VOL. 50 Davis DyslexiaAssociation International ISSUE 4 • 2008

Dys lex ic Read er• •́ •́~The

IN THIS ISSUE

(Cont’d on p. 6)

News & Feature ArticlesDavis Attracts a Big Crowd inGuadalajara, México . . . . . . . . . . . . . . . .1

News from the Whole Dyslexia Society . . . .1More Than They Ever Expected . . . . . . . . . .3In Simon’s Own Words . . . . . . . . . . . . . . . . .8Dyslexics: The Untapped Scholars . . . . . . . .12The More Things Change... . . . . . . . . . . . . .13Musings on “Assuming the Best” . . . . . . . .14The Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Steadfast Uchi . . . . . . . . . . . . . . . . . . . . . . .16Charla de Ronald Davis Muy Concurridaen Guadalajara, México . . . . . . . . . . . . .20

Dyslexia Exhibit Wins New ZealandLandscape Award . . . . . . . . . . . . . . . . . .21

Davis-leerstrategieën Nederland . . . . . . . .22

Regular Features

In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . . .2Why Punctuation Really Matters . . . . . . . . .6Famous Dyslexics Remember . . . . . . . . . . . .9Lazy Readers’ Book Club . . . . . . . . . . . . . .10Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Humor Corner . . . . . . . . . . . . . . . . . . . . . . .19New Davis Licensees . . . . . . . . . . . . . . . . .24Davis Workshops . . . . . . . . . . . . . . . . . 26-28

Davis Attracts a Big Crowdin Guadalajara, Mexico!

(Cont’d on p. 7)

N AUGUST 25, 2008,Ron Davis gave a lecture atTecMilenio University inGuadalajara, Mexico. In the

audience were over 600 attendees,eager to hear Ron’s story, and learnabout dyslexia and Davis DyslexiaCorrection. This amazing event washosted by Maria Silvia Flores Salinas,Director of Davis Latinoamerica, thenew representative for Davis trainingservices throughout Latin Americaand Spain.

By Alice Davis

News from The WholeDyslexic Society

The Whole Dyslexic Society wasfounded by Sue Hall in 2002. Her son,George, really started the whole process11 years ago when he was 10. At theend of his program, he told his mother“Dyslexia is like a wound. In the pastthey’ve given me band-aids for it, andnow I can heal it myself.” George isnow in his third year at CapilanoUniversity studying chemistry, physics,and math. And he serves on the boardof The Whole Dyslexic Society.

The Society is delighted toannounce that Ron Davis will onceagain be our guest of honour at oursecond annual fundraiser, SHIFT 2008.The fundraiser will take place onNovember 7, in Vancouver BC. The

A capacity crowd came to hearRon Davis speak in Guadalajara,

Mexico last August.

Ron Davis at the SHIFT 2007 fundraiserfor the Whole Dyslexic Society inVancouver BC.

By Sue Hall, Davis Facilitator,West Vancouver, BC, Canada

(Cont’d on p. 6)

O

name comes from a comment by amother: “All we have to do is SHIFTour perception of dyslexia…” This yearour theme is “We’re good at what we dobecause of our gift, not in spite of it.”

PAGE 2 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: editor@dyslexia.com INTERNET: www.dyslexia.com

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

“Now you understand ...”I am writing this letter to thank youfrom the depths of my being, forwriting The Gift of Dyslexia.

It has been a long journey, gettingto fourth grade with my nine-year-oldson. After having eliminated all otherpossibilities (eyes: good, hearing:good, IQ: good, ADD: doesn’t have it),I asked his school to test him fordyslexia. Knowing very little about itmyself, I didn’t know where to turn tofind answers. I went to the bookstoreyesterday and found The Gift!

I didn’t stop reading until Ifinished. When I got to the page aboutthe brown horse I called my son in toread it. He read through it and I askedhim what it meant. He said the rockhad legs and jumped over the fence!

Copyright 2005. Randy Glasbergen. www.glasbergen.com

In the Mail:

He asked about what I was readingand I told him. He wouldn’t let mestop reading to him!

When I got to the section abouthow reading was like torture his eyeslit up. He said, “That’s it, that’s exactlyit, Mom, now you understand what it’slike.” I was stunned. I had no ideawhat he had been going through allthese years!

He is being officially tested atschool today and we should get theresults back soon. I’m pretty certain Iknow what they will be. Finding yourbook was such a blessing. It gave me aclear picture of what dyslexia is andwhat goes with it. Now I truly feelthere is hope for my son.

Many, many thanks to you forchanging our lives!

—R. Graeff

From one mom to anotherSome words of encouragement.Sometimes my nine-year-old daughterhad a hard time in school. Lookingback, I can see now that she wasdisoriented. I was thinking aboutgetting the home program–a Kitwith DVDs. My husband ruled thatout; it was summer, and with fivekids, it would have been near chaosto manage it at home. We bit thebullet and had her do the programwith a Davis Facilitator.

Wow. I love it and recommendit for sure. My daughter made thestraight A honor roll just last week!Now, it isn't easy. We’re almost donewith the trigger word list, and it hasbeen hard work. But she is determinedand wants to read well.

I’m telling you this to encourageyou to consider a Davis Program. Theresults are so worth it. I would do itagain in a heart-beat. I know that ifmy daughter hadn’t done a DavisProgram, this would be a reallyfrustrating year.

—A satisfied Mom

THE DYSLEXIC READER PAGE 3

More ThanThey EverExpectedCompiled and organized by KimAinis,Davis Facilitator in Chicago, IL, USA

One of the most exciting andmoving aspects of being a DavisFacilitator is seeing the powerfulchanges the program causes inpeople’s lives, extending farbeyond reading, writing, andmath. Here is a selection of mini-stories of client successes andfirsts in all areas of life. They‘vebeen gathered from Facilitatorsall around the world, and arejust a small sample of the kindsof changes clients experience.Feel free to send your own storyto The Dyslexic Reader!

Overcoming sensoryoverload

Overcoming PerceptualDistortion

•• A 9-year-old boy used orientationto eliminate his fear of the sound offlushing toilets. His brother realizedthat the noise bothered him, so heused to torture him with it. After theboy used orientation to de-triggerthe sensitivity, it was no big dealany more, so his brother got boredand stopped picking on him!

•• A 50-year-old man rarely wentgrocery shopping because he was sooverwhelmed with the sounds,sights, and smells in a grocery store.When he did shop, he often forgotthings and it took hours. After theprogram, he shopped much moreoften, remembered what to buy, andit didn’t take nearly as long. He andhis wife were both happy about thischange!

•• Prior to his Davis program, aboy had difficulty going out to eat in noisy places. He could barely eat,became very anxious, and afterwardshe’d vomit. Because of this, his family never went out for meals.Since his family is from a small town,they remained in the city during hisDavis Program week. During thatperiod, for the first time in his life,he ate at a very noisy restaurant,gobbled up all his food, had fun, and didn’t throw up!

•• A 48-year-old man took his familyon holiday to Disney World in theUnited states a few months after hisprogram. He discovered that he wasable to go on fast, exciting rideswith his children—something hehad never before been able to do.

•• An 11-year-old girl tended to seethe shine on polished linoleum floorsin her school as holes filled with water.So she always hesitated before entering the gym or other rooms whenthe floors were freshly polishedfearing she would sink into thefloor. Through orientation, she wasable to see these floors as they reallyare, and this problem disappeared.

•• An eight-year-old boy could notstand to be in buildings with tallceilings. His perceptions told himthat the ceiling was about to fall inon him. He would drop to his handsand knees, crawling to avoid beingcrushed. Despite being a talentedgymnast, he could not take classesin a large gymnasium near hishometown. Orientation resolved thisissue. By the end of his week-longprogram, he and his Facilitatortoured a performing arts center, andan indoor athletic complex, andclimbed the interior open-style stairsof the city’s tallest landmark, the

South Dakota State UniversityCampanile Bell Tower. When hereturned home, he joined the largelocal gymnastic club.

•• After 15 hours of his DavisProgram, an 8-year-old boy went ona day trip with his family. As theycrossed a bridge he began to feelreally dizzy. His mom remindedhim to check his orientation. Oncehe did that, everything was OK!

Memory

Balance & coordination

•• Before the program, a very successful 54-year-old businessmanwas unable to retain information fromany conversations. What he heardand what his memory registeredwere very different. On day two ofhis Davis Program, he went to arestaurant. For the first time in hislife, he was able to recall, frommemory, the specials that the waiterhad told him about.

•• On the last day of his DavisProgram, a boy surprised everyoneby getting on his scooter. He hadnever been able to keep his balanceon it before, but this time he glidedacross the room with his mind’s eyeon his orientation point. When hisfather saw this, he said he wanted togive his son’s mind’s eye a big kiss!

•• After two days of her DavisProgram, a 15-year-old girl said thatshe never missed a step any moregoing up or down the stairs.

PAGE 4 THE DYSLEXIC READER

“The mother of a 14-year-oldboy suddenly realized she was not sitting next to himand couldn’t help him withthe menu. But it wasn’t aproblem, because he hadalready made his choice by reading it himself.

Mum cried…”

Real world print

•• As a result of their DavisPrograms, an 11-year-old and an18-year-old both began to read theroad signs on highways. They hadnever seen them before. The 18-year-old now understood howpeople got from one place to another on the highway!

•• Instead of always ordering last, choosing what someone elseordered because it sounded good, or always ordering the same thingevery time at every restaurant, children and adult Davis clientsbegin to read menus. In one instance,the mother of a 14-year-old boysuddenly realized she was not sittingnext to him and couldn’t help himwith the menu. But it wasn’t a problem, because he had alreadymade his choice by reading it himself. Mum cried…

•• A 42-year-old client never wenton holiday by himself because hewas terrified that he would get tothe airport, be unable to read thesigns, and might miss his plane. Itwas a very proud moment for him(and his Facilitator) when he toldher that he was flying to Germanyfor a long weekend all by himself!

Feeling good

•• After orientation an autistic clientchose to walk five miles home. Hesaid it was because for the first timein his life it “felt good.”

Relationships

Sports

•• An actor in his 30’s said that hecould now begin dating.

•• One boy started looking at hisparents–in the face. He told thefacilitator that he could now seewhen his mom was cross.

•• A father called his daughter’sDavis Facilitator to say that hisdaughter now came and kissed himgood night.Changes in

Changes in education

•• Before the program, a highschool graduate was afraid shewould fail in college. She decidedthat if she tried college she wouldonly study arts (which she liked andwas good at) and would avoid mathand science (which she failed repeatedly). After completing DavisPrograms in reading and math, sheenrolled in college and majored inbiology. Her grades in this major are all As and Bs.

•• Three days after her DavisProgram ended, a client did wellenough on her art history final exam to raise her failing score from43 to 67. The next semester shemade the leap from art to psychologyand scored 76 on her first test.

•• During his Davis Program, a nine-year-old boy was able to catch a ball for the first time. That was hisfavorite outcome of the programbecause he was never picked forteams at school and felt embarrassedand isolated.

•• An athletic girl of 11 refused toplay any games at school thatinvolved balls. Disorientation madeher think they were going to hit andhurt her. After orientation and doingthe Koosh ball exercises, she gotover her fear of balls and was happyto play basketball, volleyball, etc.

•• On the third day of his programa 13-year-old client went to basketballpractice. The next day, she told herFacilitator she was playing better. Atsupport training, her dad commented,“The coach came over to me andasked me what happened to mydaughter. She is playing moreaggressively and making more shotsthan ever before.”

•• A 25-year-old man went to rugbypractice. While the coach explainedthe new moves, he found he wasable to learn and remember them bygetting oriented. When he went ontothe field, he let his mind’s eye go.He played his best game, scoring atry, without ever being off side or inthe wrong place.

•• After learning to get oriented,a 14-year-old who loved to jugglewith balls felt confident enough tojuggle with flaming torches. (Not inthe Facilitator’s office!)

•• A nine-year-old boy gainedenough confidence to swim acrossthe pool at his swimming lessons.Before, he had been too afraid to try. “The point helped me.”

•• A 15-year-old swam a gooddistance from the shore to a raft hehadn’t dared to aim for earlier. “With the point I just felt confident.”

PAGE 5THE DYSLEXIC READER

• A seven-year-old needed over 1.0correction in both eyes prior to hisDavis Program. After the programone eye no longer needed any cor-rection and the other only needed .4.This change was discovered just twomonths after his program.

• On the way home from her DavisProgram, an adult client called herFacilitator to thank her. She hadpulled over to the side of the roadand was sobbing into the phone. Shetold her Facilitator that she lovesopera and had begun to listen to oneof her favorite CD’s. For the firsttime in her life she could actuallyhear all the nuances in the music.Until she did a program, she neverknew that she wasn’t hearing all thesounds. �

These client stories were gathered from thefollowing Davis Facilitators: Kim Ainis(Chicago, IL, USA), Kim Carson (Brookings,SD, USA), Cathy Cook (Columbia, MO,USA), Christine East (Kingsbridge, Devon,UK), Jacqui Flisher (Hungerford, Berkshire,UK), Edie Fritz (Phoenix, AZ, USA), SherGoerzen (Maple Ridge BC, Canada), LesaHall (Pooler, GA, USA), D’vorah Hoffman(Toronto, Ontario, Canada), Glenys Knopp(Darfield, Canterbury, NZ), Carol Nelson(Boulogne-Billancourt, France), Alison Syme(Darfield, RD, NZ), Beate Tiletzek(Waldkraiburg, Germany), and Laura Zink de Diaz (Bogotá, Colombia)

Video games

Time

Sensory enhancement

Driving, motorcycling, biking,using public transportation

• An woman got over her fear ofdriving on high, winding roads bylowering her dial and being oriented.She realized she was sending hermind’s eye over the hills and scaringherself. She is now a Davis Facilitator.

• A college student was able todrive alone for the first time withoutbeing afraid, by using her dial andorientation.

• A man in his 50’s was such anerratic driver, his wife never dared to‘nod off’ when he was driving. Nowthat he can get oriented, his drivinghas radically improved and she oftensleeps while he drives.

• As a result of a series of inconse-quential but scary driving accidentson snowy/icy hills, a Facilitator’sdaughter gradually developed a fearof all driving. During her DavisProgram, she used her alignment tounderstand that the mental imagesshe was creating while driving hadnothing to do with reality. Now shedrives everywhere, fearlessly.

• A college student frequently gotlost when driving, biking, or usingpublic transportation and needed togive herself an extra hour or so incase she got lost! After her program,she became able to find her way toher destination without allowing anyextra time.

• On the afternoon of the thirdday of his Davis Program a 25-year-old man rode his motorbike andended up on a gravel road. He wasworried when he got to that stretchof road because he had forgottenabout the gravel. But he reported thatit was easy, that he’d never felt sobalanced. As a teenager, he hadwatched his friends go over jumps,but always fell when he tried.

• A 54-year-old man enjoyed rid-ing his motorcycle but often hadproblems with balance. It causedgreat embarrassment when he fellover at traffic lights or while tryingto park in the garage. After hisDavis Program, he was happy toreport that he no longer experiencedthis problem. His wife was prettyhappy about it too!

• Several teenagers have reportedhigher scores on video games whenoriented.

• A 13-year-old client walked intothe lobby on the third day of herDavis Program. She looked at a clockand said, “Oh, it’s 12:35.” Then, inthe next breath she said, “Hey, thatclock has Roman numerals! I neverread Roman numerals!”

• A 26-year-old client discovered awhole new world after Fine Tuning.While his neighbor was trimming hishedge, the client was overwhelmedto discover that the world was filledwith smells. He had never noticedthem before! He enjoyed this newdimension a lot!

Achievement seems to be connected with action.

Successful men and womenkeep moving. They make

mistakes, but they don’t quit.”—Conrad Hilton

(1887 - 1979), American hotelier,founder of Hilton Hotel chain

On achievement. . .

“

PAGE 6 THE DYSLEXIC READER

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

� AustraliaBrenda BairdBrisbane+61 (07) 3299 3994Sally BeulkeMelbourne +61 (03) 572 51752 Anne CupittScarness, Queensland+61 (074) 128-2470Mary DavieCaringbah NSW+61 (02) 9524 3837Jan GormanEastwood/Sydney+61 (02) 9804 1184Bets GregoryGordon NSW+61 (4) 1401 3490Gail HallinanDLS Workshop Presenter-MentorNaremburn/Sydney+61 (02) 9405 2800Barbara HoiMosman/Sydney +61 (02) 9968 1093Eileen McCarthyManly /Sydney +61 (02) 9977 2061Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766Jayne PivacMordialloc /Melbourne+61 (342) 030 54 05John ReillyBerala /Sydney+61 (02) 9649 4299Heidi RosePennington/Adelaide +61 (08) 8240 1834Joanne ZietschCurtin ACT+61 (0) 2 6282 1225

� AustriaAnnette DietrichWien +43 (01) 888 90 25Gabriele DoetschLeutasch/Innsbruck+43 (5) 214 64 57

InternationalDavis DyslexiaCorrection®

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 visit

www.dyslexia.com/providers.htm

Davis in Mexico (cont’d from p. 1)

The lecture was preceded by a Masteryof Motivation & Responsibility Workshoppresented by Cathy Calderon, with Ron Davisassisting. Davis Facilitators and Trainees fromCanada, Ecuador, Costa Rica, Argentina,Panama and many parts of Mexico attendedthe event.

During the workshop Cathy Calderonrose to the status of Davis WorkshopPresenter. She is now fully qualified andlicensed to present all three of the DavisFacilitator Training Program Workshops.Congratulations, Cathy!

Participants’ time in Guadalajara wasnot all work and no play. Also on offer was anoptional excursion to the José Cuervo distilleryin the town of Tequila about 45 minutes by carfrom Guadalajara. Many took advantage ofthe opportunity to tour the Cuervo facilitiesand “taste” their famous product! �

The size of the audience was certainlydue in part to the successful promotion of theevent in several local newspapers. However,many others also had the opportunity to listento a two-hour morning radio interview of RonDavis and Ms. Flores by Adriana Corona Gil,on her program, “Simplemente Adriana.” Thisprogram is popular throughout Mexico, andhas listeners in Brazil and Ecuador, as well as in Southern California and Texas in theUnited States. Adriana’s focus is on upliftingstories that promote the public good.

In addition, El Público, one of Mexico’smost widely read national daily newspapers,featured a full page article about Ron Davisand Davis services, commonly known inLatin America as “el Método Davis.” Thisfull-page story appeared on the back cover of El Público, a spot the publishers reserveexclusively for biographies of inspirationalpersonalities. These biographies, readthroughout Mexico, are selected solely basedon the merits of the subject; the newspaperaccepts no advertising from those featured on this page.

“El Público, one of Mexico’s mostwidely read national daily

newspapers, featured a full-pagearticle about Ron Davis.”

Ron gets playful with Jose’s Cuervo!

Cathy Calderón and Ron present the Masteryof Motivation and Responsibility Workshop

Why punctuation really matters. . .

Dear John:I want a man who knows what love is all about. You are generous, kind,thoughtful. People who are not like youadmit to being useless and inferior. Youhave ruined me for other men. I yearnfor you. I have no feelings whatsoeverwhen we’re apart. I can be foreverhappy— please let me be yours.

Gloria

Dear John:I want a man who knows what love is.All about you are generous, kind,thoughtful people, who are not like you.Admit to being useless and inferior. Youhave ruined me. For other men, I yearn.For you, I have no feelings whatsoever.When we’re apart, I can be foreverhappy. Please let me be.Yours, Gloria

PAGE 7THE DYSLEXIC READER

� Austria (cont’d)Jacinta FennessyWien +43 (01) 774 98 22Ina Barbara Hallermann Riezlern +43 5517 20012Marika KaufmannLochau +43 (05574) 446 98

� BelgiumThera BruggheRoeselare+32 (051) 24 63 40Ann Devloo-DelvaVeurne +32 (058) 31 63 52Hilde DuchesneBrasschaat+32 (0)3 653 1371Inge LanneauBeernem+32 (050) 33 29 92Peggy PoppeAntwerpen+32 (474) 50 23 32Viki VandevenneBonheiden+32 (0473) 30 41 51

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

� BulgariaDaniela BonevaRuse +35 (988) 531 95 06

� CanadaWayne Aadelstone-HasselHalfmoon Bay, BC+1 (604) 741-0605Jean-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) 847-3463Paddy CarsonEdmonton/Alberta+1 (780) 489-6225Dyslexia Resources CanadaShelley CottonSharon RobertsWaterloo, Ontario +1 (519) 746-8422+1 (800) 981-6433 (Toll-Free)

Sandy FarrellHudson, Quebec+1 (450) 458-4777Renée FiglarzMontreal, Quebec+1 (514) 815-7827Sher GoerzenMaple Ridge/Vancouver+1 (604) 290-5063

Gerry GrantSupervisor-SpecialistWorkshop PresenterWaterloo/Toronto+1 (519) 498-2424Corinne GraumansMedicine Hat, Alberta +1 (403) 528-9848

to, and I also have never been more impressedthan I was the day I listened to Ron Davis atThe Gift of Dyslexia seminar. What an exceptional man! I think that Ron Davis is notjust an exceptionally brilliant man who hasovercome almost insurmountable obstaclesthrough an extraordinary strength of spiritand character, but he is a very intuitive manwho is tapping into something powerful. I feeltruly blessed to have been given some insightsfrom his wisdom and to have been linked tosome really amazing people because of theprogram he created. Thanks so much for giving us back hope about our lives.”

Last year, at our inaugural fundraiser,Ron spoke at the University of BritishColumbia, to an audience of over 380. Hewas in fine form and received a standing ovation. Following his talk, a large group ofattendees enjoyed a cocktail reception andboth silent and live auctions. The moneyraised went towards the four goals of TheWhole Dyslexic Society, to:

• substantially improve outreach; • provide scholarships for Davis DyslexiaCorrection Programs; • encourage Davis Learning Strategies inschools; and • create a Centre for all of the above.

Thanks to introductions from DonnaDoerksen, a retired board director, weadvanced towards our goal of improving outreach. Through Donna we were able tospeak to the Vancouver School Board HighIncidence Special Needs group, and theLearning Assistance Teachers Associationabout our distinct way of thinking and learning.

The Society was also able to award fourscholarships this year. One of our scholarshipbeneficiaries wrote the following:

“Nicole was excited by the news of herscholarship, but I don’t know if she fully graspsjust how much this is going to help her life. Ithas been a bit of a mystery to me also. I readand hear about how much it has done for otherchildren, but it still seems like a dream that itwill also help Nicole as much as it has helpedmany children like her. But I believe very muchin the sincerity of the mothers I have spoken

Whole Dyslexia Society (cont’d from p. 1) “Dyslexia is like a wound. In thepast they’ve given me band-aids forit, and now I can heal it myself.”

SHIFT 2008 will have as many engagingpresentations and activities as it did in 2007!

SH

IFT

200

8

The Fellowship of the Gift, an organizationthat brings together children and teens sociallythree times a year and for summer camp, alsoreceived support from The Whole DyslexicSociety this year. The youngsters have beensnowshoeing, kayaking, and have twice goneon the UBC Ropes Course. They’ve also visited a bio-dynamic farm, enjoyed twoClaymation workshops and curling. And thispast summer they went llama trekking! Whenthe children get together, there is a very spe-cial and patently observable energy. Thereseems to be an immediate sense of safety, arealization that there really are other childrenout there with an Orientation Point, or Handson Shoulders. In this environment, childrenwho normally have social challenges atschool quickly begin to play with everyoneelse. When the young adults meet for dinner,we all know someone will be late, and someone will get lost–and that’s OK. We also have a Moms Untied group that enjoysswapping stories and suggestions, horror stories, and chocolate desserts! �

When the children get together, there is a very special and patentlyobservable energy. There seems tobe an immediatesense of safety, arealization that there really are otherchildren out therewith an OrientationPoint, or Hands onShoulders.”

PAGE 8 THE DYSLEXIC READER

� Canada (cont’d)Sue HallWest Vancouver+1 (604) 921-1084D’vorah HoffmanToronto +1 (416) 398-6779Sue JutsonVancouver, B.C.+1 (604) 732-1516Mary Ann KettlewellLondon, Ontario+1 (519) 652-0252Carol LivermoreOttawa, Ontario +1 (800) 394-1535 [Toll Free]Julie LockeTruro, Nova Scotia +1 (902) 895-9015Helen McGilivrayOakville/Toronto +1 (905) 464-4798Susan Nikolic-VicenticNewmarket/Toronto+1 (905) 953-0033Maureen O’SullivanNewmarket, Ontario+1 (905) 853-3363Tina PanaritisMontreal, Quebec+ 1 (514) 690-9164Sharon PermackThornhill, Ontario+1 (905) 882-9292Rocky Point AcademyStacey Borger-SmithLawrence Smith, Jr.Calgary+1 (403) 685-0067+1 (866) 685-0067 (Toll-Free)Kendra RodychSaskatoon/Saskatchewan +1 (306) 227-7484Catherine SmithOakville/Toronto+1 (905) 844-41441-888-569-1113 toll-freeEdwina StoneKitchener Ontario+1 (519) 584-0873Bernice TaylorRiverview, NB +1 (506) 871-5674Tracy 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+852-7323-7702Livia WongHong Kong+852-2810-0282

� ColombiaLaura Zink de DíazBogotá +57 (1) 704-4399

In Simon’s Own Words...By Glenys Knopp, Davis Facilitator in Darfield, New Zealand

My Speech on Dyslexia

Simon was my first client after I received myFacilitator licence. At that time, in May 2007,Simon was 13, and reluctant to let peopleknow about his dyslexia.

Despite preferring tospend time outdoors, Simoncompleted his triggerwords within a year of hisprogramme, a goal he hadset himself. When I methis father a few months after the programme,he ‘complained’ that they couldn’t stop himreading now. Simon was even choosing to

Not many people know a lot about dyslexia,like it is one of the most common learningdisabilities. It makes up 60-80% of them. Itis an annoying disability. It makes spelling,writing and reading difficult. Inreading it can make you stumbleon words or skip them. In spellingand writing you can’t write neatlyand you have trouble rememberingwords that you learnt to spell.

To make it easier you can doa course with clay, making models,step by step, for words like “the,”“this,” and “a.” There are manyothers, about 219 small words tolearn. After you have learnt them,any other word that you can’t spellyou make in clay, and a model to go with it. You learn techniques to stop gettingmucked up and to focus on things. But for each age there are different problems.

Like when you arein preschool you mightnot be able to talk as well as other children orremember rhymes orhow to spell your name because you getyour letters mixed up.

In primary school you might have difficulty with words that look and sound thesame. Some things like full stops and capitalletters get put were they aren’t supposed tobe, or you just don’t use them at all! Youmight leave out –ing or –ed on the end ofwords or add them when not needed.

But when you get to year 7 and 8 you mighthave a huge difficulty in reading and spelling.Like making a lot of mistakes in reading orhaving trouble with learning from a book.

You may also have difficulties withstory writing because the sequencegets mixed up.

In high school it still keepsgoing. Some people with dyslexiamay still be very slow at reading andunderstanding. It might be difficultfor you to take notes in class. Youmight also have a lot of troublelearning a foreign language. But notevery one with dyslexia is the same.Some can read very well while others can’t. It is the same also

with everything like spelling and writing.You may also have a special talent in

music, art, drama, or sport. You may also begood with an engine,like John Britten. He wasa great designer andbuilder of motorbikes;the company is calledBritco. He even built atwo-story house out of

an old stable. It even has a two-meter deepswimming pool.

Over all, having dyslexia isn’t actuallythat bad. People do learn to cope with it andcan go on and have great successful lives.Einstein is proof of this. He was the world’ssmartest man and he had dyslexia. So thereis a way through it.�

spend his own money on books, something hewouldn’t have done previously.

Below is a speech he wrote for a schoolEnglish assessment. Hechose to do his speech ondyslexia and researchedit independently. Tostand in front of hisclassmates and talk aboutit was a significant step

for him. Simon is a high achieving and verymotivated student. I feel privileged to have hada part in his journey. �

“It is an annoying disability. Itmakes spelling, writing andreading difficult. In readingit can make you stumble on

words or skip them.”

“Over all, having dyslexiaisn’t actually that bad.

People do learn to cope withit and can go on and havegreat successful lives.”

Simon Taege -now he won’tstop reading!

By Simon Taege

PAGE 9THE DYSLEXIC READER

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Das Legasthenie InstitutIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-DACH DirectorBerlin +49 (030) 66 30 63 17

Sally Gardner’s originalname was Sarah, but as achild she couldn’t spell it.Sally was easier, relating theloops in the letters to snakesand dance moves. Her teacherslabeled her “unteachable;” an

educational psychologist told her parentsshe was “word blind.” To Sally, that atleast made sense. Then something “clicked”when she was 14, and she suddenly begandevouring books. Now in her 50s, SallyGardner is a very successful British writerand illustrator. “Why it’s taken me so longto write is because of confidence. Whenyou have the level of learning difficulties

that I experienced, your confidence is not good. Atcertain points in my life writing was the last thing Ithought I could do.” In 2005,in spite of severe dyslexia,

she published her first full-length novel, I,Coriander, which won the Nestlé Children’sBook Prize Gold Award. In total, Sally haswritten and illustrated nearly 30 books. Shehas twin daughters, and a son, all withsome degree of dyslexia. “The differenceis that they have a mother who is dyslexic… But I didn’t see it as a problem, I saw itas a gift and the problem lies with theway it’s perceived by the outside world.”You can visit her website at:www.sallygardner.net/index.html. Thereyou’ll find books for Under Fives, UnderEights, and Under 108s.

Famous Dyslexics RememberAnsel Adams was born inSan Francisco, California in1902. A hyperactive child, hewas expelled from severalprivate schools because hewas restless and inattentive.In 1915, his father decided to

home school him. Today, he would probablyhave been diagnosed as dyslexic. From anearly age, Adams was attracted to nature,collecting insects, exploring beaches, andwatching the sky through the family telescope. In his youth he focused on musicand planned to become a concert pianist. But

after his father gave him a Kodak Browniebox camera, his focus changed. In 1916, hevisited Yosemite National Park for the firsttime and fell in love with its beauty. Hedecided that the purpose of his art, whetherphotography or music, was to reveal thatbeauty to others. Adams’ work expressedboth beauty and emotion. Not only were hisphotographs enormously popular, he helpedraise photography to an art form. AnselAdams died in 1984. John Szarkowski statesin the introduction to Adams’ book, AnselAdams: Classic Images, published a year afterhis death, “The love that Americans pouredout for the work and person of Ansel Adams…is an extraordinary phenomenon, perhapseven unparalleled in our country’s responseto a visual artist.”

Pierre Curie was born in1859 in Paris, France. Hisfather, realizing that therewas something differentabout his son, educatedhim at home with privatetutors. Although dyslexic,by the time he was 14,

young Pierre showed a remarkable passionand talent for mathematics. He began university studies at 16 and received theequivalent of a Master’s degree by age 18. Although he put off working on a doctorate until later, by age 21, he and hisbrother had discovered the piezoelectriceffect—that when pressure is applied tocertain crystals, they generate electricalvoltage, and that when these same crystals

are placed in an electric field they are compressed. Then began an amazing scientific career in crystallography, magnetism, piezoelectricity and radioactivity. He shared the 1903 NobelPrize in physics with his wife, Marie Curieand Henri Becquerel. Because his earlyeducation had been “unorthodox” Curiewas never fully accepted by the scientificcommunity in France. Nonetheless he wasawarded the Davy Medal of the RoyalSociety of London in 1903 (jointly with

Marie) and in 1905 he waselected to the Academy ofSciences. His life and contributions were cut short when he was killed in a traffic accident in 1906.

PAGE 10 THE DYSLEXIC READER

� Germany/Deutschland (cont’d)

Christine HeinrichSchwäb Gmünd+49 (0717) 118 29 74Sonja HeinrichSupervisor-SpecialistDDA-DACH DirectorGarbsen/Hannover+49 (040) 25 17 86 23Kirsten HohageNürnberg+49 (0911) 54 85 234Ingrid HuthBerlin +49 (0179) 896 8007Mechtild HyllaKassel +49 (0561) 602 78 20Rita JarrarMünchen+49 (089) 821 20 30Inge Koch-GassmannBuggingen+49 (07631) 23 29Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08Marianne KranzerKönigsfeld+49 (07725) 72 26Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29Sabine La DueStuttgart +49 711 47 91 000Jutta MeissnerStuttgart+49 (711) 882 2106Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0Margit PlegerWetter/Dortmund +49 (02335) 84 87 60Angela Przemus Shönebeck+49 (3928) 845 159Colette ReimannLandshut+49 (0871) 770 994Ursula RittlerStuttgart +49 (0711) 47 18 50Phoebe SchafschetzyHamburg +49 (040) 392 589Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40Gabriela ScholterSupervisor-SpecialistStuttgart+49 (0711) 578 28 33Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84

Kandide and the Secret of the Mistsby Diana S. ZimmermanPublisher: Noesis Publishing 2008Young Adult, 250 pagesISBN-10: 0979432820ISBN-13: 978-0979432828

Recommendations from The LazyReaders’ Book Club have been pilingup in my inbox, so it’s time for me toshare Danny Brassell’s “picks”–his listof great books for reluctant readers orthose who just plain don’t have timefor reading–and his comments on each. Danny knows we’re not lazy, just busy

or in need of information and encouragement.At his website, www.lazyreaders.com,you can find Danny’s picks, updated monthly,as well as archives of past selections bymonth, reading level, and page count. If youpurchase books at Amazon.com through linksat the Lazy Readers’ website, Bookends(www.bookends.org) will receive a donation.Bookends is a nonprofit organization devotedto increasing children’s access to books, aswell as community service awareness.

Danny’s recommendations are alwaysorganized into categories: AD, for adults; YA, for young adults; and CH, for children’sbooks. He always lists a page count and somebrief comments, as below. He usually postsabout 10 recommendations per month, three orfour per category. At the website, you can signup to receive his monthly recommendationsby email, just as I do!

Kandide and the Secret of the Mists“Okay, I confess that the book is actually 288pages, but it has big print and includes severalappendices—and illustrator Maxine Gadd’sgorgeous full-color art pages of various characters. Fantasy is all the rage right now,and I highly recommend this book for anyonewho enjoys The Chronicles of Narnia series.What I like best about this book is its messageof overcoming adversity and maintaininghope. Precisely the kind of book I like to seeadolescents reading.”

Passion and Poison“This is the perfect book to read aloud to aclass of sixth graders after a break with thelights turned off. Place a flashlight under yourchin and relate any of the seven creepy tales,all featuring strong female protagonists.”

If I Ran for President“Written for children, with terrific illustrationsby Lynne Avril, I think a lot of adults shouldcheck out this book to better understand ourelection process.”

By Laura Zink de Diaz & Danny Brassell

Passion and Poisonby Janice M. Del NegroPublisher: Marshall Cavendish Children’s Books (2007)Young Adult, 64 pagesISBN-10: 076145361XISBN-13: 978-0761453611

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...

PAGE 11THE DYSLEXIC READER

� Germany/Deutschland (cont’d)

Ulrike 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 662438Irma Vierstra-VourvachakisRethymnon/Crete+30 283105 8201 or 69766 40292� IcelandÁslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910Gudbjörg EmilsdóttirDLS MentorKópavogur+354 554 3452Hólmfridur GudmundsdóttirGardabae +354 895-0252Sigurborg Svala GudmundsdóttirMosfellsbaer+354 867 1928Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747Sigrún JensdóttirMosfellsbaer +354 897 4437 Valgerdur JónsdóttirDLS Presenter-MentorKópavogur +354 863 2005Sturla KristjanssonDLS Presenter-MentorHafnarfjordur+354 862 0872Jon Einar Haraldsson LambiAkureyri +354 867 1875Ásta OlafsdóttirVopnafjordur+354 473-1164Thorbjörg SigurdardóttirReykjavík +354 698 7213 Kolbeinn SigurjonssonMosfellsbaer+354 566 6664Hugrún SvavarsdóttirMosfellsbær+354 698-6465Margret Thorarinsdottir Selfoss +354 486 1188

Legend of the White Wolfby Max Elliot AndersonPublisher: Baker Trittin Concepts (2005)Young Adult - 128 pagesISBN-10: 0975288032ISBN-13: 978-0975288030

The Thrift Store Bearsby Olive EvansPublisher: Teddy Traveler (2007)Children, 41 pagesISBN-10: 0974895407ISBN-13: 978-0974895406

If I Ran for Presidentby Catherine StierPublisher: Albert Whitman & Co. (2007)Children, 24 PagesISBN-10: 0807535435ISBN-13: 978-0807535431

Bats at the Libraryby Brian LiesPublisher: Houghton-Mifflin (2008)Children, 32 PagesISBN-10: 061899923XISBN-13: 978-0618999231Legend of the White Wolf

“Nothing makes me happier than findingbooks that reluctant boy readers will enjoy. If you know a boy who hates reading, grab abook by Max Elliot Anderson. He, like me,hated reading growing up. We may share thesame brain, as he thinks in terms of action.Reading this book was like watching a movie:fast and fun. Perfect summer reading.”

The Thrift Store Bears“Anyone who knows me knows how much Ilove to use poems and music to teach studentsof all ages. This is the perfect book, as itincludes wonderful poems set to music by JimFurmston and accompanied by Pat Woolley’sadorable illustrations. There are certain booksthat I read every day with my kids: Dr. Seuss,our children’s Bible, a book of nurseryrhymes–and now this. My kids love it!”

Bats at the Library“This is part of a wonderful series of Batsbooks by Lies, and his illustrations andrhymes are always a crowd pleaser withkindergarteners. In this episode it takes alibrarian’s read alouds to settle the bats down,and the illustrations, as always, are fantastic.”

PAGE 12 THE DYSLEXIC READER

� IndiaCarol 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 4996Aideen TierneyDublin� IsraelGoldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistRa’anana/Tel Aviv+972 (09) 772 9888� ItalyStefania BrunoNuoro, Sardinia+39 (388) 933 2486Elisa 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� KenyaJosephine NaikuniNairobi+254 (20) 604 347Manisha ShahNairobi+ 254 (0) 722 492 217Kimberly SwallowNairobi+ 254 (20) 712 0472

� LebanonSamar Riad SaabBeirut +961 3 700 206� MalaysiaHilary CraigKuala Lumpur+60 (36) 201 55 95� MexicoSilvia B. Arana GarcíaMexico, D.F. +52 (55) 5540-7205Cathy Calderón de la BarcaMéxico D.F.Davis Workshop Presenter+52 (55) 5540-7205Hilda Fabiola Herrera CantuCuliacan, Sinaloa +52 81 6677 15 01 19

Dyslexics: The Untapped Scholars

In March 2008, the UK news wasawash with comment on a study published by Hull University suggestingthat 55% of those failing standardassessment tests in school are dyslexic.The sad thing is that this is an entirelyavoidable tragedy. Dyslexic thinkersare among the brightest in our schools;what’s more, with the right approach,the dyslexic thinking style contains allthe ingredients of academic success.

Imagine that someone who is only familiarwith PCs suddenly comes across an AppleMac computer for the first time. The interfacewould look different, and most of the programmes that person had on disk wouldn’tload–because they were designed for a PC.So the person takes the computer back to theshop and complains that itis broken. That, essentially, iswhat we are doing with ourdyslexic learners.

Last summer, we conducted some in-depthresearch into public attitudes to dyslexia. I’mafraid to say the resultswere not encouraging. One of the astonishingthings we discovered was that 75% of thepopulation claims to understand little or nothing about how dyslexic people think.

With dyslexic thinkers making up anestimated 10% of the population, most peoplehave either a friend, loved-one, relative, colleague or client with dyslexia. So why arewe so in the dark about how dyslexics think?

Maybe it’s because we’ve never thoughtto ask them. And that is one of the problemswith the current definition of dyslexia as adisability in law.

Disabilities are not interesting. The word disability suggests a fixed, unchangingproblem—something broken in a person thatwill never change or improve. If you are adoctor and your patient has lost a leg, youaren’t going to spend too long looking at whyand how it was lost; you’re going to arrangefor a wheelchair or artificial limb.

So it is that we pre-assume that ourdyslexic students will never succeed academically, or be able to access reading

and writing tasks with ease andenjoyment. And we give themthe educational equivalent of an artificial limb–copingstrategies.

Coloured overlays, text-to-speech software,spell-checkers, repetitive drill-based exercises, memorydevices–we excel in devising evermore support systems which we boltonto the dyslexic person, without everasking ourselves the question: How does thisperson think? And crucially: Is this person’snatural thinking style an untapped learningresource? In the same way that Apple Maccomputers are designed to run Apple Macprogrammes, can we design a dyslexic learning programme that honours and utilisesdyslexic intelligence?

As a dyslexia practitioner and consultant,I get to work and speakregularly with dyslexicadults, dyslexic childrenand their parents. Here’swhat I know: dyslexicthinkers are imaginative,intuitive and/or curious

people whose main learning tool is theirimagination, intuition and curiosity.

Dyslexic thinkers are sometimesreferred to as “visual-spatial” learners–whenall the detail of a learning task is laid out in a clear way, it’s as if it can be “seen” in themind–as a whole, and in all its details. Andonce a person has “got the picture” in thisway, the “picture” itself can be manipulatedto discover new possibilities–and that isanother dyslexic strength: multi-dimensionaland lateral thinking ability.

No wonder that dyslexic thinkers arefound in abundance in professions such asgraphic design, architecture and engineering.And that, according to a recent study, if youare dyslexic you are twice as likely to owntwo or more successful businesses than if you are not.

But here’s what’s interesting. If you look at the main attributes of the academicallyexcellent—for example, those who come out ofuniversity with a first-class degree rather thana 2:1 (and, for my sins, I am one of that crowd

“...One of the astonishingthings we discovered [inour study]was that 75% of the population claims to understand little or

nothing about how dyslexic people think.”

By Richard Whitehead, DDA Director, The Learning People, Canterbury, Kent, UK

PAGE 13THE DYSLEXIC READER

� Mexico (cont’d)María Silvia Flores SalinasDDA DirectorSupervisor –SpecialistGarza García Monterrey NL+52 (81) 8378 61 75Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126Alejandra Garcia MedinaHuixquilucan+52 (55) 1085 5608lMaria Lourdes GutiérrezMexico D.F.+52 (555) 593 18 22Lucero Palafox de MartinVeracruz+52 (229) 935 1302Ana Elena Payro OgarrioCorregidora, Queretaro+52 442 228 1264Lydia Gloria VargasGarza García Monterrey NL+52 (81) 8242 0666Lourdes Zepeda Solorzano Cancún+52 (998) 577 30 90� NetherlandsLiesbeth Berg-SchagenVleuten +31 (030) 604-9601Manja BloemendalDen Haag+31 (70) 345 5252Ineke BlomDorpstraat+31 (020) 436-1484Lot BlomUtrecht +31 (030) 271 0005Lieneke CharpentierNieuwegein+31 (030) 60 41 539 Hester CnossenVeghel +31 (495) 641 920Mine de RanitzDriebergen+31 (0343) 521 348Christien De SmitSluis +31 (0117) 461 963Marijke Eelkman Rooda-BosGouda +31 (0182) 517-316Jolien FokkensBeilen +31 (0593) 540 141Ina GausSantpoort-Zuid+31 (023) 538-3927Jola GeldermansBeverwijk+31 (0251) 210 607Jan GubbelsMaastricht+31 (043) 36 39 999Judith HolzapfelDeventer +31 (0570) 619 553Mia JenniskensEindhoven+31 (040) 245 9458Trudy JolingLaren +31 (035) 531 00 66

Richard Whitehead, directorof The Learning People, andDDA Director in the UK.

Dr. Stephen Krashen atwww.elladvocates.org, provides us with alittle historical perspective about our children’sliteracy. A hundred years ago, we could haveread the same complaints: that standards haddeclined, that children in the 1850s spelleda lot better than pupils in the early 1900s, andthat the fault lay in the schools. However, eventhen, one researcher painted a differentpicture:

“… it will be of interest to note how thespelling ability of pupils today compareswith that of our forefathers, particularly in view of the claim often made that theschools of today do not train the pupils asthoroughly in the fundamental subjects.One of the comparisons made in theSpringfield test (Riley, 1908) was that of

spelling ability. The same 20 words that hadbeen given as a spelling test to 9th gradepupils in 1846 in Springfield, Massachusetts,were given again in 1906 to 246 pupils ofcorresponding age in the same school. Thepupils in 1846 had made an average gradeof 40.6%, while the pupils in 1906 made anaverage of 51.2%. A similar test, conductedin Cleveland in the years 1858 and 1909showed one error less per child in the 1909test. Apparently the ‘superior’ spelling ability in the good old days is an illusion.”

—Daniel Starch, p. 348 of his work,Educational Psychology (New York:MacMillan, 1923)

Thanks to Stephen Krashen atwww.elladvocates.org/blog for this eye-opener!

The More Things Change…

myself)—you find the same key attributes:strong imaginative and intuitive ability,heightened curiosity, ability to “see” a problemin all its detail and then manipulate it.

In my own dyslexia practice, I have comeacross something that I call the “SimpsonsFactor” with a frequency toocommon to be explainedaway as coincidence. Timeand time again, I and mycolleagues find ourselvesworking with a “Bart”—abright dyslexic child withreading and writing difficulties–only to discoverthat the same child has a sibling—a “Lisa”—who excels academically. If the same family—the same gene pool –produces dyslexic thinkersalongside academically strong children timeand time again, then maybe the two thinkingstyles have more similarities than differences?Are our scholars just the dyslexics who gotlucky with their learning experiences and sokept their dyslexic strengths without everdeveloping a dyslexic difficulty?

That’s not to say that every dyslexicthinker is a natural academic scholar, orwould wish to take their versatile talents insuch a direction. But the elephant in the roomis that as educators we have labeled a richthinking style as a disability. And in doing so,we have disabled not only our dyslexic learners,but the teaching profession itself, which forgenerations has been blocked from truly

engaging with the dyslexic

too. Rather thanhaving “specialneeds,” maybe ourdyslexic thinkers are infact the litmus test of educational planning,showing us the way to new teaching styleswhich will engage and excite all of our learners–together. �

© Richard Whitehead. Reprinted with permission bythe author. Originally published at the website of TheLearning People http://learningpeople.typepad.com.You’ll discover other articles of interest aboutdyslexia, Davis Dyslexia Correction, and relatedissues in the UK at this website.

thinking style— because they didn’t knowthat it was a thinking style.

Interestingly, some recent studies suggestthat when teaching methods are developedwith the dyslexic thinking style in mind theystimulate non-dyslexic learners in new ways

...Dyslexic thinkers areimaginative, intuitive,and/or curious people

whose main learning toolis their imagination,

intuition, and curiosity.

THE DYSLEXIC READERPAGE 14

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Musings on“Assuming the Best”

Today I read an article for teachers recommending that they always assume the best about their students—their abilities,intentions, their desire to learn. It began well enough, stating that this assumption is essential for long-term learning and forpositive connections to develop in classrooms.And I thought, “how refreshing that in thecurrent oppressive environment in schools,where so many of our clients suffer painfully,someone, finally, injects a little humanity into the discussion!” Unfortunately, as I readfurther the article devolved into a series ofrecommendations about discipline and control,what we euphemistically call “classroommanagement.” It set me to remembering…

…Walking down a street with my motherwhen I was perhaps 13 years old. Somethingthat happened at school that day had upset me.I have no idea what it was anymore—probablysome boy had been mean to me, as usual. Imust have made a judgmental statement abouthow this kid “always” behaved, and what kindof person that meant he was.

My mother replied, “You know, you willbe an unhappy person if you make a habit ofexpecting the worst from people. Try not tojudge. You’ll be happier if you remember thateveryone’s trying to do their best, even whenthey fail to.”

I immediately felt ashamed. At thatmoment I had trouble believing I could followthat advice. Among the kids I knew, “ranking”on others, was as natural as breathing. I didn’tlike it, but it was so much a part of everydaylife at school, it was really difficult not to

By Laura Zink de Diaz, Davis Facilitator, Bogotá Colombia

pick up the habit by osmosis. Or in self-defense. But somehow, perhaps just as a result of growing up, I did adopt the beliefthat assuming the best about people is theway to go. It’s been my experience that it’soften a self-fulfilling prophecy. When otherscan tell that you think they’re doing the bestthey can under any and all circumstances,they most often really do try to do just that.

… And then I looked back on my 15years as a public school teacher, where I putthis same philosophy to work. In all thoseyears only once did a kid behave so badlythat I sent him to the office. It was sounprecedented, the secretary stared at him,wide-eyed. The vice-principal dropped hisjaw and then leaned over to whisper, “Whatthe heck did you DO? Ms. Díaz never kicksANYONE out of class!”

How could I have taught for 15 years ina public high school—supposedly the worstin the district—with no significant disciplineproblems? Of course, it would be nice tothink that my brilliance kept my students’interest and sense of success high. But Ibelieve it was really just my single classroomrule: “All of us—students and teacher—aredoing the best we can. Therefore all of us—students and teacher—deserve respect andsupport from one another at all times.”Simple and direct, covering a multitude ofpotential transgressions. And I put my beliefin them right out on the table, from the start.It worked like a charm.

I fear something so simple would not beconsidered “pedagogically sound” in today’seducational environment, rampant with testingand massive amounts of homework thatpatently declare we don’t expect or trust

“My mother replied, ‘You know,you will be an unhappy person if you make a habit of expectingthe worst from people. Try not to judge. You’ll be happier if

you remember that everyone’strying to do their best, even

when they fail to.’”

ASSUME

THE BEST

PAGE 15THE DYSLEXIC READERTHE DYSLEXIC READER

� Netherlands (cont’d)Agnes van den Homberg-JacobsAmerica Limburg+31 (077) 464 23 22Annette van der BaanAmsterdam+31 (020) 420-5501Annemarie van HofUtrecht +31 (030) 65 86 700Jacqueline van RijswijckVenray +31 (0478) 58 73 98Tienke Veenstra-SierhsmaMeppel +31 (0522) 254 453Lia VermeulenHuizen +31 (062) 3671530Christien VosTolbert +31 (0594) 511 607

Lucie Wauben-CrutsDLS MentorElsloo +31 (046) 437 0329 Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

� New ZealandKirsteen BrittenChristchurch+64 (3) 348 1665Vivienne CarsonAuckland+64 (09) 520-3270

Catherine ChurtonDDA-Pacific DirectorSupervisor-SpecialistAuckland+64 (021) 448 862Jennifer ChurtonAuckland+64 (09) 360 494Ann CookWarkworth/Auckland+64 (0) 9 422 0042Martine FalconerChristchurch+64 (03) 383-1988Konstanca Friedrich-PalzerMotueka/Nelson+64 (03) 527 8060Tina GuyNelson +64 (03) 547 4958Wendy HaddonMosgiel +64 (03) 489-8572Rochelle Harden BoothWanganui +64 (027) 306-6743Sandra HartnettMapua, Nelson+64 (03) 540 3277Alma HoldenAlexandra+64 (027) 485-6798Glenys KnoppDarfield +64 (03) 317-9072Raewyn MathesonDLS MentorInglewood+64 (027) 411-8350

The GiftA.J. Pratt of Excelsior, Minnesota wasMichael MacLean’s Davis Facilitator. Hewrote this poem when he was a freshman inhigh school in May of 2007, submitting itand the following explanation as part of anassignment for his English class:

“At age eight, I faced the biggest challenge of them all. I was diagnosed withdyslexia. After completing a Davis DyslexiaCorrection Program, I was able to meet thischallenge head on. It’s ironic that somethingthat started as a disability (dyslexia), turnedout to be an asset. I learned to control mydyslexia. At first I couldn’t read, but now I’man avid reader. Reading became a pleasure

for me and something I continue to enjoy.”Michael is now a junior. His grandmother,

who put us in touch with him, says thatMichael has accomplished much since hisDavis Program. His poem sums it all up.

In second grade, my teacher,MacCulley by namecalled my mom to say,Mike can’t read and that’s a shame

Enter, a helper, A.J. Prattwho said, “I can help fix that.”She taught me about a mannamed Davisand a program that he gave us

Now learning is much better,it’s plain to see thatdyslexia is a gift to me

children to learn except under threat of “consequences.” And as for discipline…. Nocharts plotting misbehavior curves? No redand green cards? No clipboard and red pen,no notes or phone calls home? Of course not,because none of those things reflect a beliefin our students’ ability,desire, or intention tolearn. Or to be wonderfulpeople. Nobody seesthrough adult hypocrisybetter than kids, and thatkind of “management”communicates transparently that theyare not in class to growor be trusted, but to becontrolled. Do you findit at all surprising that they rebel, passively byresisting learning, or aggressively, by disrupting“the right of others to learn”? I don’t.

… Finally, I returned to the present andcontemplated my life as a Davis Facilitator.Among the many things I enjoy about thiswork is that belief in the intention and abilityof our clients is basic to how we operate. Lastmonth a severely disoriented young boy spenta week with me. Very short attention span,hyperactive, he rarely appeared to have heardanything I said. There was a piece of me thatwondered, when I’d ask him to be aligned oradjust his dial, whether he actually did it, orjust said he had because it was the easiest wayto move on. But I kept that thought strictly tomyself and trusted that he was doing whateverhe could, within his deep disorientation, justas all my clients do. By the time he finishedhis program and flew home with his mom, he

still had a long way to go, yet he was alreadya different person. There was no question in mymind or his mom’s that he had indeed learnedto use all his tools, and if he did the followup exercises he would continue to improve.

We make it clear from the moment ofassessment that webelieve our clients aregifted. Our body language, what wechoose to say and notsay, our focus on theirstrengths, rather thantheir difficulties, allthese and more communicate thatbelief to our clients.There are no cheap

prizes, no threats, no manipulation. No matterhow little or much they achieve, our actionsaffirm our belief that they are amazing peopleand that every minute we are with them, weknow they are doing the best they can. Andthat is always enough. Strengthened by thatacceptance, they then proceed to exceed theirown expectations.

Our calm and omnipresent faith in ourclients, builds their own belief, intensifiestheir motivation and intention. In essence, ourbelief empowers them; and the effect of thatempowerment can endure long after they leaveus. How is it possible that the “experts” ondiscipline and motivation in education haven’tfigured out that for “assuming the best” totruly make a difference in a child’s life, it hasto go hand in hand with empowerment, ratherthan control?

�

“ We make it clear from themoment of assessment that webelieve our clients are gifted. Our body language, what wechoose to say and not say, our

focus on their strengths, ratherthan their difficulties, all theseand more communicate that

belief to our clients.”

A poem by Michael MacLean

PAGE 16 THE DYSLEXIC READER

� New Zealand (cont’d)Tania McGrathChristchurch +64 (03) 322 41 73Colleen MortonGore +64 (03) 208 6308 Jocelyn PrintKaikoura +64 (03) 319 6711Alison SymeDarfield +64 (03) 318-8480Lorna TimmsDavis Autism TrainerChristchurch +64 (03) 363 9358Margot YoungAuckland+64 (0) 9 638 3627� PhilippinesImelda CasugaBaguio City +63 (744) 42 29 01� PolandAgnieszka £ubkowska Warsaw +48 (22) 658-2237� PortugalCatarina do PassoLisboa +35 (121) 781-6090Cristina Rocha VieiraCoimbra +35 (123) 943 7732Sofia Vassalo SantosLisboa+35 (191) 911-2565Cristina Maria VieiraLisboa +35 (191) 921 4808� Republic of SingaporePhaik Sue ChinSingapore +65 6773 4070Constance ChuaSingapore +65 6873 3873

� South AfricaSharon GerkenDurban +27 (82) 82 85 180� SpainSilvia María Sabatés RodrigoMadrid +34 (091) 636 31 44� Switzerland/CHTinka Altwegg-ScheffmacherSt. Gallen+41 (071) 222 07 79Monika AmreinZurich +41 (01) 341 8264Regula Bacchetta-Bischofberger

Horw /Luzern +41 (041) 340 2136Priska BaumgartnerWettingen +41 (056) 426 28 88Renate Blum-MullerFull-Reuenthal +41 (56) 246-18 66Michelle BonardiCastel S. Pietro, Ticino+41 (091) 630 23 41

Steadfast UchiBy Laura Zink de Díaz, Davis Facilitator in Bogotá, Colombia

A year ago, I had the good luck to work witha lovely girl, Lucía Gutiérrez. Her programwent very well. Every day she was enthusiasticabout what she was learning, and when shefinished her program and went on her way, Ifelt again the perpetual Facilitator letdown:seeing a great kid leave after such a shorttime together. But at the same time I was surethat Lucía would do well. For many months Iheard nothing from her, but I took that as anindication that things were probably going aswell as I’d expected.

A few months ago, having moved myoffices to a place with enough parking formore than one client at a time, I began onceagain to offer a service I’d been unable tomanage at my first place of business. I call itPizza y Plastilina, a once-a-month clay clinicthat starts with pizza and socializing and endswith us all sitting down at the clay tables tomake models of trigger words. The firstmonth a number of people expressed regretthat they couldn’t make it, but Lucía, or Uchi,as her parents call her, attended. The secondmonth, Uchi turned up again. And the thirdmonth. “What a loyal girl!” I thought.

cool! I felt this deserved a mention in TheDyslexic Reader, so I asked her parents’ and Lucía’s permission. They were delighted,and sent the following letters. First, from the parents:

Dear Laura,After Lucía, who is now 11 years old, completed her Davis Program a year ago, wehave observed all kinds of wonderful changesin her. And she wrote a statement about theDavis method, which demonstrates an aspectof these changes. Before she began to use theDavis tools, she simply would have refused towrite anything that wasn’t required at school,and what she wrote would have been of poorquality in terms of the content, spelling, andthe quality of her writing.

It has been fundamental for her to learnto manage her talent; she has not only shownsignificant academic improvement, but she’salso learned to enjoy reading. During summervacation this year, for the first time, on herown, she read a book in English for readersat her grade level. And…she enjoyed it! Itwas such a positive experience for her thatshe asked us to take her to a bookstore so she could get another one–this time one inSpanish. The book she chose was a translationof The Kid in the Striped Pajamas, by JohnBoyne. It’s 217 pages long, for 13 year-olds,and she’s reading it with gusto.

Lucía in August 2007, during her Davis Program.

“The most important change has beenin the way Lucía has gradually cometo take responsibility for herself,becoming more independent inevery aspect of her daily life.”

“She has not only shown significantacademic improvement, but she’salso learned to enjoy reading.”

Lucía is a smart young girl and a greatconversationalist. We’ve had several pre-triggerword chats about her bilingual school(Spanish/English), her friends, and schoolactivities she likes. We’ve even talked aboutthe political climate here in Colombia. Andwe’ve discussed a particular “intervention”her school is requiring of her: private phonicsclasses in English. Lucía loves her school, butunfortunately, the staff there doesn’t really“get” her dyslexic learning style. When I askedLucía if the phonics lessons were helping, sheadmitted that, actually, they weren’t, but it’ssomething she has to do. She doesn’t “have” tocome to pizza-and-clay night, but she comesevery month anyway, like clockwork. At thisstage, if she didn’t, I’d miss her!

A while ago her mother mentioned thatduring summer vacation Lucía had read a wholebook, 176 pages, on her own—in English! So

PAGE 17THE DYSLEXIC READER

� Switzerland/CH (cont’d)Vicki BrignoliLumino +41 (091) 829 05 36Carole DubossonVeyras/Sierre+41 (027) 452 62 02Brigitta DünkiRafz + 41 (079) 318-8300Susi Fassler St. Gallen +41 (071) 244 5754 Ursula FischbacherOrpund +41 (032) 355 23 26Mieke FriederichsReinach +41 (061) 712 42 06Heidi Gander-BelzDLS Presenter-MentorMonchaltorf+41 (44) 948 14 10Elisabeth GerberMettmenstetten +41 (044) 767 10 54Katharina GrenacherBern +41 (031) 382 00 29Elisabeth GutGrut +41 (044) 932 3242Ursula Hirzel EglerStäfa +41 (01) 926 2895Christa JaegerRiehen +41 (061) 641 4667Consuelo LangLumino +41 (091) 829 05 36Claudia LendiSt. Gallen+41 (071) 288 41 85

Beatrice LeutertStein am Rhein +41 (052) 232 03 83

Erika Meier-SchmidBonstetten+41 (01) 700 10 38Verena Luisa MoserRiken +41 (076) 346 93 34Maya MuraroStäfa +41 (079) 704 03 07Christine NoisetRenens/Lausanne +41 (021) 634 35 10 or(079) 332 2775Véronique PfeifferZürich +41 (01) 342 22 61Elisabeth RabergerEffretikon+41 (052) 343 62 34Therese Rice-SchumacherUster/Zurich+41 (052) 267 5154Hilary RhodesChesieres-Villars+41 (024) 495 38 20Regine Roth-GloorMohlin/Basel+41 (061) 851 2685Doris Rubli-Huber St. Gallen +41 (071) 245 56 90

Uchi, putting the finishing touches on a modelshe made at our July 2008 pizza and clay night.

Besides these important changes, in her academic work as well as in reading andrecreational writing, for us as parents the mostimportant change has been in the way Lucíahas gradually come to take responsibility forherself, becoming more independent in everyaspect of her daily life.

Although Lucía still has some problemswith organization, we can now say that she isa happy child, sure of herself, cooperativeand responsible, a child who doesn’t give upeasily. So we are sure that as she continues towork with the tools, she will get better in theareas she needs to improve, and achievewhatever goals she establishes for herself.

With all our love and gratitude,

—Juan Manuel Gutiérrez & Catalina Soto

This summer Lucía completed a supplement to her Davis Program, workingon key concepts essential for organization.I’m confident that what she learned will clear up those last nagging “problems withorganization.”

In an email, Lucía’s parents also mentioned that when they wrote their letter,they had an opportunity to think about whoLucía had been before she did her DavisProgram, and who she is today, a year later.And they realized that until they stopped andthought about it, they hadn’t realized howmuch she has changed. Because the changeshave been gradual, so much so that they werebarely perceptible from day to day. I thinkthis is a very valid observation, and animportant one for people considering a DavisProgram for their children. Internalizing theDavis tools so that they become the child’snatural response to confusion takes time, justas it takes time and practice to become expert

in any intellectual pursuit or sport. We DavisFacilitators have no magic pills to offer, butwe do give our clients tools with which overtime they can create very dramatic and positive changes. Especially in clients assteadfast as Lucía!

The following are Lucía’s comments on the book she read in English, and on theDavis Method:

I attend Nogales School (Colegio losNogales). It’s a really good school and I really like it there. We learn a lot ofthings there, but we also have a goodtime. During my summer vacation I read a book called Shredderman–Attackof the Tagger. I really liked this bookbecause it’s interesting, descriptive, andit’s so suspenseful that you really can’tput it down–you simply want to keep on reading.

But as I was reading, if I didn’tunderstand something, or some wordconfused me, I thought, “I could workwith Laura on these words that are triggering me.” And in fact, I realized that the Davis Method really does work.And besides, it’s fun to make things out of clay. I really like the Davis Method.

—Lucía Gutiérrez

“… I realized that the DavisMethod really does work. Andbesides, it’s fun to make things

out of clay. I really like the Davis Method.”

Uchi read this book in English during hersummer vacation, and knew she could workwith Laura, her Davis Facilitator, when shecame across words that confused her.

PAGE 18 THE DYSLEXIC READER

� Switzerland/CH (cont’d)Benita RuckliSigigen +41 (041) 495 04 09 or (079) 719 31 18Lotti Salivisberg Basel +41 (061) 263 33 44Sonja SartorWinterthur+41 (052) 242 4015Marianne SchutzZofinger+41 (62) 752 8281Andreas VillainZürich +41 (076) 371 84 32Catherine WarnerGeneva +41 (022) 321 70 42Margit ZahndGerolfingen+41 (079) 256 86 65 or(032) 396 19 20

� United Arab EmiratesLinda RademanDubai +9714 348 1687

� United KingdomNicky Bennett-BaggsGt. Gaddesden, Herts+44 (01442) 252 517Sue BullenAyrshire, Scotland+44 (01292) 591 797Sarah DixonEast Horsley, Surrey +44 (01483) 283 088Susan DuguidLondon+44 (020) 8878 9652Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodDLS Mentor & PresenterAscot, Berkshire+44 (01344) 622 115 Christine EastKingsbridge, Devon+44 (0) 8000 272657Hilary FarmerOxford, Oxon+44 (01865) 326 464Nichola Farnum MALondon +44 (0) 8000 272657Jacqueline Ann FlisherHungerford Berks+44 (0) 8000 272657Maureen FloridoHarleston, Norfolk+44 (0) 8000 272657

Carol ForsterGloucester+44 (1452) 331 573 Achsa GriffithsSandwich, Kent +44 (01304) 611 650Axel GudmundssonLondon +44 (020) 8341-7703 Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 695

By Abigail Marshall

Super Glue Not Recommended

Q: I am working on my own with my childrenand have purchased the Davis SymbolMastery kit, but have not been successful inhelping my youngest daughter, age eight.She has a hard time staying on point. Shetold me that she tried to superglue her mind’s eye in place butit keeps moving. I am at a lossto know to how to help her.

A: I’d suggest rereading thefirst section of chapter 28in The Gift of Dyslexiaabout “holding.” As thebook explains, movingthe mind’s eye is an ingrainedhabit and a natural response toconfusion for a dyslexic child.Your daughter should not tryto hold her mind’s eye inplace–that isn’t possible andwill only cause problems, such asincreased tension or a headache.You should use the ReleaseProcedure as described in the book if yourdaughter seems to be struggling in this way.

Let your daughter know that it is naturalfor her mind’s eye to drift off point. Overtime, with practice, she will develop greaterawareness of when she disorients, and willbe able to bring her mind’s eye back to herorientation point whenever she feels it isnecessary to reorient. This, combined with thehabit of always doing Release and checkingher point before she begins to read or doother school work, will help her develop theability to sustain orientation when needed.

More Adaptable Than You Think

Q:My nine-year-old son is just finishing thirdgrade and has recently gone through extensivetesting. The results indicate a diagnosis ofdyslexia. Specifically, he does not possessphonics skills, and his visual/design memoryis very weak. As I understand it, these arethe two skills needed to learn to read and

write, so I guess we have a struggle ahead of us.We are also currently living in Germany. Ourson attends an English speaking internationalschool, with limited LD resources.

In the very early days of my research, I learned of the Davis Program, and that it isavailable in Germany. I have not yet read TheGift of Dyslexia, but it is on its way. Is it OKto do a Davis Program including the follow-upat home, while at the same time the schooluses other methods of support and trainingduring the school year? I certainly don’t wantto overwhelm or confuse my son further!

A:Yes, it is OK to do one thing at homewhile the school does something different, as long as your son understands that they are different, and as long as you are able tomake sure that there is enough time at hometo continue following through with the

Davis methods. Since, as you say, theschool has “limited LD resources,” it’s unlikely that they will be providing

much in any case. Think of it this way: your son lives in

Germany but attends an English-speakingschool, so every day he hears two differentlanguages. He may speak one better than theother, but he probably doesn’t confuse themor try to mix them together. In the same way,Davis will be a different approach. If you canget the teachers at the school to be supportiveof Davis, that would be great–but if not, yourson, like many other children in his position,will probably be able to sort things out forhimself.

More Than One Way

Q: I am just beginning to learn about theDavis program. I think it would greatly helpmy son, who I feel is dyslexic. What are thedifferences in using the DVD’s, attending aworkshop, or going to a Facilitator? I’mweighing the costs and trying to decide ifthis is something I can do myself.

A: The DVD’s together with the Davis books give you a good overview of the basictechniques and the theory behind them. Ifyou have plenty of time and a cooperativechild, you might find that these are sufficientfor your needs. It certainly is a good place tostart. My guess is that the success rate forfamilies who work at home is probably lowerthan for those who choose to work withlicensed Facilitators, since many will simplygive up if they encounter problems.

Attending a Fundamentals of DavisDyslexia Correction Workshop will give you

PAGE 19THE DYSLEXIC READER

�United Kingdom (cont’d)Karen HautzLondon+44 (0207) 228-2947Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185Catherine HooperCamborne+44 (01209) 717 754Phyllida HowlettHaverfordwest,Pembrokeshire +44 (01437) 766 806Angela JamesReading, Berkshire+44 (0118) 947 6545Liz JollyFareham, Hants+44 (01329) 235 420Lisa KloossLondon +44 (0208) 960 9406Sara KramerCobham, Surrey +44 (1932) 863 440 Marilyn LaneRedhill +44 (0173) 776-9049Isabel MartinCrowborough East Sussex+44 (0) 8000 272657Stuart ParsonsLowton/Warrington,Cheshire+44 (07754) 534 740Fionna PilgrimKeighley, West Yorkshire +44 (0) 8000 272657 Maxine PiperCarterton, Oxon+44 (01993) 840 291

Elenica Nina PitoskaLondon +44 (0) 8000 272657Rebecca RossLamberhurst, Kent +44 (0) 8000 272657

Pauline RoylePoulton-le-Fylde, Lancs+44 (0) 8000 272657

Ian RichardsonBlaisdon Longhope, Glos+44 (0) 8000 272657

Rosemary SavinsonLondon +44 (0208) 316-1973Janice ScholesLiversedge, West Yorkshire+44 (0) 8000 272657Nigel SharpIsle of Wight +44 (0) 8000 272657Judith ShawSupervisor-SpecialistSt. Leonards onSea/Hastings, East Sussex +44 (01424) 447 077Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052Lynne SmithBrighton, East Sussex+44 (01273) 723 920

Zookeeper’s Dilemma

A zookeeper wanted to get some extra animals for his zoo, so he decided to compose a letter. The only problem was that hedidn’t know the plural of“mongoose,” one of the

animals he wanted to acquire.

He started the letter: “To whom it may concern, I need two mongeese.”

No, that wouldn’t work. So he tried again: “To whom it may concern, I need two mongooses.” No, that’s not right either!

Finally, he got an idea: “To whomit may concern, I need a mongoose,and while you’re at it, send meanother one.”

Math SymbolsA math teacher was reviewingmath symbols with her second-grade pupils. She drew a greater-than ( > ) and a less-thansign ( < ) on the chalkboardbefore asking, “Does anyoneremember what these mean?”

A few moments passed, and thena boy confidently raised his hand.“One means fast-forward,” heexclaimed, “and the other meansrewind!”

hands-on practice with the Davis proceduresand a better overview of how to structureyour son’s program. It would be a goodchoice if you are strongly committed toworking with your child but feel that youneed more support in understanding theDavis methods.

If you work with a Davis Facilitatoryou pass the initial responsibility for thesuccess of the program to a highly trainedindividual who has a substantial amount ofpractice and experience with Davis methods.The Facilitator also has more techniques and

tools than the ones outlined in the books, and has the knowledge to be able to makeadjustments and modifications as needed toensure that your child gets the full benefit of the program. You can be assured thateverything has been done the “right” way,and that no steps are missed.

There is no doubt in my mind that thebest benefit is achieved working with aFacilitator –but we provide these alternativesprecisely because not everyone can afford towork with a Facilitator, and some peoplesimply prefer a do-it-yourself approach. Iworked successfully with my own son, usingonly the information in the book The Gift ofDyslexia, so I know it can be done. But whenwe started, my only idea was to give it a tryand see what happened. We were amazed bythe results. There is no harm in starting thatway, with a playful attitude. If it proves toodifficult, you can take a break and contact aFacilitator. The one thing you should avoid ispushing against resistance or frustration athome, which could undermine your child’swillingness to continue the program withsomeone else. �

PAGE 20 THE DYSLEXIC READER

�United Kingdom (cont’d)Drs. Renée van der VloodtSupervisor-SpecialistReigate, Surrey+44 (01737) 240 116Frank WalkerGreasby Wirral/Liverpool+44 (0151) 678 14 99Evelyn WhiteWalton-on-Thames, Surrey+44 (01932) 230 624The Learning PeopleMargarita WhiteheadDDA DirectorRichard WhiteheadDDA DirectorDLS Presenter-MentorFundamentals PresenterCanterbury, Kent+44 (01227) 738 972Rachel WilliamsonHassocks, West Sussex+44 (0) 8000 272657

� United States

AlabamaLisa SprattHuntsville +1 (256) 426-4066ArizonaDr. Edith FritzPhoenix+1 (602) 274-7738Nancy KressPhoenix+1 (480) 544-5031John MertzTucson+1 (520) 797-0201ArkansasRebecca LandesMulberry/Fort Smith +1 (479) 997-1996CaliforniaReading Research CouncilDyslexia Correction CenterDr. Fatima Ali, FounderRay DavisDavis Autism TrainerRonald D. Davis, FounderBurlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990Janet ConferRancho Santa Margarita+1 (949) 589-6394 Anette FullerWalnut Creek+1 (925) 639-7846Perola GoncalvesBerkeley+1 (510) 421-9272 Richard A. HarmelMarina Del Rey/Los Angeles+1 (310) 823-8900David HirstRiverside+1 (951) 653-9251 or +1 (909) 241-6079Suzanne Kisly-CoburnManhattan Beach+1 (310) 947-2662Nicole MeltonDiamond Bar+1 (909) 861-5251

Charla de Ronald Davis MuyConcurrida en Guadalajara, México

El 25 de agosto, 2008, Ronald Davis diouna charla en la Universidad TecMilenio deGuadalajara, México. Más de 600 acudierona la charla a escuchar la historia personal deRon y a enterarse de la dislexia y delPrograma Davis de Corrección de Dislexia.Este evento impresionante fue patrocinadopor María Silvia Flores Salinas, Directora deDavis Latinoamérica, el nuevo representantede los servicios de capacitación Davis enAmérica Latina y España.

Seguramente la concurrencia tanfenomenal se debió en parte a la promociónexitosa del evento en varios periódicos de la región. Sin embargo, muchos másaprovecharon la oportunidad de oír por radiouna entrevista de Ron Davis con la Sra.Flores en el programa de Adriana Corona Gil,“Simplemente Adriana”. Este programa esmuy popular en México y es conocido enBrazil y Ecuador, tanto como en California y Texas en Estados Unidos.

El periódico nacional, El Público, unode los más leídos en México, publicó unartículo sobre Ronald Davis y el MétodoDavis. Este artículo ocupó una página entera,en la contraportada del El Público, página

que los editores reservan para biografías depersonas que inspiran admiración. Estasbiografías, leídas por todo México, sonescogidas únicamente en base de los méritosdel personaje, y el periódico no acepta publicidad de los que son perfilados allí.

Antes de la charla, Cathy Calderon, con el apoyo del Ronald Davis, presentó lacapacitación Davis, Dominio de la Motivacióny Responsabilidad. Asistieron a este tallerFacilitadores y aprendices del Método Davisde Canada, Ecuador, Costa Rica, Argentina,Panamá y de muchas partes de México.

Más de 600 acudieron a la charla de Ron Davisen Guadalajara en agosto 2008

Los participantes también aprovecharon oportunidades de conocerse y descansar.

PAGE 21THE DYSLEXIC READER

� United States/California (cont’d)Cheryl RodriguesSunnyvale/San Jose+1 (408) 983-0968David Carlos RosenSan Rafael+1 (415) 479-1700Dee Weldon WhiteLexie White StrainMenlo Park+1 (650) 388-6808

ColoradoAnnie GarciaWheat Ridge / Denver+1 (303) 423-3397Crystal PunchDLS MentorCentennial/Denver +1 (303) 850-0581Kristi ThompsonDLS Presenter-MentorWalsh +1 (719) 324-9256FloridaRandom (Randee)GarretsonLutz/Tampa/St. Petersburg+1 (813) 956-0502 Tina KirbyNavarre +1 (850) 218-5956Rita Von BonNavarre +1 (850) 934-1389GeorgiaLesa HallPooler/Savannah+1 (912) 330-8577Martha PayneSuwanee+1 (404) 886-2720Scott TimmWoodstock/Atlanta+1 (866) 255-9028 (Toll-Free)

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

IdahoCarma SutherlandRexburg +1 (208) 356-3944IllinoisKim AinisChicago +1 (312) 360-0805Susan SmarjesseSpringfield+1 (217) 789-7323

IndianaJodi R. BaughCloverdale/Indianapolis+1 (765) 526-2121Myrna BurkholderGoshen/South Bend+1 (574) 533-7455Carol K. WilliamsJeffersonville+1 (651) 324-9156

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

Con la presentación de esta capacitaciónCathy Calderon ascendió a la posición dePresentadora de Capacitaciones Davis.Ahora está totalmente capacitada y certificadapara presentar los tres talleres del Programade Capacitación de Facilitadores Davis.¡Felicitaciones, Cathy!

Los participantes en este evento enGuadalajara también tuvieron oportunidadesde descansar. Se les ofreció un paseo optativoa la fábrica de José Cuervo en el pueblo de Tequila. Tequila queda a unos 45 minutesde Guadalajara en carro, y muchosaprovecharon la oportunidad de hacer un tourde la destilería de José Cuervo – ¡y de probarsu producto famoso! �

Artículo sobre Ron Davis y el Método Davis en la contraportada del periódico nacional, El Público

““El Público, uno de los periódicosmás leídos en México, publicó un

artículo sobre Ronald Davis.”

Managing Director, says the award is an outstanding achievement and a tribute to thecreative abilities of the people involved.“This is an extraordinarily beautiful garden inan urban landscape that offers an incredibleinsight into the dyslexic mind and the creative energy within.”

Guy Pope-Mayell, Chair ofTrustees of the Dyslexia Foundation,is delighted with the award, whichcomes only a year after theGovernment formally recogniseddyslexia and begun the process ofaddressing the needs of dyslexic students in New Zealand schools.

“The Dyslexia DiscoveryExhibit plays two vital roles. Firstly

it’s a fantastic space, a serene spot in theChristchurch Central Business District forlocals and visitors to enjoy. And secondly itconfronts dyslexia head on; the sculptures helpvisitors to understand that dyslexia is so muchmore than a range of learning difficulties.

“Dyslexia is a creative gift, not a disability, and the calibre of people involvedwith the exhibit demonstrates the correlationbetween creative minds and success,” addedMr. Pope-Mayell. �

The ground-breaking Dyslexia DiscoveryExhibit was recognised with a silver medal atone of New Zealand’s most prestigious land-scape honours, the bi-annual New ZealandInstitute of Landscape Architects ResenePride of Place awards.

The permanent exhibit was conceivedby some of New Zealand’stop creative minds, includingRichard Taylor and the Wetateam, and sculptor Paul Dibblewho was commissioned bythe Dyslexia Foundation toreflect John Britten’s dreamsof speed and flight. Otherexhibit contributors includedprominent UK artist MackenzieThorpe and Ron Davis, pioneer of the DavisDyslexia Correction method.

The exhibit, designed as an interactivesculpture garden, transformed the front carpark of a notable Worcester Boulevard villainto a place of expression for the dyslexicmind. The design and construction processwas managed by Christchurch-based landscape design firm, Morgan & PollardAssociates.

Roger Pollard, Morgan & Pollard

Dyslexia Exhibit Wins NewZealand Landscape Award

In January 2008, Petra Pouw-Legêne was granted a license for the exclusiveright to direct and manageDavis Learning Strategiesactivities in The Netherlandsand the Dutch-speaking regionof Belgium. Congratulations,Petra!

Petra has been an activeDavis Facilitator since 1996.Her background is in educationwith a degree from theUniversity of Utrecht. In theearly 70’s she taught Dutch language and literature at the high schoollevel. After the birth of her three sons she

As Director of Davis-leer-strategieën Nederland, Petra hasexciting plans for offering DavisLearning Strategies to Dutch andFlemish schools and teachers.Her goals are to ensure that asmany teachers as possible areaware of the primarily visualspatial (non-verbal) thinkingstyle of young children, andprepare them to support thatstyle by incorporating DavisLearning Strategies in theircurriculum. She is convincedthat DLS will help preventearly reading problems.

One of the steps in fulfilling these goalswas to provide a DLS Workshop for DavisFacilitators in her territory to familiarizethem with the purposes and methods of DLS.The first such workshop was held in July2008. Recently, she presented two DLSWorkshops for Primary Teachers, one inSeptember in the south of Holland and anotherin October in the north. She is also currentlysupervising two DLS Mentors-in-training. �

Davis-leerstrategieën Nederland

MassachussettsKaren LoGiudiceNewburyport+1 (978) 337-7753Carolyn TylerFairhaven+1 (508) 994-4577MichiganNicki CatesSaint Clair Shores/Detroit+1 (586) 801-0772Sandra McPhallGrandville/Grand Rapids+1 (616) 534-1385Dean SchalowManistee+1 (800) 794-3060 (Toll-Free)Michele WellmanMt. Pleasant/Lansing+1 (989) 772-3084MinnesotaCyndi DenesonSupervisor-Specialist Edina/Minneapolis+1 (888) 890-5380 (Toll-Free)+1 (952) 820-4673Alice J. PrattExcelsior/Minneapolis+1 (904) 389-9251MissouriCathy CookColumbia+1 (573) 819-6010 or 886-8917Gretchen FitzGeraldKansas City+1 (816) 806-8611MontanaKimberly BezansonMissoula +1 (406) 541-3076or 677-4014Elsie JohnsonManhatten +1 (406) 257-8556NebraskaShawn CarlsonLincoln +1 (402) 420-1025

Elaine ThoendelChambers+1 (402) 482-5709

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

New HampshireGlenna GiveansLebanon+ 1 (603) 863-7877Michele SiegmannMason/Manchester/Boston+1 (603) 878-6006New JerseyLynn ChigounisMontclair +1 (973) 746-5037Charlotte FosterSupervisor-SpecialistBernardsville/Newark+1 (908) 766-5399New YorkLisa AndersonSeneca Falls +1 (315)568-3166 or (800) 234-6922

Petra Pouw-Legêne, Directorof Davis-leerstrategieënNederland.

“Petra has exciting plans for offeringDavis Learning Strategies to Dutchand Flemish schools and teachers.”

enjoyed being a full-time mom for 14 years.During that period she served as a volunteer,setting up an improved language program forher sons’ primary school and specializing in children’s literature.

Petra was one of the first DavisFacilitators in Holland to train in DavisLearning Strategies with Sharon Pfeiffer.Subsequently she became a Davis LearningStrategies Mentor and Workshop Presenterunder the guidance of Siegerdina Mandemaand Sharon Pfeiffer.

A man’s home is his castle,in a manor of speaking.

Bakers trade theirbread recipes on a knead-to-know basis.

A chicken crossingthe road is poultryin motion.

A calendar’s daysare numbered.

Groanworthy homonyms

Petra Pouw-Legêne ofDLS Nederland withKlazien Louwes (left)and Robin Temple (center) of DavisDyslexia Association.Petra is proudly holdingthe freshly printedbrochure for the DLSworkshops.

PAGE 23THE DYSLEXIC READER

� United States/New York (cont’d)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) 830-2390OhioLorraine 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) 323-7323Linda WrightMarlow+1 (580) 641-1056OregonRhonda ErstromVale +1 (541) 881-7817Kathy PozziOntario +1 (541) 881 6497Melissa SlominskiTigard /Portland+1 (503) 957-2998PennsylvaniaMaude Le RouxGlen Mills+1 (484) 840-1529Marcia MaustBerlin/Pittsburgh+1 (814) 267-5765Rhode IslandLinda M. DanielsProvidence+1 (401) 301-7604South CarolinaAngela KeiferGreenville+1 (864) 420-1627South DakotaKim CarsonDLS Presenter-MentorBrookings/Sioux Falls +1 (605) 692-1785Lillian “Lee” MilesSioux Falls+1 (605) 274-2294TennesseeJackie BlackDover1-866-218-1614 (Toll-Free)TexasKellie Antrim-BrownFt. Worth+1 (817) 989-0783

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

PAGE 24 THE DYSLEXIC READER

� United States/Texas (cont’d)Janalee BealsBedford/Dallas/Ft. Worth+1 (817) 354-2896Success Learning CenterRhonda ClemonsDLS Presenter-MentorColleen MillslagleDLS Presenter-MentorTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446Shari ChuHelotes /San Antonio +1 (210) 414-0116Jodie HarberCedar Park/Austin+1 (512) 918-9247Lori JohnsonBoerne/San Antonio+1 (210) 843-8161 Leslie McLeanAmarillo+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)Dorothy OwenSupervisor-SpecialistIrving +1 (817) 919-6200Paula Roberts Tyler +1 (903) 570-3427Casey Linwick-RouzerSugar Land/Houston+1 (832) 724-0492Laura WarrenLubbock +1 (806) 790-7292VirginiaDonna KouriMontpelier/Richmond+1 (804) 883-8867Angela OdomDLS Presenter-MentorMidlothian/Richmond+1 (804) 833-8858Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164WashingtonAleta ClarkAuburn/Tacoma+1 (253) 854-9377Carol HernDLS Presenter-MentorSpokaneRebecca LueraFall City/Seattle+1 (800) 818-9056 (Toll-Free)+1 (425) 222-4163Nancy SittonMarysville +1 (360) 651-1241Renie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737Ruth Ann YoungbergBellingham+1 (360) 752-5723West VirginiaGale LongAutism Facilitator/CoachElkview/Charleston+1 (888) 517-7830 (Toll Free)+1 (304) 965-7400

Angela Przemus “I am ateacher at a Montessori schooland for several years have beena dyslexia trainer. With theDavis Method I now finallyhave the opportunity to get tothe root of dyslexia. I look

forward to this work.” LeseZeichen, Zentrum fürLegasthenie, Pfannenstrabe 18, Schönebeck,Germany, 39218, +49 (3928) 845 159,LeseZeichenSBK@aol.co

Sandra Hartnett “I beganan exciting journey when afriend told me about her DavisProgramme. I realized I had notunderstood that dyslexia is self-created at the core, and thus canbe self-corrected. During my

own Davis Dyslexia Correction Programme, therewas a moment when I could fully breathe in myknowledge of myself and how I’d used my mind.The bricks that blocked my vision started to crackand fall away. A feeling of total certainty I’d notfelt before ignited the spark of an idea: to train asa Davis Facilitator. I liked the idea of giving oth-ers a chance to experience this feeling. After myprogram I discovered that our three children sharethe confusions and talents of dyslexia. My Davisjourney has had its ups and downs. I am verygrateful to my Davis colleagues, for their integrityand support, showing me how I can explore andfind the opportunities on my path. I am honoredto join them as a licensed Davis Facilitator and toshare in the journey of my future clients. I alsolook forward to many more “aha” moments of my own. A heart-felt thank you to Ron Davis, forthis wonderful programme. What a way to happilyexplore and discover the world of words, laughmore and gain oft hoped for results.” WordComfort, 160 Aranui Road, Mapua, Nelson, New Zealand, +64 (03) 540 3277,Sandra@wordcomfort.co.nzm

Stefania Bruno “I have adegree in education, and sevenyears ago I began to work withdyslexics. I discovered a fantasticuniverse full of very bright, talented and creative people.

Three years ago a colleague and I opened an educational center in Nuoro. Nuoro is a small city in Sardinia, a beautiful island in the middle ofthe Mediterranean Sea. We help a lot of studentslearn, strengthening their skills and improvingtheir performance in school. Most of our clientsare dyslexic so I’m always in search of new waysto improve my work. This search led me to Davis.When I read The Gift of Dyslexia, it allowed me

Newly Licensed Davis FacilitatorsCongratulations to all the newest members of our growing

international community of Davis Program Providers!

to develop a clearer and deeper understanding ofdyslexia. I immediately decided to become aFacilitator in order to make a difference in mycountry by helping dyslexics achieve results usingtheir gift.” Officina Delgi Apprendimenti, ViaDella Resistenza N. 4, Nuoro, Italy, Sardinia,08100, +39 (3889) 332 486, stefabruno@tiscali.it

Carmen Stappenbacher“I am very glad to join my colleagues as a new DavisFacilitator. I live in Bambergand intend to go into businessfor myself in this lovely city.Quite near my area there is a

Davis colleague and another one is located just alittle farther away. In spite of the distance betweenour workplaces, I’m looking forward to goodcoordination and successful cooperation with all.Hauptstr. 7, 96163, Gundelsheim, Germany, +49 (0951) 917 19 10, carmen.stappenbacher@arcor.de

Susi Fassler Praxis Fur LegasthenieKorrektur, Greithstrasse 6, St. Gallen, CH-9000,Switzerland, +41 (071) 244 5754,susi_faessler@bluewin.ch

Hilde Duchesne “I live in Belgium and I am48 years old. I have always been interested in creative things like ceramics or bookbinding. Athome I have a ceramics workshop. I have alsobeen enormously fascinated by the human psyche.Therefore discovering Davis was a gift for me.Through this work I can combine all my favoritethings while helping children and adults in anenjoyable way. It is fantastic to see the results thatcan be achieved through facilitation of the DavisDyslexia Correction Program.” Het Leeg 34,Brasschaat, Belgium, +32 (03) 653 13 71,hilde.duchesne@hotmail.com

Lourdes Zepeda Solorzano “Cancún isvery different from other cities because since it’sa tourist destination, there are people here fromall over the world. The population is now one million and most of the families are young.Therefore, the Davis Method and my professionalwork as a Davis Facilitator will be very important.” Cenzontle #11, Zona Hotelera,Cancún, Mexico, +52 (998) 577 30 90,Louzepeda@hotmail.com

Linda Wright “My eldestdaughter, Kaitlin, and I discoveredDDAI on the internet. We hopedto raise the self esteem of my tenyear old daughter, Delaney, andhelp her sort out the problems shewas having in school. Searching

the web, we found Davis Dyslexia Association

PAGE 25THE DYSLEXIC READER

The Davis Facilitator TrainingProgram requires approximately 400 hours 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.

WisconsinNew Hope Learning Centers, Inc.Darlene BishopMargaret Hayes Milwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900Anne MataczynskiWausau +1 (715) 551-7144

� UruguayMarcela PiffarettiMontevideo+598 (02) 600-6326

�

This Directory is current as ofOctober 25, 2008. It is subjectto change. Between newsletterissues, new Facilitators are

added, and occasionally, somebecome inactive. However, the Davis Providers list atwww.dyslexia.com is always up to date.

Davis Training ProgramsDavis 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

Nora Kornbleuh. In early May, our dear friendslipped away to embrace the stars. Nora was a DavisFacilitator in Iceland from 2005 to 2007. She lives onin the hearts of her DDAI colleagues and her manydear friends in Iceland.

Glyndene Burns passed away July 29. Glyndenewas a Davis Facilitator in Lubbock, Texas from 2005to 2008. She is survived by her husband, Brian, twodaughters, Michelle Burns of College Station, Texasand Jennifer Black and husband Trevor of Naples,Florida. Glyndene’s family and friends remember herwarm smile, gentle touch, and her strength and passion for life.

IN MEMORIAM

countless gifts. While he had a program thatmatched their learning style, the kids’ school didn’t recognize their gifts, never grading them on their strengths. My son’s program results werepowerful! I read The Gift of Dyslexia twice, andthen attended a Fundamentals Workshop. I havewatched dyslexic children blossom, coming tounderstand and appreciate their gifts. I owned a tutoring company for 20 years but have nowformed a new company, Dynamic LearningServices. It provides tutoring and educationaltherapy to children who are predominantly 3-D picture thinkers. I look forward to helping dyslexics discover their learning power throughDavis Dyslexia Correction Programs.” DynamicLearning Services, 1505 N. Meadow Ave.,Manhattan Beach, CA USA, 90266, +1 (310) 947-2662,Suzanne@dynamiclearningservices.com �

was the only site that clearly described Delaney’ssymptoms and problems. It was as if they had personally interviewed her! We found a DavisFacilitator near us and Delaney did her Programin January 2007. Her results were remarkable,immediate, and have been long lasting. I was soimpressed, that three weeks later I flew to SanFrancisco for the Davis Fundamentals Workshop.And here I am! Thank you Ron Davis!” DyslexiaSolutions of Oklahoma, Marlow, OK 73055. +1 (580) 641-1056. dyslexiasolutionsok@yahoo.com

Suzanne Kisly-Coburn “Twoamazing, creative children whostruggled with school, inspired meto find alternative educationaloptions. I heard about the DavisDyslexia Correction Program. RonDavis confirmed what I already

knew: that they were 3-D picture thinkers, with

Cathy Calderón recentlyachieved the status of DavisWorkshop Presenter. She is nowfully qualified and licensed topresent all three of the DavisFacilitator Training Program

Workshops. Very special congratulations toCathy! Palmas Counseling Center, LomasVirreyes, Jardines del Pedrgal, México D.F.,Mexico, +52 (55) 55-40-72-06,ccalderon@palmascounseling.com.mx

Lucie Wauben Cruts hasbecome a licensed DLS Mentor.She plans to sponsor the schoolshe has been mentoring tobecome the first DLS ModelSchool outside of the USA!Eigenbeeld, Elserveldstraat 26,

6181KA Elsloo, Limburg, Holland, +31 (046) 437 0329, eigenbeeld@planet.nl

New Presenter and DLS Mentor

PAGE 26 THE DYSLEXIC READER

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

• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• Use research-based methods that are flexible and easilyfit into and enhance any existing curriculum?

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

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

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

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

• Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay,cutter, dictionary and two Koosh® balls. (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 all Kindergarten children would benefit from Davis Learning Strategies.”

–LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California

2009 DATES & LOCATIONS

Date Location Telephone

United States

Jan. 8-9 2009 Shallotte, NC 1-910-754-9559

Aug. 4-5 2009 Brookings, SD 1-605-692-1785

Aug. 6-7 2009 Denver, CO 1-719-324-9256

Aug 7-8 2009 Lubbock, TX 1-806-790-7292

Oct. 1-2 2009 Tyler, TX 1-866-531-2446

For more details, visit www.davislearn.com

PAGE 27THE DYSLEXIC READER

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

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

2008-2009 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

GERMANY 200930 Apr-3 May, 2009: FreiburgPresenter: Ioannis TzivanakisLanguage: German with English translationEmail: info@dyslexia.deTel: +49 (040) 25 17 86 22

29 Oct-1 Nov, 2009: HamburgPresenter: Ioannis TzivanakisLanguage: German with English translationEmail: info@dyslexia.deTel: +49 (040) 25 17 86 22

MEXICO 200813-16 Nov, 2008: Mexico CityPresenter: Cathy CalderónLanguage: SpanishEmail: davis@davislatam.comTel: +52 (81) 8335-9435

UNITED KINGDOM 20097-10 Feb, 2009: Addington Nr. Maidstone, Kent Presenter: Richard WhiteheadLanguage: EnglishEmail: uk@dyslexia.comTel: +44 (0) 1227 732 288

UNITED STATES 2009

24-27 Jan, 2009: Burlingame, CAPresenter: Gerry GrantLanguage: EnglishEmail: training@dyslexia.comTel: Toll-free (888) 392-1134

25-28 March, 2009: Dallas/Ft. Worth, TXPresenter: Gerry GrantLanguage: EnglishEmail: training@dyslexia.comTel: Toll-free (888) 392-1134

27-30 June, 2009: Burlingame, CAPresenter: Gerry GrantLanguage: EnglishEmail: training@dyslexia.comTel: Toll-free (888) 392-1134

12 -15 Sept, 2009: Dallas/Ft. Worth, TXPresenter: Gerry GrantLanguage: EnglishEmail: training@dyslexia.comTel: Toll-free (888) 392-1134

Continued on page 22

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

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CA

PERMIT NO.14

~

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

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

DDA-DACHDeutschland-Austria-SwitzerlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: germany@dyslexia.comSWITZERLANDTel: 41 (061) 273 81 85E-MAIL: ch@dyslexia.com

DDA- Latin AmericaCalzada del Valle #400 Local 8Colonia del ValleGarza García, Monterrey Nuevo LeónMÉXICO, CP 66220Tel: 52 (81) 8335-9435Email: spanish@dyslexia.com

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

DDA-UKDavis Learning FoundationPO Box 972CanterburyKent CT1 9DNTel: +44 (0)1227 732 288Fax: +44 (0)1227 731 756E-mail: uk@dyslexia.com

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 260Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: ddai@dyslexia.com

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

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

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

Participants will learn:• How the Davis procedures were developed.• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for improving

reading, 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

13-16 Nov. 2008 Mexico, DF Mexico

24 – 27 Jan. 2009 Burlingame, CA USA

7 – 10 Feb. 2009 Addington Nr. Maidstone, Kent UK

25 – 28 Mar. 2009 Dallas/Ft. Worth, TX USA

30 Apr. – 3 May 2009 Freiburg Germany

27 – 30 June 2009 Burlingame, CA USA

12 – 15 Sept. 2009 Dallas/Ft. Worth, TX USA

29 Oct. – 1 Nov. 2009 Hamburg Germany

2008-2009 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

Questions?Call Dorothy Owen Davis Training Consultant:

Toll Free: 1-888-392-1134Email: answers@davistraining.org

U.S.A. Workshop Information: