the dyslexic reader 2011 - issue 57

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Contents:The Sleeping Dragon of Portable Four (Autism and Identity Development); Edward Vickerman ("My dyslexia is a gift"); Disney Pattern for Writing Improvement ; More on Mastering Time-Telling; Tricky Words ; Why Tyrannosaurus, But Not If? Part 3;Por qu Tyranosauro Pero No Cual? Tercera Parte



Dys lex ic Read er ThePAGE 1VOLUME 57


ISSUE 1 2011

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

The Sleeping Dragon of Portable FourBy Dr. Mara A. Serrano-Lpez

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 didnt 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(continued on page 4)

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


News & Feature Articles The Sleeping Dragon of Portable Four .......1, 4 Edward Vickerman....................................1, 3 Disney Pattern for Writing Improvement....... 5 More on Mastering Time-Telling................6, 7 Tricky Words................................................ 7 Why Tyrannosaurus, But Not If? Part 3 ....8-11 Por qu Tyranosauro Pero No Cual? Tercera Parte ................19-22 Regular Features In the Mail .................................................. 2 Q&A .....................................................12-14 Lazy Reader Book Club..........................15-18 Quotable Quotes ....................................... 22 New Davis Licensees ............................23, 24 Davis Workshops ..................................26, 27

On 27th October 2009, Edward Vickerman was named the United Kingdoms 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

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.

He has revolutionised both the curriculum and the teaching space in the 3 classrooms in his charge.

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 dont 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

(continued on page 3)



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, hes finished 220 in Spanish. He has progressed a great deal in reading, as hes 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. Were moving a little slower than Id 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 Estebans 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. Estebans 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

in continual exploration to figure out how [Esteban came back for a review in October. Hes a very different little boy we can turn these things into part of our from the one I worked with almost a year education at home. ago! Hes much more confident and selfpossessed. And so motivated that hes open We are so grateful we found you and to doing programs for handwriting and the Davis Method, that has changed math soon! His mom has done a wonderful our lives in such an extraordinary way. job both with home schooling (which is Esteban is proud of being dyslexic now and his four-year-old brother wants to be not common in Colombia) and supporting Esteban in his follow-up. Our main worry just like him! is that when and if he returns to regular school, he may be bored out of his gourd! Diana and Esteban D. LZD] Cha, Colombia

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

THE DYSLEXIC READERMy Dyslexia is a gift (continued from page 1)


is no need to write if students dont 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, Vickermans classes are fully engaged without ever lowering expectations. in learning. Students work independently All are able to achieve according to much of the time, individually or in their ability without being hampered by groups, with guidance and direction academic challenges. from him. But more than that, the Many students inventiveness do no writing at all. he brings to his Exercise books are lessons is practical 94% of Vickermans provided with one and hands on. For students complete page lined and the example, he may other blank so that turn the classroom their courses with A* to those who like to into an airliner, C grade qualifications. take written notes with himself as Vickerman is dissatisfied, can do so while an incompetent because he is failing those who prefer steward to that other 6%! to draw their way demonstrate how through note-taking not to handle have that choice as customer service. well. And for those who dont like either, Vickerman has organised a trip to there are Dictaphones or flick videos New York (for which each student must something for everyone. raise 600) to investigate marketing The results tell their own story and practices in US stores. He wants to show keep Vickermans supervisor happy that these youngsters from an area regarded she took a risk and backed the vision as disadvantaged, that there is a whole of this amazing young man. 94% of world out there, much of which is Vickermans students complete their different from their experience and full courses with A* (equivalent to A+ in of opportunities. US schools) to C grade qualifications. The clocks in Vickermans classroom Vickerman is dissatisfied, because he is are set to different time zones in other failing that other 6%! cities of the world, so that students are He says Why should they have to sit constantly reminded that the world is and be taught at when they want to be wide, that they need not be confined active and on the move? Theyre 15 and 16-year-olds. They dont want to be sitting down listening. He is working on ways to meet his students needs even better.

by their dyslexia, or by anyones 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 its 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