the dyslexic reader 2010 - issue 56

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News & Feature ArticlesA Totally Davis Family ........................... 1, 3, 4No I Won't Read...................................... 1, 5Davis Facilitators at BDA Family Day............. 6The Gift of Dyslexia I Discovered................... 7Why Tyrannosaurus, But Not If? Part 2.... 8-10The Ballad of Johnny Jacobs........................14Por qu TyranosauroPero No Cual? Segunda Parte...............19-21Rise Above................................................. 22Riddles....................................................... 22

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  • THE DYSLEXIC READER PAGE 1

    Dys lex ic Read er VOLUME 56 ISSUE 3 2010DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

    The

    Louis Breithaupt first came to me in September of 2009 for a Davis Dyslexia Correction Program. He was 10 years old, and could not read at a second grade level. By the end of the week, he was able to comfortably read at the third grade level, and felt quite proud of himself. Both parents, Anne and Lou Breithaupt, came for the support training session, and agreed on who would do what to assist in Louis follow-up work. The follow-up work at home became a family affair, with a table set up in the family room to keep all materials ready for use. Louis returned in November to master the ADD concepts. He had been having

    A TOTALLY DAVIS FAMILY

    Louis with his Davis Facilitator, Cathy Dodge Smith

    By Cathy Dodge Smith, Ed. D., Davis Dyslexia Program Facilitator and Autism Approach Facilitator/Coach in Oakville, Ontario, Canada

    No! I wont read!!!

    IN THIS ISSUE

    News & Feature Articles A Totally Davis Family .......................... 1, 3, 4No I Won't Read ..................................... 1, 5Davis Facilitators at BDA Family Day ............ 6The Gift of Dyslexia I Discovered .................. 7Why Tyrannosaurus, But Not If? Part 2 ... 8-10 The Ballad of Johnny Jacobs .......................14Por qu TyranosauroPero No Cual? Segunda Parte ..............19-21Rise Above ................................................ 22Riddles ...................................................... 22

    Regular FeaturesIn the Mail .................................................. 2Q&A .................................................... 11-13 Lazy Reader Book Club......................... 15-17 Famous Dyslexics ...................................... 18New Davis Licensees ................................. 23Davis Workshops ..................................26, 27

    By David C. Rosen, Davis Facilitator in San Rafael, CA, USA

    I work with special needs young people who have dyslexia. I help them overcome their difficulties in reading, writing, speaking and thinking clearly, and focusing attention. Dyslexia is not just a learning disability. It carries with it enormous emotional frustration, shame, and lack of self-worth. Every once in a while you get the privilege of working with a young person who is so ready to make major changesnot only in their reading and

    writing, but also in their relationship to life in general. When 8-year-old Jordan first came to my office for a dyslexia assessment, he was extremely quiet. He barely looked at me. His hair covered his eyes, his shoulders were slouched down, and he answered questions minimally, mostly a yes or a no. When it came to the reading part of the assessment, he quickly put his head down on his folded arms on the table and in a loud, firm voice exclaimed, No I wont read! His mom, sitting behind us, put her head down and sadly shook her head. Quietly, I moved around the table and sat next to Jordan. If I read with you, would that help? Jordan looked up at me. There were tears in his eyes. He looked directly at me for a time and then said, Maybe Ok, we will share the reading I will start, OK? He looked at me and sat up.I picked the simplest, most visually based page in the reading choices. I told him a bit about the story we were going to read.

    (continued on page 5)

    difficulty with several aspects of ADD, including time awareness and management, shifting gears from one activity to another, and being bullied at school. He could not see his own role in setting himself

    up for teasing and bullying. He did all the concept work, and then returned for

    (continued on page 3)

    The follow-up work at home became a family

    affair, with a table set up in the family room to

    keep all materials ready for use.

  • THE DYSLEXIC READERPAGE 2

    The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI)1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all peoples abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Daz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com

    The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis, Davis Dyslexia Correction, Davis Symbol Mastery, Davis Orientation Counseling, Davis Math Mastery, Davis Autism Approach, Seed of Genius, and Davis Learning Strategies are trademarks of Ronald D. Davis. Copyright 2010 by DDAI, unless otherwise noted. All rights reserved.

    In The Mail

    New Hope for a Family

    Dear Ron Davis, I wanted to offer you some feedback about the correction method contained in your book, The Gift of Dyslexia. I am a senior at Liberty University, in Lynchburg, VA. I am an online student working on a BA in Psychology to enhance my family counseling capabilities as a full time pastoral staff member at a church in Lafayette, Louisiana.

    correction sessions that made the difference, but my son has stated that he is able to recognize disorientation when it happens, and interrupt it. He even added a verbal cue to complement moving back to the orientation point: lock and load. I thought that was neat! I want to thank you for writing this book and turning your own experience into such a marvelous contribution to others who are struggling to understand their gift. You have given this family new hope. Thank you!

    Sincerely,Rick H., Lafayette, LA

    The society which scorns excellence in

    plumbing as a humble activity and tolerates

    shoddiness in philosophy because it is an exalted activity

    will have neither good plumbing nor good

    philosophy: neither its pipes nor its theories

    will hold water.

    John W. Gardner, Secretary of Health,

    Education and Welfare under President Lyndon Johnson (1912 - 2002)

    I discovered your book while working on a research project involving my son, Trevor. He was diagnosed with mild dyslexia in the 4th grade. He is now 16. I wish that in all of our floundering trying to understand and help our son with his dyslexia, wed come across this wonderful book sooner, rather than so much later. In my research project, I used your correction procedure with my son. In the tenth grade his grade point average spiked dramatically. Before we performed the correction procedure, his average for the year was 2.4. His GPA for the last mid-term report was 3.43. Perhaps it is too early to say that it was the orientation

  • THE DYSLEXIC READER PAGE 3

    With food in his jaws and powerful pawsHe climbs a tree. Then he eats. Then sleeps. All through the day he dozes about When nightfall comes, he wakes and sets out.He takes a little midnight stroll. Trusting his senses he looks for food. Suddenly, he smells something yummy.He follows the smell then, he sees an impala. Wasting no time he drops to the ground. Stalking his prey as silent as the night. Once he is right behind the impala, he stops. He takes a breath. Then, he leaps! Gliding through the air with claws unsheathed, He lands on its back and takes it to its knees,And kills it without much fight. Then, with food in his jaws and powerful paws,He climbs a tree.Then he eats. Then Sleeps.

    A Leopards RoutineBy Louis Y. Breithaupt, 10 years old, Grade 4

    one more day to specifically work on the bullying situation. At the end of that day, I went to the family home to guide Louis through the exercise for establishing order in his room, an exercise the entire family found intriguing, and we celebrated, sharing a glass of wine (for the adults).

    A Totally Davis Family (continued from page 1)

    The way in which Louis and his entire family embraced the Davis methods is making sure that Louis will henceforth be an enthusiastic and successful learner.While Louis was working with me in November, he shared a poem he had written for a school project. It is reproduced here for your enjoyment!

    Louis' reflections It was a great experience. I think other people would enjoy it. Before I did the reading program, I could not read very well. But when I got out of there, I was in a brand new world! I could read! Whenever I went to the library, I could pull a book off the shelf and read it it was great! I love to read! Before the Ron Davis program, I dreaded reading. Then I heard the word dyslexia and thought, Oh boy, mom and dad are about to teach me some weird thing again. But it was not weird. It was great and fun (even today).Homework can be boring at times, but is all worth it (which is the clay model I made for the trigger word but). The clay is great fun too. Now at school my favourite class is reading and I am a good reader and love books. I just finished my first big long book The Dragon Boy - 245 pages. It feels so good to read by myself (besides, it is such a good story, you should read it too!). Then I heard about the math program and I thought This is so exciting, I cant

    wait! So I did the math program and it was great. It was fantastic to get the feeling of math and understanding it. I used to have a hard time at school understanding simple arithmetic and my classmates would laugh at me. And nobody laughs

    at me anymore. Tha