested carbohydrates and protein. Thismeans whole grain rather thanwhite bread, fresh fruit rather thancandy and soda. Make sure that hehas good dietary sources of essentialfatty acids. This can be a whole-family endeavor, as eating right is good for everyone. (See:www.dyslexia parent.com/mag38.html)Spend as much time as you can

with your brother, and reinforce thedial-setting tools by helping him pay

attention to where others' dials are set,and think about where his should be set. This will take time for him to integrate –so regular adult reinforcement will help.

You may want to gently introduceConcept Mastery, as described in The Gift ofLearning, by having him make clay modelsfor the concepts such as self, change, cause,effect… Because your brother is so young,these concepts will take more time than theywould with an older child, but it will helphim to think about and explore them.

The book, The Myth of the ADD Child:50 Ways to Improve Your Child’s Behaviorand Attention Span Without Drugs, Labels, orCoercion, by Thomas Armstrong, contains alot of good suggestions for other ways to helpyour brother learn to regulate his behavior.

This will all take time and should ideally be approached with all family members on board and supportive. ADavis Facilitator can probably offer moresuggestions and perhaps provide some support now, even if your brother is not yet ready for the formal Attention MasteryProgram. Check our Davis Facilitator listingsfor a Facilitator near you. �

THE DYSLEXIC READER

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Courage and PerseveranceRewarded

Anna Stephens, from Leicestershire England,gained her Davis Facilitator licence in the fallof 2006. Since then she has spent her timebuilding a private consultancy business–andgarnering awards!

Anna’s journey has been a challengingone. Despite being one of only two DavisFacilitators in the East Midlands area, shefound that interest in dyslexia was very low.But Anna was not deterred. She was awardeda Fellowship of the Institute of Personnel and Development, and joined Women inManagement (an arm of the CharteredInstitute of Management). Anna has attendedmany meetings to spread the word aboutdyslexia and the Davis Method, has been featured on radio and has given talks for thebenefit of the general publicand those already working withdyslexics. But she continued to find that very few wereinterested in listening.

In September, Anna’swork was recognised when she received an award for“courage.” The inscription on the certificate,signed by Member of Parliament, PatriciaHewitt, states:“In recognition of the amazing and inspiringcontribution you make to the lives of othersaround you.”

While Anna was collecting her awardthe following statement was read to thewatching audience:“Anna is an inspiration not only to women butto all adults who want to change their lives. Ittakes courage, and Anna is an example of aperson who has that courage. She gave up ahighly successful career in business to helpothers –that takes courage. She ‘came out’and faced, as an adult, a learning disabilitythat cripples children with labels of ‘lazy’and ‘stupid’ and leaves them as adults under-achieving and lacking in confidence. What

am I talking about?Dyslexia? Dealing withthe stigma associatedwith this disability

especially as an adult, who is apparently successful, takes courage. Since finding away of overcoming her dyslexia Anna hasdevoted her time to helping adults andemployers deal with this ‘hidden’ disability.In Leicestershire where the term is not widelyrecognised this also takes courage.”

After receiving her award Anna stated,“It’s wonderful to be recognised for my work.I was beginning to think that nobody was listening or noticing that I was even there. I always expected to do a fair amount of promotional work once I received my licence,but I have to admit that I didn’t think thatsoliciting interest would be as challenging asit has been. I’ve been quite taken aback at howlittle people know about dyslexia generally,although it gets talked about more and more.I quickly realised that instead of promotion to

A finales del año 2006, trasladé mi centroDavis a Bogotá Colombia. En diciembre lafamillia Escobar se comunicó conmigorespecto a la posibilidad de un programa Davispara su hijo, Joaquín. ¡Iba a ser mi primercliente! Quería ofrecerle el mejor programaposible, pero estaba algo preocupada, porqueel traslado de mi negocio–los trámites para estableceruna empresa colombiana yobtener una visa que mepermitiera trabajar legalmente en el país –habían ocupado toda mi atención durantecasi un año. ¡Desde enero, no había trabajadocon un cliente de carne y hueso! ¡Ojalá queno se me hubieran olvidado mis destrezas defacilitadora! La semana antes del programa

PAGE 18 THE DYSLEXIC READER

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sell a service I first had to undertake whatwas essentially an educational campaign.This campaign has taken me and continues to take me into new territory, such as writingnewsletters and sending 14,000 emails. Atfirst I found it a bit daunting, but now I’mexcited to see what will happen next!”

Anna’s not slowing down. Her latestexploits have involved supporting BrianMayne (author of several goal-setting booksusing pictorial techniques) in a live talk to

about 1,000 people. She has also been invitedto write an article for a local magazine andjoined the debate on a local radio late nightshow as to whether to recommend Ritalin for AD/HD. Anna has also been invited tointroduce the Davis Method to the localbranch of the Dyslexia Association. �

Joaquín: Diario de un éxito

de Joaquín me dediqué a estudiar todos mismateriales Davis…

Cuando conocí a Joaquín tenía nueveaños y era un jovencito muy listo que luchabacon desorientaciones bastante extremas. Suspadres hablan inglés con tanta naturalidadcomo el español y la familia viaja a menudo

a Estados Unidos. Joaquínasiste al Colegio NuevaGranada, un colegio bilingüe en Bogotá dondedictan la mayoría de susclases en inglés y muchos

de sus textos vienen de Estados Unidos. Encasa la familia cambia de español a inglésconstantemente y con mucha facilidad. Joaquíntambién, y a menudo cambiamos de idiomadurante su programa. (A propósito, en Estados

Por Laura Zink de Díaz, Facilitadora, Bogotá,Colombia (Pero más que todo, por GertrudisPardo, la mamá de Joaquín !)

Joaquín, orgulloso de su modelo (y mostrando en los ojos el centelleocaracterístico de su picardía) durante suprograma Davis en diciembre, 2006.

“Noto una gran diferenciaentre su comportamiento

antes y después del programa.”

“This campaign has taken me and continues to take me

into new territory.”

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Unidos se considera que la facilidad con quecambian de idioma los niños bilingües es indiciode altos talentos intelectuales). Sin embargo,Joaquín tenía graves dificultades con la lecturay la ortografía, su atención, muy dispersa, nose llevaba bien con los compañeros de clase,y sufría de hiperactividad.

Para el último día de su programa, yome sentía cansadísima y a pesar de un esfuerzosincero, dudaba de que el programa le habíaayudado. Pero en esto podemos aprender lalección que aparentemente a mí me tocaaprender una y otra vez: hay que tener fé enel método. En vez de contarles lo que pasócon Joaquín, les ofrezco unas citas de misubsiguiente correspondencia por e-mail con Gertrudis, su mamá:

7 enero, 2007...Gracias por ofrecerle a la profesora de Joaquíndel Centro de Aprendizaje la capacitaciónpara ayudantes cuando ella vuelva de susvacaciones. Yo le he colaborado a Joaquin averificar su alineación durante las vacaciones.El sábado pasado tuvimos una sesión de trabajo con plastilina, y lo noté un poco disperso y con el disco selector un poco alto.Hoy le propuse hacer otra sesión y ponecondiciones para empezar, tratando deaplazar y no trabajar. Le dije que si no quieretrabajar es su decisión, aunque la verdad yome siento un poco frustrada por no poderloconvencer de trabajar. Sin embargo Joaquínha estado muy tranquilo después del programa.Lee avisos en la calle (algo que antes no hacía),y lo noto equilibrado emocionalmente. Notouna gran diferencia entre su comportamientoantes y después del programa. La gente queestá cerca de nosotros también notó en estaépoca que él está muy tranquilo. Esto loaprecio mucho pues facilita la vida en familia.

10 enero, 2007. . .Joaquin dijo el otro día que quería volvercontigo porque tú sí sabes cómo es el trabajo,y que yo, como no hice el programa, no sécómo es... en lo cual tiene algo de razón y

hay un poco de incertidumbre acerca de los tresejercicios de lectura, deletrear, puntuacióncon imágenes, etc. Hoy hablé con la profesoraquien te va a buscar para hacer el entrenamiento.Yo quisiera repetir el entrenamiento con ella,o mejor aún, ir con Joaquín para afianzar suconfianza y la mía en que estemos haciendotodo como es debido.

8 febrero, 2007...Te cuento que Joaquin ha venido trabajandoen la casa dos palabras semanales (de la listade Davis), además de 10 palabras en inglésde su ortografía. A veces logra memorizarlastodas, a veces solo la mitad, pero ha subidode un 20% a un 50% en el examen deortografía, y a veces 100%. Lo veo mucho mástranquilo, ya acepta trabajar en el programa,y en el colegio su profesora del Centro deAprendizaje le está trabajando en las prácticasde lectura, de modo que yo solo estoy trabajando la plastilina y las pelotas Koosh.

20 febrero, 2007...Me reuní con las profesores de Joaquín hoy.Su profesora de curso me mostró una evaluación general que les hizo hace pocosdías y no hay ninguna área de preocupación.Sabiendo que su nivel de lectura aún está pordebajo del nivel del curso, ella deja que éstala haga la profesora del Centro de Aprendizaje.Esa profesora también dió un concepto muypositivo desde que está trabajando con lastécnicas Davis. También la sicóloga quien esel centro de todas las acciones que se tomancon Joaquín en el colegio, se mostró muycontenta con los resultados. Yo propuse que lalista de ortografía semanal, que sigue siendodifícil para Joaquín, la modifiquen y la haganpor familias de palabras, AVKO spelling, (loleí en el libro The Everything Parents Guidefor Children with Dislexia*). La profesoraestuvo de acuerdo y lo va a implementar, aver si Joaquín puede mejorar su calificaciónsemanal. La profesora de curso dijo queJoaquín está “necio” en clase, desafiante conlas profesoras. La conclusión que sacamos es que se siente más seguro de sí mismo, sesiente con ciertos privilegios por ser disléxico,y está ensayando hasta dónde puede “dejar dehacer sus deberes”. Le sugerí a la profesora,quien dice que no pone atención cuando daninstrucciones, que le pregunte si está “listopara recibir instrucciones”, pensando en queesa pregunta lo haga alinearse para atender.Todas estamos seguras de que va por buencamino. En abril habrá otra reunión.

9 marzo, 2007...Te cuento que me enviaron del colegio un

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� United States

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CaliforniaReading Research CouncilDyslexia Correction CenterDr. Fatima Ali, FounderAlice Davis, DDAI Director,Ray DavisRonald D. Davis, FounderSharon Pfeiffer,Specialist TrainerDLS Presenter-MentorBurlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990

Janet ConferRancho Santa Margarita+1 (949) 589-6394

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“Lo que queremos es que el niño persigael conocimiento, noque el conocimientopersiga al niño.”

–George Bernard Shaw, dramaturgo

informe sobre el desempeño de Joaquín, y esademás de muy bueno, muy emotivo, puesestán especialmente agradecidos de habertenido acceso a un nuevo método de enseñanzapara quienes sufren con el aprendizaje de lalectura. De otra parte le cuento que Joaquínno está para nada dispuesto a trabajar con laplastilina, hasta el punto que le dije, “Puesbueno, tu maletín estará ahí siempre, y el día que quieras lo vas a poder utilizar.” Sinembargo lo noto muy tranquilo, reniegamenos del colegio, está muy interesado en el aprendizaje, en fín, lo veo feliz, aunquetodavía hay ciertas cosas que le molestancomo la ortografía. Está aprendiendo aescribir letra pegada y lo está haciendo muybien. Él sabe que lo está haciendo bien y eso lo enorgullece.

24 abril, 2007...En realidad sí le he comentado a mucha gentedel programa Davis y de lo maravillosa quetú eres. Este método es innovador y da muchaesperanza a quien escucha de él. A quienes

conocieron a Joaquín antesy después han quedado sorprendidos de ver a Joaquíntan tranquilo y ecuánimedespués de haberlo conocido muyacelerado. En efecto, una amiga me dijo,“¿Qué pasó con Joaquin que está tan bien?”Yo ya estoy tan habituada a su cambio queme demoré en captar que era a raíz del programa. Joaquín sigue sin hacer plastilinapues me dice que ya sabe leer, que no necesitamás ayuda. Sin embargo el otro día me dijo,“Mami, es abril, y Laura prometió hacerme la segunda parte del programa en abril.” Enconsecuencia pienso que puede estar listopara recibirlo. Yo no le he insistido pero levoy a preguntar si quiere hacerlo. Respecto aJoaquín en su colegio, desde que cambiamoslas listas de ortografía le va muy bien, saca100, 94, etc. Ganó un premio de “EsfuerzoEspecial” por haber mejorado tanto en las tareas de clase, y lo veo más confiado de símismo, aunque conoce sus limitaciones. Laprofesora del Centro de Aprendizaje memandó una carta agradeciendome haberlepermitido conocerte y al método Davis, pues

ahora ya sabe exactamente cómo trabajar conJoaquín, a quien ha visto progresar muchodesde que hizo el programa.

2 mayo, 2007...Hoy recibí el informe mensual de la profesoradel Centro de Aprendizaje a quien tú entrenaste.El informe dice que Joaquín ha mejoradoenormemente la lectura, que está a nivel degrado pero que está negando a continuar conlos ejercicios Davis de lectura.Yo pienso quesi POR FIN llegó a leer al nivel del curso enque está es justo que descanse por un tiempito,¿no? ¿Qué opinas tú?

30 mayo, 2007...Hoy tuve la última reunión del año en el colegio de Joaquín. Las dos profesorashablaron super bien de Joaquín. La profesoradel Centro de Aprendizaje dijo que mejorómucho pero que lo nota desinteresado de continuar a esforzarse con la lectura. Yo leopiné que él en la casa coge muchos libros(sin importar el nivel, inclusive muchosde mi esposo) con los cuales pasa ratoslargos ojeándolos y preguntándose qué

pasa con tal o cual cosa. En fín, lo noto muyinteresado por el CONOCIMIENTO, lo cualme parece más importante que saber leer sininterés. Yo pienso que hay que darle tiempo aque él se interese en los libros por su cuentay él mismo irá buscando la manera de poderlosleer. La opinión de ambas profesoras fué queha mejorado sustancialmente en autoestima,lo cual creo que se debe en mucho al trabajoemocional que hizo contigo, y obviamente, alos logros que lo han ido asegurando. Siguecon 94, 95, 100 en los exámenes de ortografía,y él está feliz. Yo estoy muy feliz pues va apasar a tercero, ya se conocen las ayudas quele sirven y las seguirán implementando en elcolegio. Ayer llegó con dos premios MÁSque le dieron en la asamblea mensual: unopor desempeño sobresaliente en EducaciónFísica y otro por Formación de Carácter, porcompartir con sus compañeros. La profesoraexplicó que es porque dejó de pelear con todo elmundo, y ahora muestra liderazgo, invitando atodo el curso a hacer un juego todos juntos, etc.

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

David Carlos RosenSan Rafael+1 (415) 479-1700

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

Dee Weldon WhiteLexie White StrainMenlo Park+1 (650) 388-6808

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

Crystal PunchDLS MentorCentennial/Denver +1 (303) 850-0581

Janet SlavenskiDenver +1 (303) 431-0027

Kristi ThompsonDLS Presenter-MentorWalsh +1 (719) 324-9256

FloridaTerry DeMeoMiami +1 (305) 567-0611

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

Tina KirbyNavarre +1 (850) 218-5956

Eugene Von BonNavarre +1 (850) 723-8900

Rita Von BonNavarre +1 (850) 934-1389

GeorgiaBonny BeuretSupervisor-SpecialistFundamentals WorkshopPresenterSavannah+1 (912) 373-5352

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

Martha PayneSuwanee+1 (404) 886-2720

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

HawaiiVickie Kozuki-Ah YouEwa Beach/Honolulu+1 (808) 664-9608

IllinoisKim AinisChicago +1 (312) 360-0805

Me parece que el comentario deGertrudis, acerca del interés de Joaquín en el “conocimiento” va al grano. Una citarespecto a la educación que siempre me hagustado mucho es del dramaturgo, GeorgeBernard Shaw,

“Lo que queremos es que el niño persigael conocimiento, no que el conocimiento persiga al niño.”

Estoy de acuerdo conGertrudis. El interés de Joaquínen aprender y obtenerconocimiento de libros“reales”, los que utilizan losadultos, en vez de los cuentos sencillos de sutexto de lectura, es un paso muy importanteen su desarrollo. Al darle permiso de explorary seguir los temas que le interesan en librosque le llaman la atención, facilitaremos sumotivación de leer más, hablar con otros de lo que ha leído, y esto, a su vez, mantendrá yreforzará sus destrezas como lector. Las “herramientas” Davis lo han puesto en libertad–y es hora de permitirle volar.

Respeto mucho la manera que que la mamá de Joaquín supo animarlo sin controlarlo – esto no es fácil para los padres. Yrespeto también la paciencia de sus profesoras– su capacidad de aceptar algo nuevo ydesconocido, y su voluntad de aprender a trabajar mejor con Joaquín. Espero quedespués de sus vacaciones Joaquín vuelva al

trabajo en plastilina, porque sé que es clavepara mantener afinadas sus demás “herramientas”. Más que todo espero queJoaquín reconozca que ÉL es el autor de tantos cambios positivos es su vida y que los logró al utilizar tan bien sus herramientas,en clase y en casa, y al aceptar el apoyo demuchas personas que lo quieren.¡Felicitaciones, Joaco! �

Posdata…Después de publicar este artículo en inglésen agosto de 2007, Joaquín volvió a trabajarconmigo, haciendo un repaso y el suplementoal Programa Básico, construyendo maquetasen plastilina de los diez conceptos esencialespara el dominio del déficit de atención. Mecomentó que ninguno de sus profesoreseste año le creyeron cuando les dijo que

tiene dislexia. “¡Imposible,” dijeron, “que unniño que se expresa tan bien y participa enclase tenga dislexia!” Al segundo día de susuplemento Joaquín fue a casa un poco temprano porque se sentía algo enfermo. Sinembargo, los días que trabajamos juntos loencontré muy tranquilo, atento, colaborador,y muy listo como siempre. El último día porla tarde, cuando iba saliendo para su casa,me regaló dos inmensos abrazos cariñosos.Gertrudis me mandó un e-mail al día siguiente,con el comentario, “Te cuento que tu oficinaes el único sitio de aprendizaje a dondeJoaquín va FELIZ, así esté enfermo!!!”

* The Everything Parent’s Guide to Childrenwith Dyslexia, escrito por Abigail Marshall,publicado por Adams Media, 2004, se consigueen internet en dyslexia.com

Bad dog!It was the end of theday when I parked mypatrol car in front of thestation. As I gatheredmy equipment, my K-9partner, Jake, wasbarking, and I saw alittle boy staring in at me “Is

that a dog you got back there?” heasked. “It sure is,” I replied. Puzzled, the boy looked at me and then towardsthe back of the car. Finally he said,“What’d he do?”

Pick one, already!Our family was attending a wedding,and I sat next to my mom, who hadmy youngest sister on her lap. Thegroom was standing at the front asthe bridesmaids walked up the aisleone by one.

Growing restless, my sisterlooked up at my mom and said, “So why doesn’t he just hurry upand pick one?”

THE DYSLEXIC READER

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

Myrna BurkholderGoshen/South Bend+1 (574) 533-7455Carol K. WilliamsJeffersonville+1 (651) 324-9156

IowaMary Kay FrasierDes Moines+1 (515) 270-0280KentuckyRochelle AbnerWinchester+1 (859) 595-7870

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

MassachussettsKaren LoGiudiceNewburyport+1 (978) 337-7753

Carolyn TylerFairhaven+1 (508) 994-4577

MichiganNicki CatesSaint Clair Shores/Detroit+1 (586) 801-0772

Sandra McPhallGrandville/Grand Rapids+1 (616) 534-1385

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

Michele WellmanMt. Pleasant/Lansing+1 (989) 772-3084

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

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

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

Alice J. PrattExcelsior/Minneapolis+1 (904) 389-9251

MissouriCathy CookColumbia+1 (573) 819-6010 or 886-8917

Gretchen FitzGeraldKansas City+1 (816) 806-8611

MontanaAshley BenjaminMiles City+1 (406) 781-4642

Kimberly BezansonMissoula +1 (406) 541-3076or 677-4014

Based on the Davis DyslexiaCorrection methods, this Kit enables parents of children, ages 5-7, to home-teach and help younglearners 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

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

THE DYSLEXIC READER

� United States/ Montana (cont’d)

Elsie JohnsonManhatten +1 (406) 257-8556

NebraskaShawn CarlsonLincoln +1 (402) 420-1025

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

New HampshireGlenna GiveansLebanon+ 1 (603) 863-7877

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

New JerseyLynn ChigounisMontclair +1 (973) 746-5037

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

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

New YorkLisa AndersonSeneca Falls +1 (315)568-3166 or (800) 234-6922

Ann HassigGouverneur+1 (315) 287-0531

Hadar HellmanForest Hills +1 (212) 781-3689

Wendy RitchieHilton/Rochester+1 (585) 233-4364

North CarolinaGerri W. CoxDLS Presenter-MentorShallotte/Wilmington+1 (910) 754-9559

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

Jean MoserWinston-Salem+1 (336) 830-2390

OhioLorraine CharbonneauMason/Cincinnati/Dayton+1 (513) 850-1895

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

OklahomaAshley GriceTulsa +1 (918) 779-7351

Rhonda LacyClinton +1 (580) 323-7323

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

Isabel Martin “I have been a teacher for all of my workinglife. I first became interested inworking with dyslexics whenmy son was assessed as dyslexicand it was very difficult to getappropriate support for him. For the past 12 years, I have

run a large dyslexia unit at a Further and HigherEducation college. During this time, I discoveredthat I have dyslexia too! When I read RonaldDavis’ book, The Gift of Dyslexia, I decided totrain to become a Davis Facilitator because I sawhow successfully the programme works, enablingstudents to overcome their difficulties and moveon with their lives.” Isabel Martin, Pine CourtBeacon Road West, Crowborough, East Sussex,TN6 1QL United Kingdom +44 (08000) 272 [email protected]

Margot Young “I amdyslexic and dyspraxic, marriedto a dyslexic, and the mother oftwo dyslexic teenage sons. I havea degree in accounting andworked in this area until recently.Despite a successful career inbusiness management, I was

more motivated to find a solution to my son’slearning problems and was frustrated by the lackof information. I came across the Davis method in 2003 and found Ron Davis’ book, The Gift ofDyslexia, a refreshingly positive outlook on dyslexiaoffering real and permanent solutions to my sons’problems. The changes that Davis programs havebrought to my sons’ lives inspired me to learn tooffer this gift to others. This process also led me to identify my own dyslexia and use Davis methodsto overcome it. My Davis journey has been full of discoveries and self-fulfillment. Becoming alicensed Davis Facilitator is the realisation of a 4-year dream. I have a passion for acceptance ofdiversity in all societies. I am committed to providing a professional, confidential and respectfulenvironment for my clients, where they are able tocelebrate and nurture their special talents.”Auckland Dyslexic Solutions, Kensington Avenue,Mt. Eden, Auckland 1024 New Zealand +64 (0) 9 638 3627 Mobile +64 (0) 21 673 [email protected]

Ann Cook “My Davis journeybegan when I read The Gift ofDyslexia. It explained why my sonand I think the way we do and setme on course for a completelydifferent career. I enjoyed my

Newly Licensed Davis FacilitatorsCongratulations to our growing international family of Davis

Providers! A special welcome to the first Facilitators in Ecuador!

training and met so many wonderful and interestingpeople, including Ron Davis. My Supervisor, fellowtrainees and Davis Facilitators throughout NewZealand and Australia have been very encouragingand supportive. I am proud to call them friends aswell as colleagues. I look forward to continuing myDavis journey as a qualified Facilitator.” DyslexiaWorkshop, Unit 9, First Floor, River View Plaza,Kapanui Street, Warkworth 0910 New Zealand.+64 (0) 9 42 0042 [email protected]

Jon Einar HaraldssonLambi “I was born in Icelandin 1953. I received a degree inTeacher Education in Denmark1984, and I’m an educatedhousepainter as well. Now I workas an educational counselor inmy own firm LAESIR ehf. My

job history is varied: Supervisor in apartment forchildren with special needs in Akureyri; principalof the Eidar Primary School eastern Iceland; educational counselor in the Westfjords region of Iceland; starting a new apartment for mentallyhandicapped children in the primary school atIsafjordur. And between those jobs, I worked as aregular classroom teacher and occasionally as a housepainter or fisherman. All my experiencesled me to Davis because I’ve often taught childrenwith dyslexia and other learning difficulties. I’veworked with laborers and fishermen, very oftenhighly intelligent and creative people, who weresimply thrown out of school at an early agebecause of learning difficulties. I have seen thatthe Davis system works.” LAESIR ehf,Hafnarstraeti 2, 600 Akureyri Iceland. +354 867 1875 www.laesir.is [email protected]

Tracy Trudell “I am thrilledto become part of Ron Davis’team, spreading his knowledgeof dyslexia correction. I lookforward to the opportunity towork with new clients andbecome part of their journey.”Dyslexia and Learning Solutions

Ontario, 8274 Coyne Road, Wallacetown, OntarioN0L 2M0 Canada. 519 762 [email protected]

Corinne Graumans “Mymotivation and desire to pursueDavis training was stimulated bymy awareness that many studentsstruggle with the reading processor unfortunately cannot read atall even though they are bright

THE DYSLEXIC READER

PennsylvaniaMarcia MaustBerlin/Pittsburgh+1 (814) 267-5765

Rhode IslandLinda M. DanielsProvidence+1 (401) 301-7604

South CarolinaAngela KeiferGreenville+1 (864) 420-1627

South DakotaKim CarsonDLS Presenter-MentorBrookings/Sioux Falls +1 (605) 692-1785

Carina LittleWatertown +1 (605) 886-8415

Lillian “Lee” MilesSioux Falls+1 (605) 274-2294

TennesseeJackie BlackDover1-866-218-1614 (Toll-Free)

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

Glyndene BurnsLubbock +1 (806) 781-4891

Janalee BealsBedford/Dallas/Ft. Worth+1 (877) 439-7539 (Toll Free)or +1 (817) 354-2896

Success Learning CenterRhonda ClemonsDLS Presenter-MentorColleen MillslagleDLS Presenter-MentorTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

Shari ChuHelotes /San Antonio +1 (210) 414-0116

Jodie HarberCedar Park/Austin+1 (512) 918-9247

Lori JohnsonBoerne / San Antonio+1 (210) 843-8161

Susan LewisLubbock +1 (806) 771-1385

Leslie McLeanAmarillo+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)

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

Dorothy OwenSupervisor-SpecialistIrving +1 (817) 919-6200

Paula Roberts Tyler +1 (903) 570-3427

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

and creative. As an educator and individual, passionate about learning, I felt I needed to seekthe reasons for this as well as positive solutionsfor these learning challenges. I quickly understoodthe cause was dyslexia, that it can be a “gift” andthat the Davis solution is creative, life alteringand offers new hope. I believe the Davis DyslexiaCorrection Program allows individuals to get at theroot of their learning challenges. While facilitatingDavis Programs, I’ve enjoyed many “aha” momentsas clients discover and utilize their special gift. Iam fascinated by the unique creativity each clientbrings to the program and the enrichment theybring to my life. I look forward to facilitatingadults and children in their journey to increasedself confidence and success – Learning for Life:Resolving Dyslexia.” Learning 4 Life: ResolvingDyslexia, 53 Sierra Drive SW, Medicine Hat,Alberta, T1B 4T2 Canada. 403 528 [email protected]

Aideen Tierney “As a retired teacher I didvoluntary work with teenagers who had low self-esteem and who struggled in school. I becomeinterested in the Davis Method when I read The Gift of Dyslexia and I knew that I wanted tobecome a Davis Facilitator. I finished my trainingin March, 2007. I look forward to a new “career”helping people overcome their dyslexic difficulties.”Clontarf, Dublin 3, Ireland. aideentierney @hotmail.com

Jean-Pierre Arbour has anM.Ed in Psychology Educationand had a successful career as atranslator and language teacher.In past years he became increasingly frustrated with his inability to help his youngand adult learners acquire an

additional language. After a thorough review ofthe literature on dyslexia, he came to the conclusionthat the Davis Method was the missing piece ofthe puzzle. His Facilitator training has been a gift:a profound journey of learning, understanding,wisdom, and mastery. He wants to educatedyslexics and non-dyslexics in how picture thinkersthink. Jean-Pierre is ready to work with childrenand adults in French, English and Spanish at hisdowntown Ottawa office. DyslexiAction, 1122Wellington West, Suite 200, Ottawa, Ontario,K1Y 2Y7 Canada. Tel: 613-792-4068 Toll Free:1-866-792-4067 Cellular: 613-282-4148.www.dyslexiaction.ca [email protected]

Brigitta Dünki “I live inRatzfeld, which is in the northof Switzerland. I can bereached easily from the Zurich-North, Zurich Airport, andSouth Germany, Blackforestregions. I am very much lookingforward to interesting work withvaried clients of different ages.

With the Davis Method we have great potential towork towards the future with joy.” onda by bd,Rietgass 28, 8197 Rafz, Schweiz (Switzerland) +41 (079) 318 83 00, [email protected]

Bert Neele “I firstencountered dyslexia in primaryschool: I had reading problemsand had to get special readingtraining. Somehow I managedthe whole language thing andcould end my education with aPhD in plant breeding. When

our children went to school, two of them turnedout to be dyslexic as well. The youngest one did aDavis program with Siegerdina Mandema and hisimprovement was remarkable. My ties to Davisgrew tighter as my wife took on the administrationof DDA-Nederland. Last year my career took aturn and I had a chance to change my profession.My wife advised me to become a Davis Facilitator.Like a lot of her advice this turned out to be a verygood idea. I never before participated in trainingthat gave me so much insight into myself and howI learn. And now I have the opportunity to guideothers in the same experience: using personalstrengths to remove the hurdles that inhibit learning and growth. I want to focus on facilitatingadults, helping them with problems they face intheir line of work. Therefore I want to offer thetraining to companies so their employees can growto their full potential.” Neele Advies, Training enBegeleiding, Jacques Schreursstraat 25, 6074 Cr,Melick, the Netherlands. +31 612598802, +31 475520166, [email protected]

Inés Gimena Paredes Ríos“I was trained as an educationalpsychologist , although for thelast 12 years I’ve worked as anelementary school principal.Currently I work at the UnidadEducativas Atenas, where sixyears ago I became aware of

the challenges of a boy who could neither readnor write and who was rejected by his peers.Because of my background I realized he wasdyslexic and looked for ways to provide supportfor him. On the internet I learned of the Davismethod at “La Puerta de las Letras,” in Mexico. I was struck by the fact that dyslexia wasn’t considered an illness, but a GIFT. I found theinformation convincing and suggested that thefamily travel to Mexico for a Davis program. The youngster improved so much that I stayed incontact with the people at the center in Mexico.Years later, the owners of my school decided theywanted some personnel trained in Davis, and Ibecame one of those who received the training.During my training, which took place in my city,Ambato, Ecuador, I realized that I’m dyslexic too,and this allows me to connect with the children

THE DYSLEXIC READER

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

The Davis Specialist TrainingProgram requires extensive experienceproviding Davis programs and anadditional 260 hours of training.Specialists and Facilitators are subject to annual re-licensing based upon casereview and adherence to the DDAIStandards of Practice.

Davis Learning Strategies Mentorsand Workshop Presenters areexperienced teachers and trainers with 2-3 years of specialized training andexperience mentoring classroomteachers of children 5-9 years of age.

For information about training and afull directory of Davis providers, go to:

www.dyslexia.com/providers.htm

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

�

� United States/ Texas (cont’d)

Laura WarrenDLS Presenter-MentorLubbock +1 (806) 790-7292

VirginiaDonna KouriMontpelier/Richmond+1 (804) 883-8867

Angela OdomDLS Presenter-MentorMidlothian/Richmond+1 (804) 833-8858

Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164

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

Carol HernDLS Presenter-MentorSpokane

Mary Ethel KelloggDLS Presenter-MentorSpokane

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

Nancy SittonMarysville +1 (360) 651-1241

Renie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737

Ruth Ann YoungbergBellingham+1 (360) 752-5723

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

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

Anne MataczynskiWausau +1 (715) 551-7144

� UruguayMarcela PiffarettiMontevideo+598 (02) 600-6326

�

This Directory is current as of January 1, 2008. 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

who need my help. So this is how I realized adream and became a licensed Davis Facilitator.”Fundacion Cultural y Educativa Ambato “UnidadEducativa Atenas,” Calle. G Roman y Av. PedroUdsconez-Yacu pamba-Izamba, AmbatoTungurahua 18-01-887, Ecuador. +593 (2) 854 281,[email protected]

Ana Magdalena EspínVargas Fundacion Cultural y Educativa Ambato “UnidadEducativa Atenas.” Calle. GRoman y Av. Pedro Udsconez-Yacu pamba-Izamba, AmbatoTungurahua 18-01-887,Ecuador. +593 (2) 854 281,

[email protected]

Nora Cristina Garza DiazReina Claudia #2 Ficoa,Ambato Tungurahua, Ecuador.+593 (2) 825 998,[email protected]

Carmensol Herdoiza Ave.Miraflores #11-138, AmbatoTungurahua, Ecuador. +593 (2)849 344, [email protected]

Cristina Mariela LaraSalazar Fundacion Cultural y Educativa Ambato “UnidadEducativa Atenas,” Calle. GRoman y Av. Pedro Udsconez-Yacu pamba-Izamba, AmbatoTungurahua 18-01-887,Ecuador. +593 (2) 854 281,

[email protected]

Manisha Shah “I got interested in dyslexiabecause my son was having problems in school.He was going through remedial training privately,but I still felt progress was very slow. I found The Gift of Dyslexia on the internet. It was pretty different from the rest of the books I saw ondyslexia. Then an opportunity came when DebbieShah gave a talk about the Davis DyslexiaCorrection Program. My son and I enrolled forthe program. It gave my son amazing results within 6 days. It became my dream to help peoplewith dyslexia. I thank all my mentors who havehelped me train as a facilitator in Kenya.” P. O.Box 66277, Nairobi 0800, Kenya, Telephone:2540-722-492217, 254-3745803,[email protected]

Marianne SchutzAlpenblickweg 3, Zofinger,4800 Switzerland. +41 62 752 8281 Fax: +41 62 752 [email protected]

Catherine Hooper “Myyoungest son was diagnosedwith dyspraxia. Being a primaryschool teacher did not equip me to help him. My frustrationturned to hope when I read TheGift of Dyslexia – a whole newapproach which was positive,

practical, and potentially life changing. I trainedas a Facilitator to be able to help others realizetheir potential in a way which promotes success,not failure.” 14 Roskear Road, Camborne,Cornwall, United Kingdom, TR13 8BT. 01209 717754 [email protected]

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. (Classroom materials 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 likedmost was how easily the Davisstrategies fit into many areas of Kindergarten curriculum. Itrelieved me of a paper-pencilapproach and gave me a hands-on,kinesthetic approach. It helpeddevelop 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 sense a pride in all the children. I believe allKindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California

2008 DATES & LOCATIONSDate Location Telephone

United StatesFeb. 7 - 8 Shalotte, NC 1-910-754-9559

Apr. 30 - May 1 Richmond, VA 1-804-833-8858

June 3 - 4 Amarillo, TX 1-806-790-7292

June 9 –10 Lubbock, TX 1-806-790-7292

June 9 –10 Denver, CO 1-719-324-9256

July 24-25 San Diego, CA 1-866-531-2446

Aug. 5 - 6 Brookings, SD 1-605-692-1785

Aug. 7 - 8 Denver, CO 1-719-324-9256

Aug. 14 – 15 Eugene, OR 1-866-531-2446

Sept. 25-26 Springfield, MA 1-866-531-2446

Oct. 2 – 3 Tyler, TX 1-866-531-2446

Oct. 6 – 7 Richmond, VA 1-804-833-8858

Nov. 6 – 7 Tyler, TX 1-866-531-2446

For more details, visit www.davislearn.com

THE DYSLEXIC READER

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

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

2008 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

GERMANY1- 4 May: FreiburgPresenter: Ioannis TzivanikisLanguage: GermanEmail: [email protected]: +49 (040) 25 17 86 22

24- 27 July: Freiburg/Straßburg Presenter: Ioannis TzivanikisLanguage: English/French translationEmail: [email protected]: +49 (040) 25 17 86 22

GREECE27-30 March: AthensPresenter: Ioannis TzivanikisLanguage: Greek/English translationEmail: [email protected]: +49 (040) 25 17 86 22

MEXICO23-26 April: GuadalajaraPresenter: Cathy CalderónLanguage: SpanishEmail: [email protected]: +52 (81) 8335-9435

NEW ZEALAND16- 18 March: AucklandPresenter: Lorna TimmsLanguage: EnglishEmail: [email protected]: +64 9 361 6115

UNITED STATES26-29 March: Dallas, TXPresenter: Gerry GrantLanguage: EnglishEmail: [email protected]: 1-888-805-7216 toll-free

14-17 July: Burlingame, CAPresenter: Gerry GrantLanguage: EnglishEmail: [email protected]: 1-888-805-7216 toll-free

8-11 October: Dallas, TXPresenter: Gerry GrantLanguage: EnglishEmail: [email protected]: 1-888-805-7216 toll-free

UNITED KINGDOM17- 20 May: Addington, KentPresenter: Richard WhiteheadLanguage: EnglishEmail: [email protected]: +44 (0) 1227 732 288

Continued on page 22

The Dys•lex •́ic Read •́er1601 Old Bayshore Highway, Suite 260Burlingame, CA 94010

RETURN SERVICE REQUESTED

PRESORTEDSTANDARDU.S. POSTAGE

PAIDBURLINGAME, CAPERMIT NO.14

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DDA-PacificPO BOX 46023Herne BayAuckland, New ZealandPhone: +64 (09) 815-8626Fax: +64 (09) 815-8627E-mail: [email protected]

DDA-Israel20 Ha’shahafim St.Ra’anana 43724 ISRAELTel: 972 (0523) 693 384 or (0)9 774 7979Fax: 972 (09) 772-9889E-mail: [email protected]

DDA-DACHDeutschland-Austria-SwitzerlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]: 41 (061) 273 81 85E-MAIL: [email protected]

DDA- Latin AmericaCalzada del Valle #400 Local 8Colonia del ValleGarza García, Monterrey Nuevo LeónMÉXICO, CP 66220Tel: 52 (81) 8335-9435Email: [email protected]

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

DDA-UKDavis Learning FoundationPO Box 972CanterburyKent CT1 9DNTel: +44 (0)1227 732 288Fax: +44 (0)1227 731 756E-mail: [email protected]

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 260Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: [email protected]

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

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basic theories,principles and application of all the procedures described inThe Gift of Dyslexia. Training is done with a combination oflectures, demonstrations, group practice, and question andanswer sessions. Attendance is limited to ensure the highestquality of training.

Who should attend:Everyone involved in helping dyslexic individuals over theage of eight.

Participants will learn:• How the Davis procedures were developed.• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for improvingreading, spelling, and motor coordination into a teaching,home school, tutoring, or therapeutic setting.

See page 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

16 - 18 Mar. Auckland New Zealand

26 - 29 Mar. Dallas, TX USA

27 - 30 Mar. Athens Greece

23 - 26 Apr. Guadalajara Mexico

1 - 4 May Freiburg Germany

17 - 20 May Addington, Kent UK

14 - 17 Jul. Burlingame, CA USA

24 - 27 Jul. Freiburg/Straßburg Germany

8 - 11 Oct. Dallas TX USA

2008 International Schedule

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

U.S. Fees and Discounts• $1175 per person• $1125 for DDAI members or groups of two or more• $1075 if paid in full 60 days in advance• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit

• Academic units and CEUs available

the dyslexic reader 2008 - issue 47

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