The Dyslexic Reader 2004 -- Issue 37

Vol. 37 Davis Dyslexia Association International Issue 4 • 2004

Dys lex ic Read er• •́ •́~The

Continued on page 4

The Abilities of Those withReading Disabilities: Focusingon the Talents of People withDyslexia, Part 3

News & Feature ArticlesThe Abilities of Those with

Reading Disabilities, Part 3 . . . . . . .1

New Zealand Welcomes Ron Davis . . .1

Well Done, Stephen . . . . . . . . . . . . . . .3

Building Self-Advocacy Skills . . . . . . . .9

News From South Africa . . . . . . . . . .10

New Chinese research on Dyslexia . .11

Edward’s Nervous Breakdown . . . . . .12

Regular Features

In The Mail . . . . . . . . . . . . . . . . . . . . .2

Book Reviews . . . . . . . . . . . . . . .13-15

Q&A . . . . . . . . . . . . . . . . . . . . . . . . .16

New Facilitators . . . . . . . . . . . . . .17-21

Workshops . . . . . . . . . . . . . . . . . . . . 23

In this third and final of our three-part series, we highlight two additionalsuccessful dyslexics and consider thegreat changes that some occupationsare now experiencing. In conclusion,Mr. West presents the increasingly evident inconsistencies between theskills valued in the old verbal technological context and the skillscoming to be more highly valued inthe emerging technologies of imagesand visualization.

The MIT Disease —Nicholas Negroponte

The varied talent mix seen in manydyslexics seems to be especially wellrecognized in the world of computersas well as entrepreneurial business.Both are areas where performance ismeasured by demonstrating workingsystems (rather than writing reports)and where anticipating technologicaltrends is more highly valued than traditional academic skills and paper credentials.

By Thomas G. West

In This IssueIn July, Ron and Alice Davis visited

New Zealand as guests of CatherineChurton and Milt Barlow, Directors ofDDA-Pacific. They arranged a hugelysuccessful media and lecture tour andtwo Davis workshops. The public andmedia response was overwhelminglypositive.

Ron and several Davis DyslexiaCorrection Program clients appearedon eight national TV news and newsmagazine programs. Interviews withRon were aired by over half a dozenradio programs including NZ NationalPublic Radio twice. Articles aboutDavis methods were published in allthe major newspapers throughout thecountry. Ron gave standing room onlylectures in the Town Hall theatres of

Continued on page 11

New Zealand Welcomes Ron Davis

Nicholas Negroponte, Wiesner Professorof Media Technology at MIT, founder of MIT’spioneering Architecture Machine Group andWiReD magazine.

David Whyte presenting Lord of theRings sword to Ron Davis.

THE DYSLEXIC READER

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite245, 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; andto present methods for improving literacy, education and academic success. We believe that all people’s abilities and talentsshould be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, AbigailMarshall, Maria Fagioli & Dee White. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada;add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, commentsand articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: [email protected]: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, DavisOrientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted. All rights reserved.

IN THE MAIL

Lao Tzu, philosopher (6th century B.C.)

Kindness in wordscreates confidence.

Kindness in thinking creates

profoundness.Kindness in giving

creates love.

Today I received one of yournewsletters and read the wonderful storyabout Melissa.

The one and only time I met withyou was in 1989. I heard of this newbreakthrough in dyslexia, which at thetime, I was not sure if this was my problem or not. We had an appointmentat 3pm and it lasted until 6. At the endof this meeting you had given me somuch insight to my lifelong problem,that I ended up crying. You lifted fromme a great guilt, embarrassment, and afeeling that I was not too smart. I was 49 years old at the time.

Through my school years I was toldI was just “lazy” and many times had tostand up in front of the class and read

my reports. They were so bad and with somany misspellings that even I could notread them correctly. The teacher thoughtthat this embarrassment would “motivate”me. It did just the reverse; I never wantedto write again.

At the time I met with you, I as anArt Director in the graphic arts and mostof my work was visual. I did very wellwith this but there was always some writing to be done. Sometimes it took meover three hours to write a one page letter.This was always very painful and therewere still…misspelled words.

After our “meeting” I made up mymind that I was “very OK” and the worldwas going to have to adapt to me. Fromthat point on, I would tell anyone up front

“

”Cop

yrig

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003

Ran

dy G

lasb

erge

n. w

ww

.gla

sber

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com

what my problem was. Take it or leaveit! For the most part, everyone acceptedit and I was not embarrassed anymore…most of the time.

I never did take any of your classesmostly because of what you did for mefifteen years ago in those three shorthours. It gave me new confidence andstrength to tackle things I never thoughtI could do.

So in conclusion, I want to thankyou so very much for your help andwhat you are doing for the Melissas ofthe world.

Thank you Ron.

–Carl M. Gaither

Dear Mr. Davis:

THE DYSLEXIC READER

Well Done, Stephen!Stephen Kleebergerand Darlene Bishop

Stephen’s graduationphoto

2004. Darlene was able to attend the ceremony where her efforts were publiclyrecognized by Stephen in his own words.

Thank you, Stephen! Well Done! Youonce again remind us how fortunate we areto help gifted individuals such as yourselfto improve their lives. What an encouragement you are to us to continue to bring new hope to the dyslexic learnerusing the Davis Dyslexia CorrectionProgram.

Often, facilitators sense they are“working behind the scenes” becausetheir clients do not want to broadcast thefact that they are struggling with learn-ing. However, we at New Hope LearningCenters, Inc. were delighted recentlywhen “one of our own” was recognizedat a High School Graduation by a formerstudent.

Stephen Kleeberger (19) completedthe Davis Dyslexia Correction Programat New Hope Learning Centers, Inc. during the week of January 26-30, 2004with facilitator Darlene Bishop.

In appreciation, Stephen invitedDarlene and Linda Johannes, OfficeAdministrator at NHLC, Inc. to attendhis high school graduation on June 11,

THE DYSLEXIC READER

v Australia

Brenda Gayle BairdBrisbane+61 (07) 3341 3471

Sally BeulkeMelbourne +61 (03) 5727 3517

Jan GormanEastwood/Sydney+61 (02) 9874 7498

Gail HallinanNaremburn / Sydney+61 (02) 9405 2800

Penny HardcastleMosman/Sydney+61 (02) 9968 3317

Linda HoubenSydney +61 (02) 9948 4307

Sue JutsonSeaforth/Sydney+61 (02) 9400 2305

Mark O’BrienPort Macquarie/Sydney+61 (02) 6582 3633

John ReillyBerala/Sydney+61 (02) 9649 4299

Heidi RosePennington/Adelaide +61 (08) 8240 1834

Francisca SibbaldErmington/Sydney+61 (02) 9638 4939

v Austria

Annette DietrichWien+43 (01) 888 90 25

Jacinta FennessyWien+43 (01) 774 98 22

Marika KaufmannLochau+43 (05574) 446 98

Christa SalcherWien +43 (01) 888 61 44

v Belgium

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

InternationalDavis Dyslexia

Correction®

Providers

The Davis DyslexiaCorrection program is

now available from morethan 300 Facilitatorsaround the world. For updates, call:

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

www.dyslexia.com/providers.htm

Reprinted with permission from The EverythingParent’s Guide to Children with Dyslexia ©2004;F+W Publications, Inc., by Abigail Marshall,Adams Media.

Ultimately, your child will do better inschool if he is able to advocate for himself.This is especially important as your childgrows older, but even a kindergartner can beencouraged to speak up for himself whenappropriate. Many modifications can bearranged through informal, direct negotiationwith the teacher. In a classroom, this can also take place in the course of normal communication; if your child learns to raisehis hand and explain when he is having aproblem, many issues may be resolvedinstantly.

Begin by helping your child understandhis own learning style. Explain that everyperson is good with some things, and hasdifficulty or needs to try harder with otherareas. Use examples, mentioning somethings that are hard for you or someone elsehe respects. Encourage your child to thinkabout what strategies help him learn newmaterial, or what types of learning activitieshe enjoys.

Help your child learn how to approachher teacher and ask for specific changes oradjustments. Make sure your child knowsthe importance of speaking courteously andchoosing an appropriate time to talk to theteacher. If your child has an IEP that lists

specific modifications, make sure that yourchild knows what is in it, in language shecan understand.

Your child may have better luck inarranging modifications to assignments if helearns to offer something in exchange. Forexample, if the teacher has asked for a five-paragraph essay about a geography topic,your child might say, “I have dyslexia and itis hard for me to write, but I draw well. CanI write two paragraphs and draw a map?”

Help your child learn to state things positively: “I usually learn better if I ….” He should try to avoid the appearance ofmaking excuses for himself or trying to simply avoid work; “I can’t” or “I don't wantto” are not phrases that go over well withteachers. Your child may find it helpful tovolunteer to do tasks that are easy for him,such as running errands for the teacher, orpassing out and collecting classroom supplies, simply to demonstrate to the teacherthat he is an eager participant. This will helpavoid problems that arise when a teacherbelieves a child to be lazy or uncooperative.

When your child has difficulties with a teacher at school, go over the events andconversation at home. Try to draw yourchild’s attention to points where she mighthave said the wrong thing; ask her, “howcould you have said things better?” Haveyour child try out strategies you suggest, and report back later on whether the problemhas been resolved.

As your child grows older, try to encourageher to resolve issues directly with the teacheras much as possible, continuing to offerhelpful suggestions and guidance at home, if your child asks for your help. Resist thetemptation to take over or contact the teacherif your child seems satisfied with thearrangement, even if you feel that expectationsare set too high or too low. Your child needsto develop the ability to advocate for herselfand to exercise good judgment in makingdecisions about her own needs.

Building Self-Advocacy Skills

Our greatest glory is not in neverfalling but in rising every time we fall.

—Confucius

Internet Resources for Self-Advocacy Development

ECLG Learning and Publishing Groupwww.eclg.com/index.php

Self Determination Synthesis Projectwww.uncc.edu/sdsp/sd_lesson_plans.asp

California Dept. of Educationwww.dcn-cde.ca.gov/dctrain/units/4pgs.htm

THE DYSLEXIC READER

v Belgium (cont’d)

Peggy PoppeBorgerhout (Antwerpen)+32 (03) 236 54 24

Edith RotenbergHoutain-St. Siméon/Liège+ 32 (04) 374-27-87

Viki VandevenneBonheiden, Belgium+32 (0473) 30 41 51

v Bolivia

Maria OrmacheaLa Paz +591 (02) 792 945

v Brazil

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

v Canada

Wayne Aadelstone-HasselNorth Vancouver+1 (604) 988-7680

Winifred BauerNelson +1 (250) 359-0195

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

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

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

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

Gerry GrantSupervisor-SpecialistAdvanced WorkshopPresenterWaterloo/Toronto+1 (800) 981-6433 (Toll-Free)+1 (519) 221-8484

Jan Hagedorn GaribaldiHighlands/Vancouver +1 (604) 898-5668 or (604) 815-7054

Sue HallWest Vancouver+1 (604) 921-1084

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

Helen McGilivrayOakville/Toronto +1 (905) 464-4798

Susan Nikolic-VicenticNewmarket/Toronto+1 (905) 953 0033

Sharon RobertsWaterloo/Toronto +1 (519) 746-8422

Focusing on TalentsContinued from page 1

One of the leading visionary thinkers inthe computer field is Nicholas Negroponte,the dyslexic founder of the Media Lab at the Massachusetts Institute of Technology(MIT). More than a decade ago, he and others started work to form the Media Lab which was to be based on the idea that major industries–such as publishing,telecommunications, television, feature film,and computers– would all converge overtime until at a certain point it would be hardto tell which was which. Of course, nowthese predictions are seen as splendidly anduniversally justified, as we are daily confronted by the reality ofthese expectations.

In 1995, Negroponte published Being Digital, a bookof essays—based on a series of columns in the magazineWiReD—about the varied longer-term effects of the computer revolution. Since thebook is so explicitly focused oncomputers, it is quite remarkablethat the first and last sentencesof his “Introduction: TheParadox of a Book” refer not to computers at all—but insteadto his own dyslexia and his difficulties with reading. The book begins:“Being Dyslexic, I don’t like to read books.”And pages later: “So why [have I written] an old-fashioned book . . . especially onewithout a single illustration?”

He gives several reasons. Among theseare the advantages inherent in the vaguenessof words. When you read, he notes, “more isleft to the imagination and more is drawnfrom your own personal experience.” In contrast, he observes that “like a Hollywoodfilm, multimedia narrative” provides suchdetailed and realistic representations ofthings that “less and less is left to the mind’seye.” Consequently, finishing his introduction,he says: “You are expected to read yourselfinto this book. And I say that as someonewho does not like to read.”

Thus, Negroponte provides a remarkableexample of one of the leading and most prescient communicators of the digital revolution referring in his book repeatedly tohis own reading problems. It is also notablethat on radio programs during his book tourfor Being Digital, Negroponte commented

that links between dyslexia and high talentare often observed at MIT– indeed, theseobservations are so frequent that locallydyslexia is called “the MIT disease.”

Some months after his book came out,Negroponte was featured on the cover ofWiReD magazine to celebrate the first tenyears of the Media Lab. Playing on the titleof Negroponte’s book, the WiReD article,begins: “Being Nicholas—The Media Lab’svisionary founder . . . the most wired man weknow (and that is saying something).” Duringthe interview, Negroponte is asked whetherhe would rather read text on a computerscreen or on paper. His answer reveals thematter-of-fact, by-the-way, manner many successful

dyslexics have come to speak of their difficulties: “I don’t readlong articles period. I don't liketo read. I am dyslexic and I findit hard. When people send melong [electronic-mail] messages,I ignore them. The only printmedium I read every day is thefront page of the Wall StreetJournal, which I scan for newsof the companies I’m interested in.All the rest of my reading is onscreens, and often not very goodscreens, because I travel so much.”

Titanic Talent—Valerie DelahayeIn recent years, a French television

program was shown in Canada about the “braindrain” from France. At about the same time,there had been newspaper articles about scientists and engineers leaving Francebecause of apparently limited opportunities—coupled with their belief that they wouldalways be known for the schools they attendedrather than for how well they could performin their work. But this new story was of specialinterest because (along with a Nobel Prizewinner) the TV program told of a youngcomputer graphics artist, Valerie Delahaye,who could not find work or be properly educated in France because of her dyslexia.

However, she was warmly received bycomputer graphics companies in the U.S.They were interested in her artistic and computer skills and thought the dyslexia wasnot a problem—especially since they alreadyknew that many digital artists are dyslexic tosome extent. She has since worked on andhad major responsibilities in many projects,including the feature films The Fifth Element

Continued on page 6

When you arepushing the

technology and thesoftware to the

limits, you cannotconsult a manual

or a handbook. It isan entirely oralculture—perfect

for dyslexics.

THE DYSLEXIC READER

v Canada (cont’d)

Catherine SmithOakville/Toronto+1 (905) 844-4144

Kim J. Willson-RymerOakville/Toronto+1 (905) 825-3153

v China

Livia WongHong Kong+852-2810-0282

v Cyprus

Alexis MouzourisLimassol+35-72-538-2094

v France

Dominique BlaessLe Pecq/Paris+33 (01) 39 76 12 61

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

Carol Nelson-PollardParis +33 (01) 46 51 72 63

Odile PugetAnnecy/Geneva+ 33 (04) 50 41 82 67

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

v Germany/Deutschland

Liesbeth Berger-LamingStuttgart-Vaihingen+49 (0711) 782 3115

Ute BreithauptLangenselbold+49 (06184) 93 84 88

Andrea FleckensteinWitzenhausen+49 (05542) 91 16 07

Cornelia GarbeBerlin+49 (030) 61 65 91 25

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

Wibke HachmannFreiburg +49 (0761) 13 78 288

Das Legasthenie InstitutSonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorWilfried BährHamburg+49 (040) 25 17 86 23

Ina Hallermann Riezlern +49 (05517) 200 12

Kirsten HohageNürnberg+49 (0911) 54 25 18

Continued on page 7

and Titanic. With an enormous career boostfrom having a major role in a film that wonmany Academy Awards, she has more recentlymoved on to help start a new computergraphics company in Montreal, Canada. Delahaye’s personal estimate is that abouthalf of all computer graphics artists are probably dyslexic. Some may think her estimate is rather large until it is comparedwith a study of first-year art students in aLondon art school giving a rate of fully 75percent. In France, Valerie’s difficulties withwriting and working under pressure had kept her from passing exams—even thoserequired to enter art school. In the U.S., she was able to have accommodations with exams so she could finally receive a professional education in her area of strength.She was not forced to be judged in areas thatwere largely irrelevant to her work and talent.She has expressed concern that the educationalsystem in France still has donevery little to address theseproblems and misconceptions.

Delahaye’s work experience is especially revealing in trying to understand the complexrelationship between dyslexiaand talent. She explained thatin making the film Titanic, sheeventually came to be in chargeof one of the key computergraphics teams—in which, asit turns out, all the other members were in fact dyslexic.Her team would job-out many of the less difficult computer graphic shots to small outside companies and keep the mostdemanding shots for themselves. Thus, perhaps it is not too much to say that a majorpart of Titanic’s enormous success is basedon the high quality of the computer graphicillusions—and, in turn, the substantial talentsof a small group of young dyslexics.

In hiring her staff, Delahaye found shehad to pull videotapes out of the trash in thepersonnel office. The personnel staff wouldreject applicants based on their paper credentials and would not always bother tolook at the videos. In contrast, Delahayewould not look at the CVs. She looked onlyat the video samples of their work. For example, she saw one tape where the animation was poor but the lighting was

great. So, she hired the one who had done the lighting. She also noted that the dyslexicteam members were easy to work withbecause they were so highly motivated. After so much failure in school, when given a chance, they wanted to show what theycould really do. Also, they never had to read anything. When you are pushing thetechnology and the software to the limits, youcannot consult a manual or a handbook. Youhave to ask your co-workers. It is an entirelyoral culture—perfect for dyslexics. Thosewho are responsible for education and hiringneed to understand that many of the assumedrules do not apply when you are out on theedge of the really new.

Transforming OccupationsDelahaye’s story highlights for us the

great changes that some occupations are goingthough at this time—and the increasinglyevident inconsistencies between the skillsvalued in the old verbal technological contextand the skills coming to be more highly valued

in the emerging technologiesof images and visualization.

More and more groups are coming to a rediscoveredawareness of the importance of visual and spatial abilities—not only in art and design, but also in engineering andmedicine, the sciences, mathematics and related disciplines. In spite of strongconventions of thought andcommon belief, we are seeinga gradual reawakening of interest in spatial abilities

that were formerly thought to be relativelyunimportant in most areas.

The old world of the book and writingrequired one set of talents and skills, whilethe expanding world of moving images andvisualized information seems to require quitea different set. However, it would be wrongto see these changes as only relevant to thegraphic arts in their varied forms. Rather,there are good reasons to believe that thesetechnologies and techniques will in timespread to virtually all areas—from scienceand technology to business and politics.These technologies will provide a powerfulset of new tools to analyze and manipulateall forms of information about ever morevaried subject matter. And, as these tech-niques spread and alter the ways that we


Those who areresponsible for

education and hiringneed to understand

that many of theassumed rules do notapply when you are out

on the edge of thereally new.

THE DYSLEXIC READER

v Germany/Deutschland (cont’d)

Christine JacobLörrach+49 (07621) 134 60

Doris Karl-AkovaBremen+49 (0421) 713 30

Rainer KnoblochRöthenbach/Nürnberg +49 (09120) 18 14 84

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

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0

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

Barbel PreussMünchen+49 (089) 69 38 03 92

Ursula Rackur-BastianIdstein/Rheingau-Taunus-Kreis/Wiesbaden+49 (06126) 565 01

Colette ReimannLandshut+49 (0871) 770 994

Ursula RittlerStuttgart+49 (0711) 47 18 50

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

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

Marietta TiebenHaren+49 (05934) 70 47 37

Magdalena Vogel-EichertBonn +49 (0228) 689 69 70

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

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

Susanne WildPaar+49 (08205) 959 08 28

Christine WuschWuppertal+49 (0202) 80 230


work and learn, it is expected that it is only amatter of time before visual talents show vastincreases in their perceived value.

Some might argue that the move toimages is really quite superficial, as it wouldappear to shift attention and effort from basicverbal literacy. However, a more persuasiveargument can be made that, especially for theyoung, visual literacy will be as important, orpossibly more important, than verbal literacy.Of course, you want proficiency in both asmuch as possible, but we should not allow real visual talent tobe dropped by the wayside just because of verbal difficulties.

All forms of work are being changedmore rapidly and more deeply that most individuals and institutions are aware. Ofcourse, many of us are aware that the moreroutine functions of the copy editor, the bankclerk and bookkeeper are already being donemore rapidly and more cheaply by machines.However, many are not aware that in similarfashion, it may not be very much longerbefore “expert” computer sys-tems and artificial life “agents”learn to reliably replicate themore routine professionaljudgments of attorneys, engineers,physicians and investmentbankers. Accordingly, not onlyare the new technologies changing the ways of doing highlevel work, they are also eatingaway from below large chunksof what used to be considered high-levelwork. Both trends, whatever their relativepace in various occupations, are likely tooften benefit the talent mix that many dyslexicshave—as they also make their varied difficultiesbecome increasingly unimportant.

More and more of those working at theedge of these new technologies, in the sciencesas well as business or the professions, arecoming to recognize the implications of theseunexpected trends. For example, Dr. LarrySmarr, a physicist, astronomer and director ofa supercomputer center, has commented: “Ihave often argued in my public talks that thegraduate education process that producesphysicists is totally skewed to selecting thosewith analytic skills and rejecting those withvisual or holistic skills. I have claimed thatwith the rise of scientific visualization as anew mode of scientific discovery, a new class

of minds will arise as scientists. In my ownlife, my ‘guru’ in computational science wasa dyslexic and he certainly saw the world ina different and much more effective mannerthan his colleagues.”

Some 50 years ago, Norbert Weiner, one of the originators of the computer revolution, warned that it was only a matterof time before the computer eliminated thevalue of lower brain functions just as thesteam engine had eliminated the value ofunskilled labor. Accordingly, we may welllook to the supercomputer centers for evidence of trends which will shortly affectour whole economy and educational system—very possibly for the benefit ofmany dyslexics.

Rediscovering Spatial Abilities at Johns Hopkins

With these gradual (and not so gradual)changes, it is all the more important that forsome time the assessment of abilities otherthan verbal and mathematical abilities havebeen widely neglected in most educationalsettings. They simply were thought to beunimportant. Fortunately, this has begun to

change as some research groupsare gradually rediscovering thereal value of assessing visualand spatial capabilities.Researchers at Johns HopkinsUniversity, for example, provideus with a small window intowhat a few researchers arenow doing—and how viewsare changing in a few institutionsin ways that would seem

sympathetic to the perspectives of strongvisual thinkers and many dyslexics. Theseresearchers, Mills and Stumpf, saw that the conventional verbal and mathematicalreasoning measures were not enough andthey determined that what was needed was agood way to assess spatial reasoning as well.

In their words: “Spatial ability has beengiven only token attention as an importantdimension of cognitive functioning.Research on the structure, identification, and development of spatial ability has beenconducted by a few researchers . . . aroundthe world and often ignored by the psychological and educational community. In addition, spatial ability has played only amodest role in educational assessment andinstruction.” The Hopkins researchers areaware that they are to some extent breaking

Continued on page 8

It is only a matterof time before visual

talents show vastincreases in theirperceived value.

THE DYSLEXIC READER

v Germany/Deutschland (cont’d)

Anna Henia ZawidowskiFeldgeding bei München+49 (08131) 853 03

v Iceland

Gudrún BenediktsdóttirHafnarfirdi+354 822 0910 or 5550862

Hólmfridur GudmundsdóttirGardabaeTel: +354 895-0252

Sigurborg SvalaGudmundsdóttirMossfellsbaer+354 566-8657

Stefanía HalldórsdóttirWadeKopavogur+354 564 2890

Ingibjörg IngolfsdóttirMossfellsbaer +354 586-8180 or 896-7472

Sigrún JensdóttirMossfellsbaer +354 586-8180 or 566-7737

Valgerdur JónsdóttirKópavogur+354 863 2005

Sturla KristjanssonHafnarfjordur+354 845 6956

Thorbjörg SigurdardóttirHafnarfirdi+354 862 2021

v Ireland

Sister Antoinette KeelanDublin+353 (01) 884 4996

v Israel

Etya CheslerKfar-Saba/Tel Aviv+972 (09) 768 0267

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

Eve ResnickKfar Saba/Tel Aviv+972 (09) 766 2140

Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistPearl ZarskyRa’anana/Tel Aviv+972 (09) 772 9888

v Italy

Elisa De FeliceRoma +39 (06) 507 3570

new ground. Of course, assessments of spatialabilities have been around for a long time. Butthey have never been center stage. They havenearly always been treated as tangential to themore conventional measures of academic abilities. They note that although there areother research programs similar to theirs, theyare the only ones so far using measures ofspatial ability in a serious way. The use ofcomputers in the Hopkins testing program isof special interest. One obvious benefit ofcomputer use in spatial testing is that it allowsthe actual rotation of objects on the screen–objects such as blocks, twisted cables or molecule structures.

The Other Side of Extreme Giftedness

It is noteworthy that Hopkins researchershave also found that to deal effectively withthe most highly talented students, one mustbe ready to deal with dyslexia and otherlearning disabilities as well. This idea is especially hard for many conventional educators tounderstand. By training andshared experience, they find ithard to believe that it is notunusual for the smartest peopleto have dyslexia or some formof learning disability.

But the Hopkinsresearchers, along with a fewothers, saw that some forms of learning problems are notuncommon among the mosthighly gifted. This is the reasonthat an explicit item on theirsix-point research agenda is:“Explore the benefits of usingspatial tests to identify academic ability in students with learningdisabilities.” Thus, the Hopkins researchersexplain that they are investigating “the relationship between the development of spatial reasoning and specific learning disabilities.” Although there is much speculation about such a relationship, theypoint out that, “little empirical research hasbeen conducted to establish its existence. This line of research would help us to betterunderstand individuals with learning disabilities and assist educators as they plan appropriate educational interventions.”Accordingly, they feel that “one possibility

is the development of teaching approachesthat utilize a spatial orientation for . . . studentswho possess strong spatial skills and whohave difficulty learning in other modalities.”

It is worth noting that the Hopkinsresearchers came out of a tradition started inthe 1970s where they had been accustomedto dealing with only the most highly giftedstudents, in the beginning focusing mainly on mathematical talent. Indeed, for sometime they have dealt with, as they say, the“one-out-of-10,000” gifted not the usual“one-out-of-20” gifted. In order to do thisthey have traditionally given a collegeentrance examination (the “SAT”) to studentsfive or six years early--testing students on agood deal of material they have never beentaught. Then, they would take into their program only those students who receivedthe highest scores out of very large numbersof students nation-wide. Consequently, theHopkins researchers had as their early focus,almost entirely, the most extremely giftedchildren.

It is therefore all the more noteworthythat their research focus hasmoved, in time, toward spatialabilities, toward learning difficulties and toward the integral use of computer graphics in their assessmenttools. This progression is seenas singularly important in gaining a sophisticated understanding of these patterns—which contain somany unexpected connectionsand linkages between thingswhich were formerly thought to be worlds apart.

The Hopkins researchers seetheir newly developed spatialtests as timely. They note that,

“spatial tests have been around for years, buthave not been as widely administered as aretests of verbal or mathematical reasoning.”However, “today,” they observe, “some educators are intrigued by their potential.What if,” they ask, “spatial tests were addedto the regular program of standardizedassessment? Could they flag abilities thatcurrently go undetected?” Could they “identify promise in students who now passmore or less unnoticed? That, at least, is thehope,” in their view.


Continued on page 9

To deal effectivelywith the most highly

talented students, onemust be ready to deal

with dyslexia and otherlearning disabilitiesas well. This idea isespecially hard formany conventional

educators tounderstand.

Conclusions of JohnHopkins researchers

THE DYSLEXIC READER

possibly, this could be the most importantchange in the foundation (and balancing) ofhuman culture for a very long time. And weare now only at the very beginning.

As we proceed along the way, however,we should expect the pace and direction to be set by strong visual thinkers and creativedyslexics who will often ignore conventionalverbal descriptions—instead, putting

themselves into their ownmental models, talking withtheir hands. And, perhaps abroader understanding of theimportance of rediscoveredspatial abilities, coupled withthe greater use of sophisticatedspatial assessment tools, mighthelp prevent conventional educational systems fromdropping by the wayside manyof those who are especiallywell suited to emerging familiesof new visual and spatial

tasks—whether in creating grand computergraphic illusions for Oscar-winning featurefilms, or using scientific visualization andnewly-developed analytic techniques to understand patterns in an elusive stock market,or in many-layered ecological systems. It istime to take a long, hard look at visualthinkers and creative dyslexics and begin tosee how these individuals and our larger culture can benefit from new understandingsabout what we used to see mainly as problems.v

This article is excerpted from a longer article of thesame title, which appeared as Chapter 11 of the bookReading and Attention Disorder—NeurobiologicalCorrelates edited by Drake D. Duane, M.D., publishedin 1999 by York Press, Inc. Reprinted with permission.

New Tools, New TalentsDr. Norman Geschwind pointed out that

what we consider talents and disabilitiesdepends greatly on the needs for particularabilities at particular times—within a changingeconomic and technological context. Perhapsit is time to recognize thatmany of the problems thatdyslexics have are, in reality,artifacts of an old print-basedtechnological culture whoseprime has passed. Perhaps it istime to recognize that many ofthe talents that many dyslexicsexhibit are, in reality, strikinglyappropriate for a new image-based technological culturewhose prime is yet to come.

As visualization technologies and truly newways of working and thinkingspread throughout the economy, in time, weshould expect to see increased tension and awidening divide, at least in the short run. Of course, the wider use of visualization technologies should be expected to help everyone, regardless of their preferred modesof thought. However, as these techniquesbecome increasingly sophisticated, a certainmeasure of talent and natural propensitytoward the techniques are likely to be a factorof growing importance. These changes maymake traditional, non-visual talents less valued,while they make traditional methodologicalapproaches less relevant. Of course, in the end,both sides and both kinds of approaches willalways be needed. But it may be some timebefore we have moved beyond all of this tocircle back once again to an awareness and agenuine appreciation for a broad range ofapproaches and thinking styles.

However, as the changes progress, weshould expect that moving from the one strategyto the other will have powerful consequences.Without being fully aware of the deep importance of what we are doing, we are now learning to use the tools and technologieswhich support the simultaneous strategy of the human brain—inked to images. In thepast, developing a major part of our culturearound the sequential strategy of the humanbrain has served us well, if imperfectly. Itseems time to employ these new tools to fullydevelop the other strategy and make it a majorpart of our culture—balancing the two. Very

v Japan

Helen Brittle-MatsukiTokyo +81 (03) 3795 5997

v Lebanon

Samar Riad SaabBeirut +961 3 700 206

v Malaysia

Hilary CraigKuala Lumpur+603 2096 1342

v Mexico

Dinorah Stella GarcíaGalvánTampico+52 (833) 228 6694

Las Palmas Counseling CtrSilvia Arana GarciaCathy Calderón de la BarcaGabriela ZagacetaMéxico D.F.+52 (55) 5202 7913

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistDLS Workshop PresenterGraciela Trevino GonzalezOlga Zambrano de CarrilloDDA-Mexico DirectorGarza GarcíaMonterrey+52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Alejandra Garcia MedinaCuajimalpa, Mexico, D.F+52 (55) 5813 9554

Maria del Pilar PerézOrnelasSan Luis Potosi+52 (444) 817 0961

Lucero PalafoxVeracruz+52 (022) 99 351302

Susana Palafox Naucalpan, Edo. de Mexico +52 (55) 5251-3037

Sociedad de ConsultatoriaOrganizacionalMaria Eugenia GutierrezMaria Lourdes GutierrezMexico D.F.+52 (55) 5595 8442

v Netherlands

Ineke BlomDorpstraat+31 (020) 436-1484

Lot BlomUtrecht+31 (030) 271 0005

Hester BrouwerGroningen+31 (050) 52 61 146

Lieneke CharpentierNieuwegein+31 (030) 60 41 539


One possibility is thedevelopment of teachingapproaches that utilizea spatial orientation for. . . students who possessstrong spatial skills and

who have difficultylearning in other

modalities.

Thomas G. West, author ofthe award-winning book In theMind’s Eye, is recognized asone of the “best of the best” in

1998 by the American Library Assoc. Accordingto one reviewer: “Every once in a while a bookcomes along that turns one’s thinking upsidedown. In the Mind’s Eye is just such a book.”The book argues that major advances in computervisualization technologies promise to transformeducation and the workplace—greatly increasingthe perceived value of visual talents for understanding patterns in complex systems inbusiness, the sciences and other fields. Mr. Westmay be contacted on [email protected] [email protected]. In the Mind’s Eye canbe purchased at www.dyslexia.com/bookstoreor by calling 1-888-999-3324.

THE DYSLEXIC READER

v Netherlands (cont’d)

Monique CommandeurUithoorn+31 (0297) 56 88 50

Alexandra De GoedeAerdenhout+31 (023) 524 3263

Mine de RanitzDriebergen+31 (0343) 521 348

Christien De SmitSluis +31 (0117) 461 963

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

Saskia Dijkstra Amsterdam +31 (020) 463-2753

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

Marianne EmmerzaalZwijndrecht +31 (078) 612 3000

Pérola GonçalvesAmsterdam+31 (020) 636 3637

Jan GubbelsMaastricht+31 (043) 36 39 999

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Judith HolzapfelDeventer +31 (0570) 619 553

Will HuntjensHorn +31 (0475) 589 238

Trudy JolingLaren+31 (035) 531 00 66

Helen KapteinMiddleburg+31 (0118) 64 37 73

Marie KoopmanBilthoven+31 (030) 228 4014

Carry KulingHeemstede+31 (0235) 287 782

Drs. Marianne KusterAlkmaar+31 (072) 51 24 301

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

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

News from South Africa:Davis Program GraduateWins International Art AwardBy Carine Van Vuuren

One of my former Davis clients, 11-year-old Bronwen Small from Pretoria,South Africa, was recently awarded a $150prize for a painting she submitted.

She was one of the winners in theInternational Category of the Brian AyersMemorial Art Exhibition. It is a UnitedStates exhibition celebrating the unusualartistic ability of children with learning disabilities.

This is what Mr. Saul Chase, Curator ofthe Exhibition says, “Bronwen was the firstrecipient of the Curator’s Purchase Awardfor the finest entry from outside the UnitedStates. (There were 13 others.) I have a

collection of selected works from past exhibitions lining the walls of my office.Her work will be placed prominently among them.”

Is this not exactly the creative GIFT and TALENT that Davis is all about?

Congratulations Bronwen!

Bronwen Small from South Africa.

Winning Entry: “African Kaleidoscope”

THE DYSLEXIC READER


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

Karin MeijAmsterdam+31 (020) 679 9152

Sjan MelsenArnhem+31 (026) 442 69 98

Petra MoolhuizenMiddelaar+31 (024) 696 3530

Marianne OosterbaanZeist +31 (030) 691 7309

Ineke PijpGroningen+31 (050) 542 0817

Petra Pouw-LegêneBeek +31 (046) 437 4907

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Tonny StorHeerhugowaard+31 (072) 57 22 771

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

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

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

Rieja van der ValkAlmelo+31 (0546) 867 537

Annemarie van HofUtrecht+31 (030) 65 86 700

Drs. Marian J.A. vanLeeuwenWoudenberg+31 (033) 286 3506

Sjakkelien van LierDeventer +31 (0570) 600 008

Gerard van PoppelGouda+31 (0182) 535 265

Auckland, Wellington, and Christchurch. InHamilton, he gave a lecture hosted bySPELD, the leading learning disabilitiesorganization in New Zealand.

Catherine Churton, Ron Davis,Raewyn Matheson, and Alice Davis also metwith several key staff of the Ministry ofEducation to discuss how Davis LearningStrategies (DLS) could be introduced to

Ron Davis in New ZealandContinued from page 1

China Research Supports a Developmental andFunctional (Rather ThanBiological or Structural)Theory of Dyslexia

A study conducted by Dr Tan Li-Hai of theNational Institute of Mental Health in Bethesdaand the University of Hong Kong and publishedin the September issue of Nature, revealed significant differences in brain scans of Chinesedyslexics. In newspapers across the USA JosephB. Verrengia, AP Science Writer reported thefollowing on September 2, 2004.

“Westerners shudder at the idea of readingeven the most basic street signs and instructionsin Chinese, a language with 6,000 characters tomemorize to be considered fluent. A new set ofbrain images shows why: Reading English-stylealphabets and Chinese characters use very different parts of the brain. The results also suggest that Chinese schoolchildren with

reading problems misfire in a different brain region than the one used in reading alphabet-based languages like English. Thisdemonstrates that the learning disorder dyslexiais not the same in every culture and does nothave a universal biological cause…

“Neurologists described the results as ‘veryimportant and innovative.’ While dyslexia hascertain common roots, they said they now havesome proof that this kind of functional problemplays out differently according to the uniquedemands that Western and Eastern languagesplace on the brain’s wiring and processing centers. And, it suggests that treating dyslexiaaround the world probably will require differenttherapies between nations and languages aswell. ‘We should not be alphabet-centric in our thinking,” said Georgetown University neuroscientist Guinevere Eden. ‘Reading iscomplex,’ Eden said. ‘This shows we need to be more open-minded about diverse treatmentapproaches.’”

July 21-24, 2004 Fundamentals Workshop in Auckland, New Zealand.

schools in New Zealand. The Ministry willbe looking with interest at the results from aschool on the North Island where Raewynwill be introducing DLS in the primary classrooms.

Ron will be returning to New Zealandin November and December 2004 to presenttwo workshops, as well as traveling toAustralia for a media and lecture tour ofMelbourne, Sydney, Brisbane, and Adelaide.

DYSLEXIA IN THE NEWS

THE DYSLEXIC READER


Juchke van RoozendaalOss +31 (0412) 690 312

Willem Van UlsenGroningen+31 (050) 542 3941

Karin Van WulfenBreda +31( 076) 514 4889

Christa WiersmaDen Haag+31 (070) 355 3388

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

Astrid Zanen-vander BlijAerdenhout+31 (023) 524 3485

v New Zealand

Laurie ChallonerNelson+64 (021) 0598 670

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

Jennifer ChurtonAuckland+64 (09) 360 4941

Raewyn MathesonInglewood+64 (027) 411 8350

Shelley McMeekenDunedin +64 3 456 5058

Lorna Timms Christchurch +64 3 359 8556

v Oman

Patricia Lynne HodgeMuscat+968 698 596

v Republic of Singapore

Phaik Sue ChinSingapore+65 6773 4070

Ann ChuaSingapore+65 9843 1726

Constance ChuaSingapore+65 6873 3873

v South Africa

Sara Louise KramerCapetown+27 (021) 794 5778

v Spain

María Campo MartínezMurguía, Álava +34 (0945) 46 25 85

By Judith JenkinsonDavis Facilitator in Windsor, UK

Edward Salisbury lives in Windsor,Berkshire. He is nine years old and goes toa school called Trinity St. Stephen wheredyslexic pupils are valued as creative individuals and are involved in the wholeschool environment. He also has parentswho value his way of thinking and give him great scope to develop his strengths.

Edward recently dictated this pieceabout his dyslexia to me. His parents andteacher requested copies. I also used it aspart of a meeting I had with a group ofadult dyslexics. It has been enjoyed by allof these people.

It is in Edward’s own words and whenwe edited it he was very precise about hiswording. For example where he said “I hada nervous breakdown” I had written, “Itwas as if I’d had a nervous breakdown.”

“NO, NO,” he said, “I did have a nervous breakdown.”

Here is Edward’s Story…When my mum first told me I was

dyslexic I didn’t know what it meant. Mydad said it meant I had something wrongwith my brain. “Lots of people have it,”mum said, “you will have a problem withliteracy; don’t worry about it.” That night Iwent to bed and cried myself to sleep. I had anervous breakdown in bed! After a few daysmy mum found me a tutor and she told me Iwas very creative, that I had a gift, my mindis full of ideas and my dyslexia is okay.

I now know that I can get rid of myworries about dyslexia with my creativity. It is better to learn by it than to have anervous breakdown. I now feel as if I havea special computer in my head which tells me

when I’m disoriented. When I am disorienteda siren goes off and I stop and get the feelingof hands on shoulders (Alignment). It’s likeclicking the mouse with a computer. If I’mreally really disoriented, it is as if my computer screen has frozen. Then I have to use Release and my Dial, a bit like ctrl-alt-delete on the computer.

Sometimes it is really bad, as if mycomputer has a virus, so I have to reallyrelax and take time out for a while. My Dialis like a thermometer on my computer that Ican make go up and down. It makes me feelcalmer. To do Release, I imagine a pair offlippy, foamy hands that go up and down tomake me more relaxed. If a trigger wordpops up, and I know I’ve disoriented, Imake that word in clay with a model and I get better and better at reading.

Last week we had optional SATS tests.There was a reading test where I got stuck. Iknew I had disoriented so I used my tools andthen I could read it and answer the question.

I still daydream in the classroom, maybeonce a week, but this is better than beforewhen I used to do it all the time. I now usemy tools and listen, but I find opportunitiesto daydream that are less dangerous.

Most people in my class who are notdyslexic like to use play stations and watch alot of TV, but I rarely do. I make tree houses.

I did a talk at my school. Some of thekids in my class think dyslexics are dumb,but I told them that they are people whothink in 3-D and because print is 2-D, thismakes it difficult to read. I told them aboutfamous dyslexics like Einstein.

I think my dyslexia is a gift and not abad thing. I don’t think I’ll have any morenervous breakdowns.

Edward’s Nervous Breakdown

v

THE DYSLEXIC READER

Seeds of DoubtA Book in Which the Main Character Has Dyslexia!

Reviewed by By Laura Walth

Stephanie Kane has come out with a newbook, “Seeds of Doubt,” to be releasedNovember 2004 by Scribner. It is a fiction bookthat adults with dyslexia can relate to. This isthe third book in a series of books about afemale lawyer with dyslexia, Jackie Flowers,who has an uncanny way of solving crimes. In“Seeds of Doubt” she is defending someone sheremembers hearing about in the news when shewas in grade school. Rachael Boyd was recentlyparoled from prison after thirty years. She was convicted of the thrill murder of a youngplaymate. Now a six-year-old boy is missingfrom a mansion near the Denver Country Club,and Rachael Boyd is under suspicion. The boyis the son of a prominent banker who happensto be Rachael’s brother. Not only does JackieFlowers take Rachael’s case, she also bringsRachael into her home as a condition of herclient’s release on bail.

For those of us who can remember theagony of grade school when asked to spell aword, there is a scene that triggers the emotionsof that memory. Jackie Flowers recalls when shewas a child in school and everyone was lookingat her to spell a word correctly so their teamcould win the box of chocolate covered

Book Reviews

cherries. The teacher tells her it’s an easy wordand that doesn’t help when Jackie starts to spellthe word “seed” with a “c” instead of an “s”and the class erupts in laughter.

What I appreciate about Stephanie Kane’sstories is her ability to be able to relate to someone with a learning disability and yet bringout the strengths more than their weaknesses. I found it hard to put this book down once Istarted reading it. My reading comprehensionskills are not the greatest and yet I found myselfcaptivated by her story as if I were watching amovie and not just reading words on a page. I am one of those people who like to read theending of a book first and then go back andfind out how the author arrived at that ending. I won’t spoil it for those of you who don’t liketo know how a book ends before they begin it,but I will tell you I found the story intriguing to read even after I knew how it ends. You maywant to read her other books about JackieFlowers first. They are “Blind Spot” and“Extreme Indifference.” Another one she wrotethat is not about Jackie Flowers is “Quiet Time.”I have read and enjoyed all of them.

By Stephanie KaneHardcover: 304 pages Publisher: Scribner, Nov. 2, 2004 ISBN: 0743245571 List Price: $24.00

v Spain (cont’d)

Silvia María SabatésRodrigoMadrid +34 (091) 378 2331

v Switzerland/CH

Tinka Altwegg-ScheffmacherVeronika BeelerSt. Gallen+41 (071) 222 07 79

Monika AmreinZurich +41 (01) 341 8264

Gerda Barakos-JegerDornach+41 (061) 701 80 60

Lerninstitut BaselBonny BeuretSpecialist TrainerAdv. Workshop PresenterDLS Workshop PresenterDDA-CH DirectorRuth Froels +41 (061) 272 24 00

Priska BaumgartnerWettingen +41 (056) 426 28 88

Mieke Blommers-FriederichsBasel +41 (061) 378 9060

Michelle BonardiCastel S. Pietro, Ticino+41 (091) 630 23 41

Vicki BrignoliLumino+41 (091) 829 05 36

Beatrice ContiWolfisberg+41 (062) 636 2146

Regula Dürr Basel +41 (061) 321 60 32

Ursula FischbacherOrpund+41 (032) 355 23 26

Edith ForsterEttenhausen+41 (052) 365 45 54

Heidi Gander-BelzMonchaltorf+41 (01) 948 1410

Katharina GrenacherBern+41 (031) 382 00 29

Elisabeth GutGrut +41 (044) 932 3242

Ursula Hirzel EglerStäfa+41 (01) 926 2895

Christa JaegerRiehen +41 (061) 641 4667

Susanne JekerOlten +41 (062) 296 45 30

Math on Call andMath at HandReviewed by Ray Davis

Both of these books make great referencesfor visual learners. The illustrations and graphicsshow excellent examples of how numbers/numerals work and how they work togetherwith arithmetic functions. Although there is agreat deal of information that is shared by bothbooks, you will find that Math at Hand doesnot get as detailed. For example, Math at Handintroduces pre-algebra and stops there. Math onCall skips over pre-algebra and explores someactual algebra problem solving.

For most Davis Program clients, Math atHand will provide all the information you willneed during a Davis Math Mastery Program.

However, some clients will want to explore theadditional details covered in Math at Hand.

To order: Call 1-888-999-3324or visit our online bookstore at:www.dyslexia.com/bookstore/

THE DYSLEXIC READER

v Switzerland/CH (con’t)

Consuelo LangLumino+41 (091) 829 05 36

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

Renate LöffelBasserdorf+41 (01) 836 96 59

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

Sandra MoschtaghiBasel +49 (0172) 81 57 351

Christine NoisetRenens/Lausanne +41 (021) 634 35 10 or(079) 332 2775

Jürg PeterSupervisor-SpecialistDornach+41 (061) 701 39 16

Véronique PfeifferZurich+41 (01) 342 22 61

Elisabeth RabergerBaden +41 (056) 209 17 76

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

Regine RothMohlin/Basel+41 (061) 851 2685

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90

Benita RuckliSigigen+41 (041) 495 25 38

Elisabeth Rudolf von RohrOlten+41 (062) 293 46 66

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur+41 (052) 242 4015

Maya Semle-MuraroStäfa +41 (079) 704 03 07

Claudia TavernaSent +41 (081) 864 9115

Andreas VillainZürich +41 (076) 371 84 32

Catherine WarnerGeneva+41 (022) 321 70 42

Iris WebberBäretswil/Zürich+41 (01) 939 2633

As the manager of the Dyslexia.com web siteand moderator of the Dyslexiatalk.com forumsince 1995, Abigail Marshall has encounteredand researched every imaginable question aboutdyslexia. She has a B.S. degree in appliedbehavioral sciences and a law degree, and is the mother of a son with dyslexia, now age 21.

Abigail wrote this book to help parentsface the challenges of dyslexia with a positiveattitude. In it she gives parents practical, commonsense information and advice about how to:• Select the right treatment programs for your

child • Secure an IEP • Choose a school & reduce homework struggles • Develop your child’s skills with the use of

assistive technology • Maintain open communication & offer support.

This book is a “must read” for every parent who knows or suspects their child hasdyslexia. It will act as a practical guide andprovide welcome relief from the maze of oftenconflicting information a parent encounterswhen researching ways to help a child.

Summary of Contents• Understanding Dyslexia – What Dyslexia

Means, Learning Styles, Genetic Factors, Brain Research

• Characteristics of Dyslexia – Early Signs ofDyslexia, Hearing & Vision Issues, School Age Children, Adolescents

• Getting a Diagnosis – Deciding to Seek Help,Common Diagnostic Tests, Types of Dyslexia,Gifted Children, Commercial Screening

• Related Conditions – Math Difficulties,Handwriting Problems, Clumsy ChildSyndrome, Attention Deficit Disorder, MoodDisorders, Autistic Spectrum Disorders

• Learning to Read – Reading Development,Phonemic Awareness, Morphology,Orthographic Knowledge, Fluency,Comprehension, Phonics vs. Whole Language

• Reading Instruction for Dyslexia – EarlyPrevention, Classroom Teaching, Orton-Gillingham Tutoring, Other Multisensory

Softcover; 320 pages $14.95 Publisher: Adams Media Corp. ISBN: 1593371357

Everything Parent’sGuide To ChildrenWith Dyslexia: AllYou Need To EnsureYour Child’s Success

BOOK REVIEWS

Reviewed by Alice Davis

Techniques, Building Fluency, Visualization and Reading Comprehension

• Dyslexia Treatment Programs – Choosing aProgram, All Kinds of Minds, Davis DyslexiaCorrection, Audiblox, Lindamood-Bell, FastForWord, Irlen Lenses, Vision Therapy, DoreAchievement

• Therapies for Related Issues – OccupationalTherapy, Sensory Integration, Brain Gym,Neurofeedback, Auditory Training, The LCPSolution, The Feingold Diet

• Choosing a School – Charter Schools,Montessori, Waldorf , Specialized Schools forDyslexia

• IDEA and the IEP Process – Qualifying forServices, IEP and FAPE, Texas Dyslexia Law,Appeals and Due Process Hearings

• Modifications and Accommodations – ADAand 504, Suggested Classroom Modifications,Standardized Tests, No Child Left Behind,Florida McKay Scholarships

• Your Child’s Teacher – EffectiveCommunication with the Teacher, BuildingSelf-Advocacy Skills, Assessment and Grading,Dealing with a Problem Teacher

• Academic Barriers – Speed Contests and Rote Learning, Privileges & Punishments,Organizational Skills, Grade Retention, High-Stakes Testing

• Teaching Reading at Home – Homeschooling,Choosing a Curriculum, Motivating your Child,Early Literacy Skills, Games and Software toBuild Skills


THE DYSLEXIC READER

v Switzerland/CH (con’t)

Margit ZahndEttingen+41 (079) 256 86 65

v United Arab Emirates

Linda RademanDubaiTel: +9714 348 1687

v United Kingdom

Catherine E. ArmstrongThame, Oxon+44 (01844) 212 419

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

Kate Blow Southampton, Hants +44 (02380) 704 734

Susan DuguidLondon+44 (020) 8878 9652

Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodDLS Workshop PresenterAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045

Hilary FarmerOxford, Oxon+44 (01865) 326 464

Nichola FarnumLondon+44 (0208) 977 6699

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Carol ForsterDLS Workshop PresenterGloucester+44 (01452) 331 573

Jo Grainger-AllenHitchin, Herts+44 1462 435166

v United Kingdom

Axel GudmundssonLondon +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 645

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185

Phyllida HowlettHaverfordwest,Pembrokeshire +44 (01437) 766 806

Judith JenkinsonOld Windsor, Berks+44 (01753) 853 275

• Helping with Homework – Setting Limits onStudy Time,Setting Priorities, Group Projects,Technology, Study Guides, Cheating

• Spelling, Writing and Math – Visual Memory & Spelling, Word Families, Writing Tips, MathConcepts, Word Problems, Programs for Math

• Home and Family Issues – EffectiveCommunication, Chores, Behavior &Discipline, Sibling Rivalry, Sports, Rest &Relaxation

• The Teen Years – Fostering Independence, NewChallenges, Extracurricular Activities, Getting aJob, Learning to Drive

• High School Choices – Choosing a HighSchool, The School Guidance Counselor,Electives, Foreign Language Learning

• Planning for College & Career – CollegeEntrance Exams, Test Accommodations,Choosing a College, Financial Aid, CareerPlanning.

For an excerpt of Abigail Marshall’s book, see“Building Self-Advocacy Skills” on page 4.


The Secret Life ofthe Dyslexic Child:How She Thinks,How He Feels, HowThey Can SucceedReviewed by Abigail MarshallDDAI Information Services Director

Author Robert Frank is an educational psychologist, family therapist, and a manwho grew up with undiagnosed dyslexia.Through the filter of his own painful childhood memories, coupled with his adultperspective and experience, he is able to provide parents with a window on the worldas experienced by a dyslexic child.

Understanding your child is the key element in reaching and guiding the child tosuccess in life – and I would consider thisbook to be an essential and valuable tool forparents in achieving this goal. I found theadvice and suggestions in the book to bethoughtful and well-considered. Suggestionsgiven for building self-esteem and confidence include how to coach a child to:

• Improve academic achievement• Get support from friends and family• Establish solid work and study habits• Focus on abilities and strengths• Set and meet personal goals.

By Robert Frank, Ph.D. with Kathryn LivingstonPublisher: Rodale PressISBN 1579549853List price: $14.95


The book has a direct and clear structure and style, full of gentle advice and practicalsuggestions for parents to help their childalong the way.

BOOK REVIEWS

Everything Parent’s GuideContinued from page 14

v United Kingdom (con’t)

Keryn MiddletonBarking, Essex, +44 (0208) 507 9164

Fionna PilgrimKeighley, West Yorkshire +44 (01535) 609 797

Elenica Nina PitoskaLondon +44 (020) 8451 4025

Pauline RoylePoulton-le-Fylde, Lancs+44 (01253) 899 875

Janice ScholesLiversedge, West Yorkshire+44 (01274) 874 712

Center for Natural Healthand LearningJudith ShawRichard WhiteheadDDA DirectorStaplehurst, Kent+44 (01580) 713 094

Laura ShoneIlford, Essex+44 (020) 8924 5755

Lynne SmithBrighton, East Sussex+44 (07986) 546 468

Barbara TimminsSolihull+44 (015) 6477 2657

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

Beth WatermanHampton Wick, Surrey+44 (020) 8977 8777+44 (07958) 252 792

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

Rachel WilliamsonHassocks, West Sussex+44 (01444) 245 260

v United States

AlabamaPaula MoreheadBirmingham+1 (205) 408-4420

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

Nancy KressGlendale/Phoenix+1 (623) 203-1890

John F. Mertz, Jr.Tucson+1 (877) 219-0613 (Toll Free)+1 (520) 219-0613

Jeannette MyersSedona+1 (928) 204-1963

Tamera P. RichardsonMesa/Phoenix+1 (480) 649-7737 x2237

PAGE 16 THE DYSLEXIC READER

Definitions of Dyslexia

Q. I’m having a hard time finding a definition for dyslexia. Could you help me?

A. There is no uniformly adopted definition,but here are some to consider:

NICHD definition of dyslexia: “Dyslexia is a specific learning disability thatis neurobiological in origin. It is characterizedby difficulties with accurate and/or fluentword recognition and by poor spelling anddecoding abilities. These difficulties typicallyresult from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced readingexperience that can impede growth of vocabulary and background knowledge.”

See: www.emersondickman.org/ReadRoom/Articles/NEW_ARTICLES/DefDyslexia.htm

Legal Definition (Texas Education Law,§38.003): “Dyslexia” means a disorder of constitutionalorigin manifested by a difficulty in learning to read, write, or spell, despite conventionalinstruction, adequate intelligence, and socio-cultural opportunity.”

In The Gift of Dyslexia, Ron Davis describesdyslexia as: “Dyslexia, a type of disorientation caused by a natural cognitive ability which canreplace normal sensory perceptions with conceptualizations. Reading, writing, speaking, or directional difficulties whichstem from disorientations triggered by confusions regarding symbols.”

You will find eight alternative definitions here:www.dyslexia.uk.com/page30.html

I’ve written a book on dyslexia whichincludes my own definition, as follows—I’mincluding this here because I wrote the definition taking into account the variousother definitions I mentioned above:

“Dyslexia is a learning difficulty manifested by problems with written or spoken language such as reading, writing,spelling, speaking, listening, and in somecases, working with numbers. Dyslexia stemsfrom naturally occurring differences in thestructure and function of the brain which areoften associated with strong creative thinkingand spatial reasoning skills, but are accompaniedby problems translating language to thought(as in listening or reading) or thought to language (as in writing or speaking).”

Will I lose my “gift”?

Q. I am dyslexic and I agree that it can be a gift. I would like to try your system,but I am afraid that “correction” would eliminate the “gift.” Is my fear founded?

A. Our approach is geared to helping yougain better control of the gift, and using it towork in your favor rather than as a barrier.If anything, the gift part of dyslexia – thecreative and intuitive thought process – isenhanced and becomes more powerful afterthe Davis program, because you have moreconscious control and awareness of yourown thought processes.

By Abigail Marshall,DDAI Information Services Director

“In questions of science, theauthority of a thousand is notworth the humble reasoning

of a single individual.”Galileo Galilei,

physicist & astronomer (1564-1642)

v United States/ California (con’t.)

Reading Research CouncilDyslexia Correction CenterDr. Fatima Ali, FounderAlice Davis, DDAI Director,Ray DavisRonald D. Davis, FounderSharon Pfeiffer,Specialist TrainerDLS Workshop PresenterDee Weldon WhiteLexie White Strain Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990

Janet ConferRancho SantaMargarita/San Clemente+1 (949) 589-6394

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

David Hirst Palm Springs+1 (909) 241-6079

Learning DisabilityResource Clinic Nicole MeltonKaren PongsDiamond Bar+1 (909) 229-5251

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

ColoradoTerry DeMeoLittleton/Denver+1 (303) 850-7668

Erin PrattBoulder+1 (303) 775-6464

Crystal PunchCentennial/Denver +1 (303) 850-0581

Kristi ThompsonDLS Workshop PresenterWalsh +1 (719) 324-9256

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

Rita Von BonPensacola Beach+1 (850) 934-1389

Dyslexia PlusAlice J. PrattDLS Workshop PresenterJacksonville+1 (904) 389-9251

Edwina Stone Sunrise/Ft. Lauderdale+1 (954) 290-5395

GeorgiaBill AllenMarietta/Atlanta+1 (770) 594-1770

PAGE 17THE DYSLEXIC READER


Linda Rademan is a South African living inDubai in the United Arab Emirates. She holds aB.A. degree in Languages and a Higher Diplomain Education. She is also a trained MontessoriEducator. She has many years of experienceteaching, and working with, a wide range of students from different age groups. She becameinterested in the field of dyslexia when her bright, articulate son was diagnosed as dyslexic.Conventional intervention seemed to make littledifference and extensive research led to the DavisMethod. Linda is establishing a Dyslexia Centrein Dubai and is looking forward to a new challenging career. She is fluent in English and Afrikaans. Dyslexia Dubai, c/o Capt. CFC Rademan, VP Flight Projects, EmiratesOperations, Box 92, Dubai, United ArabEmirates. +97 14 348 [email protected]

Sturla Kristjansson is aqualified Elementary andSecondary teacher andPsychologist. He has completedteacher training in Iceland, psychology studies and Cand.Pead.-Psyk. Degree from theRoyal Danish School of

Educational Studies, and doctoral studies inEducational Policy at University of BritishColumbia in Vancouver, Canada. He has workexperience as a teacher, counselor, school principal, psychologist and superintendent ofschools. “I have always been interested in equalityin education and educational opportunities,equality in the meaning of ‘fitness’ not ‘sameness.’In the past 15 years, I have been working as apsychologist in Iceland and Denmark and amespecially interested in reading and spelling,ADD/ADHD and gifted kids. I have found manywonderful persons on the internet, like Bregger,Hartmann, Freed, Tolan and Silverman andenjoyed their work But, Davis has given us thetools that can be used to help the individual andthe wisdom that could guide us in creating a bettersystem, better schools so all students, includingthose that now are labeled dyslexic, ADD/ADHDor having any special learning disabilities, willhave the opportunity to reach their potentials andenjoy their talents. I am proud of becoming amember of the Davis crew.” Bröttukinn 4, 220 Hafnarfjordur, Iceland. +354 845 6956. [email protected]

Newly Licensed Davis Facilitatorsand DLS Workshop Presenters

A special welcome to our new group of Facilitators fromIceland and our first Facilitator in the United Arab Emirates!

Thorbjörg Sigurdardóttir“I am the mother of two wonderful grown up daughtersand I have worked with O.A.pensioners and children in artsand crafts. I have an H.N.D. inTheater Design and I have alsoworked with sewing and pattern

making in Scotland, Israel and Iceland. When Iheard of the Davis program I was really excitedand as I have the gift of Dyslexia. I know fromfirst hand the complications and difficulties thatgo with it and no real solutions to be found in the school system. Therefore I will make it mymission now, to bring others the key of the Davismethods and help them on their way as early as possible.” Flatahrauni 29b, 220 Hafnarfirdi,Iceland. +354 862 2021. [email protected]

Valgerdur Jónsdóttir is aqualified Special Educationalneeds teacher in Iceland. Shehas been a head-teacher for thelast ten years in a school with600 children of the age of 6-16years. Prior to that she was a

District Special Education Adviser. She taught inthe Icelandic Teachers’ University as well as inprimary and secondary schools. She believes sheis the most privileged head-teacher in the worldas almost all her teachers are attending DavisLearning Strategies Workshops this summer andwill start implementing them at all levels inSmaraskoli this autumn. “The first moment Iheard about The Gift of Dyslexia it hit me in theheart. Ron’s ideas are so clear and precise. I was amazed by the depth of insight and understanding. Now we know so much moreabout why children and adults function and feelthe way they do. I feel very privileged to be ableto present these programs to people of all ages.”Grundarsmári 5, 201 Kópavogur, Iceland. +354 554 5099. [email protected]

Gudrún Benediktsdóttir“My own dyslexia and my children’s dyslexia mean that Ihave a good understanding ofwhat dyslexics face everyday.Before I was introduced to theDavis Method, I thoughtdyslexia was only a problem;

but now I can recognize and enjoy the gifts it

v United States/Georgia (con’t.)

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

HawaiiVickie Kozuki-Ah YouEwa Beach/Honolulu+1 (808) 685-1122

IllinoisKim AinisChicago +1 (312) 360-0805

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

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

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

KansasCarole CoulterOverland Park/Kansas City+1 (913) 831-0388

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

Christina MartinSlidell/New Orleans +1 (985) 646-2201

MichiganAnn MinkelSix Lakes/Grand Rapids+1 (989) 365-3176

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

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

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

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

Virginia PutzkeCold Spring/St. Cloud+1 (320)-685-7977

Mississippi M. Elizabeth CookVicksburg/Jackson+1 (866) 632-2900 (Toll Free)+1 (601) 636-2900

PAGE 18 THE DYSLEXIC READER

brings. I am really looking forward to being able to help people of all ages.” Mjosund 10, 220 Hafnarfirdi, Iceland. +354 822 [email protected]

Sigurborg Svala Gudmundsdóttir “I havebeen working with children of my life. I have been aKindergarten teacher for 10 years and as well as anElementary teacher for 7 years.In my spare time I play golf

and love to take nature walks.” Lesblind.com,Kjarna 6, Thverholt 2, 270 Mosfellsbær, Iceland.+354 566 8657. [email protected]

Stefanía HalldórsdóttirWade “I am dyslexic myselfand have, through the Davistechniques, been able to tackleproblems in many areas of my life. I have enjoyed thechallenges my field assignmentshave presented me and I look

forward to starting my journey as a DavisFacilitator. My background is in psychology and counseling. I am privileged to be a part of a fantastic center in Iceland, though traveling for programs is an option.” Sunnubraut 31, 200 Kopavogur, Iceland. +354 564 2890. [email protected]

Ingibjörg Ingolfsdóttir“I am so grateful for the opportunity to become a Davis Facilitator. My daughteris dyslexic and has been struggling in school, but sinceshe has had the wonderfulDavis tools, her life has

changed in so many ways. I am looking forwardto start working with clients to help them use the Davis tools to overcome their problem.”Lesblind.com, Kjarna, Thverholt 2, 270Mosfellsbær, Iceland. +354 586 8180. [email protected]

Sigrún Jensdóttir “I amproud to become a DavisFacilitator and thankful to RonDavis for this opportunity. Ihave watched my husband, son and daughter struggle withtheir dyslexia and they are nowusing their wonderful tools

and their gifts with great results. I cannot wait to start working with clients and watching themuse their gifts to overcome their problems in thisunbelievable program.” Lesblind.com, Kjarna,Thverholt 2, 270 Mosfellsbær, Iceland. +354 586 8180. [email protected]

New Facilitators & PresentersContinued from page 17

HólmfridurGudmundsdóttir “Mybrother is dyslexic and throughhim I’ve gotten to know boththe gifts and the drawbacks ofdyslexia. I have had the sameexperience in my teaching formany years as some of my

students were dyslexic. The lack of resources tohelp them has really made me frustrated and sad.THEN I learned of the Davis Program….”Holtsbud 43, 210 Gardabae, Iceland. +354 895 0252. [email protected]

Francisca Sibbald was introduced to workingin education with the Lorna Whiston StudyCentre in Indonesia and Singapore, where thespecialty is English as a Second Language andwhere all age groups are catered for. While shewas part of the management team there and laterworked in marketing at Kellogg’s, she had becomeinterested in various aspects of learning. In 2000she began to be involved in tutoring children andteenagers who had literacy difficulties and shenow has extensive experience in this field. Inearly 2002 she commenced the Davis DyslexiaFacilitator Training in order to add to her skills.Francisca has also trained in the LearningFoundations developmental program withMarianne and Ken Johnson, is a certified practitioner of Auditory Integration Training, and has completed the introductory course of theHANDLE movement program which looks atneuro-developmental disorders. Francisca workswith children, teenagers and adults in Literacy,Numeracy, Early Learning and Movement programs in Australia, Singapore and Bangkok.She speaks English and Indonesian. 13 Wentworth Street, Ermington, NSW 2115, Australia. +61 (02) 9638 4939. [email protected]

Erika Meier-SchmidJM Spaeten 24, Bonstetten,CH-8906, Switzerland. +41 (01) 700 1038. [email protected]

Mark O’Brien has been a Naturopath/Homeopathfor over 15 years. “After hearing a radio talk byRon Davis about The Gift of Dyslexia, I wasinterested in the possibility of help for my twodyslexic children. Instead, I found the inspirationand motivation to become a Davis Facilitator andreceive the fantastic benefits of the programmyself. My two children have completed the program successfully and I now look forward tosharing these benefits with clients of all ages andstages.” 108 Kennedy Drive, Port Macquarie,2444 NSW, Australia. +61 (02) 6582 [email protected]

v United States (con’t.)

MissouriPatricia HenryKansas City+1 (816) 361 6563

MontanaElsie JohnsonKalispel+(406) 257-8556

Linda Jo PriceBozeman+1 (406) 586-8218

Nancy SittonWhitefish+1 (406) 863-9844

NebraskaShawn CarlsonLincoln+1 (402) 420-1025

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

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

New JerseyLynn ChigounisMontclair +1 (973) 746-5037

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

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

New YorkCarla C. NiessenClintondale/Poughkeepsie+1 (845) 883-5766

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

North CarolinaGerri W. CoxDLS Workshop PresenterShallotte/Wilmington+1 (910) 754-9559

Tina KirbySanford/Fayetteville+1 (919) 499-0774

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

Elizabeth RatliffCary/Raleigh+1 (919) 461-3948

North DakotaKaren NelsonBismarck+1 (701) 527-5367

OhioSandra KornLiberty Township/ Cincinnati+1 (513) 779-9118

PAGE 19THE DYSLEXIC READER

Maureen Florido initially trained as a PA,working in the Banking and Insurance sector.Not happy with the conventional way her threedyslexic children where being taught in school,she looked for an alternative method. This ledher to Davis. After completing a DavisProgramme herself, she is convinced this is theway forward for schools. Recently she hasbecome a Governor of a Suffolk School, andintends to promote Davis through her work as aFacilitator in her Norfolk home and when meetingeducational officials in her role as Governor.Dyslexia-East Anglia, Farm View, 98 High Road,Needham, Harleston, Norfolk IP20 9LF, UK. +44 (01379) 853 810. [email protected]

Maria del Pilar PerezOrnelas Aprendo mas, FrayJose de Arlegui 1355, Viveros,San Luis Potosi SLP 78290,Mexico. +52 444 817 [email protected]

Dinorah Stella Garcia Galvan Esmeralda#224, col. Petrolera Ch., Tampico, Tamaulipas89219, Mexico. +52 833 228 [email protected]

Agnes van denHomberg-Jacobs “My profession was nursing andsocial pedagogy. This changedsince 2003 because of our sonbeing dyslexic. Spelling wasespecially difficult for him butthis has seriously improvedafter mastering all of the

trigger words. I then decided to become a DavisFacilitator and can now work with many childrenand their parents. Dyslexia and AD(H)D have myspecial interest. Beterlezen, Hofweg 37, 966 NEAmerica Limburg, Nederland. +31 (077) 4642322. [email protected]

Trudy Joling is a highschool teacher and mother of adaughter. After trying differenttypes of therapy for her daughter,Trudy experienced the positiveimpact of the Davis Programand decided to become a DavisFacilitator herself. Her past

experiences as a sales representative for Pan Am,as well as a high school teacher are a great assetto work with both adults and children, parentsand schools. Her office is located at her homeaddress in the centre of Holland and is called“Keerpunt X,” which means Turning Point. Trudyspeaks Dutch, English, French and German.Keerppunt X., Rozenlaanije 1, 1251 BW Laren,Nederland. +31 (035) 531 [email protected]

Gail Hallinan has a Bachelorof Education, Diploma ofTeaching with 25 yearsInfants/Primary classroomexperience. Her husband, twodaughters and her grandson aredyslexic and classroom teachingdid not provide the answers.

Gail began her search with Davis in 2000 whenshe completed a DLS Teacher Workshop andimplemented it in her school. She has now completed her Facilitator training and providesthe Davis Program on a full time basis. 3rdMillennium Solutions Pty Ltd, 41 Waters Road,Naremburn, NSW 2065, Australia. +61 (02)9405 2800. [email protected]

Laura Zink de Diaz “I lookforward to this new and excitingcareer after 20 years of teachingand consulting in languagelearning. Thank you to DDAIfor ‘turning me on’ to such awonderful program, such a giftto humanity!” Laura speaks

both Spanish and French as well as English. 1007 South 21st Place, Mount Vernon, WA98274, USA. +1 (360) 848-9792. [email protected]

Shari Chu of San Antonio,Texas, has a B.S. in Educationwith a specialization in readingfrom the University of Texas atSan Antonio and a M.Ed. fromHouston Baptist University. She has been in the field ofeducation for 10 years as an

elementary school teacher, tutor and administrator.She presently serves as the Board Chairpersonfor the Acivers School, a private school for studentswith special needs in San Antonio, Texas, whichutilizes the Davis Learning Strategies. Severalyears ago, she was a Davis Program client, andhas now become a Facilitator to share with othersthe life-changing gift she received through theDavis Program. Learning Solutions, 9402Sageglen, San Antonio, TX 78254, USA.+1 (210) 414-0116. [email protected]

Pearl Zarsky “Upon completing my B.S. inElementary Education I movedto Israel and have taughtEnglish as a Second Languageto children and adults. English,though not Israel’s official secondlanguage is important for those

who wish to continue on to higher education orjob advancement. Davis opens the door to thosewho may have been adapting in their mothertongue yet trapped in frustration when dealingwith a foreign language with so many difficulties

THE DYSLEXIC READER

v United States/Ohio (con’t.)

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

PennsylvaniaMarcia MaustBerlin/Pittsburgh+1 (814) 267-6694

South DakotaKim CarsonDLS Workshop PresenterBrookings/Sioux Falls +1 (605) 692-1785

TennesseeSheri HowardHarrison+1 (423) 432-4582

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

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

Success Learning CenterRhonda ClemonsDLS Workshop PresenterColleen MillslagleDLS Workshop PresenterTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

Shari ChuSan Antonio +1 (210) 414-0116

Susan DickensLeander/Austin+1 (512) 515-5591

Susan LewisLubbock+1 (806) 771-1385

Shannon LivermanLampasas/Austin+1 (512) 556-6990

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

Dorothy OwenSupervisor - SpecialistPlano/Dallas +1 (972) 447-8327

Paula Roberts Tyler +1 (903) 570-3427

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

Laura WarrenDLS Workshop PresenterLubbock+1 (806) 771-7292

VirginiaDonna KouriMount Pelier / Richmond+1 (804) 883-8867

and differences. I plan to volunteer at our localcenter and a high school, which offers childrenwith scholastic difficulties the possible chance to overcome and advance, giving them equalopportunity to reach their true potentials.” TheCenter of Learning Correction, 20, HashahafimStreet, Ra’anana, 43724 Israel. +972 (09) 7729888. [email protected]

Yvie Leenaars-de Rooÿworks part time as a teacher ina secondary school where sheis also tutoring adolescentswith learning difficulties. She became enthusiasticallyinvolved with the Davis methodsafter having been tipped off by

a friend of hers about The Gift of Dyslexia whiletalking to her friend about the problems her sonexperienced at school because of his dyslexia.”Deken Dr. Dirckxweg 15, 4854 AA Bavel,Nederland. +31 (0161) 433 [email protected]

Ann Devloo-Delva “I am a dyslexic myself and a parentof three dyslexic sons. In myfamily I have already workedfor seven years with the DavisProgramme with good results.It is very important that parentssupport their child. Therefore

it is very positive when a parent can attend theprogramme.” Sint-Telesbaldusstr. 34, 8630Veurne, Belgium. +32 (058) 316 352.

Peggy Poppe “I’m a motherof two daughters. One of themcompleted the Davis Programin 2002. The result of her success with the DavisMethods encouraged me tobecome a Davis Facilitator. I’m looking forward to working

with adults and children in order to help themdiscover their own special gift.” Leerstoornissen,Leren studeren, anders bekeken, GebroedersBlommestraat 12, 2140 Borgerhout (Antwerpen),Belgium. +32 (047) 450 2332. [email protected]

Sue Jutson “Having heardRon Davis speak, I wasinspired to sell my design andmanufacturing business andjoin the growing ranks ofDavis Facilitators who aremaking a difference to thosewith learning difficulties. I

began my working career as a registered nurse,then traveled, working on yachts, before meetingmy husband and settling in Sydney where we areraising two boys. I now look forward to facilitatingpositive changes with all ages and walks of lifeand anticipate many rewarding hours working

with the fascinating people who have the gift ofdyslexia.” Dyslexia Assistance, 36 Castle Circuit,Seaforth, Sydney, NSW 2092, Australia. +61 (02)9400 2305. [email protected]

Véronique Pfeiffer“Originally a school teacher atsenior grade, I have been teachingGerman as a Second Languageas well. Dyslexia is an importanttopic in my scholastic field. The Davis Dyslexia CorrectionProgram gives me the opportunity

to tackle the learning problems of pupils with systematic effectiveness. It impresses me to seehow young people and adults suffering fromdyslexia learn techniques which will help them intime to master their problems. With strengthenedself-confidence they will come closer to their personal goals. I am myself a mother of twoschool-age children.” Limmattalstr. 127, 8049Zurich, Switzerland. +41 (01) 342 22 61. [email protected]

Laurie Challoner, Welcome back! One of our starting Facilitators from the UK returns toproviding correction programs, now “downunder”!! Omega Dyslexia Correction, PO Box1215, Nelson, New Zealand. +64 (021) 059 [email protected]

Jacinta Fennessy B.A.English and Philosophy,Postgraduate Diploma in Ed.,M.A. Ed Psych., Certification in the Teaching of English as aForeign Language. Over 20years experience as a teacher in international education at

elementary level, and in teaching English language at University level. “I am really excitedabout helping students acquire the tools to enablethem to control their dyslexia. I am constantlyamazed at the power of the Davis Program.Observing students thrive in terms of higher self-esteem, increased confidence and improvedacademic skills is most rewarding – like watchinga butterfly emerge from its cocoon. Witnessingthe intense relief in parents is an equally rewardingand moving experience.” Dyslexia SolutionsVienna, Schlachtshammerstr. 75, A-1220 Vienna,Austria. +43 (01) 774 [email protected]

Amanda Meyer “ My center is called theLighthouse Dyslexia Center. I chose this namebecause throughout history lighthouses have provided hope and guidance. I came across theDavis Program while searching for a way to helpmy youngest son. It was our light in the fog. Iplan for my center to provide a guiding light toothers. I am married with two teenage sons, and I am a certified teacher with a B.S. in IndustrialTechnology. I love reading, collecting walking

THE DYSLEXIC READER

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

The Davis Specialist TrainingProgram requires extensiveexperience providing Davis programsand an additional 260 hours oftraining. Specialists and Facilitatorsare subject to annual re-licensingbased upon case review andadherence to the DDAI Standards of Practice.

Davis Learning StrategiesMentors and WorkshopPresenters are experienced teachersand trainers who have had two-threeyears of specialized training andexperience mentoring classroomteachers of children 5-9 years of age.

For information about training and afull directory of Davis providers, seewww.dyslexia.com/providers.htmor call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

Davis Training Programs

v United States/Virginia (con’t.)

Angela OdomDLS Workshop PresenterMidlothian/Richmond+1 (804) 833-8858 or (804) 744-0321

Jamie Worley Newport News/Norfolk+1 (757) 283-5218

WashingtonDyslexia Correction Center of WashingtonMarilyn AndersonAleta ClarkKent/Tacoma+1 (253) 854-9377

Christy BironWashougal/Vancouver+1 (360) 835-9627

Jackie BlackArlington/Everett1-866-218-1614 (Toll-Free)

Meadowbrook Educational ServicesDorothy BennettRenie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737

Carol HernDLS Workshop PresenterSpokane

Mary Ethel KelloggDLS Workshop PresenterSpokane

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

Ruth Ann YoungbergBellingham+1 (360) 671-9858

Laura Zink de DíazMount Vernon / Everett+1 (360) 848-9792

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

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

v

v This Directory is current as of September 15, 2004.

It is subject to change.Between newsletter issues,new Facilitators are added,

and occasionally, somebecome inactive. However,the Davis Providers list at

www.dyslexia.comis always up to date.

canes and family time.” Lighthouse Dyslexia Center,321 N.W. Hillery, Burleson Texas, 76028, USA. +1 (817) 426-4442. [email protected]

Susan Nikolic-Vicentic “Myblessing came in the form of theinternet and the discovery of theDDAI website. My daughter is giftedwith dyslexia and for years we hadtortured her with programs andtutors with little or no success. The

discovery of Davis and The Gift of Dyslexia was atrue miracle for us. Jelena completed the programwith great success and her self-confidence hassoared; she now stands amongst the top students inher class. Following the success of my daughter’s program I became passionate about becoming aFacilitator and helping others achieve the same triumphs. With 20 years of experience in the automotive industry as a customer service managerbehind me, I decided to do something much closer tomy heart: become a Davis Facilitator. After all, thejob I had been doing was only a paycheck; it broughtno real gratification. Well, here I am and I feel honored to have studied Ron Davis’s work and amprivileged to now be able to help others to nurturetheir own gifts. I am supported by my husband, ourfour children and my loving parents. I will provideprograms from home.” Heart of the Matter LearningSolutions, 284 Kirby Cresent, Newmarket, Ontario,L3X 1H4, Canada. +1 (905) 953 0033. [email protected]

Casey Linwick-Rouzer “I listened to the report of one child’sexperience of a Davis CorrectionProgram and the course of my lifechanged in an instant. I knew Iwanted to be a Davis Facilitator. As a parent, spouse, aunt and friendof intelligent, creative and gifted

dyslexics, I am honored to have the opportunity tohelp others discover their gifts and put the stress andstruggles they encounter in a word-thinkers’ worldbehind them. The Davis Programs transform lives.They empower the recipients to become their ownbest selves. What a great pleasure to assist them asthey embark on that new path with confidence. I aminspired to bring the correction programs to individualsand their families, as well as promote the DavisLearning Strategies to schools so that, truly, no childwill be left behind.” New Perceptions LearningCenter, 5619 Dairy Brook Cove, Sugar Land, Texas77479, USA. +1 (832) 724 [email protected]

Karen Pongs “I have been an educator for ten yearsand have spent the last five working with learningdisabled students of all ages. Over the years, I havewitnessed student after student struggle in their academics. Unsatisfied with the temporary solutionsthat teaching provided, I went on search for an answer.I read books about various learning disabilities andfelt frustrated when nothing helped. After stumbling

upon the DDAI website, I knew that I had foundsomething different. I read The Gift of Dyslexiaand attended the Fundamentals Workshop. As I completed my training, student after student inmy clinic benefited from the Davis methods.Finding the Davis Dyslexia Correction Programand becoming a Davis Facilitator has been such a positive and life-changing experience for me.Together with Facilitator Nicole Melton, I lookforward to helping others benefit from the giftsthat Ronald Davis has given us.” LearningDisability Resource Clinic, 22129 SteeplechaseLane, Diamond Bar, CA 91765. +1 (909) 229-5251. [email protected]

Nicole Melton has interacted with studentsstruggling with learning disabilities as a privatetutor for over five years. It was not until shefound the Davis Program that she was able totruly understand and help these individuals overcome their learning disability symptoms thatinhibit their success in daily activities. She willbe providing the Davis Dyslexia CorrectionProgram along with Facilitator Karen Pongs.Learning Disability Resource Clinic, 22129Steeplechase Lane, Diamond Bar, CA 91765. +1 (909) 229-5251. [email protected]

THE DYSLEXIC READER

Based on the Davis DyslexiaCorrection methods, this Kit enables parents and tutors ofchildren, ages 5-8, to home-teachand 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.

Young Learner Kitfor Home-Use

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The Kit includes:• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Checking Your Grammar (Softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart

The Davis Methods for Young Learners

Davis Focusing Strategies provide childrenwith the self-directed ability to be physically andmental focused on the learning task at hand.

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

Davis Reading Exercises improve accuracywith word recognition and comprehension.

The Kit is priced at $119.95(Shipping and Handling will be added)

To purchase a kit, use our secure on-line orderingat: www.dyslexia.com/bookstoreor call our toll-free number: 1-888-999-3324

Note: For older children (ages 9 and up), werecommend the Davis Symbol Mastery Kit.

THE DYSLEXIC READER

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

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

UNITED STATES

27-30 Oct. 2004 Boston, MassachusettsPresenter: Gerry Grant Language: English [email protected]: +1 (866) 520-8858 and +1 (817)919-6200

3-6 Nov. 2004Atlanta, GeorgiaPresenter: Gerry Grant Language: [email protected]: +1 (866) 520-8858 and +1 (817) 919-6200

10-13 Jan. 2005Burlingame, CaliforniaPresenter: Cyndi DenesonLanguage: [email protected]: +1(888) 805-7216 toll-free

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

2-5 March 2005Austin, Texas

Presenter: Cyndi DenesonLanguage: [email protected]: +1(866) 520-8858 toll-free

9-12 March 2005Denver, ColoradoPresenter: Cyndi DenesonLanguage: [email protected]: +1(866) 520-8858 toll-free

MEXICO30 Oct - 2 Nov 2004Monterrey, Nuevo LeonPresenters: Ron Davis & Cathy CalderónLanguage: [email protected]: +52 (081) 8335-9435

DEUTSCHLAND

4-7 Nov. 2004MünsterPresenter: Ioannis TzivanakisLanguage: [email protected]: +49 (040) 25 17 86 22

NEDERLAND• 25-28 Nov. 2004

Amersfoort

• 10-13 Feb. 2005Amersfoort

Presenters: SiegerdinaMandema and/or Robin TempleLanguage: [email protected] Tel: +31 (0475) 301 277

SWITZERLAND3-6 Feb. 2005BaselPresenter: Bonny BeuretLanguage: English/[email protected]: +41 (061) 273 81 85

NEW ZEALAND

27-30 Nov 2004AucklandPresenter: Ron DavisLanguage: [email protected]: + 64 (09) 361 6115

2004-2005 FUNDAMENTAL WORKSHOP SCHEDULE

DAY ONE

Background and Development of the Davis DyslexiaCorrection® 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

DAY THREE

Orientation Review Procedure(a method for checking orientation skills)• Demonstration & Practice SessionDavis Symbol Mastery® (the key to correcting dyslexia)• What is Symbol Mastery? Why clay?Mastering Basic Language Symbols• Demonstrations and Group ExercisesReading Improvement Exercises• Spell-Reading. Sweep-Sweep-Spell. Picture-at-

Punctuation

DAY FOURFine-Tuning Procedure (checking and adjustingorientation using balance)

Symbol Mastery Exercises for Words• Demonstrations• Group Exercises• Practice Sessions

Implementing the Davis Procedures

DAY TWO

Davis Orientation Counseling Procedures (methods tocontrol, monitor and turn off perceptual distortions)• What is Orientation? Demonstration & Practice SessionRelease Procedure (method to alleviate stress, headaches)Alignment (an alternative to Orientation Counseling)• What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling ADDsymptoms)

FUNDAMENTALS WORKSHOP OUTLINE

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


The Dys•lex •́ic Read •́er1601 Old Bayshore Highway, Suite 245Burlingame, CA 94010

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CA

PERMIT NO.14

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DDA-PacificPO BOX 46023Herne BayAuckland, New ZealandTel: +64 (09) 361 6115Fax: +64 (09) 361 6114E-mail: [email protected]

DDA-CHFreie Strasse 81CH 4001 BaselSWITZERLANDTel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41E-mail: [email protected]

DDA-DeutschlandWandsbecker Chausee 132D-22089 HamburgGERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]

DDA-Israel20 Ha’shahafim St.Ra’anana 43724ISRAELTel: 972 (053) 693 384Fax: 972 (09) 772-9889E-mail: [email protected]

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-mail: [email protected]

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

DDA-UKSlaney Place Headcorn RoadStaplehurst, Kent TN12 0DJ.Tel: +44 (08700) 132 945 or(0870) 443 9059 Fax: +44 (0870) 432 0317E-mail: [email protected]

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: [email protected]

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

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

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

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

reading, spelling, and motor coordination into a teaching,home school, tutoring, or therapeutic setting.

See page 23 for more workshop details.

Enrollment limited v Classes fill Early v Call 1-888-805-7216 or 650-692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htmFor a full description of the Davis Facilitator Certification Program, ask for our booklet.

Fundamentals of Davis Dyslexia Correction Workshop

27 - 30 Oct. 2004 Boston, Mass. USA30 Oct - 2 Nov 2004 Monterrey Mexico3 - 6 Nov. 2004 Atlanta, Georgia USA4 - 7 Nov. 2004 Münster Germany25-28 Nov. 2004 Amersfoort Nederland27-30 Nov. 2004 Auckland New Zealand10 - 13 Jan. 2005 Burlingame, Calif. USA10 - 13 Feb. 2005 Amersfoort Nederland3-6 Feb. 2005 Basel Switzerland2-5 March 2005 Austin, Texas USA9-12 March 2005 Denver, Colorado USA

2004-2005 International Schedule

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

U.S. Fees and Discounts• $975 per person plus $95 materials fee• $925 for DDAI members or groups of two or more

plus $95 materials fee• $975 if paid in full 60 days in advance incl. materials• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership,

verification of attendance, and Symbol Mastery Kit• Academic units and CEUs available

30 Oct - 2 Nov 2004Monterrey, Nuevo Leon2-5 March 2005Austin, Texas9-12 March 2005Denver, Colorado

The Dyslexic Reader 2004 -- Issue 37

Documents

Transcript of The Dyslexic Reader 2004 -- Issue 37