VOL. 40 DOUBLE ISSUE Davis Dyslexia Association International ISSUE 3 & 4 • 2005

Dys lex ic Read er• •́ •́~The

News & Feature ArticlesReadOn Interactive Software . . . . . . . .1Waking Up . . . . . . . . . . . . . . . . . . . . . .1Strategies for Spelling . . . . . . . . . . . . .3 Good Spelling Days and Bad . . . . . . . .4Do Davis Methods Address Spelling? 5TPR Language Instruction . . . . . . . . . .6Famous Dyslexics Remember . . . . . . .11Testing Out of Special Ed . . . . . . . . . .15You Want Me to Write a What? . . . . .16The Best of Both Worlds . . . . . . . . . .17UC and the SAT Exam . . . . . . . . . . . .18Davis Launched in Kenya . . . . . . . . . .20Gerda Berakos-Jeger: In Memoriam .21Russian Gift of Dyslexia Released . . .23Dream Test for Picture Thinkers . . . . .25

Regular FeaturesIn the Mail . . . . . . . . . . . . . . . . . . . . .2Book/Software Reviews . . . . . . . .12-13Q&A . . . . . . . . . . . . . . . . . . . . . . . . . .9New Facilitators . . . . . . . . . . . . . .26-29Davis Workshops . . . . . . . . . . . . 30-31

In This Double Issue

(Cont’d on p. 10)

(Cont’d on p. 14)

Announcing ReadOnInteractive Software!inspired by the Davis Dyslexia CorrectionProgram and Davis Learning StrategiesReadOn is a comprehensive learningtool designed to assist people of all agesto learn to read, or overcome readingproblems associated with dyslexia.Unlike other software packages thatare purely assistive in nature, ReadOnincorporates specific learning strategiesto help people become independentand fluent readers.

Reading is a complex process andwhen this process is not mastered,students will struggle to become independent readers. Regardless of

reading level, ReadOn allows the student to experience reading withminimal supervision and support.Mistakes can be made and risks takenresulting in an increased willingnessto read, as well as improved readingability and a boost in self esteem.

The developers of the softwareare Jane and Phil Mangano who livein West Australia. The initial inspirationfor ReadOn was to motivate and assisttheir daughter after she completed aDavis Dyslexia Correction® Programwith Heidi Rose in Adelaide. Their

Waking Up: The Origin of Concept Masteryby Ronald D. Davis

At the age of twelve, I was waking up.I was coming alive in a world that wasfull of chaos and pain. I have no actualmemories of being a Kanner’s baby—of being autistic. I have a sense of itbut no actual memories. My sense of itis – as if it were a void. A void that isboth everything and nothing at the sametime. Mostly, the void is a feeling thatis not describable with words other thanto say it is the feeling of love—pure,unconditional love.

The world I was coming alive in was a terrible place; it was full ofchaos and pain. Chaos was everywhere

The Concept ofChange: somethingbecoming somethingelse. The balloon fullof air becomes empty.

PAGE 2 THE DYSLEXIC READER

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,Suite 245, Burlingame, CA 94010 USA. Tel. +1(650) 692-7141.OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;and to present methods for improving literacy, education and academic success. We believe that all people’s abilitiesand talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: AliceDavis, Abigail Marshall, 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, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis 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.

I’m a mother of a smart and beautiful10 years old daughter, Nadia, whowas diagnosed as dyslexic a year ago.We both have worked hard and havepassed a long way trying to overcomethe difficulties, but... I’m alone withmy efforts to help my daughter. Herteacher doesn’t want to hear myexplanations, and isn’t cooperative atall. And in addition there aren’t anyqualificated specialist on dyslexia inthe town we live, and I doubt thereare many of them in our country.

We live in a small, poor,although very beautiful country in

Eastern Europe, called Bulgaria. Ifound a specialist in Sophia (the capitalof our country). She has spent amonth or so in Paris, specializing onworking with dyslexic kids. So I wentwith my daughter to Sophia to meetwith her, she worked with my daughterfor 5 days, for 2 hours a day. It wasreally helpful, but far not enough.But, as you could guess, I can’t travelto Sophia very often, because I’m aworking mum, a widow, and have onemore child—an 8-year old son.

A friend of mine advised me toget to your site, and to check yourlearning program. I was very interestedin it, but I don’t know how could Ilearn more about the techniques andmethods which will help me to helpmy kid. I did some searching, but

Copyright 2001 Randy Glasbergen. www.glasbergen.com

Dear DDAI:

In the Mail: Letters from Bulgaria

what I saw was that there is no of yourfacilitators around here. May you evendon’t know that almost nobody in mycountry have never heard aboutdyslexia? Doctors, teachers, psychiatrists—very few of them haveheard the word “dyslexia” and almostnone of them know what is it like.

I’m a teacher myself, and to behonest I hadn’t known about dyslexia,up to the time when by chance I foundmy daughter is dyslexic. I work with10-18 year old students, and see signsof dyslexia in many of them, but neithertheir parents, nor their teachers in earlyclasses paid attention to their learningdifficulties. I would like to help themall, because I understand that they

The opposite

of a correct

statement is a

“

”

false statement. But the

opposite of a profound

truth may well be another

profound truth.

—Niels Bohr, physicist

(1885-1962)

(Cont’d on p. 22)

PAGE 3THE DYSLEXIC READER

About the author: Abigail Marshall has beenthe manager of www.dyslexia.com website andmoderator of the Dyslexiatalk.com forum since 1985.She is the mother of a son with dyslexia, now age22. She has a B.S. degree in applied behavioralsciences and a law degree. She lives in Pacifica,California.

by Abigail Marshall

Reprinted with permission from The Everything Parent’s Guide toChildren with Dyslexia ©2004; F+W Publications, Inc., by AbigailMarshall, Adams Media, $14.95 trade paperback.

Building Visual Memory for SpellingDifficulty withspelling is themost common andpersistent difficultythat accompaniesdyslexia. Evenafter your childbecomes a capablereader, his writing islikely to be riddledwith spelling errors.One reason is theextreme variability of Englishspelling; almost every “rule” that canbe taught has numerous exceptions,and many words simply are notspelled the way they sound.

Good spellers generally havestrong visual memories for whatwords look like in print. Try to avoidstudy or practice techniques thatexpose your child to incorrectlyspelled versions of the word. Manychildren with dyslexia have strongvisual memories, but they willremember erroneous spellings as easilyas correct ones, and they will have noway to remember which is right.Teachers might try to make spellinghomework fun by offering a practicequiz where your child must select thecorrect word from a list of incorrectspellings, or find the word in a puzzle

Strategies for Spelling

where the letters are scrambled. Your child may enjoy some of thesegames, but they are counterproductivefor learning correct spelling.

One technique that sometimesworks for children with dyslexia is tolearn how to spell the word backwardsas well as forward. Encourage your

child to try to visualizethe word in his mind;with a clear mental picture, the word can bespelled backwards by“seeing” the letters inorder and calling off theletters from right to left.

Word Families andPatternsGood spellers also recognize familiar

spelling patterns and understand morphological word structure,including common prefixes, roots,and suffixes. It will be easier for yourchild to learn when words are taughtin groups which sharea common pattern orstructure. This is betterthan learning “rules”in isolation, especiallywith rules that havemany exceptions.Make sure that yourchild's word list foreach study sessionincludes only wordsreflecting the patternbeing studied. Work with your child’steacher to modify school spelling listsso as to avoid confusion, and limitthe number of words being studied.

Do not try to teach your child

A Helpful HintWhen practicing spelling wordsat home, observe your child tosee whether she does betterwhen asked to orally spell thewords as opposed to when writingthem. This will give you a clueas to how to best reach yourchild. If your child does betterwith oral spelling, encourage her to say the letters out loud as she practices writing herspelling words.

homophones, such as “their” and“there,” in the same session. Mostpeople with dyslexia find homophonesextremely confusing, and they willnot be able to simply memorize thedifference. It is better if the words aretaught separately with words sharinga similar pattern; for example, “there”can be taught along with “here” and“where.” Make sure your child learnsword meanings along with spelling; it will aid in memory to associate

meanings withspelling patterns, asopposed to individualwords. That is, itmay be easier toremember that the“ere” sequence isassociated withwords signifyingplace (“here, there,everywhere”).

Have your childlook up words with irregular patternsin the dictionary, to learn about theword derivations and etymology. Shewill soon discover other keys tospelling—for example, that the word“their” comes from the Old Norsetheirra. Knowing that some wordswith similar sounds come from different languages will help yourchild understand why they are spelled so differently. v

PAGE 4 THE DYSLEXIC READER

by Abigail Marshall,DDAI Information Services Director

Good SpellingDays and BadSpelling Days

For people who experience disorientation aspart of the recognition process, the thresholdfor confusion is a key factor in how often theydisorient. The lower it is, the more easily theywill be confused and the more often they willbecome disoriented. The higher it is, the lesseasily they will be confused and the less theywill become disoriented.

This explains why at certain times peoplecan read and spell fairly well, and at othertimes they can’t. Their threshold for confusionchanges.

After a person learns to detect and correct his own disorientations, and beginsmastering symbols that cause confusion, thethreshold for confusion naturally increases.

Besides confusion about words and symbols, there are other things in life that canlower the threshold for confusion and affect a person’s ability to maintain orientation. Oneshould be aware of these other sources of confusion and resolve them whenever possible.

The Threshold for Confusionby Ronald D. Davis © 1985

Sources of Confusion:• not enough rest• poor diet or not enough food• illness, pain, or injury• drugs or medicines • print size too small• print too faint• varying print styles and typefaces• loud noises• specific sounds• certain smells• poor lighting (can be too much or too little)• excess motion (whirling fans, dangling

decorations)• a change in the orderliness of the environment• furniture rearrangement• moving households• scheduling changes• time pressure (being rushed)• threats of punishment• family strife• fear• a loss• anything that is a reminder of an unpleasant

past experience.

This is a common experience andquestion we receive.

Question: Sometimes I am reallycapable to spell well, but other timesI cannot even spell my name. Whatkind of dyslexia might I have? Isthere a cure?Answer: It is normal for symptomsof dyslexia to vary—your problem iscaused by disorientation, which leadsto distorted perceptions and mistakes.

On a good day, you will makefew mistakes—but on a bad day, you

will become disoriented and makemany mistakes. Some things that canmake things worse are stress, fatigue,illness, or emotional upset.

You might find this article helpful: The Threshold for Confusionwww.dyslexia.com/library/confus.htm

Dyslexia is not a disease, sothere is no “cure.” A dyslexic personwill always have the tendency to disorient as a response to confusion.However, we have simple techniquesthat a dyslexic person can learn tohelp control disorientation, andrestore the mind to a balanced,focused, oriented state. These aredescribed in Ron Davis’ books TheGift of Learning, and The Gift ofDyslexia.

v

PAGE 5THE DYSLEXIC READER

by Abigail Marshall

The Davis methods that have beenfound to improve spelling are:

Orientation or Alignment: thesework to stabilize perception, so thatthe student is correctly and consistentlyseeing words accurately, with the letters perceived in correct order anddirection. Without a means to eliminatedisorientation, dyslexic students endup with multiple and confusing mentalpictures for the same word.

Spell-Reading and Sweep-Sweep-Spell Reading Exercises:these exercises help ensure that thereader is accurately scanning the letters of each word from left to right, and help build up visual wordrecognition skills. Good spellersretain a mental image of the correctlyspelled word – they know when aword “looks” wrong, and they will try to visualize the spelling if they areunsure. Studies show that dyslexicstudents usually bypass the “visualword form area” of their brain; theseexercises help build up the neuralpathways to that area.

Davis Symbol Mastery: the claymodeling to master the combinationof what a word means, what it lookslike, and how it sounds is the core ofthe Davis program, and will naturallyresult in mastery of the spelling ofeach word studied. The dictionaryskills that are used along with SymbolMastery will help students becomemore aware of word structure andword roots, which will also assist inspelling.

It is very common that after aDavis program, students are able todo well on weekly spelling tests givenat their school. Over time, spellingimproves, especially as the studentbecomes more adept at reading and ismore likely to be exposed to seeingwords correctly in print by being oriented.

The problem with an approach

to English spelling that is based onlearning rules is that English spellingis inconsistent and the rules simplydon’t work. There are too many rulesto learn, without any particular framework as to when to apply them.So the rules often lead the studentdown the wrong path, which is why it is very common to see dyslexicsspelling words phonetically correctly,but with unusual orthography—suchas spelling “hows” for “house.”Dyslexics tend to have particulartrouble with words that do not followrules such as “eight,” or homophonessuch as “their/there.” Again, it ismuch more effective to build up visual word memory skills than to try to teach rules.

No matter what system is used, it will take time before markedimprovement in spelling is seen—asthere are so many words and wordvariations to learn. After a Davis program, with perceptions corrected,

How often have we asked a parent, sibling or teacher, “How do youspell ...?” only to be told, “Look it up!” For all those loving folkswho gave this sage advice, here’s a challenge. Look up the followingwords in a dictionary based on the first spoken sound in the word.

catalog

chamois

character

eight

Look it up inthe dictionary!

mnemonic

phonics

pneumatic

psychology

pterodactyl

queen

tsunami

whole

the student can generally learn moreefficiently by any method – althoughagain, “rules” should be taught only ifthose rules are consistent. A “rule”with many exceptions will simplycause more confusion in the end. v

Do the Davis MethodsAddress Spelling?

It is a poor

mind indeed

which can’t

“

”think of at least two

ways to spell any word.

—Andrew Jackson,

Seventh president of the

United States (1829-1837)

PAGE 6 THE DYSLEXIC READER

Continued on p. 7

by Laura Zink de Diaz, Davis Facilitatorin Mt. Vernon, Washington

TPR (Total Physical Response)Foreign Language Instruction for the Dyslexic Learning Style

under warm water, rubbing or scrubbing, all the while talking aboutwhat we’re doing and what it feelslike. In this way, movement and feelingare intimately tied to the process ofinternalizing the language.

In the 40 or so years since Dr.Asher began experimenting with foreign language students, TPR hasbeen shown over and over again to bean effective and very natural way toapproach language teaching and learning. All students, adults and children, with or without the dyslexiclearning style, thrive in a languageclass that includes TPR. Classes areactive—you are not in your seat allperiod. The focus for the first weeks is on listening and moving in responseto what the teacher says. There isheavy emphasis on listening comprehension, because the largeryour listening comprehension vocabulary is, the larger your speakingvocabulary will become. The environment is one in which thingshappen and are talked about. It is alsoan environment which is purposelykept very free of stress, because weknow that language is not acquiredunder stressful circumstances. Lots of language is learned in happy circumstances, especially while you’re having fun.

In most traditional foreign language classes, the underlyingorganization of the course is a progression through the grammar andsyntax rules of the language, fromsimple to complex. In a TPR class,grammar and syntax are not taughtdirectly. Rather, the teacher designsactivities that expose the student tolanguage in context, especially in the

Because I’m a former languageteacher and consultant in TPR andlanguage instruction in general, I’masked with some regularity aboutappropriate foreign language instruction for students with a dyslexiclearning or thinking style. I’m quickto recommend finding a school or program that includes—or even better—relies on TPR, Total PhysicalResponse, as its principal instructionalstrategy. I taught in a TPR programfor a number ofyears, in a schoolwhere all students(and I do mean all)were required totake a foreign language. In orderto make what hastraditionally beenconsidered anelective class, arequired one, youneed to ensurethat your instruction isaccessible to allstudents. TPR is.

I didn’t originally adopt TPR as amajor component of my instructionalbag of tricks with dyslexic students in mind. I adopted itwith ALL students in mind.Americans are famous for not learningother languages and for believing,not so much that they shouldn’thave to, but that they are notcapable. For languageteachers, this accepted presumption of incapacity is a huge hurdle, because it keeps manychildren and adults from even dippinga toe into the language pool! TPR wasand is a wonderful way to turn thatpresumption on its head and show thelearner that, not only can we learn, butunder the right circumstances, it’s fun!

The research base for TPR datesback to the l960s, and experimentsperformed with epileptic volunteerswhose right and left-brain hemisphereswere surgically severed. (The idea wasthat epileptic seizures began on oneside of the brain and migrated to theother, so if they could isolate the eventto one side of the brain, the seizuresmight be less extreme.) After theirsurgery the volunteers underwent alarge number of tests that began toreveal the different functions of theright and left hemispheres. Among the

researchers was apsychologist, Dr.James J. Asher,who began toinvestigate someinteresting relationshipsbetween languageand movement.His work led himto formulate thetheory knowntoday as TotalPhysical Response,or TPR. Here’s thebasic idea.

As infants,our exposure tolanguage is virtuallyinseparable fromphysical activities.

People talk to uswhile tickling us,feeding us, changing

our diapers... Weare immersed in a language we

don’t speak, in anenvironment that we

explore with every part of our body.Our parents and caregivers literallywalk and talk us through activities. Forexample, we learn lots of vocabularywhile someone stands behind us at thebathroom sink, soaping our handsuntil they’re slippery, holding them

PAGE 7THE DYSLEXIC READER

Continued on p. 8

context of some kind of movement.With enough exposure, the grammarand syntax of any language becomesinternalized by the students throughsynthesis, not analysis.

Typically, the initial TPR lessonsare commands involving the wholebody—stand up, sit down, turnaround, walk, stop. Those actions aredemonstrated by the teacher, who theninvites students to participate with heras she continues to say the words.Fairly soon, the teacher quietly stopsdemonstrating, and the students realizethat they somehow just know what todo in response to the words. There isno translation. There is no such thingas cheating—you’re encouraged tolook at what others are doing if you’re

not sure what to do. You’re alsoencouraged to trust your body,because sometimes it knows what to

do before your brain does! As classproceeds, nouns, adverbs, prepositionsare added until before you know it,students are performing commandslike, ‘Stand up, walk to the door, openit, stick your tongue out, close thedoor, turn around, hop to Jessica’sdesk, kiss your right knee four times,and lie down on Jessica’s desk.” Infairly short order, students begin tocreate their own commands and orderone another around the room. There’sa lot of laughter, and a lot of learningtaking place. It’s not always and forever commands. An expert TPRteacher can teach the indicative, alltenses, idiomatic expressions—every-thing covered in a traditional class—using these techniques and others that

Total Physical Response (cont’d from p. 6)

Dr. Asher’s research was supported by grants from the Office of Education,the Office of Naval Research, theDepartment of Defense, and the State ofCalifornia. He has published more than100 articles in academic journals andfour books: Learning Another LanguageThrough Actions (now in the 5th edition),Brainswitching: A Skill for the 21stCentury, The Super School of the 21stCentury: The education you want foryour children from preschool throughhigh school. The fourth book recentlycompleted is a historical novel entitledSoldiers, the untold story of the KoreanWar. He is the recipient of many awardsfor excellence in teaching, including thehighest academic honor of “OutstandingProfessor” from San Jose StateUniversity. He has demonstrated hisworld-famous, stress-free approach tosecond language acquisition in morethan 500 elementary schools, highschools, and universities from theUniversity of Alaska to the Universityof Hawaii, and from Stanford

Dr. James J. Asher originated thestress-free Total Physical Responseapproach to second language acquisition, known internationally asTPR. He developed the approach in30 years of lab research, resulting inTPR being used successfully in thousands of classrooms with childrenand adults learning languages such asEnglish, Spanish, French, German,Chinese, Korean, Japanese, Arabic,Hebrew—even the sign language of the deaf!

Dr. Asher is a Professor ofPsychology and former AssociateDean at San Jose State University,California’s first public institution ofhigher learning. His undergraduatework was completed at University ofNew Mexico, a masters and doctorateat the University of Houston, and postdoctoral training at the Universityof Washington (linguistics), StanfordUniversity (educational research), andthe Defense Language Institute inMonterey, California (Arabic).

University to New York Universityand Cambridge University, inEngland. The British BroadcastingCorporation filmed and interviewedwith him for a documentary showingon worldwide television and inAmerica on the PBS program Nova.His resume is in the 1996 Who’s Whoin the West, 1998 Who’s Who inScience and Engineering, and 1998Who’s Who in America. Dr. Asher iscurrently developing novel applicationsof TPR that enable children and adultsto enjoy stress-free understanding ofmathematics. For demonstrations,please see his books Brainswitchingand The Super School of the 21stCentury which can be ordered fromthe TPR catalog.

After you have read Dr. Asher’sLearning Another Language ThroughActions, he would be pleased toanswer your questions. His e-mailaddress is tprworld@aol.com. RamiroGarcia, author of Instructor’sNotebook: How to Apply TPR for BestResults, makes the same offer. Afterreading his book, he is pleased toanswer your questions. E-mail him atramiro2@sonic.net.

Dr. James Asher, developer ofTotal Physical Response (TPR)Foreign Language Instruction

PAGE 8 THE DYSLEXIC READER

Total Physical Response . . . (cont’d from p. 7)

dovetail nicely with them. It’s just thatthe instruction is designed to facilitatelanguage acquisition, not learning alanguage via analysis, memorizationand application of rules.

There are two points I’d like tomake about TPR before closing. Thefirst is that in a TPR classroom, thefocus is not on analysis of linguisticstructures, but on internalizing thosestructures for unconscious use.Traditional foreign language instructionstarts with the assumption that we canlearn to understand, speak, read andwrite by analyzing the grammar andsyntax of the target language. But consider your native language: youdid not need to learn the grammar andsyntax of your native language inorder to learn to speak it. You learnedthose structures, unconsciously as youlearned to speak. Likewise, we do notconsciously use grammar or syntax inunderstanding, speaking or reading—grammar and syntax are both structuresthat we study AFTER we havebecome fluent speakers of our nativelanguage. We are more likely to makeconscious use of this information towrite, or in situations where we mustspeak in a formal register, but day today, for most of us, the grammar wehave internalized is just that, an internalized framework that we do not access consciously in order to

communicate. When we use TPRstrategies to teach, our goal is truly tobe able to understand, speak, read andwrite the language, not “about” thelanguage. So analysis of language,learning terminology and all the manyrules of a language form little or nopart of a TPR-based curriculum. Tomy mind, that is as it should be. Thoseindividuals who have a strong desire toknow the language of grammarians,the rules and exceptions, can alwaysfind a class to satisfy that urge.

The other point I’d like to makeis that TPR instruction is highly

creative, for both the teacher and thestudents. And in this sense it bears arelationship to parts of what we do ina Davis Dyslexia Correction Program.The teacher must overcome her trainingin the structure of the language anddesign activities that the learning brainperceives as real and interesting. Withinthese real experiences, students are freeto generate all kinds of expressionsusing the language they’re studying, andto lead instruction in unique directions.Often students don’t realize how muchthey are learning while they are engagedin a TPR activity. They think they’rejust having fun creating all kinds ofnew utterances and situations in theactive environment in the room. I thinkthis creativity, the synthetic rather thananalytic experience, the low stress,and generally accepting environmentengineered by the teacher, are a largepart of the reason so many students,including those with learning challenges,find TPR classes so effective andenjoyable. There are few other placesin most school curriculums where thestudents themselves get to generate thespeech and adapt the activities in theclassroom to support their own needsand goals.

Next time, a little more on TPRand the needs of students with adyslexic learning style.v

Americans are famousfor not learning other

languages and for believing,not so much that they

shouldn’t have to, but thatthey are not capable. Forlanguage teachers, this

accepted presumption ofincapacity is a huge hurdle,

because it keeps manychildren and adults from

even dipping a toe intothe language pool!

The secret is a unique “conversation”between the parent and infant. Forexample, the first conversation is aparent saying, “Look at daddy. Lookat daddy.” The infant’s face turns inthe direction of the voice and daddyexclaims, “She’s looking at me! She’slooking at me!” Dr. Asher calls this“a language-body conversation”

because the parent speaks and theinfant answers with a physicalresponse such as looking, smiling,laughing, turning, walking, reaching,grasping, holding, sitting, running, and so forth.

Notice that these “conversations”continue for many many monthsbefore the child utters anything more

intelligible than “mommy” or“daddy.” Although the infant is notyet speaking, the child is imprinting alinguistic map of how the languageworks. Silently, the child internalizesthe patterns and sounds of the targetlanguage.

When the child has decodedenough of the target language,speaking appears spontaneously.The infant’s speech will not be perfect, but gradually, the child’sutterances will approximate moreand more that of a native speaker.

* Exerpted from www.tpr-world.com

TPR: “It’s all in the way we learn . . .”*

PAGE 9THE DYSLEXIC READER

Q: Is there a link between learningdisabilities and early childhood traumasuch as abuse? I am wonderingbecause I have been diagnosed ashaving a learning disability. Since Ihave a hard time keeping up withother kids in my grade level I am putinto resource classes for some of mysubjects. Most of the kids in my classhave come from abusive backgrounds.We are all very close and share ourstories. I myself came from an abusivehome and have lived with my grandparents since the age of two.

A: Early childhood trauma definitelycan lead to learning problems. This doesn’t mean that all learningdisabilities come from abuse, butstudies show that too much stress andtrauma actually alters brain chemistryand impairs brain development inchildren.

You should know that eventhough trauma and abuse affectsbrain development, the brain isalways growing and changing, andyou can still overcome your limitations—especially if you are now in a supportive and stable environment. It might take time, but you shouldrealize that while your personal historymay explain your limitations, it doesnot doom you to a lifetime of struggle.Your question and comments showgreat insight and I hope you will consider a career in teaching or counseling where you can help others.

Here are some web sites withhelpful information: • www.childtrauma.org/ctamaterials/

trau_CAMI.asp • www.leadershipcouncil.org/Research/

BrDev/brdev.html • www.educarer.com/brain.htm

Q: I found your web site on dyslexiaand was hoping you could help me in

my search on finding informationabout the diagnosis and treatment ofdyssemia. I have done quite a bit ofresearch online and have not come upwith much.

A: “Dyssemia” refers to a difficultyin understanding nonverbal language,such as information communicatedthrough facial expressions, postures,gestures, interpersonal distance, toneof voice, clothing and the like. A per-son with dyssemia has difficultyreading social clues, and typicallyalso struggles to verbalize their ownfeelings; it is also difficult for themto get the nuances of words andphrases. However, the dyssemic does

not have difficulty with other verbalcommunication, such as discussingtheir own activities or interests.

The “dyssemia” label is also frequently applied to children whoclearly have a learning disorder thataffects their functioning, but wherethe exact cause of the problem is not known. It can end up being thediagnosis for a child who seems tohave a touch of ADHD, or a dash ofautism or Asperger’s, and/or anxietyor other verbal or social impairments.

For more information, see: • answers.google.com/answers/

threadview?id=358045• www.dyssemia.com/

Q: I need to know what would be asuitable font to use for an olderdyslexic student who needs to read ahandout that I’ve been typing up forhim. I’m not sure if there is a standardfont for this.

A: Ask the student what his preferencewould be; it varies with the individual.

The issue isn’t so much what’s easiest ingeneral to read, but what that individualis most comfortable with.

Also, issues like type size, linespacing, width of columns, and colorof paper can be very important. Ifyour student isn’t sure, you might askhim to bring you a sample from abook or magazine that he finds easyto read. A magazine with manyadvertisements should provide a lotof samples of different print sizes,type faces, and background colors.Or you could print out your ownsample paragraph in several fontsavailable on your computer, choosinga fairly large font size (such as 14pt.) and ask the student which helikes best. Don’t forget to try ComicSans (a common Windows font) thatis a favorite for many.

We also have several fonts thatcan be downloaded for free atwww.dyslexia.com/customize.htm#font which are designed for greaterreadability.

Q: My 8 year old son has dyslexia.He has a dream to go to West Point.His favorite general is Patton. SincePatton supposedly had dyslexia andwas a graduate of West Point is itsafe to assume that they do allowdyslexics into their Academy?

A: Dyslexia would not disqualifyanyone from going to any college,but in order to get into West Point orany other top college, your son willhave to do well academically in highschool. At age 8 it is a little early toworry about it - for one thing, by thetime your son is 16 he may have longsince outgrown his goal of WestPoint and a military career. GeneralPatton did not learn to read until age12—so it is also very hard to judgewhat lies ahead for an 8 year old.

I would say that you should justencourage your son to follow hisdreams wherever they might lead.Although he ultimately succeeded inhis goals, General Patton failed hismath course during his first year atWest Point and had to repeat a year.So it is important for your son to knowto be persistent and to keep tryingeven if the work seems difficult.v

by Abigail Marshall

PAGE 10 THE DYSLEXIC READER

Waking Up . . . (cont’d from p. 1)

v Argentina

Silvana Ines RossiBuenos Aires+54 (114) 865 3898

v Australia

Brenda Gayle BairdBrisbane+61 (07) 3341 3471

Sally BeulkeMelbourne +61 (03) 5727 3517

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Gail HallinanNaremburn/Sydney+61 (02) 9405 2800

Barbara HoiMosman/Sydney +61 (02) 9968 1093

Linda HoubenSydney +61 438 440 177

Eileen McCarthyManly/Sydney +61 (02) 9977 2061

Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766

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

John ReillyBerala/Sydney+61 (02) 9649 4299

Michelle RoachSydney +61 (02) 9680 1610

Heidi RosePennington/Adelaide +61 (08) 8240 1834

v Austria

Annette DietrichWien +43 (01) 888 90 25

Jacinta FennessyWien +43 (01) 774 98 22

Ina Barbara Hallermann Riezlern +43 5517 20012

InternationalDavis Dyslexia

Correction®

ProvidersThe Davis Dyslexia

Correction program isnow available from more

than 300 Facilitatorsaround the world. For updates, call:

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

www.dyslexia.com/providers.htm

and everything, and the pain is what I was.The source of the pain came mostly fromthe beatings from my father.

At my clay pit in the back yard Ibegan making little models of my father andevery time he would beat me, I wouldsmash and grind a model of him back intodirt. I made models of my older brother andwould smash and grind them back to dirt as well. At times, for reasons I couldn’tunderstand, I didn’t like anyone in the family so I made models of everybody andsmashed and ground everybody to dirt.Mostly, I didn’t like me so a lot of modelsof me got smashed and ground.

Even though I was reacting to my frustration, at the same time something elsewas happening. In retrospect, I can see thatI was actually acting out “change.” I wascausing change, and I was beginning tothink with the concept of change. My modelsbegan to show the concept of change. Insteadof just a model of my father, the modelwould be a model of a beating that wouldget smashed and ground. Eventually the

models became scenarios, and without realizing what I was doing, I was modelingthe concept of “consequence.”

Not long after my thirteenth birthday,

the beatings stopped. With the ability tothink with consequence, I either stoppeddoing the activity that would cause a beating,or I took myself out of the environmentwhere it could happen.

I continued modeling in the back yard,but now the models were showing a differentkind of scenario. The models were still verysimple but would clearly show differentideas like the passage of time or thesequence of events.

Prior to this, my universe was the universe of everything and nothing at thesame time. There was no separation of individuals, every thing and every one wasjust one. When I was modeling the beatings,I separated my self from the everything. So then there were two things, me andeverything else. In the modeling of “sequence”the other things began to separate into individuals and things. From the modelingof the ideas, I was making it possible formyself to “think” with the ideas.

With my universe newly separated into individual pieces, it was clear thateverything and everyone that existed, existedin some place, and also existed in a positionin that place. I was making rudimentarymodels of order. Everything that exists hada beginning and will have an end, when it

Continued on p. 11

I believe the potential for

genius in some form exists in

all of us, if only we have a

foundation on which to build

our thinking, and a goal we

desire to achieve.

— Ronald D. Davis

“

”

The Concept of Time: the measurement of change in relation to a standard. Themeasurement by the clock is 5 hours, thechange is the candle burning down, and thestandard is the Earth’s rotation on its axis.

PAGE 11THE DYSLEXIC READER

v Austria (cont’d)

Marika KaufmannLochau+43 (05574) 446 98

Christa SalcherWien +43 (01) 888 61 44

v Bahrain

Sameera Sadiq Al BaharnaManama +973 555 201

v Belgium

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

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

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

Viki VandevenneBonheiden+32 (0473) 30 41 51

v Brazil

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

v Canada

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

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

Debra D’AversaLeamington, Ontario+1 (519) 322-1297

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

Terri FedorchukDryden, Ontario+1 (807) 223-7769

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

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

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

Waking Up . . . (cont’d from p. 10)

will no longer exist. Therefore everythingexists within its own time frame—its continuum. Where something is, within its time between beginning and end, is itscondition. As a mentally deficient teenager I was creating my ability to think with theseideas by modeling them with red dirt andwater.

Order is the natural enemy of chaos,and when I gained the ability to think withorder, the chaos disappeared from my universe. I was fifteen when the chaos disappeared but there was still a lot aboutthe world, the universe, that I couldn’t comprehend. But I had found a way to find it and comprehend it. If I created anidea, or a concept, or a principle in clay, Icould think with it, and in so doing, I wasalso comprehending it.

When I was 12, my mother was told Ihad the intelligence of a chimpanzee. WhenI was seventeen, my intelligence was tested.I scored 137 points on the IQ test. Theysaid, “Oh my God! He has an IQ! Let’steach him how to talk in sentences, and let’steach him how to read.” The speech therapyworked, I learned to speak. The reading

training didn’t work. When I was 18, I was told that I

would never learn how to read, write andspell like a normal human being. They saidthat when I was being born, the doctor hadused instruments that pinched my head and“ruined” my brain. When I learned to speak,words became part of my universe, so whenI made a model of an idea, I also began tomake the name of the idea. Between theages of 17 and 27, I created more than athousand ideas and words in modeling clay.By the time I was 27, my average IQ scorehad risen to 169.

When I began to develop proceduresfor working with dyslexics, working withclay seemed natural. Most dyslexics reallyenjoyed it and learned by using it, just like I had. I believe the potential for genius insome form exists in all of us, if only wehave a foundation on which to build ourthinking, and a goal we desire to achieve.v

“My father was an angryand impatient teacher andflung the reading book atmy head.”

–William Butler Yeats(1865-1939) NobelLaureate, Poet

Famous Dyslexics Remember

“One of the hardest thingsin life is having words inyour heart that you can'tutter. ”

–James Earl Jones, actor

“Since I was the stupidestkid in my class, it neveroccurred to me to try andbe perfect, so I’ve alwaysbeen happy as a writerjust to entertain myself.Thats an easier place tostart.”–Stephen J. Cannell,screenwriter, producer, & director

“Don't think I didn't try[learning at school]. I triedhard. I would start butimmediately be lost.”

–Pablo PIcasso, SpanishCubist Painter and Sculptor (1881-1973)

Concept Mastery is described in detail in “TheGift of Learning” by Ronald D. Davis. It is a key element of how Davis Facilitators work withclients who have math and attention difficulties,as well autistic clients with Asperger Syndrome.

PAGE 12 THE DYSLEXIC READER

v Canada (cont’d)

Sue HallWest Vancouver+1 (604) 921-1084

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

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

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

Yuko Kimura McCulloch, Ph.D.Vancouver, B.C. +1 (604) 222-2258

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

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

Brenda OsadchyMedicine Hat, Alberta +1 (403) 529-7902

Tina PanaritisMontreal, Quebec+1 (514) 862-9164

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

Kendra RodychSaskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961

Sharon SchachterThornhill, Ontario+1 (905) 764-6774

Catherine SmithOakville/Toronto+1 (905) 844-41441-888-569-1113 toll-free

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

v China

Livia WongHong Kong+852-2810-0282

v Cyprus

Alexis MouzourisLimassol +357 25 382 090

v France

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

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

Corinne CouelleMarsannay-le-bois/Dijon +33 (0380) 357 953

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

Book Review by Cyndi Deneson, Facilitator/Specialist, New HopeLearning Centers, Inc., Bloomington, Minnesota

What begins as a mother’s search for understanding, diagnosis and treatment for herown children ends with a challenge to parents,educators, physicians, and researchers to viewindividuals with ADHD and autistic spectrumdisorders with new eyes. Kennedy begins bydescribing her life as one lived in a laboratory:“My three children are walking, talking examples of the fascinating yet little-knownways that attention deficit disorders andautism are related.” She makes a compellingargument that behaviors be observed—notjust the label attached to the individual—inthe hope that by recognizing the similaritiesbetween ADHD and Asperger’s SyndromeAutism, new and more effective methods oftreatment will be devised to deal effectivelywith characteristics exhibited by these individuals. Namely, (1) social impairments,(2) communication strengths and weaknesses,and (3) behaviors of inattention and hyperactivity.

Pointedly, she believes that too oftencharacteristics—especially of the ADHD individual—are dismissed as unmotivated oroppositional behaviors. Kennedy asserts thatthis assumption can often lead to a moredestructive diagnosis of a conduct disorder such asOppositional Defiant Disorder(ODD); if the ADHD individualhad been diagnosed withAsperger’s Syndrome, ratherthan ODD, a different, moreeffective treatment approachcould be recommended.

Those who think with a“Davis” paradigm immediatelyfind themselves on familiarground while reading theIntroduction to Kennedy’s book written byTemple Grandin, author of Thinking in Pictures.Grandin draws attention to the similar characteristics shared by ADHD, dyslexia,and autism: sensory oversensitivity, especiallyto sound and touch; picture thinking; and difficulty with learning generalizations, i.e.the concept of consequence. Grandin goes onto assert that “many teaching methods thathave been developed in the autism community

The ADHD-Autism Connection: A Step Toward More AccurateDiagnosis and Effective Treatmentby Diane M. KennedyISBN: 1-57856-498-0Paperback: 224 pages (in English) Publisher: WaterBrook Press (3.19.2002)

will be useful for students labeled with ADHD.”Kennedy logically guides the reader

through definitions of autism, Asperger’s syndrome, and ADHD; problems with currentdiagnostic practices; developmental stages;life-long effects on careers and relationships;and a current treatment overview. Especiallyenlightening is a comparative developmentalchart identifying social, communication, and

behavior manifestations of theabove disorders divided intothe categories of Birth to 3years, 3-6 years, 6-12 years,and 12-17 years.

It was Marcel Proust whosaid, “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.”

Kennedy has created anexcellent resource for those whocare for, facilitate and educate

individuals with ADHD, autism—and yes,dyslexia. She provides an important reminderand guide to seeing the “person” not just the“label”. Clearly, it is the power of observation ofbehavior, coupled with the logic and reasoningof knowledge and wisdom, that yields the“art” of working with unique, creative, “disordered” individuals. Kennedy spurs thereader to greater depths of understanding anda desire to continue the search for answers. v

The ADHD-AutismConnection

PAGE 13THE DYSLEXIC READER

v France (cont’d)

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

Theresia AdlerBannewitz +49 (0351) 40 34 224

Ute BreithauptLangenselbold+49 (06184) 93 84 88

Cornelia GarbeBerlin+49 (030) 61 65 91 25

Jutta GorschlüterMuenster+49 (0251) 39 99 53 05

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

Wibke HachmannFreiburg +49 (0761) 13 78 288

Das Legasthenie InstitutIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorWilfried BährHamburg+49 (040) 25 17 86 23

Sonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorGarbsen/Hannover+49 (040) 25 17 86 23

Kirsten HohageNürnberg+49 (0911) 54 85 234

Ingrid HuthBerlin +49 (0179) 896 8007

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

Visual Thesauruspublished by Thinkmap, Inc.

I just stumbled on an excellent software program called Visual Thesaurus. “Visual,”unfortunately, does not mean built-in pictures,but if you type in a word, it gives you amind-map or web of all of the synonyms of the word. The software provides audiopronunciation of the words; you can choosebetween a British and American accent forthe English words. Clicking on the littlenodes on the mind map will pop up the definitions of each word along with samplesentences.

I ran across Visual Thesaurus when Iwas looking up the word “oscillate.” I wantedboth the definition and possible synonyms.(I’m writing about brain wave oscillations,but didn't want to keep spelling and usingthat word over and over). Now I have fourdefinitions, four sample sentences, how tosay the word inBritish English, andlinks to synonymsfor each definition.

When I clickon the synonyms, Iget a whole newweb of more wordsand synonyms, aswell as all of theirdefinitions and pronunciations too.Plus it’s real fun to click and drageverything around—I can make “oscillate” oscillate(“move or swing backward and forward likea pendulum”). Still stuck for a picture? Itturns out that with a simple mouse click I caninvoke a Google image source for the word.

You can even adjust font size on theprogram, so the words will be BIG if youlike them that way. And yes, there is a spell-check. I would have found my wordeven if I had started off spelling it “osillate”or “ocilate.”

The program also will print a page ofthe words and definitions you find, and

Screen shot of “oscillate.”

copy-and-paste options are available withthe stand-alone software version or with theadvanced option settings available on theon-line version.

So basically, about the only thing thissoftware doesn’t do is model the words inclay for you.

I’m sure that this software will appealto both beginning andexperienced writerslooking for additionalcomputer support fortheir writing. For me,it is much more user-friendly than a traditional thesaurus.

There are two software options. Youcan buy and downloadsoftware that youinstall for US $29.95,or you can subscribe touse the online versionfor $2.95 a month, or

$19.95/year. They offera free trial so you can see how it works, butit only lets you look up three words. Afterthat, you will need to choose a paid option.

Currently, there is an offer that mightbe of interest to those who speak languagesother than English. For a limited time, thepublishers are allowing subscribers to alsobeta-test their international edition withoutcharge, which includes Dutch, French,German, Italian, and Spanish. Where?

www.visualthesaurus.comv

Software Review by Abigalil Marshall

“Oscillate”

PAGE 14 THE DYSLEXIC READER

v Germany/Deutschland (cont’d)

Sabine La DueStuttgart+49 (0711) 479 1000

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

Petra SaegerStorkow+49 (03987) 52106

Phoebe SchafschetzyHamburg+49 (040) 392 589

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

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

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

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

v Greece

Zoe DeliakidouThessaloniki +30 2310 434510 or +30 6934 662438

v Iceland

Áslaug ÁsgeirsdóttirMosfellsbaer+354 565-2537

Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirKópavogur+354 554 3452

ReadOn Interactive Software . . . (cont’d from p. 1)

User preferences and options include:

• pitch, speed and volume for a variety ofvoices

• sweeping a word once, twice or three times• highlighting and reading word-by-word, a

phrase (delimited by punctuation), or aparagraph.

• creating a “word bank” of the user’s symbol mastery photos

• font style and size, focus word color, andback ground color

Other Features include: • Multi-user support • Personalised settings • Easily networked • Visual tracking exercises • Comprehension support • Auditory feedback • Customised visual cues for problem words• Create, load, edit and save stories and

articles in electronic format • Load text from books and magazines

using optical character recognition (OCR)

View the tutorial and more details at:www.readonsoftware.comReadOn can be ordered from DDAI forUS$139.95 plus shipping.

Operating Systems: Windows 98, ME, NT4(Service Pack 6), Win2000, XP

Languages: English only

To order, write orders@dyslexia.com or call1-888-999-3324 (toll-free, Canada/USA).

v

aim was to provide her with an independentand fun way to carry on with the DavisReading Exercises. While designing thesoftware, they realized that ReadOn couldalso be useful for:

• Classroom teachers who would like tostrengthen the reading skills of all younglearners (including dyslexic students) in acomputer lab environment.

• Parents who want an interactive learningtool to improve and monitor their child’sreading skills.

• Anyone (adult or child) who wants adyslexic-friendly software program forimproving reading and comprehension.

The methods that formed the foundationfor ReadOn were taken from the book “TheGift of Dyslexia” by Ronald D. Davis. RonDavis has endorsed this product and givenpermission for the Davis Reading Exercises,the Stops Signs in Reading and DavisSymbol Mastery Procedures, which are published in the Davis Young Learner KitInstruction Manual, to be included withReadOn.

The program allows a person to doeach of the Davis Reading Exercises on acomputer with texts that are already included,or texts which are scanned in or composedby the user. For Spell-Reading, the “assist”level can be set to sequentially spell eachword aloud and say the word, or to highlighteach letter silently and then say the word.

“Excellent! ReadOn is a powerful tool that will improve literacyskills for learners of all ages. I am totally impressed with the differentreading styles and options which parallel and complement the DavisReading Exercises and Davis Symbol Mastery.

The options for choosing different texts, colors, voice sounds, and fonts ensurethat learners have fun and stay motivated. The easy-to-use and detailed audio-visualtutorial allows independent learning. The ability to create a personal visual dictionarystimulates creativity and provides learners with ownership of the learning process.

ReadOn is a valuable tool for classroom teachers, tutors or parents who wish to strengthen the reading and comprehension skills of all types of learners, includingdyslexic students. I would recommend ReadOn to anyone who wants a user anddyslexic-friendly software program for improving reading fluency.”

ReadOn Software enthusiastically endorsed by Ron Davis

PAGE 15THE DYSLEXIC READER

v Iceland (cont’d)

Asta Valdis GudmundsdóttirStykkisholmur +354 863-8268

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Svava Hlin HákonardEskifjordur +354 862 1518

Sigrun HauksdóttirMosfellsbaer+ 354 895 6148

Sigurborg SvalaGudmundsdóttirMosfellsbaer+354 566-8657

Stefanía Halldórsdóttir WadeKopavogur +354 564 2890

Nora KornbluehReykjavik+354-562-1295

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirKópavogur +354 863 2005

Sturla KristjanssonHafnarfjordur+354 845 6956

Ásta OlafsdóttirVopnafjordur+354 473-1164

Erla OlgeirsdóttirAkranes +354 694 3339

Thor Elis PálssonReykjavík +354 533-2772

Hugrún SvavarsdóttirMosfellsbær+354 698-6465

Thorbjörg SigurdardóttirReykjavík+354 862 2021

Kolbeinn SigurjónssonMosfellsbær+354 566 6664 / 661-8654

v India

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

v Ireland

Paula HoranMullingar+353-444-1613

Sister Antoinette KeelanDublin+353 (01) 884 4996

Maggie O’MearaClonmel, Co. Tipperary+353 (87) 415 70 99

Over the summer, Billy committed todaily Koosh ball exercises and SymbolMastery work. He continued to master newtrigger words and worked with his “point”.Even his baseball game improved—somuch so that coaches wondered what he haddone. He told them that “off point” he couldtell what the pitcher was going to throw, andwhen the ball came at him, he went “onpoint” for an accurate hit!

With the start of school, Billy re-statedhe did not want to return to special education.We asked the school to re-test him. The testing, along with classroom observations by resource teachers, the principal, the schoolpsychologist and his classroom teacher,determined that he no longer requiredspecial education services. His 6th grade yearhas been a time of growth and preparation forlife ahead. His work with Davis techniquescontinues as he encounters advanced readingvocabularies and more independent work.With the exception of the tools and personalknowledge Billy acquired through Davis,“graduating” from special education wasmost crucial to healing his self-image andsetting him on course toward academic andpersonal success.

It doesn’t get any better than this…

—Ann, a Minnesota Mom

v

Testing Out of Special Ed:One Mom’s Story of Success . . .

Special Education separated a discouraged young boy from hispeers—The Davis DyslexiaCorrection® Program and New Hope Learning Centers, Inc. reunited him with his classmates!

Our son, Billy, had struggled at the endof 5th grade to read beyond a 3rd gradelevel. His negative attitude had reached acrisis point. He dreaded special education,which for two years had separated him frompeers and failed to advance his reading. Hestarted saying, “I’m dumb” and “I can’t dothings because I’m disabled.”

We enrolled him in the Davis DyslexiaCorrection® Program at New Hope LearningCenters, Inc. with the express goal of movinghim beyond special education. After workingwith Facilitator Margie Hayes in May of2004, Billy emerged happy and confident,knowing more about his unique abilities. Hisreading improved right away and it wasnoted that his fluency improved and he wasreading 6th grade material.

A smiling Billy Stout attests to the greatly improved attitude that came with academic and personal success.

Speaking of baseball . . .Advice and wisdomfrom the greats

“You just can’t beat theperson who never givesup”

–Babe Ruth (1895-1948)

“You hit home runs not by chance, but by preparation.”

–Roger Maris (1934-1985)

“Looking at the ball goingover the fence isn’t goingto help.”

–Hank Aaron (1934- )

PAGE 16 THE DYSLEXIC READER

v Israel

Luba AlibashRamat Hasharon/Tel Aviv+972 (09) 772-9888 or(052) 272-9532

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

Baruch KassiffKfar-Saba+972 9 766 2410

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

Silvia WalterBagno a Ripoli Florence +39 (055) 621 0541

Rafaella ZingerleCorvara In Badia+39 (0471) 836 871

v Japan

Helen Brittle-MatsukiTokyo +81 (03) 3795 5997

v Kenya

Debbie ShahNairobi +254 20 577 493

v LebanonSamar 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 BarcaFundamentals PresenterMéxico D.F.+52 (55) 5520 1883 or 5282 4196

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

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistDLS Workshop Presenter

Graciela Trevino GonzalezOlga Zambrano de CarrilloDDA-Mexico DirectorGarza GarcíaMonterrey+52 (81) 8335 9435 (Cont’d on p. 19)

A writer issomeone for whomwriting is moredifficult than it is for other people.

“

”—Thomas Mann, Nobel Prizewinning German Author

You Want Me toWrite a What?

following that statement of how my processis not necessarily the best or easiest way togo about writing a paper. To my own credit, I must say that I truly do try to write a goodpaper and I enjoy seeing the end product. Isimply lack the confidence in my writingabilities and that is my greatest challenge. I worry that what looks and sounds good tome—I admit to being a bit quirky—may lookand sound like a train wreck to someone else.For example, in high school, I would try tofollow all the rules and formats to producewhat I thought was an “A” paper. Regardlessof the effort and time spent, it inevitablycame back with a bold and glaring “D”; thus,the beginning of my essay-phobia.

Oddly enough, for all the difficulty Iexperience, I actually enjoywriting. I am a productreviewer for CNE Online.

On an issue-by-issuebasis, I am responsiblefor sending request

letters to companies forproducts to review. I then

write articles for themagazine critiquingthose items. My

editor loves my workand very rarely do my pieces

get “polished.” I’ve often wondered why can I write reviews

without any problems but when asked toconstruct an assigned essay, my brainbecomes mush? The only conclusion I havecome to is that my reviews are based on mypersonal opinions and knowledge andinvolve something I truly enjoy and careabout—children.

I know that you are probably askingyourself, “Why would Heather purposelytake an English class that involved weeklywriting assignments?” The answer for me issimple. I want to be the best that I can be. Idid not learn the writing process correctly the first time and now that I am older, and

by Heather Vietti

Thomas Mann hit the nail on the head! Tosome people, writing papers comes easily and naturally. Unfortunately, I am not one of those people. For me, writing a paper iscomparable to asking me to wrestle an alligator. And now my English 101 collegeteacher has asked me to jump feet first intothis quagmire of writing. If she had asked meto choose between the two, I probably wouldhave chosen the alligator!

My problem is not lack of ideas orunderstanding of the topic. It’s getting theideas and topics out of my head and onto thepage. My childhood writing started off a bitbackwards. After a few years of going by thename “rehtaeH”—for those not Dyslexicthat’s my name backwards—my second gradeteacher realized that I was having some problems. I spent the rest of the year re-learning how to read and write via a mirror.Needless-to-say, it put me a bit behind. But Dyslexia does have its up side.Some of the most creative people are dyslexic. Forexample, QuentinTarantino, Pablo Picassoand even Thomas Edisonare (or were) dyslexic. My mind works exactlythe same as some greatgeniuses. What I lack inwriting ability, I morethan make up for increativity.

Dyslexia is mygift according to RonDavis’s book The Gift of Dyslexia! Having aproblem with reading, writing, spelling ormath does not make me stupid. I may not bean expert in those subjects, but my gift allowsme to be curious, highly intuitive, andinsightful. I think mainly in pictures insteadof words. I have a vivid imagination. I am notdisabled. I am realizing my gift of mastery.I am a free writer and I am a free thinker! Ijust jump in and hope that something legibleappears. In fact, I was rather excited when Iread in Uncommon Threads by Newman,Bohner, and Johnson, that plunging headlonginto a topic is an actual way of developingideas. I’ll pretend I didn’t read the part

PAGE 17THE DYSLEXIC READER

v Mexico (cont’d)

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

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

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

Lucero PalafoxVeracruz+52 (022) 99 351302

Ana Elana Payro OgarrioCorregidora, Queretaro

+52 442 228 1264

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

Hester CnossenVeghel+31 (041) 337 5835

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

Johanna FokkensBeilen +31 (0593) 540 14

Pérola GonçalvesAmsterdam+31 (020) 636 3637

Jan GubbelsMaastricht+31 (043) 36 39 999

Sue Hillier-SmithBreukelen+31 (0346) 265 059

The Best of Both Worldsby Michele Siegmann, Davis Facilitator in New Hampshire

It has now been more than four years since I first gave my daughter, Mariah, then aged 8, the Davis Program. She was in third gradeand had hit a wall learning to read. Mariahwas frustrated and often felt stupid. I hadonly attended the Fundamentals Workshopand, looking back, it was only half the program that I currently give. Yet Mariahreceived what she needed and she discoveredfor herself so many of the applications of hertools. Being a gifted artist, she even figuredout for herself that she didn’t have to haveher mind's eye at her point when drawing.One year after her program, Mariah testedout of the public school's Special EducationProgram and was reading at grade level.

At the beginning of fifth grade, enteringa new school, she was given a reading testand heard the comment for the first time thatshe read well! She made great progress in herwriting skills that year, as well as buildingupon her reading skills. Her artistic skills alsoimproved.

Two days into our year-long boat trip,Mariah discovered just how nice it was toread when it wasn’t required! She read voraciously, about 35 books on her own thatyear. Mariah also started to write poetry forpleasure, keeping a tiny memo book with herat all times so that she could write when themoment struck.

Now Mariah is finishing 7th grade. Shehas entered three poetry contests and wonthree times. Mariah’s art continues to developand her peers are in awe of what she creates.She also writes well and in fact chose towrite a challenging paper on the Psychologyof Art, which included a section about thefunction of the right and left hemispheres ofthe brain while drawing! Recently, Mariahshared with me that she had mentioned to aclassmate that she is dyslexic. He said that hecouldn’t tell. Of course, I reminded her thatshe is a corrected dyslexic.

Mariah said, “Anyway, Mom, thank you.”Thank you, Ron Davis, and Charlotte Foster,too, for enabling my daughter to begin toreach her potential. She now has the best ofboth worlds, a love of reading and a greatability to disorient in order to enjoy the books.

v

The Forgotten BookstoreMariah Siegmann, July 2004

The old papery smell,Books that will never sell,

The pages too dog-eared and battered,Yellowed and used, but why does that matter?

Sink into an armchair in the cozy storeAway from the hectic traffic roar.

There’s intriguing history bound in drab,Instructing art books of when to dab,

The best birdwatchers' guide,Published diaries in which authors confide,

Poetry and picture books;Sit down, there’s many nooks.

Aboard a discovery shipLet your tuned awareness slip

Against the sparkle of water, every sail fliesFrom far away: white gleam;

picture of the skies.As you step onto distant land

Between your toes, feel the sand.

Brought back by the swish of a signAfter meeting the natives with

whom you were to dine.Now the bookstore’s closed.

Hat in hand you rose.Characters inert ‘til you read again

When they flow from the Fantasy Den.

Mariah Siegmann showing her artworkat an exhibition in May 2005.

PAGE 18 THE DYSLEXIC READER

v Netherlands (cont’d)

Judith HolzapfelDeventer +31 (0570) 619 553

Will HuntjensHorn +31 (0475) 589 238

Mia JenniskensEindhoven+31 (040) 245 9458

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

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Mw. Drs. M.H. LabrujèreZutphen Gelderland + 31 (0)575 543 211

Imelda LamakerHilversum+31 (035) 621 7309

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

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

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

Petra Pouw-LegêneBeek +31 (046) 437 4907

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

University of California and the SAT Exam

(Cont’d on p. 19)

teachers and unsatisfactory resources, yet students coming out of these substandardschooling environments are expected to compete against more fortunate studentsthrough SAT testing.

However, this is not the only display ofbias in a test that is supposedly standardized.The even more controversial unfair culturebias must come into consideration especially

by the schools who in thecoming years will continueto grant admittance tothose with an unfairadvantage. The SATblatantly caters to studentswho grow up in a house-hold where English is the commonly spokenlanguage and one or more parents are highlyeducated. Those who perform on the SAT withthe most success areraised in an environmentwhere a quick ear for thenuances of English grammar is developedand a diverse lexicon isobtained. This is morerare in black andHispanic households andthus a wide proportion of those applying to a UC have a remarkabledisadvantage.

For a test so biasedand with so many critics, it is difficult to seewhy this archaic tradition has been upheld.What even is its purpose? It was a test devisedto predict first year collegiate grades but thereare no studies that have tested the predictivevalidity of this test in subsequent schoolingand, in fact, while the test is a reliable one,the correlation between collegiate grades andthe original SAT score upon admittance consistently decreases. There also seems to be no formal correlation between a student’sgrade point average and their SAT performance.Women, who tend to receive better gradesthroughout high school, average 40 points

By Elise Bergerson

[Ed. This editorial was written by aCalifornia high school student. Although itfocuses on the University of California andthe Scholastic Aptitude Test (SAT), which isrequired for entrance by most universities inthe US, such examinations also occur inmany other countries.]

The SAT has failed miserably as an aide todetermine college admissions. This test is,and always has been, an invalid measure ofirrelevant criterion placedupon a lofty pedestal. It istime that the SAT I andmore narrowly tailoredSAT II tests be abandonedas a university entrancerequirement.

Luckily, but at alltoo slow a rate, criticismof this traditionallyrevered examination isincreasing. There are alarge number of collegesand universities considering, for the firsttime, the debate againstthe use of this test. Themost recent opponent tothe use of the SAT as anentrance requirement inthe UC system is theinfluential University ofCalifornia presidentRichard Atkinson whoargues that the SAT is abiased test with little address to the applicant’sgrasp of specific subjects. Atkinson goes onfurther to note perhaps the biggest and mostcontroversial flaw of the test being the disparitybetween test scores of those of “well-off”backgrounds and those of a lower socio-economic stature.

In fact, if one breaks down the figures,there is a direct linear correlation statisticallybetween income and SAT scores that raisesimmediate alarm. How is it ethical for a testwith an obvious economic bias to be used insuch circumstances that these tests, the SAT Iand II, are used? Few would negate the factthat urban areas tend to have a less qualified

This test [the SAT] hascreated an entire mindset

that punishes creative,independent thought.

PAGE 19THE DYSLEXIC READER

v Netherlands (cont’d)

Tonny StorHeerhugowaard+31 (072) 57 22 771

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

Mieke van DeldenLeek +31 (059) 4514985

Agnes van den Homberg-Jacobs

America Limburg+31 (077) 464 23 22

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

Rieja van der ValkAlmelo +31 (0546) 867 537

Hetty van der WellOss +31 (041) 263 6403

Annemarie van HofUtrecht +31 (030) 65 86 700

Drs. Marian J.A. vanLeeuwen/Woudenberg+31 (033) 286 3506

Sjakkelien van LierDeventer +31 (0570) 600 008

Gerard van PoppelGouda +31 (0182) 535 265

Juchke van RoozendaalOss +31 (0412) 690 312

Willem Van UlsenGroningen+31 (050) 542 3941

Karin Van WulfenBreda +31 (076) 514 4889

Tienke Veenstra-SierhsmaMeppel +31 (0522) 254 453

Lia VermeulenHuizen+31 (062) 3671530

Christien VosTolbert+31 (0594) 511 607

Lucie Wauben-CrutsElsloo +31 (046) 437 0329

Christa WiersmaDen Haag+31 (070) 355 3388

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

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

UC and the SAT Test (cont’d from p. 18)

You Want Me to Write a What? (cont’d from p. 16)

are penalized for over-thinking the test andconformity reigns as the new preeminentideal in education.

This is dangerous in the context for whichthis test is being used. As testing becomes thestandard by which students are judged, studentsand schools alike are in peril of forgetting

what emphases must be placed oneducation in favor of an easily

definable concrete numericalassignment. Colleges aredismissing the importanceof GPA combined with the

rigors of coursework. This isespecially nonsensical in thearena of the UC system. Why

is the system, which determines, and is fullyaware of, the standards for each and everyCalifornia public school so concentrated onthese test scores rather than other factors? Thetest should be offered as a mere option shouldsomeone see the opportunity to better representthemselves, through this facet, beyond gradepoint average. In all other cases, the SAT I andII are, at best, archaic, biased, and problematicways of determining the worth of a studentand should be dismissed by the UC system.v

lower than men on SATs, as an example. Furthermore, the test isn’t at all

predictive of how a student would perform inlabs, language classes, history classes, or othermore specific academic settings. The SAT Iis narrowly tailored to verbal drilling andalgebraic equations rather than focusing onthe wide range of skills and intelligencesobtained throughout an entirehigh school career. Proponentsfor standardized testing willretort by claiming that theSAT II picks up where itscounterpart is lacking, butthe SAT II hardly offers acomplete roster of courses withonly basic English, math, social studies, science,and with languages such as Arabic andRussian absent.

It comes as no surprise that such a narrow-minded test has such a narrow-mindedfocus. Despite the bias, the questionablevalidity, and the narrow tailor, the SAT, andstandardized testing in general, has an evenmore ignoble problem. This test has createdan entire mindset that punishes creative,independent thought. Highly creative thinkers

hopefully wiser, it is time to try again. Mygoals include concentrating on what is reallyimportant in writing a good paper. In regardsto organizing and composing, I would like totry out new styles and ideas. I have also setup a support system consisting of my husbandand mother to help me see weak spots in mypapers and keep me motivated when I getstuck. I intend to develop my gift. I hope totake from this course a completesense of the writing process.All I can do is my very bestand with time, I hope thatthe bar for my very best canbe raised. To quote CalvinCoolidge:

“Nothing in this worldcan take the place of persistence. Talent will not;nothing is more commonthan unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts.Persistence and determination alone areomnipotent. The slogan ‘press on’ has solved

and always will solve the problems of thehuman race.”

I am a mother of two beautiful littlegirls. One already prefers to wrestle alliga-tors than write a paper. But I know that shehas the gift of creativity and I will endeavorto help her “press on”. No wrestling in thequagmire for her! Her gift of dyslexia willhelp her soar into the realms of imagination

where no alligators lay in wait.Press on! That will be

my slogan for this semesterof English 101. My goal isthat by the end of this class,I’ll choose the paper over thealligator. v

About the author: Heather Viettiis currently a stay-at-home mom,

super nanny for two toddlers, fulltime student, and product reviewer/forum moderator for CNE. Her

passion in life is children and she hasbeen blessed with two wonderful ones. Zoe age 5and Estie age 3, can be seen in the banner at thetop of each page of CNE Online. (first published in Children of the New EarthOnline at www.childrenofthenewearth.com)

PAGE 20

v New Zealand

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

Jennifer ChurtonAuckland+64 (09) 360 4941

Raewyn MathesonInglewood+64 (027) 411 8350

Margot HewittNorth Canterbury+64 (03) 315 7722

Shelley McMeekenDunedin +64 3 456 5058

Sandra MoetraWhangarei+64 (09) 435 6822

Kerrie PalmaRodney+64 (09) 425 5941

Lorna Timms Christchurch +64 3 359 8556

v Oman

Patricia Lynne HodgeMuscat +968 698 596

v Philippines

Imelda CasugaBaguio City +63 (744) 42 29 01

v Portugal

Rita Alambre Dos SantosLisboa 1000-115+351 (21) 781-6090

v Republic of SingaporePhaik Sue ChinSingapore+65 6773 4070

Ann ChuaSingapore +65 9843 172

Constance ChuaSingapore +65 6873 3873

v South AfricaSara KramerCapetown+27 (021) 671 4634

v Spain

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

Silvia María SabatésRodrigoMadrid +34 (091) 636 31 44

v Switzerland/CH

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

(More photos on p. 21)

THE DYSLEXIC READER

Davis Training Successfully Launched In Kenya

In April 2005, two Davis workshops wereoffered in Nairobi, Kenya by Davis DyslexiaAssociation-UK and Dyslexia Africa. TheFundamentals of Dyslexia CorrectionWorkshop was presented by Robin Templeand Drs. Siegerdina Mandeman. The DavisLearning Strategies Workshop for PrimaryTeachers was led by Drs. SiegerdinaManadema.

Debbie Shah, who recently completedher Davis Facilitator Training Program, is theDirector of Dyslexia Africa. The drivingethos behind Dyslexia Africa is “to create aworld that works for everyone with no excep-tions, where every person is self-expressed,loved and valued just as they are and for allthey can become.” Its aims are to bring DavisLearning Strategies and the Davis DyslexiaCorrection Program first to the local community in Nairobi, Kenya, and ultimatelyto all of Africa.v

Juliet Banura, certainly makes mastering thealphabet look like fun. Juliet learnt to read at age 42 as a result of the Davis Program.

Two of the attendees at the Davis LearningStrategies Basic Workshop for Primary Teachers.Looks like they’re working hard and having fun!

Ten nationalities were represented by the

18 participants of the Fundamentals

Workshop! Among them, Kenya, Ethiopia,

South Africa, Mauritius, Germany, Holland,

UK, USA, and India.

PAGE 21THE DYSLEXIC READER

v Switzerland/CH (cont’d)

Monika AmreinZurich +41 (01) 341 8264

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

Ursula FischbacherOrpund+41 (032) 355 23 26

Edith ForsterEttenhausen+41 (052) 365 45 54

Heidi Gander-BelzDLS Workshop PresenterMonchaltorf+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

Ina KretzerBasel+41 (061) 278 98 88

Consuelo LangLumino +41 (091) 829 05 36

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

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

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

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

Véronique PfeifferZürich +41 (01) 342 22 61

Client Lovell, obviously a talented sculptor,proudly displays Rinturt, his “creation” forthe Create-a-Word exercise, and diligentlyworks on his model of “self.”

Gerda Barokos-Jeger – In Memoriam

Kenya (cont’d from p. 20)

On March 9, 2005 DDA-Switzerland losta dear friend. Gerda Barakos-Jegerpassed away after a long and courageousstruggle with cancer.

Gerda was a Davis Facilitator atLerninstitut Basel since its inception. Asa primary school teacher she came to usin hopes of helping all those strugglingchildren she had had in her classrooms.Her devotion to the principles of Davisshone in her work. Trained in DavisLearning Strategies, she became a valuable mentor to many teachers inSwitzerland.

Everyone here and abroad whoknew Gerda will remember her lovely,quiet humor and her graceful way ofbeing. We miss Gerda, and are thankfulthat we had the good fortune to haveknown such a strong and generous person.

Below is a verse written by RainerMaria Rilke. It accompanied Gerda eachday of her last months, and she drewgreat comfort from it.

Ich lebe mein Leben in wachsendenRingen,die sich über die Dinge ziehen.Ich werde den letzten vielleicht nicht vollbringen,aber versuchen will ich ihn.

Ich kreise um Gott, um den uralten Turm,und ich kreise jarhtausendelang;und ich weiss noch nicht, bin ich einFalke,ein Sturm oder ein grosser Gesang.

I live my life in ever-widening circles That spread out over all things.Perhaps I will not complete the last oneBut I will surely try.

I circle around God, around the ancienttowerI circle for thousands of years; And still I don't know, am I a falconA storm or a great song.

PAGE 22 THE DYSLEXIC READER

v Switzerland/CH (cont’d)

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

Margit ZahndEttingen+41 (079) 256 86 65

v United Arab Emirates

Linda RademanDubai +9714 348 1687

v United Kingdom

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

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

Jo Broughton Hitchin, Herts +44 (0)1462 435 166

Sue BullenAyrshire, Scotland+44 (01292) 591 797

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

aren’t any bit less smarter than an averagechild their age; most of them are maybe evenbrighter, but they are struggling, and everysingle one of their achievement costs themtwice more labor.

Could you help me? Could you giveme any specific directions? Advices? Hopeyou’ll be so kind and answer me. Thank youvery much!

—Daniella Boneva, a loving and very concerned mother from Rousse, Bulgaria

[Daniela was encouraged to read “The Giftof Dyslexia” and work from it to help Nadia.Below is the next letter we received from her.]

Thank you very much for your response!!!After I received it, I got the book “The Giftof Dyslexia,” read it several times, translatedsome of the chapters into Bulgarian, andwent through the correction (Orientation)procedure with my daughter. After she gother orientation point, things started toimprove day after day.

It is amazing how far she has becomefor only three months. Now she reads at 3rdgrade level (she’s in 4th), quite smoothly buta bit slowly. Her writing became much morecorrect and much more “readable”. And whatis so new and amazing to me is the fact itISN’T necessary to MAKE her read or write.She used to refuse doing anything for school,she used to cry when I asked her to read 4-5sentences, but it isn’t a case now. She wouldread 3-4 pages a day and would write a dictation EVERY day beside her homeworkand lessons. And she even offered to herbrother to help him with learning Englishwords (she doesn’t study English at school)!

I’m so thankful for your advice to readthe book and to try to help my girl bymyself. Now we are working on WordMastery. She likes working with clay, and it is like a funny game, but it made such adifference! From the other side, my daughterstill has trouble with Maths, and now afriend of mine (who I met on the DavisDyslexia Discussion Board) recommended toread another book – The Gift of Learning. Ihope I’ll have that book soon and will beable to work through it with my daughter.

With all the best,

—Daniella

[Here’s what happened after Daniela read“The Gift of Learning”]

Today, I want to share some great news withyou. I think I have written that my daughterstill has big trouble with math, and a friendof mine (a woman I got to know from yourdiscussion board) advised to try the strategiesin “The Gift of Learning.” And she sent methat book.

I read it several times, translated mostof it and started working on the correctionstrategy on math. We did Dial energy setting,and had just finished the basic concepts.Yesterday Nadia did in clay her last twobasic concepts - ORDER and DISORDER.We are about to start exercises for establishingorder. And here is what happened.

On Saturday evening we were havingdinner when my 8 year old son Bobby asked,“Mum, how many hours are there in a week?”“Well,” said I, “you know how many hoursare there in a day...” “Yes, there are 24,” saidhe. "And you know how many days are therein a week...” “Yes, there are 7 days,” was hisanswer. “Then you could say how manyhours are there in a week.” He said, “Thereare 7 times 24, I know, but I can’t calculateit.” He was disappointed. And at that moment, completely unexpectedly,Nadia said, “It is 168, so there are 168 hoursin a week,” and saying that, she looked at mein complete astonishment. I was in shock, Icouldn’t believe. I asked, “How did you doit?” “I don't know, Mum, said Nadia, I justlooked at the numbers with my mind eye andknew how to do it. I did 7 times 4 is 28 plus7 times 20 is 140 and it is 168 in all.”

Letters from Bulgaria (cont’d from p. 2)

Where is Bulgaria?

(Cont’d on p. 23)

PAGE 23THE DYSLEXIC READER

vUnited Kingdom (cont’d)

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

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

Angela JamesReading, Berkshire+44 (0118) 947 6545

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

Liz JollyFareham, Hants+44 (01329) 235 420

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

Madeleine MilesDereham, Norfolk+44 (01362) 861 136

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

Elenica Nina PitoskaLondon +44 (020) 8451 4025

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

Ian RichardsonBlaisdon Longhope, Glos+44 (0145) 283 0056

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

Judith ShawSt. Leonards onSea/Hastings, East Sussex +44 (01424) 447 077

Dyslexia KentRichard WhiteheadDDA DirectorDLS Workshop PresenterMargarita WhiteheadDDA DirectorStaplehurst, Kent+44 (01580) 890 321

Lynne SmithBrighton, East Sussex+44 (01273) 723 920

Much anticipatedRussian Edition ofGift of DyslexiaNow Available

Luba AlibashE-mail: moogy@netvision.net.il Languages Spoken: Russian, Hebrew3/9 Menachem Begin StreetRamat Hasharon 44837, IsraelTel: 972-9-7729888 Mobile: 052-2729532

Annette Dietrich Languages Spoken: Russian, GermanAnnette Dietrich, Diplom-ForderlebrerinMaurer Lange Gasse 85, A-1230 Wien, Österreich, Tel: 0043/1/888 90 25

Margarita Viktorovna WhiteheadDDA-UK DirectorE-mail: homeo@cnhl.info Web site: www.dyslexia-kent.co.uk

The Gift of Dyslexia, Russian EditionPublisher: Center for Learning Correction20 Ha’shhafim, Ra’anana 43724, IsraelTel: +972 09-772 9888 Fax: +972 09-772 9889Email: moogy@netvision.net.ilPrice: 59 N.I.S ($14USD)

Languages Spoken: Russian, EnglishDyslexia Kent, Slaney Place, Headcorn Rd,Staplehurst Kent TN12 0DT, EnglandTel: 01580 890321Fax: 0870 4320317

Richard Whitehead M.A., M.Phil.DDA-UK DirectorDLS School Mentor & Workshop PresenterE-mail: dyslexia@cnhl.info Web Site: www.dyslexia-kent.co.ukLanguages spoken: English, German,Russian, Polish, FrenchDyslexia Kent, Slaney Place, Headcorn Rd,Staplehurst Kent TN12 0DT, EnglandTel: 01580 890321Fax: 0870 4320317

Letters from Bulgaria (cont’d from p. 22)

You can’t imagine how we all looked.Maybe it was a funny picture for somebodywho couldn't understand the situation. Nadiacouldn’t believe she did it by her own. Andasked me again and again, “Mum, did I do itby myself?” and we did many similar tasks,and she did all of them perfectly.

On Sunday she got up earlier than usuallyand asked again to “do that kind of math,”and she still could do them. I can’t describe to

you how happy my girl was, how were hereyes shining. And she was anxious to go onwith exercises, because, “Mum, obviously thestrategies in these books really work!”

Just had to share this one. Have a niceday! And thank you again!!!

—Daniela

v

Russian-speaking Davis Facilitators

vUnited Kingdom (cont’d

Barbara TimminsSolihull+44 (015) 6477 2657

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

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

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

Paul Francis WrightBarton Upon Humber,North Lincs +44 (01652) 636 676

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

CaliforniaReading 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 HirstRiverside+1 (951) 653-9251 or(909) 241-6079

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

PAGE 24 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

••

D

AV

I SD Y S L E

XI

A

AS

SO

C

I AT I O N I N T E R N

AT

IO

NA

L

®

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 children with the self-directed ability to be physically and mentally focused on thelearning task at hand.

Davis Symbol Mastery enables childrento master the alphabet letters, punctuationmarks and basic sight words with a simple,easy and fun alternative to pencil-paperactivities and drill.

Davis Reading Exercises improve accuracy with word recognition and comprehension.

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

To purchase a kit, use our secure on-lineordering at:www.dyslexia.com/bookstore

or call our toll-free number: 1-888-999-3324

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

v United States/California (cont’d)

Michelle PalinSanta Cruz+1 (831) 419-8338

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

Alice J. PrattJacksonville+1 (904) 389-9251

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

Rita & Eugene Von BonNavarre+1 (850) 939-2313

GeorgiaScott 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

KentuckyRochelle AbnerWinchester+1 (859) 513-2662

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

PAGE 25THE DYSLEXIC READER

1.All of them. Every month has at least 28 days.2. 1 hour. If you take a pill at 1 o'clock, then another at 1.30 and the last at 2 o'clock, they

will all be taken in 1 hour.3.1 hour. It is a wind up alarm clock which cannot discriminate between a.m. and p.m.4.70. Dividing by half is the same as multiplying by 2.5.9 live sheep.6.The match.7.White. If all walls face south, the house must be on the North Pole.8.Two apples. I HAVE 3 APPLES, YOU TAKE 2, WHATDO YOU HAVE?9.None. It was Noah, not Moses.10.YOU are the driver.

Dream Test for Picture Thinkers

0-3 Jumps to conclusions easily. Very gullible.4-7 Gets things right half the time.8-9 Very good picture-thinking skills. Hard to fool. 10 Primarily a picture thinker. Very logical. Impossible to fool.

2. If a doctor gives you 3 pills and tells you totake one pill every halfhour, how long wouldit be before all the pillshad been taken?

3. I went to bed at eighto'clock in the eveningand wound up my clockand set the alarm tosound at nine o'clock inthe morning. How manyhours sleep would I getbefore being awoken bythe alarm?

4. Divide 30 by halfand add 10. Whatdo you get?

5. A farmer had 17sheep. All but 9died. How manylive sheep wereleft?

6. If you had only onematch and entered acold and dark room,where there was an oilheater, an oil lampand a candle, whichwould you light first?

8. Take 2 apples from3 apples. What doyou have?

9. How many animals of each species didMoses take with him in the Ark?

1. Some months have30 days, somemonths have 31days. How manymonths have 28days?

ANSWERS BELOW. GOOD LUCK!

SCORING

7. A man builds a housewith four sides of rec-tangular construction,each side having asouthern exposure. Abig bear comes along.What color is the bear?

10. You drive a bus with 43 people aboard from Chicago, stop in Pittsburgh to pick up 7 more and drop off 5, stop in Cleveland to drop off 8 and pickup 4 more, and arrive inPhiladelphia 20 hours later.What's the driver’s name?

v United States/Louisiana (cont’d)

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

MichiganNicki CatesSaint Clair Shores/Detroit+1 (586) 801-0772

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

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

Michele WellmanAlma/Lansing/Grand Rapids+1 (989) 463-5276

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

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

Patricia HenryKansas City+1 (816) 361 6563

MontanaKimberly BezansonSeeley Lake +1 (406)-677-3076 or 499-0220

Elsie JohnsonKalispel +(406) 257-8556

Linda Jo PriceBozeman+1 (406) 586-8218

Nancy SittonWhitefish +1 (406) 863-9844

Robin ZealWhitefish+1 (406) 862-6210

NebraskaShawn CarlsonLincoln+1 (402) 420-1025

PAGE 26 THE DYSLEXIC READER

(Cont’d on p. 27)

Debbie Shah co-foundedDyslexia Africa to promoteawareness of dyslexia in Africaand to support individuals,schools and other groups withthe mutual goal of preventingand correcting leaning difficulties.The Breakthrough LearningCentre in Nairobi, where

Dyslexia Africa is based acts as a resource centrefor teachers, therapists, parents and dyslexics.Davis Facilitator Training courses and DLSworkshops are arranged in Kenya in conjunctionwith DDA-UK. A founding parent of the NairobiWaldorf School, Debbie has sought to find waysfor all children to excel. Ron Davis’ work madeher picture complete. “Introducing DLS into allAfrican schools is my dream–no child need everbe left behind or excluded because of a learningdifference.” The company mission statement “tocreate a world that works for everyone with noexceptions, where every person is self-expressed,loved and valued just as they are and for all theycan become” is the driving ethos behindDyslexia Africa. “Creating donor partners forlocal schools and children is the next step inimplementing further training in Africa.” Debbielives in Nairobi and is the mother of 4 children.Dyslexia Africa, PO Box 152, Nairobi, 00502,Kenya, Africa. +25 (420) 577 493.Debbie.shah@africaonline.co.ke

Zoe Deliakidou is a graduatefrom the Dept. of Psychologyat Aristoteles University inThessaloniki, Greece.Ploutarhou 32, Kifisia,Kalamaria, Thessaloniki 55134,Greece. +30 (2310) 43 45 10.Zdel@in.gr

Silvana Ines Rossi trained with the DDA-Mexico and is the first Davis DyslexiaCorrection Facilitator in Argentina. Palestina1118 2A, Buenos Aires, Argentina. +54 (1148) 65 38 98. lelijota305@hotmail.com

Rita Alambre Dos Santos has a degree inSpecial Education and Rehabilitation and is ourfirst licensed Facilitator in Portugal! “For pastthe six years I have been working in multipleareas such as children with Down Syndrome,Autism and Dyslexia. I am the managing directorof Fundacao Renascer.” Av. Defensores deChaves, 85 - 4º Esq., Lisboa 1000-115, Portugal.+35 (121) 781-6090. rita.alambre@fundacaorenascer.pt

Newly Licensed Davis Facilitatorsand DLS Workshop Presenters

A special welcome to our first Davis facilitators inKenya, Argentina, Greece and Portugal!

Ana Elana Payro Ogarrio, Bosque deViena #15, Frac. Colinas del Bosque,Corregidora, Queretaro 76900, Mexico. +52 (4422) 28 12 64. centroaprende@yahoo.com

Hilda Fabiola Herrera Cantu, Pino No.1710 in 3 Co. La Campiña, Culiacan, Sinaloa CP80060, Mexico. 52 (8166) 77 15 01 19. fabiola_herrera@hotmail.com

Corinne Couelle is the mother of a dyslexicchild, Laurene. Her tremendous improvement atschool after a Davis Program induced Corinne tobecome a Facilitator so that other French childrencould benefit from Davis, too. Corinne lovesworking with kids, receiving friends at home,gardening, discovering and having fun. She isproud and happy to become a Facilitator andhopes she will help many struggling students.She is deeply grateful to Ron Davis for his workand thanks him today, as she done for manymonths from the bottom of her heart. ActionDyslexie et Difficultés d'Apprentissage, 13 Routede Savigny, 21380 Marsannay-le-bois, France.+33 (380) 35 79 53.corinne_couelle@hotmail.com

Christien Vos “Working in aPrimary School as a teacher, Isaw every day frustration ofkids, parents and teachers:problems with learning, behaviour and a growing lackof self confidence. In my center, as a Davis Facilitator, I hope I can really help these

people by showing them the toolbox of RonDavis.” Denken in Beeld, de Baander 8, TolbertGroningen 9356CM, Nederland. + 31 (594) 5116 07. c.a.vos@zonnet.nl

Baruch Kassiff “I becameinterested in Davis after Ivideotaped Ron’s Presentationin Israel. I started to understandRon’s ideas about the “MindsEye” and how to use it to ouradvantage. It seemed to me tobe such a natural way to helppeople to gain control overtheir lives. This led to my

becoming a Davis Facilitator.” 6/9 Rivka GruberStreet, Kfar Saba, 44471 Israel. +97 (297) 66 21 40.bruce48@netvision.net.il

Ina Kretzer Minerva Schulen, St. Alban, Vorstadt 30132, CH-4052 Basel. +41 (061) 278 98 88. Kretzer@minerva-schulen.ch

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 YorkAnn HassigGouverneur+1 (315) 287-0531

Hadar Lily HellmanNew York City +1 (212) 781-3689 or +1 (718) 614-8240

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

Jean MoserWinston-Salem+1 (336) 765-6310

North DakotaKaren NelsonBismarck+1 (701) 527-5367

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

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

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

OregonGary IvesPortland +1 (503) 238-7449

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

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

PAGE 27THE DYSLEXIC READER

Ann Hassig “I am a formerSpecial Education teacher andwas very concerned when myown son had trouble with reading and math. He made thesame mystifying mistakes myhigh school LD students used

to make and was in danger of being held back insecond grade. I knew the school didn’t have anything to help him so I searched online andfound “The Gift of Dyslexia.” In a short time myson was reading on grade level. When “The Giftof Learning” came out I got that and within amonth his math was on grade level. He told merecently, ‘I used to think I was stupid and couldn’t do anything. Now I read better and feel I can do anything.’ The improvement in hisself-esteem was dramatic. I decided to become a Davis Facilitator so I could help people gaincontrol of their gift and overcome learning problems.” Turning Point Dyslexia Correction,Gouverneur, NY 13642, USA. +1 (315) 287-0531.ahassig@usadatanet.net

Nicole Cates With degreesin Language and InternationalTrade and Finance, Nickichanged career paths after discovering the Davis DyslexiaCorrection Program and thebenefits therein. Volunteerwork with children in manycapacities led to the desire to

work with children full-time. After discoveringher son Jacob was dyslexic, she trained in 2003& 2004 to become a facilitator herself. “I feel sograteful to have discovered the Davis DyslexiaCorrection Program, seeing the positive changesit makes in so many lives!” She is dedicated anddetermined to help as many children and peopleas possible through this program. Nicki has afull-time practice in Southeast Michigan andworks with children and adults ages 7 and up.Dyslexia and Learning Solutions, 22777 HarperAvenue, Saint Clair Shores, MI 48080-1868,USA. +1 (586) 801-0772. nc@dyslexiaandlearningsolutions.com

Michelle Palin received her degree from GeorgeWashington University,Washington, D.C., in Sociologywith a minor in Spanish. Shehas a successful career in thefield of social research whereshe worked with leadingresearch institutions in the

country to complete large quantitative and qualitative studies in such topics as cancer,aging, HIV and other diseases. After 10 years inresearch Michelle decided to find work that wasmore personally fulfilling. Becoming a certifiedDavis Dyslexia Facilitator in April 2005 hasbeen the highlight of Michelle’s career. On a

personal note the Davis Program has also helpedher overcome longtime reading, speaking andwriting issues. She’s looking forward to startingOpen the Door Learning in Santa Cruz, CA andworking closely with the Davis DyslexiaCorrection Center in Burlingame, California.Open the Door Learning, Santa Cruz, CA 95060,USA. +1 (510) 333-5759. mpalin@sbcglobal.net

Yuko Kimura McCullochhas a PhD from OxfordUniversity in DevelopmentalPsychology. “I came acrossDavis through Sue Hall, aFacilitator here in Vancouver.She invited my husband andme to hear Ron Davis speak

about his life – that was the hook. I have takenthe leap from academics to becoming a DavisFacilitator. I am Japanese by birth, but have livedin Hong Kong, Indonesia, Japan and the UnitedKingdom. Having settled in beautiful Vancouver,Canada, I am looking forward to joining forceswith the other Davis Facilitators here to do won-derful things for Davis. I am married and havethree children. My middle son is autistic and Iam presently trying to orient him using theAuditory Fine Tuning procedure.” 4333 KevinPlace, Vancouver, British Columbia, V6S 2K7Canada. +1 (604) 222-2258.yukomcculloch@telus.net

Hadar Lily Hellman wasborn and raised in New York.She was often reported by herteachers as “not living up to herfull potential.” While in actingschool she was surprised to findherself still struggling to readand understand plays. A friend

suggested she might be dyslexic, yet Hadar foundit hard to believe. It wasn’t until she read “TheGift of Dyslexia” that she could identify herselfas such. The book truly opened her up and gaveher the liberating feeling she was not alone. Aftercompleting the Davis Dyslexia CorrectionProgram, her life improved tremendously. “Sincethen I have had the strong desire to reach out andhelp others who have had difficulties in school.”Art of Learning, 710 West 173rd Street, #25, NewYork, NY 10023, USA. +1 (212) 781-3689 or(718) 614-8240. artoflearning@gmail.com

Tina Panaritis “I havemajored in education and workedas a research coordinator for 17years. My son completed theDavis Program in 2002. Theresult of his success with theDavis methods inspired me tobecome a Davis Facilitator and

bring this program to Quebec. My son had lowself-esteem and was struggling in school, butsince he completed the program it has changedhis outlook of himself in a positive way. I amlooking forward to helping others benefit from

(Cont’d on p. 28)

New Facilitators (cont’d from p. 26)

PAGE 28 THE DYSLEXIC READER

v United States/ South Dakota (cont’d)

Carina LittleWatertown +1 (605) 886-8415

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

Glyndene BurnsLubbock +1 (806) 781-4891

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 LewisLubbock +1 (806) 771-1385

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

Dorothy OwenSupervisor-SpecialistPlano/Dallas +1 (972) 447-8327 or+1 (866) 822-2441 (Toll Free)

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

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

Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164

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

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

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

this program and change their outlook of themselves.” Dyslexia-Mastery, Montreal,Quebec, Canada. +1 (514) 862-9164.Tina@dyslexia-mastery.com

Mieke van Delden is ateacher in primary education.She worked as a remedialteacher and coordinator forchildren with special needs. Mrs.Nel Ojemann educated Miekein signalising the children’sway of perception. She hasalso followed the course ofDavis Learning Strategies®.

Mieke has her own office as a Davis providercalled “in-huis” (At Home). “Teaching to trust in what you have is what I call “the Gift.”Oldenoert 25,Leek, 9351 KT, Nederland. +31 59 451-4985. mieke25@home.nl

Lia Vermeulen is a remedialteacher with a diverse approachto learning disabilities containing Body and BrainGym, Edukinesiology, NLP,and Picture Thinking by NelOjemann. “Still there wassomething missing. The Davis

Program was the answer. It gives an importantchange in the ability to learn successfully. Thestudents gain a higher sense of self-esteem. It isa privilege to help them do so.” KWDD,Naarderstraat 225, Huizen (NH), 1272 NJ,Nederland. +31 (062) 367 1530. Lia.vermeulen@tiscali.nl

Debra D’Aversa has a B.Adegree in Psychology. “As amother of three children, twoof whom are dyslexic and onedevelopmentally delayed, Icould see how my children did not fit into the educationalsystem. After my son completedthe Davis Program, I knew that

my path had been decided. As a Davis Facilitator,I can help other people who have special gifts andintelligences to use the Davis tools and realizetheir full potential, too.” Awakening Acorns,Leamington, Ontario, Canada. +1 (519) 322-1297.debra.daversa@sympatico.ca

Christine Bleus Route deChoudans, Saint Jean deGonville, 01630 France. +33 450 56 40 48.christine.bleus@libertysurf.fr

Eugene Von Bon is in a private practice with his wife,Rita. “I have a military servicebackground unrelated to education, yet uniquely qualified in the broad area of Logistics and Resource

Management, as well as a background inCommunity Theater as a performer, producer anddirector. My hobbies are my recently acquired amotorcycle, riding in local area only, and pursuingmy lifelong goal of obtaining a Private Pilotslicense. Paradise Learning Unlimited Services(PLUS), 2417 Ashwood Way, Navarre, FL 32566.850-939-2313. vonbone@bellsouth.net

Brenda J. Osadchy is nowstudying for her Master ofSpecial Education from theUniversity of Flinders,Adelaide, Australia. She hasbeen a special education teacherfor over 30 years working with

adults and children to solve their ‘reading,’‘writing’ and ‘rithmetic’ challenges. The Davis“tools” are truly life-changing and will continueto be an integral part of her classroom’s “nest”strategies. Using the Davis programs in her private tutoring business, Total Learning Services,will help her to serve students in her community.Total Learning Services, 8 Poplar Court NE,Medicine Hat Alberta T1C 1R3 Canada. +1 (403) 529-7902. brendaosadchy@yahoo.ca

Paula Horan “My backgroundis that of a parent of a dyslexicchild, who improved wonderfullyafter a Davis Programme. I subsequently trained in thisincredible method and presentlysee children and adults atMullingar. My youngest client

was 8 and my eldest 68—it’s never too late.”Dyslexia Correction Centre @ Mullingar,Harbour Street, Mullingar, Ireland. +353 (044) 41613. path1@eircom.net

Hetty van der Well“Dyslexia is a word that alwayscatches my attention because ofmy three dyslexic children.After reading “The Gift ofDyslexia” I knew that bybecoming a Davis Facilitator

myself, I would be able to not only help my children,but also others to overcome their learning difficulties and rebuild their self-esteem.” EchtWell, Staringstraat 332, Oss 5343 GP Nederland.+31 (041) 263-6403. hettyvanderwell@home.nl

Hester Cnossen “I am aqualified teacher at a primaryschool. My specialization isworking with children withlearning disabilities. With theDavis method I discovered

(Cont’d on p. 29)

New Facilitators (cont’d from p. 27)

PAGE 29THE DYSLEXIC READER

vUnited States/Washington (cont’d)

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) 752-5723

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

This Directory is current as of August 30, 2005. It issubject to change. Between

newsletter issues, newFacilitators are added, andoccasionally, some becomeinactive. However, the Davis

Providers list atwww.dyslexia.comis always up to date.

there is a possibility that children really learn tounderstand and manage their own problems. Thatmakes a big difference with the ‘common’ educationsystem in the Netherlands.” Hester abc-counseling,Meijerijstraat 24, Veghel 5461 HJ Nederland. +31 41 337 5835. abc-counseling@planet.nl

Ratnávali de Croock “I workedfor many years as a trained nurse inhealth services. I have always beeninterested in dyslexia and thisincreased when one of my nephewsturned out to be dyslexic. Thanks tothe lecture about the Davis Dyslexiamethod, I discovered my owndyscalculia and decided to train as

a Facilitator. That was a very good decision for mylife. I am doing this work with a lot of enthusiasmand I find it very satisfying.” Mangolialaan 14,Oudorp 1829 EJ Nederland. +31 (072) 511 6881.cmdecroock@zonnet.nl

Carina Little “I was fortunate togrow up on a ranch in central SouthDakota as part of a family deep inChristian values. After graduatingfrom college with degrees in mathand computer science, I startedteaching math in the public schoolsystem. After several years teaching,raising my four children took

precedence over my personal career. I was introducedto the Davis program when one of my own childrenhad reading problems in the third grade. The thrill ofwatching the lights go on in my little boy and thechange in his attitude gave me all the incentive Ineeded to leave mass education behind and become aDavis Facilitator.” 17532 454th Avenue, Watertown,South Dakota 57201-7693. +1 (605) 886-8415. tclittle@itctel.com

Margot Hewitt “My backgroundwas as an early childhood teacherfor fifteen years and a trained primaryschool teacher. In all my years ofworking with young children, I neverhad the experience or knowledge, tohelp individuals overcome theirsocial or learning differences, orhelp them reach their potential. We

live on a farm and have three children. Two of ourchildren are dyslexic, which is the reason I becameinvolved with the Davis Methods. Our son did aDavis Program and we were very encouraged by hisprogress and so inspired by his facilitator, that Iattended a Fundamentals course. From there I went on to complete my training, which was an amazinglearning experience. Thanks to the training and support I have received, I now look forward to makinga difference to ‘unique thinkers’ from my homeoffice.” Unique Thinkers, PO Box 229, HanmerSprings, North Canterbury, New Zealand. +64 (03) 315 7722. r.Hewitt@clear.net.nz

Kerrie Palma, herself adyslexic, came across theDavis Methods as she searchedfor a solution to her daughter’sdyslexia. Kerrie relates stronglyto dyslexia being a gift—and is passionate about assistingchildren and adults to be able

to view dyslexia in this way. “It is a privilege toplay a small part in helping someone to achievetheir goals and pursue their dreams.” Kerrie andher daughter both completed a Davis CorrectionProgramme and have seen wonderful results.Kerrie is part of the first group of facilitatorstrained in New Zealand through DDA-Pacificand was privileged to have Ron Davis lead theworkshop components of her facilitator training.Kerrie is based at 8 Amanda Lane, Snells Beach,Rodney, New Zealand. +64 (09) 425 5941.Kerrie@picturethinkers.co.nz

Ian Richardson “My business name is ‘Glad to beDyslexic’ as I love being a picture thinker. I wouldn’t wantto be any other way. I also lovebuilding and making sculptures,so when I am not helping otherpicture thinkers realize their

huge potential, I’m in my own workshop creating art works.” My web address iswww.gladtobedyslexic.co.uk Glad to beDyslexic, The Old Mill, Blaisdon Longhope,Glos. UK GL17 0AH. +44 (0145) 283 0056.blaisdonites@yahoo.co.uk

New Davis Learning StrategiesWorkshop Presenter

Heidi Gander-Belz is aDavis Facilitator since January,2002, as well as a schoolteacher for over 20 years. Shelooks forward to working withDDA-CH to introducing DavisLearning Strategies Workshops

to many Swiss teachers and schools.Himmelsbergstrasse 41, 8617 Monchaltorf,Switzerland. +41 (01) 948 1410.hganderbelz@gmx.ch v

The Davis Facilitator Training Program requires approx. 400 hours ofcourse work.The Davis Specialist Training Program requires extensive experienceproviding Davis programs and an additional 260 hours of training.Specialists and Facilitators are subject to annual re-licensing based uponcase review and adherence to the DDAI Standards of Practice. Davis Learning Strategies Mentors and Workshop Presenters areexperienced teachers and trainers with 2-3 years of specialized trainingand experience mentoring classroom teachers of children 5-9 years of age.For information about training and a full directory of Davis providers,see www.dyslexia.com/providers.htm or call +1 (650) 692-7141 ortoll-free in the US at 1-888-805-7216.

Davis Training Programs

New Facilitators (cont’d from p. 28)

PAGE 30 THE DYSLEXIC READER

Would you like to…• Improve the reading skills of all the children in your

class regardless of their learning style?• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• With research methods that are flexible and easily fit

into and enhance any existing curriculum?

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

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

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

Included are:• Detailed Manual with suggested year-long guides,

black-line masters, and numerous tips for each Strategyand various curriculum activities. ($45 value)

• Videotape demonstrating each classroom strategy. ($30 value)

• Workshop Kit: includesall the materials neededto start and proceed withconfidence working withstudents: alphabet strip,letter recognition cards,clay, clay cutter, twoKoosh® balls, dictionary.($90 value)

• Post-workshop e-mail consultation with a Davis LearningStrategies Mentor, as needed.

• Verification of Attendance letter.• Refreshments and deli lunch.

Workshop hours: 9am-4pm with one hour lunch break.

Cost: $595 per person (US only)

Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California StateUniversity. Cost is $44 per unit, plus $35 administrative fee.A written assignment, which can be completed before andduring the workshop, is required.

Would you like to bring a DLS workshop to your school/area?Call 1-888-805-7216 and ask for Paula McCarthy.

Basic Workshop forPrimary Teachers

Canada (Oakville/Burlington, Ontario)15-16 Oct. 2005Instructors: Rhonda Clemons & Colleen MillslagleEmail: info@davislearn.comTel: +1 (888) 805-7216

United Kingdom (Staplehurst, Kent)12-13 Oct. 2005Instructor: Richard WhiteheadEmail: info@davistraining.co.ukTel: +44 (01580) 892 928

Switzerland (Basel)11-13 Nov. 2005Instructor: Heidi Gander-Belz, Language: GermanEmail: office@dda.chTel: +41 (061) 273 81 85

Kingdom of Bahrain10-12 Sept. 2005Instructor: Carol ForsterLanguage: English, Arabic Tel: +973 3930 5011 or +973 3968 9601Email: sbiblind@batelco.com.bhPoland

Poland (Warsaw)25-27 Nov. 2005Instructor: Richard WhiteheadLanguage: PolishE-mail: info@dysleksja.net Tel: +48 598 400 472

India (Mumbai)1-3 Dec. 2005Instructor: Richard WhiteheadEmail: info@davistraining.co.ukTel: +44 (01580) 892 928

Visit www.davislearn.com for the most current information.

To register:call 1-888-805-7216 (toll free)

or fax 1-650-692-7075

2005 DATES & LOCATIONS

PAGE 31THE 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 STATES15 - 18 Nov. 2005Washington, D.C.Presenter: Gerry GrantDorothy@acomprehensioncenter.comTel: +1(866) 822-2441 toll-free

• 30 Jan. – 2 Feb. 2006• 10 - 13 July 2006San Francisco, CaliforniaPresenter: Cyndi DenesonEmail: training@dyslexia.comTel: +1 (888) 805-7216

14 - 17 Mar. 2006Dallas-Ft. Worth, TexasPresenter: Gerry GrantDorothy@acomprehensioncenter.comTel: +1 (866) 822-2441 toll-free

18 - 21 Sept. 2006Washington, D.C.Presenter: Gerry GrantDorothy@acomprehensioncenter.comTel: +1 (866) 822-2441 toll-free

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

6 - 9 Nov. 2006Dallas-Ft. Worth, TexasPresenter: Gerry GrantDorothy@acomprehensioncenter.comTel: +1 (866) 822-2441 toll-free

UNITED KINGDOM7 - 10 Nov. 2005Addington, KentPresenter: Siegerdina Mandema& Robin TempleEmail: uk@dyslexia.comTel: +44 (01580) 892 928

CANADA24 - 27 Oct. 2005Halifax, Nova ScotiaPresenter: Gerry GrantEmail: ggrant@dyslexia.caTel: +1 800-981-6433 toll-free

DEUTSCHLAND1 - 4 Oct. 2005: HamburgPresenter: Ioannis TzivanakisLanguage: GermanEmail: germany@dyslexia.comTel: +49 (040) 25 17 86 22

POLAND19 - 22 Nov. 2005: WarsawSponsor: DDA-UKEmail: info@dysleksja.netTel: +48 598 400 472Presenters: Ioannis TzivanakisLanguage: German, Polish

PORTUGAL24 - 27 Oct. 2005: Lisbon

Sponsor: DDA-UK/Rita AlambrePresenters: Robin Temple &Siegerdina MandemaLanguage: English withPortuguese translationEmail: rita.alambre@netcabo.ptTel: +351 912 226 717

SWITZERLAND3 - 6 Nov. 2005: BaselPresenter: Bonny BeuretEmail: office@dda.chLanguage: GermanTel: +41 (061) 273 81 85

2005-2006 FUNDAMENTALS 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)

NOTE: All workshopsare in English unless

otherwise noted.

Continued on page 22

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

~

DDA-PacificPO BOX 46023Herne BayAuckland, New ZealandTel: +64 (09) 361 6115Fax: +64 (09) 361 6114E-mail: pacific@dyslexia.com

DDA-CHFreie Strasse 81CH 4001 BaselSWITZERLANDTel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41E-mail: ch@dyslexia.com

DDA-DeutschlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: germany@dyslexia.com

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

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-mail: mexico@dyslexia.com

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

DDA-UKSlaney Place Headcorn RoadStaplehurst, Kent TN12 0DJ.Tel: +44 (01580) 892 928 Fax: +44 (01580) 890 321E-mail: uk@dyslexia.com

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: ddai@dyslexia.com

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

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

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

Participants will learn:• How the Davis procedures were developed.

• How to assess for the “gift of dyslexia.”

• How to help dyslexics eliminate mistakes and focus attention.

• The Davis Symbol Mastery tools for mastering reading.

• How to incorporate and use proven methods for improvingreading, 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

1-4 Oct. 2005 Hamburg Germany

24-27 Oct. 2005 Lisbon Portugal

24-27 Oct. 2005 Halifax, Nova Scotia Canada

3-6 Nov. 2005 Basel Switzerland

7-10 Nov. 2005 Addington, Kent UK

15-18 Nov. 2005 Washington, D.C. USA

19-22 Nov. 2005 Warsaw Poland

30 Jan-2 Feb 2006 San Francisco, CA USA

14-17 Mar. 2006 Dallas/Ft. Worth, TX USA

10-13 July 2006 San Francisco, CA USA

18-21 Sept 2006 Washington, D.C. USA

6-9 Nov. 2006 Dallas/Ft. Worth, TX USA

2005-2006 International Schedule

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

U.S. Fees and Discounts• $1175 per person• $1125 for DDAI members or groups of two or more • $1075 if paid in full 60 days in advance• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership,

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