the dyslexic reader 2011 - issue 57

THE DYSLEXIC READER PAGE 1

Dys lex ic Read er• • • ˜´ ´VOLUME 57 ISSUE 1 • 2011DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

The

By Fionna Pilgrim, Davis Facilitator in Keighley West Yorkshire, UK

On 27th October 2009, Edward Vickerman was named the United Kingdom’s Outstanding New Teacher of the Year at the Annual Teaching Awards. In his third year of teaching and his second school, he is currently head of business and Enterprise Specialism at Freeston Business and Enterprise College near Normanton in West Yorkshire. Dyslexic himself, to the extent that he was not expected to get any qualifications and was heavily discouraged several times from fulfilling his ambition to become a teacher, Vickerman understands that all children learn differently, and has particular insight into the needs of dyslexic children in the classroom. He has revolutionised both the curriculum and the teaching space in the 3 classrooms in his charge. There are comfy sofas, bright coloured paint on the walls, a U-shaped desk and a traditional desk to support the computers necessary for the courses, but no classic ‘school’ desks or tables and chairs. One

The Sleeping Dragon of Portable Four

IN THIS ISSUE

News & Feature Articles The Sleeping Dragon of Portable Four .......1, 4Edward Vickerman ....................................1, 3Disney Pattern for Writing Improvement....... 5More on Mastering Time-Telling ................6, 7Tricky Words ................................................ 7Why ‘Tyrannosaurus’, But Not ‘If’? Part 3 ....8-11¿Por qué ‘Tyranosauro’Pero No ‘Cual’? Tercera Parte ................19-22

Regular FeaturesIn the Mail .................................................. 2Q&A .....................................................12-14 Lazy Reader Book Club..........................15-18 Quotable Quotes ....................................... 22New Davis Licensees ............................23, 24Davis Workshops ..................................26, 27

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room has a coffee machine. There are no textbooks in his classroom – there are some in a cupboard, “for emergencies!” he says. But Vickerman believes that in this computer age they are obsolete – everything his students need can be found on the internet.

Some of his students use their own mobile phones to record information, project it on a screen or communicate with each other in class. For those who don’t have their own technology, the cupboards contain flick video cameras, which students can check out to film things that can be projected later on a screen for discussion by a group. There

Edward Vickerman “My dyslexia is a gift – it is the reason that I teach the way that I teach.”

By Dr. María A. Serrano-López

Yesterday only the children with autism came to school. Sandra and Benjamin were not there. They are normally the ones who initiate play time, invent games and keep the class on the high-speed socialization broadband that my portable is subscribed to. Lotus didn’t come either. David is going through identity development. I thought he would become the exception that proved the rule, but it appeared I was wrong. After a long road built on small, developmentally

“”

He has revolutionised both the curriculum

and the teaching space in the 3 classrooms

in his charge.

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 people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Díaz, 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: [email protected] 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 © 2011 by DDAI, unless otherwise noted. All rights reserved.

In The Mail

Dear DDAI My son, Esteban, finished his Davis Program with Laura Zink de Diaz in November of last year at age 8, and after seven months of steady work on his clay models of trigger words, he’s finished 220 in Spanish. He has progressed a great deal in reading, as he’s been faithfully doing his Davis reading exercises, the Koosh ball exercise, and he checks his alignment every single day.

Esteban is still being home schooled and I try to adapt everything we do to his learning style. We’re moving a little slower than I’d like, but we are building strong foundations. We both want him to have very solid skills before he returns to regular school. We do a great deal orally, as Esteban’s handwriting is still very slow, and we play a lot of games, visit the library, do a lot of practical projects. He also is attending classes in English, chorus, swimming, skating and violin. Esteban’s Dad enrolled him in some science classes via internet, which focus on experiments, and Esteban finds those lessons fascinating. We make use of everyday experiences to learn many things and our whole family is involved

[Esteban came back for a review in October. He’s a very different little boy from the one I worked with almost a year ago! He’s much more confident and self-possessed. And so motivated that he’s open to doing programs for handwriting and math soon! His mom has done a wonderful job both with home schooling (which is not common in Colombia) and supporting Esteban in his follow-up. Our main worry is that when and if he returns to “regular” school, he may be bored out of his gourd!– LZD]

in continual exploration to figure out how we can turn these things into part of our education at home. We are so grateful we found you and the Davis Method, that has changed our lives in such an extraordinary way. Esteban is proud of being dyslexic now and his four-year-old brother wants to be just like him! Diana and Esteban D.Chía, Colombia


is no need to write if students don’t wish to. Their input can be recorded on video and saved to computer. Even for homework they can take a video camera home and then email their work to Vickerman. In terms of curriculum Vickerman has introduced a variety of different courses, from academic, exam-based classes, such as GCSE* Economics, which suits some students, to Business Tech and courses that rely largely on coursework and presentations, to courses that rely on controlled assessment and have NO exam component whatsoever. In this way he caters to all his students’ learning styles, without ever lowering expectations. All are able to achieve according to their ability without being hampered by academic challenges. Many students do no writing at all. Exercise books are provided with one page lined and the other blank so that those who like to take written notes can do so while those who prefer to draw their way through note-taking have that choice as well. And for those who don’t like either, there are Dictaphones or flick videos – something for everyone. The results tell their own story and keep Vickerman’s supervisor happy that she took a risk and backed the vision of this amazing young man. 94% of Vickerman’s students complete their courses with A* (equivalent to A+ in US schools) to C grade qualifications. Vickerman is dissatisfied, because he is failing that other 6%! He says “Why should they have to sit and be taught at when they want to be active and on the move? They’re 15 and 16-year-olds. They don’t want to be sitting down listening.” He is working on ways to meet his students’ needs even better.

My Dyslexia is a gift (continued from page 1)

by their dyslexia, or by anyone’s low expectations for kids from Normanton. Vickerman is inspiring the entrepreneurial spirit present in so many dyslexics. Many establish and run their own businesses before they leave school, and he has set up a Young Enterprise Award program with a group of gifted and talented students in year eleven. But it’s not all about profit: the students are already organizing projects to raise funds so they can give back to the community. This is real, hands-on stuff, not dry theory from a textbook, and it suits dyslexics and non-dyslexics alike. Vickerman says he gets many of his ideas from his mother, a primary school principal. He is adamant that his methods, with only a little modification for different spaces and circumstances, will work to engage the majority of children in any school situation. And in fact, Vickerman’s methods and the ethos he creates, are spilling over into the rest of the school – and farther afield, as teachers from schools all over Yorkshire come to observe and learn from his phenomenal success. v

* General Certificate of Secondary Education

Vickerman’s classes are fully engaged in learning. Students work independently much of the time, individually or in groups, with guidance and direction from him. But more than that, the

inventiveness he brings to his lessons is practical and hands on. For example, he may turn the classroom into an airliner, with himself as an incompetent steward to demonstrate how not to handle customer service.

Vickerman has organised a trip to New York (for which each student must raise £600) to investigate marketing practices in US stores. He wants to show these youngsters from an area regarded as disadvantaged, that there is a whole world out there, much of which is different from their experience and full of opportunities. The clocks in Vickerman’s classroom are set to different time zones in other cities of the world, so that students are constantly reminded that the world is wide, that they need not be confined

“

”

94% of Vickerman’s students complete

their courses with A* toC grade qualifications.

Vickerman is dissatisfied, because he is failing

that other 6%!

Humor Corner

I'm reading a book about anti-gravity. It's impossible to put down.I quit my job as a food taster because I had too much on my plate.I used to have a fear of hurdles, but I got over it.I’ve always found that writing with a broken pencil is pointless.I used to work with a cross-eyed teacher who couldn't control his pupils.


Sleeping Dragon (continued from page 1) In a way, it turns the play area into a self-contained space in my already self-contained Portable 4. I directed John to play with Rose, and David to play with Andres. I told David that since Benjamin was not in the room, he was to be the leader and that he should try to act like one. “I am a leader! I am King David!” he yelled at the top of his lungs, and he began to entice Andres into playing. I sat nearby and observed. I accepted a slice of totally delicious plastic cake from John. I’d not had cake in a very long time, so the mere thought of having cake in my hands was like honey in my mouth.

Suddenly they were all playing! Despite her speech impairment, Rose was talking to John like the most convincing salesperson in the market; and John was responding. David and Andres decided to play on their own. Suddenly I caught sight of the dragon that guards Andres’ home. It was sleeping next to him. Andres is heavily medicated and this dragon’s specialty is preventing the fun of play from entering his space. Or perhaps he is the permanent guard of the playroom Andres keeps inside himself: a room full of toys, imaginary heroes and heroines, songs and TV scripts, he’s often shared with us in delightfully unexpected outbursts of spontaneity. Through the year or more Andres

and I have worked together, he has welcomed me into his personal spaces with VIP invitations. But the

door to playtime has always been securely guarded by the dragon. I’ve tried to sneak in through the many windows Andres has, but it’s to no avail. The play area in Andres’ home is protected

by the dragon of medication. That area is inaccessible to everybody, including me. However, yesterday, the dragon was asleep, clearly dreaming that he was

performing his usual function while Andres played! I saw it. Everybody saw it – except the dragon. I could scarcely believe my eyes. Not only was Andres playing with David, but together they invented a game. Sharing our numbers and letters, together they built the alphabet and a number line. David stood in front of Andres shouting out numbers while Andres looked through the box for them, very concentrated on his search, yet also supervising David’s moves. He even scolded Rose when, by mistake, she moved some numbers with her body. “Rose watch out! Look what you are doing!” was Andres' sturdy command.I thought this might awaken the dragon, but it did not. David also became King of the Garden, the second game he invented to keep everyone engaged. After finishing the academically oriented game with letters and numbers, he checked to see how our garden was growing. “Guys, the plants are growing!” he roared. Then he called over each of the kids to show them how wonderful this growing thing was. They all gathered around a simple plastic box full of lima bean and garbanzo sprouts smiling at them. They smiled back and my heart, too, became a smile that knew no boundaries. Later, in the cafeteria, where Andres’ mom works, I approached to say, ”Andres played today for the first time!” She looked at me and replied, “I haven’t given him his medication for the last three days.” No wonder the dragon slept so soundly: he had taken every dose instead of giving them to his charge! The play continued outside on the playground, this time with regular kids. All of the children engaged with boys and girls who find my kids fascinating, sharing toys and imaginary games with them. Andres played as well. To my surprise, he played beach racket ball with a tall blond kid, while the medication dragon slept alone in my portable, dreaming he was still keeping my Andres safe from play land and the world.

Dr. Serrano-López has been the ESE-Autism teacher at Biscayne Elementary School in Miami, Florida since 2007. She holds a Doctorate in Second Language Acquisition and Teaching from the University of Arizona. Her dissertation examined 3-D clay modeling as a pathway to spatial concept formation in second language learners. Her work on this topic was highlighted in Issue 35 of The Dyslexic Reader in 2004. v

appropriate steps, he is so very present at times in a sea of tears and discomfort, that the emergent identity is making him a winner and a looser, a happy and frustrated boy in splits of a second. Yesterday he felt lost because Benjamin and Sandra were absent. John, who is growing very fast as well, noticed it, and let me know the class was sort of disabled without those two kids in it. Play time came and I watched as they arranged their bodies and energies in the designated area. Rose found her favorite toy and sat on the carpet, totally oblivious to the rest of the world. David found his plastic animals and faced the window, turning his back to the rest of the kids. And Andres, the boy who simply does-not-play-with-others, even when directed to, sat on the carpet with his blocks. John was more interested in me and my hair than in them, so he walked back and forth from the play area to me. It had been a long time since I hadn’t had regular kids involved in every interaction with the solid autistic group in the room and I experienced a certain poignancy seeing how that day they did not play with each other. “It’s not possible,” I thought to myself. I was convinced that learning had taken place, that the pretend play and interaction initiated by the socially wired kids was there to stay. I decided to suspend action and judgment and sat down to observe them. The class was immersed in a quiet space conducive to the kids finding their own way of satisfying their innate need to connect with others. So I just waited patiently and did nothing. The state of no play continued until John took the shopping board from the shelf and set it on the floor. He wanted to play with the other kids. But in view of the absence of audience participation, he put the board away. I realized that the shopping board is one toy that unites them all. The kids love to play at grocery shopping and buying things, but the board also serves as a divider, separating the play area from the rest of the classroom.

“”

Sharing our numbers and letters, together

they built the alphabet and a number line.


The Disney Pattern for Writing Improvement

yourself what comes next, and what comes after that, until all your ideas are in order. After this step, it’s often a good idea to write your introduction, and then write your ending.

5. Now write your rough draft. It’s a good idea to do this in different coloured pens or pencils. Use a different colour for each sentence. That way you can see them easily.

6. Use your orientation (or alignment) to check your spelling, reading your project aloud to yourself if you need to.

7. If necessary, re-write.

8. Now write your final copy.

If you’re putting together a project about a specific topic, with specific instructions, follow these steps as well: 1. First of all, master the question words. These are: who, what, where, when, why, how and which. Older students may find

it useful to master these terms as well: discuss, theory, hypothesis, explain, opinion and other terms contained in the project instructions.

2. Make sure you read all the project requirements, or have them read to you. Picture the requirements. If you can’t picture them, that means there's something about them that’s confusing you. It might be that you don’t have a clear understanding of the meanings of some of the words. Eliminate confusion by consulting a dictionary, your support person, or your teacher. You may need to do Symbol Mastery on some words.

3. Collect sources of information about your assigned topic. These might be books, information from the internet, videos or other resources. Sort the books into two groups: those you can read on your own, and those you’ll need read to you.

4. Make a different coloured post-it note for each of the question words. Post them on the board, window or wall as headings. As you read, or are read to, write relevant details on additional Post-it Notes. (Don’t forget to make note of the sources for your bibliography too.) Put these post-it notes under the question heading they correspond to.

5. When you’ve finished your research, sort the Post-it Notes as described in steps 3 and 4 of the Disney Method.

6. Carry on to the finish, following steps 5 through 8 of the Disney Method! v

Master the question words: who, what, where, when, why,

how and which. Older students may find it

useful to master these terms as well: discuss,

theory, hypothesis, explain and opinion.

by Raewyn Matheson, Davis Facilitator in Inglewood, New Zealand The Disney Pattern is

similar to mind mapping. Mind mapping is great for word thinkers but instead of starting with the main idea and working outwards, we brainstorm the outer layers first, letting our imagination run wild and getting ideas in any order. By putting our ideas down on post-it notes, none are lost. We can also use the Disney Pattern for research projects. One of the features of this method is the use of post-it notes. We use them for headings, placing the notes on a board, window, or smooth wall surface. As we find information we add it on post-it notes as well. By making note of where we got each bit of information, we can create a bibliography as we go. This removes the need for sequence, and frees us from searching through reams of notes at the end of the project. Walt Disney planned all his creations this way.

Disney Pattern Steps1. Choose your topic or decide what it is you want to plan. Do you want to write a story? Plan a holiday? Write an essay or do an assignment? Plan a playground or fun park?

2. Be a dreamer: Get your post-it notes. Choose nice bright colours. Write down all the wild and fun ideas that come into your mind. Write them down quickly, just one or two words at a time, each idea on a separate note. When that is finished, check your spelling.

3. Be a realist: While oriented, look at all your ideas and put them in groups by shifting the post-it notes around. Next look at each group and put its elements in the best order. Work out which ideas fit, and which ideas should be thrown out. Look and see if you need more ideas and information. Fill in the gaps in your project with more information on post-it notes.

4. Be a critic: Once you have all your ideas in groups, put the groups in an order that makes sense to you. Ask


5. to – when the minute hand is between 6 and 12

6. half past – when the minute hand is pointing to 6

7. quarter past – when the minute hand is pointing to 3

8. quarter to – when the minute hand is pointing to 9

by Margot Young, Davis Facilitator in Auckland, New Zealand

Recently I worked with 2 clients whose Davis Program goals included learning to tell time. Using Symbol Mastery as a starting point, they each worked through a series of steps that allowed them to master this important skill. First, my clients mastered in clay the basic concepts, from self through order and disorder. Then, in the following sequence, they mastered the following concepts necessary for telling time:

1. hour hand – the shorter one indicating the hour

2. minute hand – the longer one indicating the minutes

3. o’clock – when the minute hand is pointing to 12

4. past – when the minute hand is between 12 and 6

More on Mastering Time-Telling


Tricky Words!English is full of words that look or sound enough alike to confuse even the most articulate readers and writers! Check out below a few of the trickiest.

Its and It’s

its: the possessive form of ‘it’Example: The dragon flapped its great wings once or twice and disappeared among the clouds.

it’s: Contraction of ‘it is’ Example: It’s a beautiful day in the neighborhood.

Principle and Principal

principle: (noun) basic truth, standard, or ruleExample: It’s often difficult for politicians to remain true to their principles once they’re elected.

Principal: (adjective) highest in rank or importance(noun) highest ranking person in an group or organization; the sum of money, on which interest is calculated Examples: Our principal goal is to educate our students.Most students don’t want to be sent to the principal’s office for disciplining.How much of my monthly payment will be applied to the principal, and how much to the interest charges?

There, Their and They're

there: (adverb) specifying place(pronoun) introduces a sentence or phrase in which the verb comes before the subject and has no complement.Examples: He’s just sitting there at his desk, doing nothing. There are two plums left in the bowl.

their: (possessive pronoun) belonging to themExample: My two cousins are both doctors, and their wives are too.

they're: contraction of ‘they are’.Example: My puppies are so cute! They’re sleeping on top of one another.

To, Too and Two

to: (preposition) motion toward or in a particular directionExample: I’m going to work now.

too: (adverb) also; to an excessive degreeExamples: Wait for me! I want to go too!I can’t drink this tea yet – it’s too hot!

Two: a cardinal number or set consisting of 1 plus 1 more.Example: I have two sisters but no brothers.

As I teach it, the sequence for telling the time is as follows:

1. Identify the minute hand

2. Is it past the hour, or approaching the hour?

3. By how many minutes? If it’s past the hour, count from the 12 to the minute hand. If it’s coming up towards the hour, count from the location of the minute hand, up to the 12.

4. Locate the hour hand.

5. Which hour is it past or approaching?

I use a cardboard clock from a toy store to practice with my clients. Then, at intervals during the day, we look at a large kitchen clock with a clear face and numerals to check on the actual time. I also use a small alarm clock with a second hand and alarm hand, and I find my clients like to master this type of clock as well. Although it’s more complex to look at, after mastering the other simpler clocks, they enjoy mastering this one too! v

Cardboard clock for practicing time-telling

Regular kitchen clock

Alarm clock with extra hand


v Argentina

Silvana Ines RossiBuenos Aires+54 (114) 865 3898

v Australia

Brenda BairdBrisbane +61 (07) 3299 3994

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Jan GormanEastwood/Sydney+61 (02) 9804 1184

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

Barbara HoiMosman/Sydney +61 (02) 9968 1093

Linda Houben Seaforth Sydney-N.S.W.+61 (0401) 358 110

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v Austria

Annette DietrichWien +43 (01) 888 90 25

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InternationalDavis Dyslexia

Correction®

Providers

The Davis Dyslexia Correction program is

now available from more than 450 Facilitators

around the world. For updates, call:

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

www.dyslexia.com/providers.htm

Why ‘Tyrannosaurus’, But Not ‘If’? Part ThreeBy Richard Whitehead, DDA Director, Great Malvern, Worcestershire, UK

Richard Whitehead offers a free on-line course designed to help teachers understand why some smart students struggle so much to master basic academic skills. Richard has kindly given us permission to publish his course in The Dyslexic Reader in several installments. The first and second parts appeared in previous issues, and here, for your reading pleasure, is the third and last part of this valuable course.

How To Build Self-Esteem While Giving Important Feedback Children are future adults, and every adult was once a child. Nature has so ordained that each generation is entrusted with the enormously responsible task of raising the next. In the early years of life, children are deeply trusting of the key adults around them and believe instantly what they say. As educators, one of our responsibilities towards the children in our care is to help them master behaviour patterns that will set them up for success in adulthood and while respecting the rights of others. As with any process of mastery, mistakes are a key part of the learning process. Our reactions to these mistakes can determine whether they serve a productive purpose as a learning opportunity, or become embedded as long-term inappropriate behaviours. Still more importantly, our reactions can determine whether a child grows up thinking he is a good or bad person. History is full of tyrants, criminals and war makers who at some point in their lives made the decision to be bad people. The art of constructive, loving feedback is the biggest gift we can give to the next generation – it helps create loving and effective individuals who are willing to trust their own judgment and value both themselves and others. The following are some successful techniques for giving students feedback that builds their confidence and self-esteem. You may already be familiar with them, but they are valuable enough to be worth revisiting from time to time.

Praise. Give praise that describes the action or accomplishment. Avoid praise that evaluates the child’s character. Evaluative praise puts you in the position of a judge who decides who is “good” and who is “bad”. Descriptive praise gives a child the chance to evaluate him or herself.

Example: Instead of, “What a clever boy!” try saying, “You wrote the whole sentence without a single mistake!” It can also be helpful to give praise that describes your feelings. For example, “I really enjoyed working with you today – you got on with your work and were really helpful to me.”

Criticism. Avoid you-based criticism. It is confrontational and attacks the character or integrity of the child. If you need to get angry, do so using “I” statements that express your feelings and expectations.Example: Instead of “Look what you’ve done again!” or “Haven’t you learned any manners?” try saying, “I don’t like what I’m seeing. I expect you to…”

Punishment. Avoid punishments that are not logical consequences of the child’s negative action. This minimises the chance that the child will become resentful, and maximises the probability that the child will learn something about the law of cause and effect, and grow as a result of the experience.Example: A child is being noisy and disobedient in class. His behavior causes him to miss out on the content of the lesson and distract others. Making him sweep the floor or write a hundred sentences after the lesson would be illogical punishments. Removing him from the lesson “because I need your classmates to be able to focus on what I am saying”, then requiring him to come back during his free time to catch up on the material missed, would be logical steps aimed at protecting everyone’s best interests. However, before taking these steps give the child a choice. For example: “I don’t expect others to talk when I’m talking. It’s distracting to the rest of the class. Either sit quietly, or leave the classroom. You decide!” And in general… Keep your responses to negative behaviour firm and calm. And provide enthusiastic reactions to positive behaviour. Children are fascinated by excited reactions of any kind – whether agitated annoyance or excited praise. Therefore, big reactions of any kind maximise the chance that the child will repeat the behaviour that provoked the reaction, in order to see that reaction again. So limit your big reactions to occasions when the child displays positive behaviour. These suggestions were inspired by the seminal book, How To Talk So Kids Will Listen, And Listen So Kids Will Talk by Adele Faber and Elaine Mazlish. This book is thoroughly recommended as a further source of effective child communication strategies.


v Belgium

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

Inge LanneauBeernem +32 (050) 33 29 92

Peggy PoppeAntwerpen +32 (474) 50 23 32

Chantal WyseurWaterloo +32 (486) 11 65 82

v Brazil

Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442

Ana LimaRio De Janeiro+55 (021) 2295-1505

Viviane Resende da Costa Melo Brasilia, DF +55 (61) 3349 9998

v Bulgaria

Daniela BonevaRuse +35 (988) 531 95 06

v Canada

Wayne Aadelstone-Hassel Halfmoon Bay+1 (604) 741-0605

Rocky Point AcademyStacey Borger-SmithAutism Training Supervisor Lawrence Smith, Jr.Autism Training Supervisor Calgary +1 (403) 685-0067+1 (866) 685-0067 (Toll-Free)

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

Marcia CodeKanata, Ontario+1 (613) 284-6315

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

Janet Currie RichardsBoutiliers Point Nova Scotia+1 (902) 826-1512

Elizabeth Currie ShierOakville (Near Toronto) +1 (905) 829-4084

Cathy Dodge SmithAutism Facilitator/Coach Oakville/Toronto+1 (905) 844-4144+1 (888) 569-1113 toll-free

Kimberly DoyleDundalk, Ontario +1 (519) 923-5420

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

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

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

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

Sue HallWest Vancouver+1 (604) 921-1084

D’vorah HoffmanToronto +1 (416) 398-6779

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

Emotion in the Alphabet – A Step-By-Step Guide to Creating a Learning Difficulty Everyone knows that dyslexic thinkers experience confusion when reading, writing or doing other tasks that they find challenging. Conventionally, people have thought the dyslexia comes first and the confusion comes second. “Of course he’s confused – he’s dyslexic!” Yet here’s an idea: what if it’s the other way round? What if a person is not confused because he’s dyslexic…but dyslexic because he’s confused? What if, in a given moment, it is the feeling, the emotion of confusion that is literally switching on the child’s dyslexic symptoms? A few months ago, one of our specialists was giving a telephone consultation to a woman in her forties. She was dyslexic and a strong visual-spatial thinker. One of the things she mentioned was that she was good at maths but poor at reading. She then went on to observe that she was excellent at remembering telephone numbers. “It’s like I see them in my mind,” she said, “then all I have to do is dial the number I’m seeing.”And yet she was poor at spelling. Many a book, and many a speaker, claim that dyslexia is about poor left-to-right tracking ability, poor auditory processing skills, poor short-term working memory, genetic dysfunction or a physical impairment in the brain. But maybe we need to dig deeper than this and ask, “What is going on if a woman can visualize numbers but not letters? What possible skill can she be missing if she can visualise 7 – 1 – 3 – 4 – 6 – 2 but not f – r – i – e – n – d?” Of course, these phenomena may be observed alongside a dyslexic problem. But are they the root cause? Or is dyslexia actually, fundamentally, about how we react to something – a kind of reflex response to a confusing stimulus that momentarily blanks us out or blurs our thinking? Put another way, do letters do something to this woman that numbers don’t, regardless of any skill or lack of skill that she may possess? Let’s look more closely at this phenomenon, by examining what can set a dyslexic learning difficulty in motion. Imagine, for example, an imaginative, curious child – the sort of child who enjoys exploring the environment: engaging in role-play games with dolls or soldiers, climbing trees, taking things apart or daydreaming for protracted periods. At age 4 or 5, that child comes into school. And has to learn letters. A letter is a 2-dimensional symbol that has no meaning. Its sole purpose is as a building block to create written words. It has no depth, no other side, nothing that can be explored. It just is.

Picture what happens when the power of a curious, explorative imagination is directed at a mere mark on the page, and you’ll get a sense of how the talented thinking of a young dyslexic child can cause him to see distortions, blurring and apparent motion in printed words. Until such children’s confusion around their perception of letters is resolved, word recognition will never be an easy or enjoyable process. Now, what of the lady who could see numbers but not letters? Well, you may recall she had also commented that she was good at maths. So here’s a likely explanation: numbers didn’t cause her confusion, because using her mathematical imagination she could relate to their meaning. With letters, she couldn’t. Therefore, letters blur her thinking, while numbers don’t. And when our thinking is blurred, we can’t visualize clearly, or retain information clearly. A simple explanation that works. But unfortunately, that’s not the end of the story. Imagine you’re back at school and have to do complex quadratic equations each day – you know, the kind that are based on this formula: x = -b± b2-4ac 2a

Now imagine that the equations keep coming, and coming, and coming – and that everyone else in the class seems to find them really easy, while you find them really difficult. Imagine this

THINGS TO TRY OUT

Think about the five or six most important things that, in your opinion, your students need to have mastered in order to relate to a particular subject with ease.

If your students have mastered them, think about how you helped them to do that – and congratulate yourself heartily.If some of your students haven’t mastered them, notice whether they show signs of confusion (frowning, hesitation etc.) when they have to work with these areas of your subject.

Also notice if they are employing coping strategies such as: intense effort, memory tricks, repetitions, muttered recitations, or fooling around.

√


v Canada (continued)

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

Helen McGilivray Oakville/Toronto +1 (905) 464-4798

Carl NigiKanata, Ontario+1 (613) 558-7797

Maureen O’SullivanNewmarket, Ontario+1 (905) 853-3363

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

Joanna PellegrinoThunder Bay Ontario+1 (807) 708-4754

Sharon PermackThornhill, Ontario+1 (905) 882-9292

Bernice TaylorRiverview, NB +1 (506) 871-5674

Tracy TrudellWallacetown, Ontario +1 (519) 762-2001

Kim J. Willson-RymerMississauga, Ontario+1 (905) 825-3153

Cheryl WoodHuntsville, Ontario+1 (705) 783-2763

v China

Yvonne Wong Ho Hing Autism Facilitator-CoachHong Kong+852-6302-5630

Livia WongHong Kong+852-2756-6603

v Colombia

Laura Zink de DíazBogotá +57 (1) 704-4399

v Costa Rica

Maria Elena Guth BlancoSan Jose +506 296-4078

Marcela RodriguezAlajuela +506 442-8090

v Cyprus

Alexis MouzourisLimassol +357 25 382 090

v Denmark

Moniek GevenBryrup +45 7575 7105

v Ecuador

Gina Liliana Alvarez Altamirano Ambato+593 (3) 242 4723

Ana Magdalena Espin VargasAmbato +593 (2) 854 281

Santiago FernandezAmbato+593 (3) 242 4723

Nora Cristina Garza Díaz Ambato +593 (3) 282 5998

Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281

Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723

Inés Gimena Paredes Ríos Ambato +593 (2) 854 281

carrying on, day in, day out, for several years. That is the nearest you can get to how it can feel to be a dyslexic thinker in the first years of schooling. Sooner or later, you’ll get so frustrated with the situation that you’ll be desperately seeking out a coping strategy – at the very least – to keep your self-esteem intact. For instance, you may learn to concentrate, to apply huge mental effort to just getting it right. Or you may teach yourself some memory tricks, or simply learn things by heart by repeating them again and again. Or you may learn to fool around, so you get to be the “funny one” instead of the “stupid one”. Whatever you do, there is a problem with these tricks. The world starts to praise you for getting it right. But by learning through tricks, repetition or concentration you’ve taught yourself not to trust your own mind. This distrust in your innate ability to master something will cause damage. Damage to self-esteem, to the enjoyment of a subject, and to the ease with which it is approached. What’s more, it looks like the solution, because the outside world is now seeing apparent improvement in the person.

The Gift of Dyslexia – And a Final Key to Bringing All Our Learners Together The gift of dyslexia is the gift of mastery. It is the gift of learning through experience to the point where recall becomes effortless. The gift of so completely grasping something that no further explanation or memorisation is needed. Dyslexic thinkers are imaginative thinkers who excel at explorative learning – through seeing and doing. Have you mastered getting dressed? Do you need to think about how to put on your clothes in the morning? Have you mastered driving a car to the point that you can hold leisurely conversations while doing so? How did you get to that stage of mastery? By reading books about how to get dressed, or to drive a car? Or by doing?

FINAL THINGS TO TRY OUT

Next time you are faced with an area of your subject where you have one or more students who are struggling, see if your students can master that area with the aid of the following:

• Have your students use a relaxation technique before commencing.

• Have an agreement that they will tell you straight away if they are confused. If they do report confusion, have them use the relaxation technique again before continuing.

• Have your students use an energy management technique, so they can slow their pace if they hit something difficult.

• If necessary, break the skill down into its component skills.

• If necessary, teach each of the component skills.

• If they experience confusion over any of these skills, see if you can find out why, and find a solution.

• Once all component skills are mastered, teach the skill that combines these components.

• Whenever feasible, prioritise experiential teaching over “tricks” and memorisation.

• Have fun!


v Estonia

Olga KnutTallinn +372-56-509-840

v Finland

Elisabeth HelenelundBorga +358 400 79 54 97

v France

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

Jayne CookeBarr +33 (0) 3 88 74 06 01

Corinne CouelleLyon +33 (628) 38 84 41

Jennifer DelrieuAuffargis +33 (01) 34 84 88 30

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

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

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

v Germany/Deutschland

Theresia AdlerBannewitz +49 (0351) 40 34 224

Ellen EbertAmmern +49 (03601) 813-660

Gabriele DoetschBad Windsheim+49 (098 41) 688 18 18

Cornelia GarbeBerlin +49 (030) 61 65 91 25

Monika GrafStuttgart + 49 (711) 538 0033

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

Christine HeinrichRemseck+49 (0)7146 284 65 60

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

Kirsten HohageNürnberg +49 (0911) 54 85 234

Ingrid HuthBerlin +49 (030) 28 38 78 71

Mechtild HyllaKassel +49 (0561) 602 78 20

Rita JarrarMünchen +49 (089) 821 20 30

Randolph KeitelBühlertal +49 (0) 7556-928845

Inge Koch-GassmannBuggingen +49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld +49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29

Jutta MeissnerStuttgart +49 (711) 882 2106 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

Angela Przemus Shönebeck +49 (3928) 845 159

Markus RauchFreiburg +49 (761) 290 8146

Richard Whitehead offers Davis Learning Strategies Workshops for Primary Teachers throughout the UK. Please visit: www.davislearningfoundation.org.uk/dls.html

The more explorative we can make our places of learning, the more our dyslexic learners can thrive while we also stimulate the rest of our learners. It is sometimes commented that dyslexic thinkers have good long-term but poor short-term memory. To my mind, it’s more about whether a dyslexic thinker has experienced something as true or not. In a dyslexic thinker, information that engages with the imagination in this way gets mastered and becomes permanent; while information that doesn’t can be gone a minute later (because actually, it wasn’t ever really there in the first place). So how do we pull together everything we’ve learned so that our classrooms become truly friendly to all our learners – the at-risk ones, the scholarly ones, the practical ones, the artistic ones, the sporty ones. How do we accommodate all their diverse needs in the single curriculum that we have to teach? We’ve found that a classroom geared to non-dyslexic learners will not be friendly to dyslexic learners. But a classroom designed to be dyslexia-friendly is not unfriendly to non-dyslexic learners. Such classrooms do not become more slower-paced, repetitive or less intellectually rigorous. They simply become more experiential, which is the key feature of a dyslexia-friendly learning environment. In dyslexia-friendly classrooms, whenever possible, information gets tested so it can be experienced as true. Teachers are on the lookout for signs of confusion in their learners, and react appropriately. Learners can take responsibility for managing their internal state, using a range of self-management tools. Curricular material is sequentially ordered to maximize certainty and minimize confusion. Whenever possible, material is explored rather than memorized. To illustrate these principles in action, let me paint pictures of two different learning scenarios.Two different classes are studying the word because. In one class, the teacher teaches the children an acrostic: “Big Elephants Cannot Always Use Small Entrances”. In the other classroom, the teacher places a banana skin on the floor, walks over it and pretends to slip. “Why did I slip?” he asks the class. “Because there was a banana skin there”, they reply. The scene is now set to explore the law of cause and effect. If desired, the class can also explore the relationship between this law and the flow of time: “Which came first: the person dropping the banana skin or me walking across the floor? If it had been the other way round, would I have slipped?”

The teacher then asks the children to think up their own sentences with because. Time permitting, the students can then draw, paint or model a cause-and-effect scenario illustrating the word because. Finally, they can add the written word itself to their creation, spell it perhaps forwards and backwards (a good technique for visual-spatial anchoring) and then see how many instances of the word they can find in other written materials. The first teacher’s lesson was quicker. Yet how many of his students will have fully mastered the word because? The second teacher’s lesson took more time but also taught the meaning of because. How likely is it that she will have to come back to the word to reinforce it? Not every teaching situation affords us the time to go into such experiential depth around a single word. All teachers have to set priorities for the limited teaching time that they have. But if we have clear insight into the value that experiential mastery brings to a learning process, this insight alone will make us a more precious resource for our learners than we would otherwise be.

“When someone masters something,

it becomes a part of that person.

It becomes part of the individual’s

thought and creative process.

It adds the quality of its essence

to all subsequent thought and

creativity of the individual.”

Ronald Davis

Author, The Gift of Dyslexia

and The Gift of Learning.

v


v Germany (continued)

Colette ReimannLandshut+49 (0871) 770 994

Brigitte ReinhardtOffenberg+49 (78109) 919 268

Ursula RittlerStuttgart +49 (0711) 47 18 50

Christiane RosendahlDortmund+49 0(231) 75 81 53 02

Phoebe SchafschetzyHamburg +49 (040) 392 589

Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40

Gabriela ScholterSupervisor-SpecialistAutism Facilitator-CoachAutism Training SupervisorStuttgart +49 (0711) 578 28 33

Sylvia SchurakGarlipp +49 (0) 39 32 44 82

Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84

Ioannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-DACH DirectorBerlin +49 (030) 66 30 63 17

Ulrike von Kutzleben-HausenDeisslingen+49 (07420) 33 46

Dr. Angelika WeidemannUlm +49 (0731) 931 46 46

Gabriele WirtzStuttgart +49 (711) 55 17 18

v Greece

Evagelia Apostolopoulou- ArmaosPatras +30 (261) 062 21 22

Zoe DeliakidouThessaloniki +30 (231) 054 0008 or +30 6934 662438

Theano PanagiotopoulouAthens +30 (21) 111 953 50

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

v Iceland

Áslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537

Gigja BaldursdottirReykjavik+354 562 2840

Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180

Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirDLS MentorKópavogur+354 554 3452

Mixed Dominance?

Q: My son has symptoms of dyslexia and we’ve been home schooling him for a few years. At first we tried a program that recommended occluding his left ear and eye for 2 hours a day, and using his right hand. Later, the therapist had us switch my son’s dominance to the left side and use a sight word approach to reading. Recently I did the Davis Perceptual Ability Assessment with my son. I like the idea of working with clay, and I’d like to use the Davis method with him. Although his handwriting is poor with either hand, my son would like to go back being right handed. What do you think? And, by the way, why do you use clay rather than play dough?

A: We use plasticene clay because of the texture. Play dough is not durable enough for the modeling we do. We want a firm clay that can be used to build models of people, animals and objects like tables that can stand up. Play dough generally is too soft for that. We also want a clay that can be reused and remolded without drying

out or losing its plasticity, so parents don’t have to buy new clay over the months as their student models all of the letters and words. I suspect the advice you have been getting is based on the idea that your son's problems are the result of "mixed" dominance. That theory is

not part of the Davis Program or how we look at things. We do not try to change handedness, or anything else that would alter the natural learning style of the individual. Rather than to attempt to change the way a person’s brain works, our approach focuses on recognizing the learning strengths that accompany dyslexia, and providing learning tools and strategies that make use of those strengths.

The only time we deal with handedness is when we determine whether the individual is right or left handed during the Perceptual Ability Assessment. We need that information in order to establish which hand should hold the cake, and which should be used for moving the mind's eye with the finger tip. I would suggest that you go with your son’s preference for that. If he prefers his right hand, then the cake should be in his left hand.

Phonics?

Q: I was using a sight word approach to reading with my son, but he was bored by the materials we used. We switched to a phonics program that’s more fun. My son reads at a second grade level but in the last year his level has only improved by one month. He can spell words correctly on a test. He can also write a story on his own, but his spelling in that context is terrible. I’d like to try Davis, but am not sure about whether we should continue with the phonics.

A: The Davis approach is not really a "sight word" approach to reading, even though at first glance it might seem that way. Traditional approaches for sight words often emphasize rote memory, using word lists, flash cards, or written worksheet. The repetition involved can seem boring, and such techniques can be frustrating for dyslexics, who typically have a difficult time recalling words when they see them in a different context. With Davis Symbol Mastery, the child focuses simultaneously on the three parts of a word: what it means, what it looks like, and how the whole word sounds. The clay modeling adds a tactile and kinesthetic component to the visual aspects of letter recognition. Although the Davis trigger word list is very similar to many common sight word lists, the approach is geared to building multiple mental connections that will lead to

by Abigail Marshall

“ Rather than to attemptto change the way a

person’s brain works, our approach focuses

on recognizing the learning strengths that

accompany dyslexia, and providing learning tools and strategies that make

use of those strengths.”


instant and effortless recognition of words that have been mastered. Because of the creativity involved with clay modeling, your son should find it fun and engaging. Our work does not involve phonetic sounding-out strategies, but if your son enjoys the game-based program you are using, it should not present a problem. Our advice would be different if your son was frustrated or reluctant. Anything that causes frustration can also increase disorientation, and undermine a child's motivation if he feels he is struggling, working hard and getting nowhere. But if he's having fun and enjoying himself, chances are good that he’s benefiting in some way, even if it isn't clearly improving his skill level. If nothing else, it will increase his confidence and enjoyment of reading – again, as long as it is fun and he feels that he is succeeding with the games.

However, do not try to combine the phonics work with Davis at the same time. In other words, don't practice sounding-out strategies while doing the Davis reading exercises, or during Symbol Mastery, because the combination would be confusing for your son. The Davis reading exercises should only be practiced for 10-20 minutes a day at most, so for a home schooling family there is plenty of time to fit in different reading activities during the course of a day.

First Things First

Q: I just bought a Davis Symbol Mastery Deluxe Kit and have a question. Do I do the Orientation/Alignment Procedure first, or do I start with the symbols?

A: You will need to do Orientation or Alignment first. You should follow the instructions in the book, The Gift of Dyslexia, and proceed in the order described in the book. First do the Perceptual Ability Assessment, to find out whether your child is comfortable moving his mind's eye. If he is comfortable moving his mind’s eye, follow the instructions for Orientation Counseling. If your child is confused

or seems to have difficulty with the Perceptual Ability Assessment, you should instead follow the instructions for Alignment. If you are following instructions for Orientation, you will notice that you should not move on to Fine Tuning until 2 or 3 days later. In the meantime, you can begin any of the other Davis exercises, as long as you do them in the proper order. That is, you and your child should model the upper case alphabet before doing anything else in clay. Then move on to modeling the lower case letters. Begin modeling words only after the alphabet is mastered. You can also introduce the Koosh ball exercise before Fine Tuning, tossing the balls back and forth to get the hang of tossing and catching. (Sometimes parents need practice with that part of the exercise too, to improve their aim.) But you should not have your child attempt the part of the exercise that requires him to stand on one foot until after you have completed the Fine Tuning procedure. Don’t feel that you have to get everything done in a week. It is seldom realistic to try to fit in a full day of Davis when working at home. And keep in mind that until children are able to reliably orient themselves, their perceptions may not be accurate, so they need the tool of Orientation or Alignment to do the other Davis activities. If you read the instructions carefully, you will see that the Orientation or Alignment step is built into every other activity. This means that you will be using Orientation or Alignment and the Davis tool of Release while detriggering the alphabet, during word mastery, and as part of the process for the reading and Koosh ball exercises.

v Iceland (continued)

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirKópavogur +354 863 2005

Sturla KristjanssonHafnarfjordur+354 862 0872

Jon Einar Haraldsson LambiAkureyri +354 867 1875

Ásta OlafsdóttirVopnafjordur+354 473-1164

Thorbjörg SigurdardóttirReykjavík +354 698 7213

Kolbeinn SigurjonssonMosfellsbaer+354 566 6664

Hugrún SvavarsdóttirMosfellsbær+354 698-6465

v India

Kalpita PatelRajkot, Gujarat +91 (281) 244 2071

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

v Ireland

Veronica BaylyDublin+353 (86) 226 354

Anne Marie Beggs Old Portmarnock+353 (86) 239-1545

Paula HoranMullingar +353 44 934 1613

Sister Antoinette KeelanDublin +353 (01) 884 4996

v Israel

Luba AlibashRamat Hasharon/Tel Aviv +972 (052) 272 9532

Goldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185

Judith SchwarczSupervisor-SpecialistRa’anana/Tel Aviv+972 (09) 772 9888

v Italy

Stefania BrunoNuoro, Sardinia+39 (388) 933 2486

Elisa De FeliceRoma +39 (06) 507 3570

Antonella DeriuNuoro, Sardinia+32 059 32 96

Piera Angiola MaglioliOcchieppo Inferiore/Biella+39 (015) 259 3080

Sabina MansuttiTricesimo Udine+39 (349) 272 0307

(continued on the next page)

“Don’t feel that you have to get everything done in a week. It is seldom

realistic to try to fit in a full day of Davis when

working at home. ”


v Italy (continued)

Alessandro TaiocchiSettimo Milanese +39 (333) 443 7368

Silvia WalterFirenze+39 (055) 22 86 481

Rafaella ZingerleCorvara In Badia+39 (0471) 836 959

v Kenya

Alia Qamar Abbas Nairobi

Manisha ShahNairobi+254 (0) 721 492 217

v Luxembourg Nadine RoederLuxembourg+352 691 30 0296

v Lebanon

Samar Riad SaabBeirut +961 3 700 206

v Malaysia

Hilary CraigKuala Lumpur+60 (36) 201 55 95

v Mexico

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

Cathy Calderón de la Barca Davis Workshop Presenter México D.F.+52 (55) 5540-7205

María Silvia Flores SalinasDDA DirectorSupervisor – SpecialistGarza García Monterrey NL+52 (81) 8378 61 75

Alejandra Garcia MedinaHuixquilucan+52 (55) 1085 5608l

Maria Lourdes GutiérrezMexico D.F.+52 (555) 593 18 22

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

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Maria Cristina Lopez-Araiza GonzalezMéxico, D.F.+52 (55) 5536 5889

Ana Elena Payro OgarrioCorregidora, Queretaro +55 442 228 1264

Ana Menéndez Porrero Puebla+52 (222) 750 76 42

Lucero Palafox de MartinAutism Facilitator/CoachVeracruz+52 (229) 935 1302

Magarita Saucedo Alvarez Icaza México, DF+52 (55) 3538 5240

Lydia Gloria VargasGarza García Monterrey NL+52 (81) 8242 0666

Mauro Salvador Villagomez Santana Celaya Guanajuato+52 (461) 614 9892

Practice Makes Closer to Perfect

Q: My fifteen-year-old daughter and I just completed Orientation Counseling, following the instructions in The Gift of Dyslexia. I read straight from the book, and made sure that she demonstrated an understanding of the mind’s eye and the orientation point. Everything was going just as described in the book until we got to Step 5: Practicing Using Orientation. Since she is reading a novel for school, I asked her to read aloud from it. She noticed when she misread a word, but had no awareness that her mind’s eye moved off the orientation point. What have we done incorrectly? Also, how does one go about thinking up 3D ways of defining the trigger words in clay? Do you have pictures of suggestions for how to illustrate these words in clay?

A: First of all, you've done a great job so far! It's wonderful that you are able to work effectively to help your teenage daughter. You are doing things right. It will just take time and practice before your daughter is able to recognize the feeling of her mind's eye moving, as opposed to simply recognizing the mistake. How long this takes varies from person to person – there is no set time. It's simply a matter of

gaining experience with using the point to get oriented. Right now she has spent most of her 15 years being disoriented frequently, so that’s what feels normal for her. When it becomes more habitual for her to stay on point, she will become more sensitive to the feeling of being off point. It will help if your daughter gets in the habit of checking her point whenever she feels confused or is making errors at home or in school. The daily Koosh ball practice will also help. You will find examples of models of many trigger words at www.symbolmastery.com. Keep in mind that the models at that website are only ideas. The goal is to involve your daughter’s creativity in the Symbol Mastery process, not to copy someone else’s example. Personal creativity is integral to achieving mastery. There really is no difference between what a teenager may model as opposed to a younger child or older adult. She might come up with more sophisticated ideas than a young child would, but the simplest idea is often the best. The degree to which she enjoys or has talent for clay modeling will also influence the complexity of her models. Some people like to produce a detailed work of art with every model, but it’s entirely appropriate to make simple models, consisting of objects or animals that are easy to sculpt. v

Famous Dyslexics

Cliff Snell, III

From early childhood Cliff was a gifted artist, winning notable awards as early as the age of six. This early display of skill earned him admission to schools for the artistically gifted, and ultimately gained him exposure to a wide variety of mediums, techniques and instructors throughout his childhood and school years. As an adult, Cliff's business art became popular and is very extensive. His work spans 16 years and is featured on millions of custom labels

and brochures, as well as on exclusive signs, logos and packaging designs, web development, art carpentry and specialty marketing materials. Cliff also works as a fine artist. His “romantic surrealism” has developed quite a following. He maintains an internationally visited Facebook page and currently has over 38,000 followers (speaking over 30 languages!). Cliff is dyslexic. Our readers may recall reading an article by his wife, Elisabeth Snell, published in the first issue of The Dyslexic Reader in 2010. The title was I Know, Let’s Put All Our Great Thinkers in a Box Stamped Learning Disabled, and it decried the way dyslexic students are treated in schools. Cliff has posted a video on YouTube about his work, and how the gift of dyslexia has contributed to his success. If you’d like to watch his video, you’ll find it at: http://www.youtube.com/watch?v=B3opw746FSw. You can also see Cliff’s artwork at his website, http://www.cliffsnell.com/ and at his Facebook page, where he displays his most recent work: http://www.facebook.com/pages/Cliff-Snell-III-fairytale-surrealist-artist/245993552077 v

Unlocking the Power of DyslexiaA brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes)

The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics thinkand perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)

Davis Dyslexia Correction Orientation ProceduresThis detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientationdescribed in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00

Davis Symbol Mastery and Reading ExercisesFeatures 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis ReadingExercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00

Dyslexia – The GiftThis documentary introduces the concepts and methods inThe Gift of Dyslexia. Viewers of all ages will find the interviewsand animated sequences highly informative and entertaining.

Gift of Dyslexia Audio CD SetThis 4 CD set contains full narration of The Giftof Dyslexia, read by author Ron Davis.

Video or DVD $39.95

4-CD Set $29.95 $39.95

ReadOn Interactive SoftwareA comprehensive learning tool, designed to assist peopleof all ages learn to read or overcome reading problemsassociated with dyslexia. Operating Systems: Windows 98,ME, NT4 (SP 6), Win2000, XP Languages: English only

Software $195.00

I Can Do It – The Confidence to LearnTeachers, parents, school administrators, andstudents speak about the many benefits ofusing Davis Learning Strategies at ValeElementary School in Oregon.

DVD: $9.00 (running time: 12 min.)

DVD/Audio CD/Software

Davis Symbol Mastery KitContains everything needed to do Davis Symbol Mastery: A manual in checklistformat, 117-minute instructional DVD,laminated alphabet strip, letter recognitioncards, dictionary, grammar book, punctuationbooklet, pronunciation key cards, and clay—all in a sturdy nylon shoulder bag. Suitablefor working with students of any age.

Symbol Mastery Kit $139.95

Davis Young Learner Kit for Home-UseProvides parents with theinstructions and materials neededto provide 5-7 year olds witheffective and fun learningstrategies for improving pre-reading and language arts skills.

Young Learner Kit for Home-Use $129.95

Davis Dyslexia Association BookstoreBooks & Tools for Doing it on Your Own

NEW!The Gift of Dyslexia:Why Some of theSmartest People Can’t Read and HowThey Can Learn (Revised and Updated 2010 edition)

$15.95 Softcover

Features a new Foreword by Dr. Linda Silverman and two new chapters on Davis methods for correcting Dyslexia.

Davis Symbol Mastery Deluxe KitProvides additional materials forimplementing the Davis methods that address disorientation, build attentionfocus, and improve balance andcoordination. Includes everything in the regular Symbol Mastery Kit plus:• The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual• Davis Orientation Procedures DVD • Two Koosh Balls

Deluxe Kit $219.95

The Gift of DyslexiaClassic Editionby Ronald Davis, Eldon BraunExplains the theories behindDavis Dyslexia Correctionmethods, and details basicprocedures in an easy-to-follow,scripted format. Large type,illustrations and photos makethis book dyslexic-friendly.Softcover $9.50 $15.95

The Gift of Learningby Ronald D. Davis, Eldon M. Braun

Expands the Davis Methodswith theories and correctionprocedures that address the three basic areas oflearning disability other thanreading, which children andadults experience.Softcover $13.95 $15.95

Strong-Willed Child or Dreamer?

by Dana Spears & Ron Braund

A must for parents of childrenwho are imaginative,sensitive,moody, stubborn, andcompassionate.Softcover $9.25 $12.99

You Donʼt Have to be Dyslexic

by Dr. Joan Smith

Case histories illustrate auseful and easy-to-usecollection of assessmentmethods, skill-buildingexercises, and learningstrategies geared to thedyslexic learning style.

Softcover $15.95

Attention Deficit Disorder:A Different Perception

by Thom Hartmann

Explores the benefits of an ʻA.D.D.ʼ mind, andprovides good reasons for ʻdistractableʼ people to celebrate their creativethinking style.

REVISED EDITIONSoftcover $8.50 $12.00

The Myth of the ADD Child

by Thomas Armstrong, Ph.D.

Essential for any parent of anactive child. Detailed profilesof behavior patterns are keyedto suggested strategies forgetting each child on track,without drugs or coercion.

Softcover $11.00 $15.00

Learning Outside the Lines:Two Ivy League Studentswith Learning Disabilitiesand ADHD Give You theTools for AcademicSuccess and EducationalRevolution

by Jonathan Mooney & David Cole

Softcover $9.80 $14.00

In the Mindʼs Eye

by Thomas West

An in-depth look at theconnections between creativeability, visual thinking, andacademic learning difficulties.Explores the minds of famousdyslexics from Einstein toChurchill.

Hardcover $20.00 $29.00

Smart But Stuck: WhatEvery Therapist Needs to Know About LearningDisabilities and ImprisonedIntelligenceby Myrna Orenstein, Ph.D.Deals largely with ndiagnosedlearning disabilities in adults.

Softcover $13.95 $19.95

Teaching Kids withLearning Difficulties in the Regular Classroom

Find proven and powerfulstrategies and techniques to help any student become asuccessful learner.Softcover $29.50 $36.95

The Right Mind: Making Sense of theHemispheres

Explores how our brainhemispheres worktogether to make senseof language andaccomplish other tasks.


Beyond ADD: Hunting forReasons in the Past &Present

by Thom HartmannExplore a variety of theories as to why ADD has become so prevalent in modernsociety, and solutions relatedto many of the theories.


Learning How to Learn:Getting Into andSurviving College When You Have aLearning Disability

by Joyanne Cobb

Softcover $13.25 $18.95

El Don de la Dislexia

The Gift of Dyslexiain Spanish. Newly revisedwith additional chapters,illustrations and photographs.Published in Spain by Editex

Softcover $28.95

Getting The Horse To Drink: How To MotivateUnmotivated Students

by Suzanne H. Stevens

Practical teachingstrategies for motivatingstudents who have lost allinterest in academicachievement.

Softcover $9.95

THE DYSLEXIC READERSUPPLEMENT PAGE A2

Everything Parentʼs GuideTo Children With Dyslexia:All You Need To EnsureYour Childʼs Success

by Abigail Marshall

A “must read” for every parentwho knows or suspects theirchild has dyslexia.Softcover $13.45 $14.95

The Secret Life of theDyslexic Child: How SheThinks, How He Feels, How They Can Succeed

by Robert Frank, Ph.D. with Kathryn Livingston

Full of gentle advice and practical suggestions for parents to help build self-esteem and confidence.Softcover $10.50 $14.95

The Everything Sign Language Bookby Irene Duke

The Language that letʼs you talk with your handsand listen with your eyes.More than 300 easy-to-follow illustrations, includingexpressions, songs, emotions, ASL alphabet,money, and time.Softcover $10.50 $14.95

BOOKS FOR CREATIVE LEARNING

All Cats have AspergerSyndromeBy Kathy Hoopman

Insightful and humorouslook at the AspergerSyndrome, especiallyendearing for cat lovers.$10.50 $14.95 Hardcover

Ten Things Every Child WithAutism Wishes You Knewby Ellen Notbohm

A must have for parents to readand share. Provides the insightneeded to better understand, loveand support an autistic familymember Softcover $10.50 $14.95

Born on a Blue Day by Daniel Tammet

First-person account of living with synesthesia and savantism, a rare form of Aspergerʼs syndromeSoftcover $9.80 $14.00

How to Read Music by Roger Evans

Fundamentals of Musical Notation Made EasySoftcover $7.95 $11.95

KID’S CORNER

Math-a-pedia: A visualmathematical reference forintermediate students

Homework Without Tears: A ParentʼsGuide for Motivating Children to doHomework and to Succeed in School?by Lee Canter & Lee Hausner, Ph.D.Detailed, step-by-step approach to turning theresponsibility of homework over to your children.Hardcover $9.95 $13.95

Barronʼs Mathematics Study Dictionaryby Frank Tapson

Comprehensive definitions and explanations of mathematical terms, organized by concept.Geared to ages 10 to adult.Softcover $14.99

Yes You Can! Help Your Kid Succeed in Math Even if You Think You Canʼtby Jean Bullard & Louise Oborne

Advice for parents and strategies for overcomingmath anxiety and other barriers to learning.Softcover $18.00

Math on Callby Andrew Kaplan,et alSoftcover

$17.00 $23.00

Charlieʼs Challengeby Ann Root & Linda Gladden

This richly illustrated story offersa positive view and encouragingnews for youngsters struggling inschool. Geared to ages 5-9.Softcover $13.45 $14.95

The Hate to Write But Have To Writerʼs Guideby Jim EversPractical tips and guidelines help visualthinkers improve their writing skills.Softcover $5.00 $9.95

THE DYSLEXIC READER SUPPLEMENT PAGE A3

Math-a-pedia: IntermediateHardcover $34.95 each

Math-a-pedia: PrimaryHardcover $24.95 each

UltimateVisual Dictionaryby DorlingKindersley Publishing(672 pages)Hardcover $32.00 $39.95

Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student by Loren Pope Softcover $10.50 $14.00

Math at Hand

by Great SourceEducation Group Staff

Softcover $17.00 $23.00

REFERENCE BOOKS MATH BOOKS

AUTISM BOOKSThe Everything Parents Guideto Children with Autism:Know What to Expect, Findthe Help You Need, and GetThrough the Day

by Adelle Jameson Tilton

Softcover: $13.45 $14.95

From finding support groups toplanning for their child's future, this book pro-vides parents with all the information they needto ensure that their child's – and their families ̓–needs are met.

A Parents Guide toAsperger Syndrome & High FunctioningAutism by Sally Ozonoff, GeraldineDawson and JamesMcPartland

Softcover: $13.25 $14.95

An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matter-of-fact advice.

UnderstandingControversial TherapiesFor Children with Autism,ADD and Other LearningDisabilities

by Lisa Kurtz

Softcover: 17.95 $19.95

A comprehensive guide to just about everyoutside-the-box therapy you might runacross, and then some. An absolutelyessential reference for anyone who wantsto know and explore available options

Gabby's Wordspeller $25.95 SoftcoverHow do you find aword in the dictionaryif you have no ideahow to spell it? Withthis book! Lets youlook up words by theirphonetic spelling tofind its correct spelling.by Diane Frank

Bumperly Bumper Bee $12.75 Hardcover A beautifully illustrated story of a bee with challenges, whose talents help him prevail. A great tale of tolerance, understanding,friendship and achievementfor ages 4 - 8.by Michael D. Davis

DAVIS DYSLEXIA MATERIALSUnlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00Symbol Mastery & Reading Exercises DVD . . . . . . $85.00I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00The Gift of Dyslexia 2010 Edition . . .. . . . . . . . . . . $15.95The Gift of Dyslexia Classic Edition . . .. . . . . . . . . . .$9.50The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $13.95Dyslexia- the Gift Video . . . . . $39.95Gift of Dyslexia Audio CD Set . . . . . . . . . . . . . . . . $29.95Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95Symbol Mastery Deluxe Kit . . . . . . . . . . . . . . . . .$219.95Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95OTHER BOOKS FOR REFERENCE & LEARNINGAll Cats have Asperger Syndrome . . . . . . . . . . . . .$14.95ADD: A Different Perception . . . . . . . . . . . . . . . . . .$9.95Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95Born on a Blue Day . . . . . . . . . . . . . . . . . . . . . . .$14.00Bumperly Bumper Bee . . . . . . . . . . . . . . . . . . . . .$15.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99Colleges That Change Lives . . . . . . . . . . . . . . . . .$14.00Everything Parent’s Guide To Autism . . . . . . . . . . .$14.95Everything Parent’s Guide To Dyslexia . . . . . . . . . .$14.95The Everything Sign Language Book . . . . . . . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95Hate to Write But Have To Writer’s Guide . . . . . . . . . .$9.95Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95How to Read Music . . . . . . . . . . . . . . . . . . . . . . .$11.95In the Mind’s Eye . . . . . . . . . . . . . . . . . . . . . . . . .$29.00Learning How to Learn-Revised . . . . . . . . . . . . . .$18.95Learning Outside the Lines . . . . . . . . . . . . . . . . . .$14.00Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95Math On Call . . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00Math On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00Parents Guide to Asperger Autism . . . . . . . . . . . .$18.95Ten Things Every Child With Autism Wishes . . . . . . .$14.95The Right Mind . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.00The Secret Life of The Dyslexic Child . . . . . . . . . . . . .$14.95Smart But Stuck . . . . . . . . . . . . . . . . . . . . . . . . . .$19.95Strong-Willed Child or Dreamer? . . . . . . . . . . . . .$12.99Teaching Kids with Learning Difficulties . . . . . . . . . . . .$36.95Ultimate Visual Dictionary . . . . . . . . . . . . . . . . . . .$39.95Understanding Controversial Therapies . . . . . . . . . . .$19.95Webster’s New World Children’s Dictionary . . . . . .$17.95Yes You Can! Help Your Kid Succeed in Math . . . .$18.00You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95

OTHER ITEMSReadOn Interactive Software . . . . . . . . . . . . . . . .$195.00Young Learner Kit for Home Use . . . . . . . . . . . . .$129.95

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v Netherlands

Liesbeth Berg-SchagenVleuten +31 (030) 604-9601

Manja BloemendalDen Haag +31 (70) 345 5252

Ineke BlomDorpstraat+31 (020) 436-1484

Lot BlomUtrecht +31 (030) 271 0005

Trudy BorstBest (Near Eindhoven)+31 (0499) 471 198

Doreth BroeninkNieuw-Vennep+31 (252) 680 667

Lieneke CharpentierNieuwegein+31 (030) 60 41 539

Hester CnossenVeghel +31 (495) 641 920

Anja Derksen-MerkenHeel +31 (06) 17 38 34 45

Aline de BruijnSliedrecht+31 (18) 441 5341

Judith de HaanHeiloo (Near Alkmaar)+31 (63) 078 6483

Mine de RanitzDriebergen+31 (0343) 521 348

Christien De SmitDLS MentorSluis +31 (0117) 461 963

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

Jolien FokkensBeilen +31 (0593) 540 141

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

Jola GeldermansBeverwijk+31 (0251) 210 607

Perola GoncalvesMaría Hoop+31 (06) 33 79 63 44

Jan GubbelsMaastricht+31 (043) 36 39 999

Maril HeijenLandgraaf+31 (6) 4965 1754

Judith HolzapfelDeventer +31 (0570) 619 553

Mia JenniskensEindhoven+31 (040) 245 9458

Trudy JolingLaren +31 (035) 531 00 66

Marie KoopmanBilthoven+31 (030) 228 4014

Carry KulingHeemstede+31 (0235) 287 782

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

Irma LammersBoxtel +31 (411) 68 56 83

Sjan MelsenArnhem +31 (026) 442 69 98

Each month I receive an email from Danny Brassell, founder of The Lazy Readers’ Book Club. It contains with a list of books he recommends for reluctant readers or for those who just don’t have time for much reading. (He knows we’re not lazy, just busy or in need of encouragement!) Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, for children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. Here’s a sampling of Danny’s recent recommendations in the Children’s category. You can read lots more recommendations at the Lazy Readers’ website, www.lazyreaders.com. There you’ll find Danny’s picks, updated monthly, and archives of past selections by month, reading level, and page count – enough recommendations for a lifetime of reading! You can also sign up for monthly book alerts, while you’re browsing. If you purchase books at Amazon.com through links at the Lazy Readers’ website, Bookends (www.bookends.org) will receive a donation. (Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness.)

Recent Recommendations from The Lazy Reader Book Club By Danny Brassell and Laura Zink de Diaz, Davis Facilitator in Bogotá Colombia

Bedtime for Mommyby Amy Krouse RosenthalCH - 32 pagesPublisher: Bloomsbury USA Children's BooksISBN-10: 1599903415ISBN-13: 978-1599903415In this delightful role reversal, a little girl tries to get her Mommy to go to bed, despite Mommy’s protests to stay up later. Any parent will be tickled, and kids get a kick out of the story and LeUyen Pham’s illustrations.



v Netherlands (continued)

Cinda MustersAmsterdam +31 (20) 330-78 08

Bert NeeleMelick +31 (61) 259 8802

Marianne OosterbaanZeist +31 (030) 691 7309

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

Guido Peerboom Eijsden / Maastricht+31 (62) 155 2959

Petra Pouw-LegêneDLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907

Karin RietbergHolten +31 (548) 364 286

Lydia Rogowski WijnbergHelmond +31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

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

Silvia Jolanda SikkemaDLS MentorDrachten +31 (0512) 538 815

Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62

Marja SteijgerAmstel+31 (020) 496 52 53

Robin TempleSpecialist TrainerWorkshop PresenterDDA DirectorMaria Hoop +31 (0475) 302 203

Romina TorozUtrecht +31 (61) 280-1821

Marieke UiterwijkLeiden +31 (06) 45 911 913

Mieke van DeldenLeek +31 (059) 4514985

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

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

Annemarie van HofUtrecht +31 (030) 65 86 700

Mieke VerhallenMierlo +31 (492) 43 05 04

Lia VermeulenHuizen +31 (062) 3671530

Mary VerspagetAlmere +31 6 53 797 197

Christien VosAutism Facilitator/CoachTolbert +31 (0594) 511 607

Lucie Wauben-CrutsElsloo +31 (046) 437 0329

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

Elisabeth Weterings-GaaikemaAl Harkstede+ 31 (623) 045 369

Oneby Kathryn OtoshiCH -32 pagesPublisher: KO Kids BooksISBN-10: 0972394648ISBN-13: 978-0972394642A good friend recommended this simple yet moving book about how all it takes is one brave soul to stand up to bullying. I use this book with business executives interested in team-building. Great for teaching preschoolers colors and numbers, as well.

Joha Makes a WishBy Eric A. KimmelCH - 40 pagesPublisher: Marshall Cavendish Children's BooksISBN-10: 076145599XISBN-13: 978-0761455998Kimmel’s adaptation of a classic Middle Eastern tale of a man who finds a magic stick, only to deal with one curse after another, is sure to entertain young readers. Omar Rayyan’s illustrations are magnificent, and my own children giggle at his beautiful illustration of the donkey that poor Joha winds up carrying on his back to Baghdad. Wonderful come-uppance for the greedy Sultan makes this a favorite.

Library LionBy Michelle Knudsen CH - 48 pagesPublisher: CandlewickISBN-10: 0763622621ISBN-13: 978-0763622626This is a MUST purchase. I love books that promote libraries, and I cherish touching books about friendship. This book delivers both, as a library’s patrons come to love a lion who treasures the library. My favorite part is when the resentful Mr. McBee seeks out the lion to cheer up Miss Merriweather, head librarian and rule aficionado. Beautiful illustrations, courtesy of Kevin Hawkes.

Animal FairBy Ponder GoembelCH - 24 pagesPublisher: Marshall Cavendish Children's BooksISBN-10: 0761456422ISBN-13: 978-0761456421This book has touched my heart, as my son Sean sings the song lyrics that accompany Goembel’s magnificent illustrations. This is the first book Sean has “mastered” on his own, and I love watching him and my daughter Kate compete to see who can read the song first.


v New Zealand

Rochelle BoothWanganui +64 (027) 306-6743

Kirsteen BrittenChristchurch +64 (3) 348 1665

Vivienne CarsonAuckland +64 (09) 520-3270

Catherine ChurtonSupervisor-SpecialistAuckland +64 (09) 360 7377

Maria CopsonDunedin +64 (03) 479 0510

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

Melanie CurryChristchurch +64 (03) 322-1726

Angi EdwardsWhakatane+64 (7) 308 6682

Martine FalconerChristchurch+64 (03) 383-1988

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

Tina GuyNelson +64 (03) 547 4958

Wendy HaddonMosgiel +64 (03) 489-8572

Sandra HartnettNelson +64 (3) 548 8087

Alma HoldenAlexandra+64 (027) 485-6798

Glenys KnoppDarfield +64 (03) 317-9072

Leila MartinHawera Taranaki+64 (027) 721-3273

Raewyn MathesonDLS Mentor Inglewood+64 (027) 411-8350

Tania McGrathChristchurch +64 (03) 322 41 73

Shelley McMeekenDDA DirectorAutism Facilitator-CoachAutism Training Supervisor Dunedin +64 0274 399 020

Linda McNaughten Dannevirke+66 (6) 376-1575

Colleen MortonGore +64 (03) 208 6308

Wendy PersonHastings +64 (06) 870 4243

Alison SymeDarfield +64 (03) 318-8480

Lorna TimmsDavis Autism Trainer Supervisor-SpecialistChristchurch +64 (03) 363 9358

Alicia TrentUpper Moutere

Margot YoungAuckland +64 (0) 9 638 3627

v Norway

Heida Karen VidarsdottirStavanger+47 958 03 822

Ragnhild SlettevoldSkjaerhalden

“Turning Children Into Data” by Alfie Kohn Reviewed by Laura Zink de Diaz

I’ll start by stating right up front that Alfie Kohn is one of my educational heroes. Time describes him as "perhaps the country's most outspoken critic of education's fixation on grades [and] test scores." I’d say it in fewer words: he’s a major voice of reason in education. And there’s so much irrationality in education today, his voice is very much needed. His latest article is Turning Children Into Data, A Skeptic's Guide to Assessment Programs. I recommend that every parent read it and pass out copies at the next school board meeting! He starts with that wonderful Einstein quote, “Not everything that counts can be counted, and not everything that can be counted counts.” Those words ought to be carved over the entry of every school and school district office building in the world. But the meat of the article is a list of questions Kohn suggests be asked before any school or district purchases one of the myriad “programs” offering techniques for measuring and raising student achievement. What follows is a quick summary of his points (and a few comments of my own). First, educators need to be clear about what their basic notion of assessment is. Kohn holds that educators should “focus on the actual learning that students do over a period of time – ideally, deep learning that consists of more than practicing skills and memorizing facts.” If that’s our focus (it’s certainly mine!), programs that rely on “discrete, contrived, testlike assessments,” standardized rubrics that “supplant teachers’ professional judgments,” and “computerized monitoring tools” aren’t up to the task. (Check how assessment is handled in your child’s school. The school I’m most often in contact with uses all three of these types of assessments, each of them at least three times each year!) Kohn also draws a distinction between programs that talk about “student achievement” as opposed to those that focus on “students’ achievements.” Educators also should ask themselves what the goal of the assessment is, and why it exists. Do we want children to “understand ideas and become thoughtful questioners” or do we simply want to raise test scores?

Pick a Pumpkin, Mrs. MillieBy Judy CoxCH – 32 pagesPublisher: Marshall Cavendish Corp/CcbISBN-10: 0761455736ISBN-13: 978-0761455738Judy Cox has created a wonderful series of wordplay books featuring the silly Mrs. Millie, whose students always have to correct her gaffes, from looking for orange “pumas” (instead of pumpkins) to carving “gecko’”-lanterns (instead of jack-o’-lanterns). A great book for involving kids in the story.

Frankie SteinBy Lois M. SchaeferCH – 32 pagesPublisher: Marshall Cavendish Children's BooksISBN-10: 0761456082ISBN-13: 978-0761456087My own kids love this story about Mr. and Mrs. Frankenstein’s new son, Frankie, who just happens to be…cute! Their repeated efforts to make him scary fail until Frankie appears as his own cute self, making him the scariest Stein of all to the Steins. Great illustrations by Kevan Atteberry, and a read aloud that scores laughs on almost every page.



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Silvia María Sabatés RodrigoMadrid +34 (091) 636 31 44

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Likewise Kohn asks if the testing program reduces everything to numbers. This one is a particular pet peeve of mine. When I was still a public school teacher in the late 1990s, my district sent many of us to seminars on “Total Quality Learning.” TQL is an adaptation of the ideas of William Edwards Deming for use in the classroom. (Deming was an American statistician and consultant, revered in Japan even today as the father of the Japanese post World War II industrial revival. Much later, many US companies began to adopt some of Deming’s ideas.) I used TQL strategies in my foreign language classrooms for several years before I decided to become a Davis Facilitator. Some major features of these strategies were:

• spending a considerable amount of time on team-building early in the school year so as to create a positive, productive learning environment in my classes• empowering my students to participate in decisions about what we would learn and how• empowering my students to participate in decisions about the scheduling of testing and major projects• assuring that all our decisions were based on facts, rather than preconceived assumptions

The last item was a particularly important one, springing from Deming’s belief that decisions in business should be based on real data. But If you think about it, the other three features were far more important, in that they allowed us to create a democratically run classroom. More than that, those features empowered my students and raised both their motivation and academic performance by leaps and bounds. Meanwhile, I noticed that a great many administrators were taking Total Quality Learning seminars along with me. But it seemed that the only piece of Deming’s philosophy they were drawn to was the notion that decisions should be “data driven.” They were relatively uninterested in Deming’s belief that those who do the actual work should be empowered to make decisions how it should be done, or about how to improve quality. And lo, what we have today, is the data piece, taken to bizarre extremes. Rather than to create more democratically run classrooms that motivate children to take responsibility for their learning, the administrative focus on “data,” on the assumption that “numbers” are the only reliable way to assess a child’s progress in school, has led to an obsessive

focus on standardized testing. This is a shocking distortion of Deming’s work! Kohn suggests that “If all the earnest talk about ‘data’ (in the context of educating children) doesn’t make you at least a little bit uneasy, it’s time to recharge your crap detector. Most assessment systems are based on an outdated behaviorist model that assumes nearly everything can—and should—be quantified. But the more educators allow themselves to be turned into accountants, the more trivial their teaching becomes and the more their assessments miss.” Thank you Alfie! Another of Kohn’s recommendations is that we avoid programs that are so prescriptive and prefabricated that they strip teachers and students of autonomy. If students “feel controlled, even a cleverly designed program is unlikely to have a constructive effect.” He also objects to programs that don’t support the interests of children, particularly if they stunt a student's motivation to learn. “Once a school adopts the program, are kids more excited about what they’re doing—or has learning been made to feel like drudgery?” Kohn also points out that there is considerable research to suggest that “an overemphasis on assessment can actually undermine the pursuit of excellence.” Learning should be about discovery and understanding, but “the more students are led to focus on how well they’re doing, the less engaged they tend to become with what they’re doing.” Ultimately, Kohn would like educators to be a lot less credulous and far more skeptical about the real value for children of the materials pushed by consultants and publishers in slick PowerPoint presentations. Unfortunately, the testing frenzy and accompanying test prep obsession has overrun our land. Even our leaders see education as a competition, rather than an essential component of our democracy, else why would we have replaced the odious No Child Left Behind, with a “Race To The Top”? Kohn seems to recognize that in the current environment it’s pretty difficult for educators to fight our seemingly inexorable march towards those “discrete, contrived, testlike assessments,” and “computerized monitoring tools.” Perhaps, if we parents stand with them, together we can return to counting what really counts in our children’s education. You can read the full article at http://www.alfiekohn.org/teaching/edweek/data.htm. And you will find more information on Alfie Kohn’s ideas and publications at his website, www.alfiekohn.org.


v Switzerland (continued)

Katharina GrenacherBern +41(31) 382 00 29

Elisabeth GutGrut +41 (044) 932 3242

Ursula Hirzel EglerStäfa +41 (01) 926 2895

Christa JaegerRiehen +41 (061) 641 4667

Consuelo LangLumino +41 (091) 829 05 36

Claudia LendiSt. Gallen +41 (071) 288 41 85

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

Erika Meier-SchmidBonstetten +41 (01) 700 10 38

Yvonne Meili Reinach+41 (61) 422 16 06

Verena Luisa MoserRiken +41 (076) 346 93 34

Maya MuraroStäfa +41 (079) 704 03 07 Christine NoisetChavannes +41 (21) 634 3510

Véronique PfeifferZürich +41 (01) 342 22 61

Hilary RhodesChesieres-Villars+41 (024) 495 38 20

Regine Roth-GloorMohlin/Basel+41 (061) 851 2685

Benita RuckliRuswil +41 (041) 495 04 09 or (079) 719 31 18

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur +41 (052) 242 41 70

Beatrix Vetterli Frauenfeld +41 (52) 720 1017

Andreas VillainZürich +41 (076) 371 84 32

Margit ZahndGerolfingen+41 (079) 256 86 65 or (032) 396 19 20

Judith Zapata PrangeBasel +41 (061) 721 7501

Claudia Ziegler-Fessler Hamikon (Near Zurich)+41 (041) 917 1315

v United Arab Emirates

Linda RademanDubai +9714 348 1687

v United Kingdom

Joy Allan-BakerLondon +44 (0757) 821 8959

Nicky Bennett-BaggsGt. Gaddesden, Herts+44 (01442) 252 517

Lisa Cartwright London +44 (0773) 840-6500

Sarah DixonRanmore Common, Surrey +44 (01483) 283 088

Susan DuguidLondon+44 (020) 8878 9652

¿Por qué ‘Tyranosauro’Pero No ‘Cual’? Tercera Parte

Por Richard Whitehead, Director de DDA en Great Malvern, Worcestershire, Reino Unido Richard Whitehead ofrece un curso gratis en línea con el fin de ayudar a profesores a comprender por qué algunos estudiantes inteligentes luchan tanto por dominar destrezas académicas básicas. Con mucha amabilidad, Richard nos ha concedido permiso de traducir y publicar su curso en The Dyslexic Reader en una serie de capítulos. Presentamos las primeras dos partes en ediciones anteriores. A continuación sigue la tercera y última parte de este valioso curso.

Cómo Mejorar la Autoestima y Dar Retroalimentación Importante al Mismo Tiempo Los niños son los adultos del futuro, y cada adulto antes fue niño. La naturaleza requiere que cada generación tenga la enorme responsabilidad de enseñar a la próxima. Durante los primeros años de la vida los niños confían mucho de los adultos claves en su vida, y creen todo lo que dicen sin cuestionar. Como educadores, una de nuestras responsabilidades respecto a los niños, es la de ayudarles a desarrollar comportamientos que, de adultos, les ayudarán a tener éxito personal, mientras respetan los derechos de los demás. Los errores forman una parte clave del desarrollo y del aprendizaje. Nuestra reacción a los errores puede determinar si son productivos - errores que proporcionan la oportunidad de aprender - o si establecen comportamientos que a largo plazo no son apropiados. Nuestras reacciones también pueden determinar si el niño se considera buena persona o mala. La historia está repleta de dictadores, criminales, y guerreros que en algún momento de la vida tomaron la decisión de ser malvados. La habilidad de dar retroalimentación constructiva y afectuosa es el mejor regalo que podemos entregar a la próxima generación. La retroalimentación positiva contribuye a la formación de personas cariñosas y efectivas, personas seguras de la calidad de su juicio, que se respetan y respetan a otros. A continuación, unos ejemplos de retroalimentación eficaz, capaz de fomentar la confianza y autoestima en los estudiantes. Es posible que ya tengas conocimiento de estas estrategias, pero son tan valiosas que vale la pena repasarlas de vez en cuando.

Elogios. Cuando elogias al estudiante debes describir la acción o el logro que ha hecho. Evita elogios que te colocan en la posición de juez que decide quiénes son los buenos y malos. Los elogios descriptivos le ofrecen al niño la oportunidad de autoevaluarse. Ejemplo: En vez de decir “Qué inteligente!” di, “Escribiste toda la oración sin un solo error!” También puede ser útil elogiar describiendo tus sentimientos, por ejemplo, “Me gustó mucho trabajar contigo hoy – te enfocaste en tu trabajo y así me ayudaste mucho”.Críticas. Evita críticas personales porque son desafiantes y atacan el carácter o la integridad del niño. Si crees que sería útil demostrar enojo, expresa tu enojo con declaraciones enfocadas en tus sentimientos y expectativas. Ejemplo: En vez de decir “¡Mira lo que hiciste, otra vez!” o “¡Qué mal educado eres!” di, “No me gusta lo que veo. Quiero que hagas…”.Castigos. Evita castigos que no representan consecuencias lógicas del comportamiento negativo del niño. Así disminuimos la posibilidad de que el niño se sienta resentido y aumentamos la probabilidad de que se de cuenta de la relación entre causas y efectos, aprendiendo así algo importante de la experiencia. Ejemplo: El niño es desaplicado y desobediente en clase. Debido a su comportamiento, no aprendió la lección y distrajo a otros. Un castigo ilógico sería obligarle a barrer el piso o escribir cien oraciones después de la salida. Una consecuencia

PARA PROBAR

Recuerda los cinco o seis temas que en tu opinión son los más importantes que tus estudiantes deben dominar para poder entender fácilmente la materia. Si tus estudiantes los han dominado, recuerda lo que hiciste para ayudarles – y reconoce que debes sentirte orgulloso. Si algunos de tus estudiantes no hayan dominado estos temas, observa.

¿Muestran indicios de confusión(frunciendo las cejas, hesitación etc.) cuando tienen que trabajar con esos temas?

¿Se sirven de estrategias poco útiles con motivo de sobrellevar (esfuerzo intensivo, trucos de memoria, repeticiones, recitación en voz baja, recochar en clase)?



v United Kingdom (continued)

Dyslexia Correction CentreGeorgina DunlopAutism Facilitator/Coach Jane E.M. HeywoodAutism Facilitator/Coach DLS Mentor & PresenterAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045

Nichola Farnum MALondon +44 (020) 8977 6699

Jacqueline Ann FlisherHungerford Berks+44 (0) 8000 272657

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Carol ForsterGloucester +44 (1452) 331 573

Achsa GriffithsSandwich, Kent +44 (01304) 611 650

Axel GudmundssonLondon +44 (020) 8341-7703

Tessa Halliwell Autism Facilitator/Coach Tugby Leicestershire+44 (0116) 259 8068

Karen HautzLondon +44 (0207) 228-2947

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185

Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806

Angela JamesReading, Berkshire+44 (0118) 947 6545

Liz JollyFareham, Hants+44 (01329) 235 420

Sara KramerWimbledon/London+44 (0208) 946 4308

Marilyn LaneRedhill +44 (0173) 776-9049

Isabel MartinCrowborough, East Sussex+44 (01892) 667 323

Stuart ParsonsLowton/Warrington, Cheshire+44 (07754) 534 740

Shilpa PatelEaling, London+44 (0778) 631 4375

Fionna PilgrimKeighley, West Yorkshire +44 (1535) 661 801

Maxine PiperCarterton, Oxon+44 (01993) 840 291

Elenica Nina PitoskaLondon +44 (020) 8451 4025

Ian RichardsonLondon +44 (07846) 734-320

Pauline RoylePoulton-le-Fylde, Lancs+44 (0125) 389 987

Rosemary SavinsonLondon +44 (0208) 316-1973

Janice ScholesLiversedge, West Yorkshire+44 (0) 8000 272657

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

lógica que también serviría los intereses de todos, sería sacarlo del salón “porque necesito que tus compañeros tengan la oportunidad de enfocarse en la lección”, y después obligarlo a volver durante su tiempo libre para aprender la información que no aprendió. Pero antes de tomar estas medidas, debes ofrecerle al niño la oportunidad de escoger. Di, por ejemplo, “No permito que las personas hablen cuando estoy dictando clase porque distrae a los otros estudiantes. Siéntate quieto, o sal del salón. Decide tú”. Y en general… Manténte calmado y firme ante el comportamiento negativo. Y responde al comportamiento positivo con entusiasmo. A los niños les encantan las reacciones emocionantes de cualquier tipo. Por lo tanto, las reacciones fuertes de todo tipo tienden a aumentar las posibilidades de que, con motivo de ver la reacción de nuevo, el niño repita el comportamiento que la provocó. Así que lo mejor es limitar tus reacciones fuertes a las ocasiones cuando el niño se comporta de manera positiva. Estas sugerencias fueron inspiradas por el excelente libro, How To Talk So Kids Will Listen, And Listen So Kids Will Talk (Cómo Expresarse de Manera que los Niños Presten Atención, y Escuchar de Manera que los Niños Se Expresen) escrito por Adele Faber y Elaine Mazlish. Recomiendo este libro como recurso que ofrece estrategias para la comunicación efectiva con los niños.

Las Emociones, el Alfabeto y el Desarrollo de Dificultades con el Aprendizaje Todos sabemos que los disléxicos experimentan confusiones cuando leen, escriben o hacen otras tareas que encuentran retosas. Por lo general, se ha considerado que primero aparece la dislexia y después la confusión. “¡Cómo no va a estar confundido – es disléxico!” Pero, ¿esta interpretación estaría equivocada? Consideremos la posibilidad de que la persona NO se confunde porque es disléxica… sino que es disléxica porque algo la confunde. Consideremos la posibilidad de que la sensación – la emoción – provocada por la confusión, es lo que dispara los síntomas de dislexia. Hace unos meses, una señora de unos cuarenta años consultaba por teléfono con uno de nuestros especialistas. Esta señora era disléxica y tenía fuertes talentos visoespaciales. Entre otras cosas mencionó que era buena para matemáticas, pero mala en lectura. También observó que recordaba muy bien los números de teléfono. “Es que los veo mentalmente,” dijo, “y entonces, simplemente marco el número que veo”. Sin embargo deletreaba muy mal. Muchos expertos han sostenido, y en muchos libros vemos la idea de que los disléxicos tienen poca habilidad para seguir símbolos de izquierda a

PARA PROBAR

La próxima vez que observas que uno o dos estudiantes luchan con cierto aspecto de la materia, prueba a ver si puedes ayudarles con lo siguiente:• Que el grupo utilice una técnica para relajación antes de comenzar a trabajar el tema.• Pónganse de acuerdo que los estudiantes te dirán en seguida si se confunden. Si te informan que están confundidos, que utilicen la técnica de relajación de nuevo, antes de continuar.• Que tus estudiantes utilicen una técnica para manejo de la energía para poder alentar el paso de su trabajo si encuentran difícil el tema.• De ser necesario, reduce las destrezas a sus componentes.• De ser necesario, enseña las destrezas componentes primero.• Si demuestran confusión respecto a alguna de estas destrezas componentes, busca el por qué para poder solucionar el problema.• Una vez dominadas las destrezas componentes, enseña la destreza compuesta de ellas.• Cuando posible, prioriza la enseñanza experiencial en vez de “trucos” y la memorización.• ¡Diviértanse!

derecha, que les faltan destrezas de procesamiento auditivo, que les faltan destrezas de memoria a corto plazo, y que tienen una disfunción genética o una discapacidad cerebral. Debemos investigar más profundamente y preguntarnos, ¿Qué será lo que pasa con una señora que puede visualizar los números, pero no las letras? ¿Cuáles destrezas le faltarían si fácilmente puede visualizar 7 – 1 – 3 – 4 – 6 – 2 pero no es capaz de visualizar a – m – i – g – o – s? Por supuesto, podemos observar estos fenómenos juntos con un problema de disléxia. ¿Pero serían la causa de la dislexia? O ¿sería que la dislexia, fundamentalmente, tiene que ver con la manera en que reaccionamos a ciertos estímulos? ¿Sería posible que los síntomas de la dislexia se disparan cuando nuestra respuesta reflexiva ante un estímulo confuso momentáneamente bloquea o aturde nuestro pensamiento? Para decirlo de otra manera, ¿sería que las letras y números afectan a esta señora de diferente manera, no obstante las destrezas que posea o que le falten?


v United Kingdom (continued)

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

Jacqui StewartEastbourne, East Sussex+44 (01323) 748 933

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

Frank WalkerWest Kirby Wirral+44 (0151) 625 6705

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

The Blueberry CenterMargarita Viktorovna WhiteheadDDA Director+44 (0)1684 574072 Richard WhiteheadDDA DirectorDLS Presenter-MentorFundamentals Presenter+44 (0)1684 574072 Great Malvern, Worcestershire+44 (8000) 27 26 57 (Toll Free)

v United States

Alabama

Lisa SprattHuntsville +1 (256) 426-4066

Arizona

Dr. Edith FritzPhoenix +1 (602) 274-7738

Nancy KressGlendale +1 (480) 544-5031

John MertzTucson +1 (520) 797-0201

Arkansas

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

California

Cyndi Cantillon-ColemanLadera Ranch/Irvine+1 (949) 364-5606

Janet ConferIrvine +1 (949) 589-6394

Reading Research CouncilDyslexia Correction CenterRay DavisDavis Autism TrainerRonald D. Davis, FounderBurlingame/San Francisco+1 (800) 729-8990 (Toll-Free)+1 (650) 692-8990

Anette FullerWalnut Creek +1 (925) 639-7846

Angela GonzalesRiverside +1 (951) 710-9616

Richard A. HarmelMarina Del Rey/Los Angeles+1 (310) 823-8900

David HirstRiverside +1 (909) 241-6079

Suzanne Kisly-CoburnManhattan Beach+1 (310) 947-2662

Nicole MeltonNewport Beach+1 (949) 873-2008

Karen PongsNewport Beach+1 (949) 873-2008

Cheryl RodriguesSan Jose +1 (408) 966-7813

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

Vamos a examinar más detenidamente este fenómeno, observando lo que puede provocar una dificultad disléxica con el aprendizaje. Imagina, por ejemplo, a un niño imaginativo y curioso – de los que les encanta explorar su entorno, hacer juegos imaginativos con muñecos o soldaditos, trepar árboles, desarmar las cosas para ver cómo funcionan, o que sueñan despierto durante largos períodos. A la edad de 4 o 5 años este niño comienza sus estudios formales en colegio. Y tiene que aprenderse las letras. Las letras son símbolos bidimensionales que no tienen significado propio. Son como los ladrillos, pero las usamos para construir palabras escritas en vez de edificios. Las letras no tienen profundidad, ni dorso, nada que podemos explorar en tres dimesiones. Simplemente existen como huellas en la hoja. Imagina lo que pasa cuando la imaginación poderosa, curiosa, exploradora, se dirige a esas marcas en la hoja, y comprenderás cómo el pensamiento talentoso del niño disléxico puede provocar distorciones en lo que ve, movimiento aparente en las letras, o palabras borrosas. Hasta que se resuelva la confusión que existe en su percepción de las letras, el reconocimiento de palabras no va a ser fácil ni agradable para este niño. Ahora, volvamos a la situación de la señora capaz de visualizar mentalmente los números, pero no las letras. Recuerda que había comentado que era buena para matemáticas. He aquí la explicación más probable: los números no la confundían, porque su imaginación matemática le permitía comprender su significado. Pero las letras no le comunicaban un significado. Por lo tanto, las letras le volvían borroso el pensamiento, pero los números no. Y cuando nuestro pensamiento es borroso, no podemos visualizar ni recordar la información con claridad. Es una explicación sencilla y aplicable al caso. Pero desafortunadamente, no nos proporciona la historia completa. Imagina que estás en clase y tienes que hacer ecuaciones cuadráticas complejas todos los días, como las que se basan en esta fórmula:

x = -b± b2-4ac 2a

Ahora imagina que las ecuaciones no acaban, y que todos los demás estudiantes las encuentran muy fáciles, mientras que tú las encuentras muy difíciles. Imagina que esta es la situación día tras día, durante varios años. Imaginar esta situación te aproximará a la sensación que experimentan los disléxicos durante los primeros años de su educación formal. Tarde o temprano, te vas a frustrar tanto con la situación que terminarás buscando desesperado

una estrategia, algo que al menos te permita rescatar la autoestima. Por ejemplo, quizás aprendes a concentrarte – a aplicar un inmenso esfuerzo por encontrar la respuesta correcta. O quizás te aprendes trucos para mejorar la memoria, o aprendes todo de memoria, repitiéndo la información constantemente. O quizás más bien, aprendes chistes para poder convertirte en el payaso del salón, en vez de ser siempre el bruto. Pero con todas estas estrategias hay un problema. El mundo comienza a celebrar tus respuestas correctas. Pero al aprender en base de trucos, repetición o concentración, te has enseñado a no confiar de tu propio intelecto. Esta desconfianza de tu habilidad innata de aprender, te hará daño: daño a tu autoestima, al placer del estudio, y la facilidad con que aprendes. Es más, a pesar de estos daños, el mundo considera que ve mejoras en ti.

El Don de la Dislexia – y la Clave Final que Une a Todos los EstudiantesEl don de la dislexia es el don del dominio. Es el don de aprender de forma experiencial, recordando sin esfuerzo. Es el don de comprender un concepto tan completamente que no nos hacen falta más explicaciones ni memorización. Los disléxicos son personas imaginativas que se destacan en el aprendizaje explorador – en ver y hacer. ¿Has dominado el proceso de vestirte? ¿Por la mañana necesitas concentrarte en el proceso de vestirte? ¿Has dominado tan bien el manejo del carro que puedes conversar mientras manejas? ¿Cómo llegaste a tal nivel de dominio? ¿Leyendo libros sobre estos dos procesos? ¿O simplemente aprendiste estas actividades haciéndolas? Entre más involucramos la exploración en el proceso de aprendizaje en nuestros colegios, más aprenderán los niños disléxicos, y más vamos a motivar a los demás estudiantes también. A veces oímos el comentario de que los disléxicos tienen buena memoria de largo plazo pero mala memoria a corto plazo. Pero en realidad es más bien cuestión de si el disléxico haya o no experimentado la verdad del tema. Los disléxicos dominan los datos que despiertan su imaginación. Internalizan permanentemente ese tipo de información. Pero la información que no despierta su imaginación puede desaparecer de su memoria en un minuto (porque, desde un principio no la internalizaron). Entonces, ¿cómo reunimos todo lo que hemos aprendido de manera que nuestros cursos se vuelvan acogedores para todos los estudiantes – para los posibles disléxicos, los más académicamente talentosos, los prácticos, los artísticos, los deportistas? ¿Cómo respondemos a sus diversas necesidades académicas en un solo plan de estudio que abarca todo lo que nos toca dictar?

√


California (continued)

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

Colorado

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

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

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

Florida

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

Tina KirbyNavarre +1 (850) 218-5956

Rita Von BonNavarre +1 (850) 934-1389

Georgia

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

Martha PayneSuwanee +1 (404) 886-2720

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

Hawaii

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

Idaho

Carma SutherlandRexburg +1 (208) 356-3944

Illinois

Kim AinisChicago +1 (312) 360-0805

Susan SmarjesseSpringfield +1 (217) 789-7323

Indiana

Myrna BurkholderGoshen/South Bend+1 (574) 533-7455

Iowa

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

Massachussetts

Karen LoGiudiceAmesbury+1 (978) 337-7753

Carolyn TylerFairhaven+1 (508) 997-4642

Michigan

Molly Scoby Greenville +1 (231) 250-7260

Kathleen McNallyJackson +1 (304) 382-5612

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

Cinda Osterman, M. Ed.Charlotte +1 (517) 652-5156

Dean SchalowManistee+1 (800) 794-3060 (Toll-Free)+1 (231) 250-7260

Minnesota

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

Quotable Quotes“The difference between school and life? In school, you’re taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.”– Tom Bodett, American author and humorist

“There are two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle.” – Albert Einstein, Nobel Laureate, theoretical physicist and philosopher

“The difference between a smart person and a wise person is that a smart person knows what to say and a wise person knows whether or not to say it.”– Anonymous

“Today’s mighty oak is just yesterday’s nut, that held its ground.”– David Icke, British author

Hemos descubierto que los cursos diseñados para estudiantes no disléxicos no responden a las necesidades de los estudiantes disléxicos. Pero los cursos que tienen en cuenta las necesidades de los disléxicos, sí ofrecen beneficios a estudiantes no disléxicos. Esos cursos no avanzan menos rápido, no són más repetitivos, ni son intelectualmente menos rigorosos. Simplemente son más experienciales – aspecto clave de los entornos adecuados para disléxicos. En los cursos que responden al estilo disléxico de aprendizaje, cuando posible, la información se transmite de forma que pueda ser experimentada como verdadera. Los profesores observan a sus estudiantes, atentos a posible confusión, y reaccionan de manera adecuada. Los estudiantes se responsabilizan por el manejo de su estado interior, utilizando varias herramientas para autoregulación. La materia se ordena de manera secuenciada para asegurar la certeza y minimizar la confusión de los estudiantes. Cuando posible se explora la materia, en vez de aprenderla de memoria. Para ilustrar estos principios, permíteme pintarte cuadros de dos escenarios diferentes. En dos cursos diferentes los estudiantes estudian la palabra porque. En un curso la profesora pide a los estudiantes que practiquen la escritura de la palabra en casa como tarea, y la palabra aparece varias veces en dictados y lecturas.En el otro curso, la profesora coloca una cáscara de banana en el piso, se acerca y finge deslizarse en ella. Pregunta al grupo, “¿Por qué me deslicé?” Responden, “Porque allí había una cáscara de banana”. Ahora pueden explorar la ley de causa y efecto. Si desean, los estudiantes pueden explicar la relación entre esta ley y el flujo del tiempo. “¿Qué sucedió primero – que alguien dejó la cáscara en el piso o que yo me acerqué caminando? ¿Si hubiera pasado al contrario, me habria deslizado?”

Entonces el profesor pide que cada persona imagine su propia oración con la palabra porque. Si el tiempo lo permite, los estudiantes pueden dibujar, pintar o modelar en plastilina un escenario causa/efecto, ilustrando la palabra porque. Finalmente, pueden agregar la palabra escrita a su creación, deletreándola al derecho y al contrario (buena técnica para cimentarla en lo viso-espacial), y finalmente pueden buscar su uso en textos a ver cuántas veces la encuentran. La leccion del primer profesor fue más rápida. Pero ¿cuántos de sus estudiantes habrían dominado completamente la palabra porque? La lección del segundo profesor tomó más tiempo, pero también enseñó a los estudiantes el significado de porque. ¿Qué tan probable sería que el segundo profesor tenga que repasar y reforzar la palabra en algún futuro? No siempre tenemos tiempo de profundizar de manera experiencial en las palabras. Todos los profesores tienen que establecer prioridades para el tiempo limitado del que disponen. Pero si tenemos una comprensión clara del valor que el dominio experiencial trae al proceso de aprendizaje, serviremos como recurso muy valioso para nuestros estudiantes.

“Cuando se domina algo, se vuelve parte de la persona.

Se vuelve parte del pensamiento y proceso creativo de la persona. Agrega la calidad de su esencia a

todo el pensamiento y creatividad subsiguiente de esa persona.”

Ronald Davis, autor de El don de la dislexia y

El don del aprendizaje.

v


Missouri

Clark BrownRoach+1 (573) 552-5772

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

Gretchen FitzGeraldKansas City+1 (816) 806-8611

Montana

Elsie JohnsonManhatten +1 (406) 282-7416

Nebraska

Elaine ThoendelChambers+1 (402) 482-5709

Nevada

Barbara ClarkReno+1 (775) 265-1188

New Hampshire

Glenna GiveansDavis FacilitatorAutism Facilitator/CoachLebanon+ 1 (603) 863-7877

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

New Jersey

Lynn ChigounisMontclair +1 (973) 746-5037

Charlotte FosterSupervisor-SpecialistBernardsville/Newark

New York

Lisa AndersonSeneca Falls +1 (315) 576-3812

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

North Carolina

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

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

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

Ohio

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

Oklahoma

Ashley GriceTulsa +1 (918) 779-7351

Rhonda LacyClinton +1 (580) 323-7323

Linda WrightDuncan+1 (580) 641-1056

Oregon

Nicki CatesPortland+1 (586) 801-0772

Rhonda ErstromVale +1 (541) 881-7817

Newly Licensed Davis FacilitatorsNewly Licensed Davis Facilitators

Angi Edwards“As the mum of a dyslexic child I saw the talent but also the struggle in my son. When I found the Davis approach I knew it was the answer. Seeing the positive results in my son encouraged me to become a

facilitator and help many children and adults overcome their hurdles and discover their gifts.” Dyslexia BOP. 5 Oak Place, Whakatane, New Zealand 3120. +64 (7) 308 6882 [email protected]

Antoinette Flückiger“I’m an elementary school teacher. I also have three years of training in psychological mentoring and advanced training in Brain Gymn, meditation techniques and EFT. And now I’m delighted to begin working as a Davis Facilitator!” Praxis fur Davis – und Lernberatung. Bahnhofstrasse. 93b, 4913 Möhlin Netherlands. +41 (61) 851 4760 [email protected]

Janet Richards“My introduction to Davis began three years ago when my 8 year old granddaughter, Julia, was diagnosed with dyslexia and completed a Davis Dyslexia Correction Program. During a two week visit to my home soon

after her program, Julia brought her clay and Koosh balls. Every day as she did Symbol Mastery on trigger words and we played Koosh, I saw first-hand the positive changes her program brought to her life and that of her family. A year later she completed the Math Mastery Program, again with positive results. In 2009 Beth Shier, Julia’s mom and my daughter, decided to pursue her Davis Facilitator License. As her training progressed my interest was piqued even more. I was fortunate to hear Ron Davis speak at Arcadia University in Wolfville, Nova Scotia in September, 2009. Being no stranger to lifelong learning, I decided then and there to pursue licensing. With a background in pediatric nursing, it seemed a natural fit to want to help people like Julia. There were times during the training process that I questioned if I was doing the right thing, but the answer was always “it’s to help people like Julia.” My intention is to provide programs to people of all ages in Nova Scotia and the other three Maritime Provinces. Julia delights in saying to her mother and me, “…and it’s all because of me!” Dyslexia and ADD Alternatives of Nova Scotia. 63 Toni Avenue, Boutiliers Point, Nova Scotia, Canada B3Z 1X4. +1 (902) 826-1512 [email protected]

Linda McNaughten “I sat up all one night reading Ron Davis’ book The Gift of Dyslexia from cover to cover. Finally, after seven years of searching, I had the answer as to why my daughter was

struggling so much with life! A few weeks later she had completed the Davis Dyslexia Correcton Program, and her life turned around so completely, it was almost unbelievable. That awful sense of not being able to help your own child when life is so difficult for her had been devastating. My strong desire to help other parents and children in this situation gave me the impetus to become a Davis Facilitator. The wonderful sense of achievement, of being able to influence another’s life in such a positive way, is not something that happens very often. I count myself very lucky to have a career now that is rewarding on so many different levels.” 66 Rakaiatai Rd RD7, Dannevirke 4977, New Zealand. +64-6-374-1575 or +64-27-636-2943 [email protected]

Joanna Pellegrino“I am the proud mother of two children. I discovered the Davis Program when we learned that our son was dyslexic. I feel blessed that as a facilitator I will be a part of the amazing journey that the Davis Dyslexia Correction Program provides clients. I am proud to be associated with an organization that celebrates different learning styles and emphasizes the positive traits and talents that accompany this style of thinking.” Freedom to Focus Learning Center. Thunder Bay, Ontario Canada. [email protected]

Ragnhild Anita Slettevold “I have worked as a teacher for children with special needs for many years. As a Davis Facilitator I will work at my home.” Stopp1, 1680 Skjærhalen Norway.+47 (4) 131-2509 [email protected]

Beatrix Vetterli “In addition to being a new Davis Facilitator, I teach English and French at primary and secondary schools.” Lern-und Wahrnehmungsforderung. Elsternweg 6, 8500 Frauenfeld, Switzerland. +41 (52) 720 1017, +47 (78) 847 0307 [email protected]

A Special Welcome Back to reinstated Facilitators Linda Hauben of Seaforth Sydney, NSW, Australia, Wayne Aadelstone-Hassel of Halfmoon Bay, Canada, and Anne Marie Beggs, of Old Portmarnock, Ireland.


Oregon (continued)

Melissa SlominskiTigard / Portland+1 (503) 957-2998

Pennsylvania

Marcia MaustAutism Facilitator/Coach Autism Training SupervisorBerlin/Pittsburgh+1 (814) 267-5765

Puerto Rico

Ines Grajales PaganCaguas +1 (787) 743-0605

South Carolina

Angela KeiferGreenville+1 (864) 420-1627

South Dakota

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

Texas

Kellie Antrim-BrownFt. Worth+1 (817) 989-0783

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

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

Jodie HarberCedar Park+1 (512) 918-9247

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

Leslie LedouxAmarilloAutism Facilitator/Coach+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)

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

Frances Adaleen MakinGreenville/DFW +1 (903) 268-1394

Paula Marshburn Tyler+1 (903) 570-3427

Donna NorthcuttIrving+1 (214) 315-3698

Dorothy OwenSupervisor-SpecialistDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200

Edward OwenDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200

Susan Stark OwenDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200 Laura WarrenLubbock +1 (806) 790-7292

Colleen Malone “After working 20 years in the medical field I was looking for a career change. A friend introduced me to The Gift of Dyslexia and I knew I had come across something pretty special: it helped me understand my teenage daughter. I look forward to joining other facilitators across the world helping these great people find the gifts within themselves.” Ready∙Set∙Read. 120 Pleasantview Avenue, Newmarket, Ontario, Canada. +1 (905) 252-7426 [email protected]

Jayne Cooke “I am a fully qualified English teacher teaching in the French national education system at the high school level. I have been particularly interested in researching

teaching methods that allow all pupils, whatever their particular difficulty, to learn a foreign language. This work led me to the Davis Dyslexia Association, as I regularly come across students who need more than the innovative approaches I use. Now, with my part-time work as a facilitator, I can help dyslexic or hyperactive students by giving them the tools and confidence necessary to succeed in the school system.” 12 A Rue des Jardins, 67140 Barr France. +33 (0) 0 88 74 06 01 [email protected]

Yvonne Meili Aufbruch. Talackerstrasse 18, 4153 Reinach, Switzerland. +41 (61) 422 16 06 [email protected]

Randolph Keitel Bilderdenker, Rathausgasse 4, 88690, Uhldingen/Muhlhofen, Germany

Alia Qamar Abbas“Imagination – is a gift. Being dyslexic means our imagination is larger, shinier, more detailed and packed with new features, and it’s more fun to use! Until I found Davis (through my aunt Salma Merali who is almost a Davis Facilitator too), I often asked myself why I was different Why couldn’t I read as fast as the others even when I REALLY wanted to? Why when I thought I was absolutely correct did I have it all wrong? Why when I had spent aggravating hours writing a story in 4th grade, did my teachers called my mother to tell her I must have copied? I simply hadn’t yet learned to use my imagination to my advantage. Davis taught me this, and helped me understand my past. It answered my questions as well as showing me how I could fulfill my “calling,”, which is to help others help themselves. Having a little dyslexic brother (Imran, who reminds me so much of myself) and working with children with autism and ADD in the past has prepared me for my future with Davis. So thanks to all this, to my parents, husband, brothers, sisters and children, here I am!” Nairobi Kenya. [email protected]

Marla Verdone “I could not understand why my bright child was having difficulty with reading and math. I began to research and found The Gift of Dyslexia. It is the only book

that accurately described my daughter and her frustrations. I work as a substitute teacher, and I found it heartbreaking to see bright children struggling as my daughter had, especially knowing how successful her own Davis Program had been. I realized I loved sharing information about Davis Dyslexia Correction with others, so I decided to become a Davis Facilitator. I have enjoyed working with creative visual thinkers during my training and look forward to helping change lives with the Davis Programs.” Just Imagine. Janesville, Wisconsin. +1 (888) 753-8147 [email protected]

Davis Facilitator Training Program

Davis Specialist Training Program

Davis Autism Approach Facilitator/Coach Training Program

Davis Learning Strategies Mentors and Workshop Presenters

Davis Training Programs

For more information about training and a full directory of Davis providers, visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.

I n M e M o r I u M Carol K. Williams became a Davis Facilitator

in 2006 after 38 years as a public school

teacher, 26 of them in Special Education. Carol

felt that the Davis Dyslexia Correction Program

was the “missing piece” of the education

puzzle, especially when working with children

diagnosed with learning disabilities.

We are saddened to hear that

she has passed away. She lives on in the

hearts of her DDAI colleagues, her family,

and many dear friends.


Virginia

Donna KouriRockville+1 (804) 240-0470

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

Jamie Worley Blackburg +1 (504) 552-0603

Washington

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

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

Ruth Ann YoungbergBellingham+1 (360) 752-5723

West Virginia

Allison BoggessCulloden+1 (888) 517-7830

Gale LongAutism Facilitator-Coach Autism Training SupervisorElkview/Charleston+1 (888) 517-7830 (Toll Free)+1 (304) 965-7400

Wisconsin

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

Anne MataczynskiAutism Facilitator/CoachWausau +1 (715) 551-7144

Marla Verdone Janesville+ 1 (888)753-8147

This Directory is current

as of December 31st, 2010.

It is subject to change.

Between newsletter issues,

new Facilitators are added,

and occasionally, some

become inactive. However,

the Davis Providers list at

www.dyslexia.com

is always up to date.

Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:• focus attention• control energy levels• improve eye-hand coordination• learn the alphabet• learn basic punctuation• develop and strengthen pre-reading and basic reading skills• prevent the potential of a learning problem• improve sight word recognition and comprehension• establish life-long “how-to-learn” skills.

The Davis Methods for Young LearnersDavis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand.

Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill.

Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $129.95 (Shipping and Handling will be added)To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstoreor call our toll-free number: 1 (888) 999-3324

Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

The Kit includes: • Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 pounds) • 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

Young Learner Kit for Home-Use


Basic Workshop for Primary Teachers

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 easily fit 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 equips young learners with proven life long skills in “how to learn.”

Instruction includes:• Theory and Reasoning for each Strategy.• Video demonstrations of each Strategy and classroom implementation suggestions.• Supervised experiential practice on each Strategy.• Q&A and discussion about each Strategy.

Materials include:• Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • 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 State University. Cost is $65 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during 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.

2011 DATES & LOCATIONS

Date Location Telephone

Jan 14-15 Oslo, Norway +31(046)437-4907

Jan 21-22 Beek, Netherlands +31(046)437-4907

Mar 17-18 Sioux Falls, SD, USA +1 (605) 692-1785

June 20 - 21 Richmond, VA, USA +1 (888) 805-7216

June 21 - 22 Denver, CO, USA +1 (719) 324-5825

For more details, visit www.davislearn.com

“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a 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


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

DAY ONEBackground and Development of the Davis Dyslexia Correction® Procedures• Research and discovery. The “gifts” of dyslexia. Anatomy and 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

WORKSHOP OUTLINE

2011 INTERNATIONAL SCHEDULE

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

DAY THREEOrientation 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 TWODavis Orientation Counseling Procedures (methods to control, 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 energy levels)

MexicoJanuary 25 – 28, 2011Guadalajara, JaliscoPresenter: Cathy CalderónLanguage: SpanishEmail: [email protected]: +52 (81) 8335 9435

New ZealandJanuary 31 – February 3, 2011Christchurch CanterburyPresenter: Lorna TimmsLanguage: EnglishEmail: [email protected]: +64 (3) 477 0056

United StatesJanuary 22 – 25, 2011Burlingame, CAPresenter: Loma TimmsLanguage: EnglishEmail: [email protected]: +1 (888) 805-7216

March 9 – 12, 2011Orlando, FLPresenter: TBALanguage: EnglishEmail: [email protected]: +1 (888) 392-1134

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

Materials included with workshop

DAY FOURFine-Tuning Procedure (checking and adjusting orientation using balance)Symbol Mastery Exercises for Words• Demonstrations• Group Exercises• Practice Sessions Implementing the Davis Procedures


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 in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.Who should attend:• Reading Specialists & Tutors• Parents & Homeschoolers• Resource Specialists• Educational Therapists• Occupational Therapists• Speech/Language TherapistsParticipants 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.

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

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

DDA-NederlandKerkweg 38a 6105 CG Maria Hoop, NEDERLANDTel: 31 (475) 520 433Fax: 31 (0475) 301 381E-mail: [email protected]

DDA-DACHDeutschland-Austria-Switzerland Wandsbecker Chausee 132D-22089 Hamburg

GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]

SWITZERLANDTel: 41 (061) 273 81 85E-MAIL: [email protected]

DDA-UKDavis Learning Foundation47-49 Church StreetGreat MalvernWorcestershire WR14 2AATel: +44 (0)1684 566300E-mail: [email protected]

DDA-Pacific295 Rattray Street Dunedin, New Zealand 9016Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: [email protected]

Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htm

For a full description of the Davis Facilitator Certification Program, ask for our booklet.

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

The Gift of Dyslexia Workshop2011 INTERNATIONAL SCHEDULE

Questions? Call Dorothy Owen Davis Training Consultant:Toll Free: 1 (888) 392-1134Email: [email protected]

U.S.A. Workshop Information:

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

CHANGE SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGEPAID

BURLINGAME, CAPERMIT NO.14

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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 & Discounts – Special Rates for 2010-2011• $925 per person, normally $1175 ($200 deposit required)• $875 early bird discount with full payment, normally $1075• Advance registration required• Includes manual, one-year DDAI membership, verification of attendance, and Workshop Kit• Academic units and CEUs available

Jan 22 – 25, 2011 Burlingame, CA USA

Jan 25 – 28, 2011 Guadalajara, Jalisco Mexico

Jan 31 – Feb 3, 2011 Christchurch Canterbury New Zealand

Mar 9 – 12, 2011 Orlando, FL USA

the dyslexic reader 2011 - issue 57

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