The Dyslexic Reader 2012 - Issue 60

THE DYSLEXIC READER PAGE 1

Dys lex ic Read er• • • ˜´ ´VOLUME 60 ISSUE 1 • 2012DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

The

By Kelly Attebery

In November of 2009 our oldest, Alice, went through her Davis Program with amazing results. At that time we realized how diffi cult it was for most parents in the state of Wyoming to get their children screened for dyslexia. We did all of our

IN THIS ISSUE

News & Feature Articles A Committed Mom and Her Daughters ...... 1, 3Journey Out of the Fog .........................1, 4-5The Dyslexic Brain ......................................3Every Child, Every Day .............................5-7Sleeping in Pellucidar ...........................11, 12Sleeping on Earth ................................ 12, 13Book Review: The 13 Clocks .........................14In The News ........................................ 18-20

Regular FeaturesIn the Mail ..................................................2Q&A ......................................................8-10Lazy Reader Book Club.........................15-17Famous Dyslexics Remember .....................21New Davis Licensees ........................... 22, 23Davis Workshops .................................26, 27

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own research before fi nding The Gift of Dyslexia and seeking out Crystal Punch. Crystal, a Davis Facilitator and Davis Learning Strategies (DLS) Mentor in Centennial, Colorado, became Alice's Facilitator. At that time before a child could be tested for dyslexia in our state, she would have to test three years behind in reading and get placed in Special Education. For obvious reasons this seemed a bit harsh and not conducive to Alice becoming a happy student.

A Committed Mom And Her Daughters Create Real Change In Wyoming

By Donna Northcutt, Davis Facilitator in Grapevine, Texas, United States

I attended school in the sixties and seventies. Back then, I felt as if I was living in a thick fog. I struggled with dyslexia and symptoms of attention defi cit. In the second grade, reading challenges put me behind my school mates. The Catholic school I attended didn’t have resources to help me, so I transferred to a public school. In junior high and high school, I attended remedial classes. I also had tutors and phonics instruction, and my mother used to spend hours helping me with my homework. She knew I could learn, that I just learned in a different way. And my mother also knew the amount of effort I put in (even though my grades didn’t refl ect it) and was always supportive. No matter what we tried nothing seemed to help.

We decided that we needed to change the system, but had to pull Alice out of school because her teacher would not assist her with her Davis tools. We were so busy transitioning to home schooling and getting our DLS training so we could get our youngest on the right track, that making systemic change took a back burner. In the summer of 2010 we were hanging on some swings in our front yard when the opportunity to make a change walked right up to us. Senator Chris Rothfuss came

by to talk to us about his campaign for reelection. As it turned out, he was on the education committee and had no idea that there was no early screening for dyslexia in our state. We shared our story about the school system, gave him a copy of Alice's children's book, The Story of Evee's Sister,

We wanted him to understand that

given the right tools these children can succeed.

given the right tools

Alice and Evee look on as Governor Matt Mead signs the bill into law.

Journey Out Of The Fog – Davis Attention Mastery For One Adult

THE DYSLEXIC READERPAGE 2

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

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2012 by DDAI, unless otherwise noted. All rights reserved.

In The Mail

The following letter was sent to Ina Hallermann, Davis Facilitator in Thalheim/Fraunber, Germany. The English translation follows this lovely letter from a very grateful father.

Liebe Ina, Ich wollte dir schon länger mal schreiben und dir von Josua berichten. Letztes Jahr hat er als 2.Bester seine Mittlere Reife abgelegt und war und ist sehr stolz darauf und glücklich. Herzlichsten Dank für deine Begleitung und Unterstützung. Ich bin wirklich dankbar für diese wunderbare Arbeit nach Davis und sehe wie sehr sie Josua unterstützt hat und es immer noch tut. Danke für deine Hingabe dafür und für ihn und für jeden, der zu dir kommt.

Liebe Grüße Robert Thanks so much, with all my heart, for your empathy and support. I certainly appreciate your wonderful professional work with the Davis Program. Every day I can see Josua`s psychological growth and improvement in many ways. This makes me happy and grateful.

Best personal regards, Robert

Dear Ina, Let me show you my deep appreciation about the excellent program you have given to my son Josua. Last year he had fi nished his school career as second best of his grade. You can imagine his pride and happiness after all the years he had such a hard time learning in school. This basic enthusiasm is still with him and has changed the young man such that he looks forward to a better future.


about dyslexia and her success through Davis. We wanted him to understand that given the right tools these children can succeed. Then we put his sign in our yard and he promised to look into the problem. Through social networking with parents of dyslexics around the globe we shared with the senator many stories, studies, videos, articles and bills proposed in other states. In August of 2011, we convinced director, Harvey Hubbell V., to do a screening and discussion of his fi lm, Dislecksia, the Movie in Laramie, at the University of Wyoming. Senator Rothfuss was invited, attended, and got involved in the discussion after the fi lm. This past legislative session Senator Rothfuss introduced a bill. It includes screening for dyslexia in Kindergarten through Grade 3, as well as intervention for dyslexia. It is a huge step for the children of Wyoming and a blessing for both parents and children in our state! We were lucky enough to be present for the fi nal passing and debate of the bill on the house fl oor where so many people shared stories about their family members who would have benefi ted from early intervention. It was encouraging for Alice to hear and see this process and an honor for all of us to be at the signing of this bill into law by our Governor, Matt Mead.

This article was previously published as Attebery, K. (2012) A New Dyslexia Law in Wyoming. Davis Dyslexia Association International, Dyslexia the Gift Web site: http://www.dyslexia.com/library/dyslexia-law.htm

Read more: http://www.dyslexia.com/library/dyslexia-law.htm#ixzz1qS021mH0

Link to the Wyoming bill: http://legisweb.state.wy.us/2012/Bills/SF0052.pdf

The book, The Story of Evee’s Sister: Playmaginating Dyslexia is available at Amazon.com

You can also visit the Facebook page featuring the book at: http://www.facebook.com/pages/The-Story-of-Evees-Sister-Playmaginating-Dyslexia/148526455170064 v

Real Change (continued from page 1)

By Abigail Marshall, DDAI

Scientists can now capture images of the internal wiring of the brain, using a tool called diffusion tensor imaging (DTI). Research can now confi rm what was once only a hypothesis: the dyslexic brain is wired differently, in a way that is far more elegant than a mere localized glitch or disruption. Ron Davis is known for his early recognition that the signature mental strengths of dyslexia are closely tied to diffi culties in learning to read. His theory was drawn from experience, both personal and from working with hundreds of children and adults. But without the brain science to back up his ideas, many academic researchers ignored his work and continued to look at dyslexia as a discrete dysfunction of the brain. But things have changed. In the 1990's scientists tended to look at parts of the brain in isolation. They assumed reading was only a left-brain function, tied closely to areas known to be involved in processing oral language. But with 21st century technology, the focus has shifted to looking at the whole brain, and the wiring that connects different parts and different functions within the brain. Our web site Dyslexia, the Gift went live in 1995, but for many years we were a lonely voice on the internet. We saw the gift, but others still saw dyslexia as the product of some sort of brain defect. Now science has caught up. These days it seems as if just about everyone – writers, educators, research scientists – is talking about the dyslexic gift.

But many still make the mistake of assuming that the gift is also tied to a permanent disability. They assume, mistakenly, that the different brain wiring means that reading will be a lifelong struggle. Research science tells a different story. Children who struggle with reading often grow up to be excellent readers and compelling writers. Studies over the

past decade show that the dyslexic teenagers and adults who do best are those who have developed the most robust right-brain pathways. For a dyslexic learner, reading is a

whole-brained process. In the words of Ron Davis, the true gift of dyslexia is the gift of mastery.

You can fi nd out more here: Studies of Strong Dyslexic Readers: dyslexia.com/science/different_pathways.htm The Visual-Spatial Learner:dyslexia.com/library/silver1.htmDavis Research Bibliography: dyslexia.com/science/researchlist.htm v

The Dyslexic Brain – Wired for Whole Brain Thinking

Dyslexia, the Giftwent live in 1995, but for many years we were a lonely voice on the internet. We saw the gift, but

educators, research scientists

We saw the gift, but others still saw dyslexia

as the product of some sort of brain defect. Now

science has caught up.

We saw the gift, but others still saw dyslexia

as the product of some sort of brain defect. Now

science has caught up.


The one thing I had going for me was a great work ethic. I enjoyed working and was good at hands-on jobs. In California and Wyoming I worked successfully at horse stables, cattle and dude ranches, ski resorts, golf courses and restaurants. Later I spent eleven years working as an American Airlines fi ght attendant. I thoroughly enjoyed all of these jobs. After I married and had two children I discovered the Davis Dyslexia Correction Program through my sister, who has a dyslexic son. Always supportive, one day my mother said, “I always wanted to do something to help you with your challenges, but at the time there just wasn't anything available. If you’re interested in doing a Davis Program, I’d like to pay for it.”

I was 40 years old by then, and still felt frustrated and embarrassed when it came to spelling, reading comprehension, and writing. So I eagerly took her up on the offer. When I started my program I was SO ready to start using my mind! I saw the Davis Program as the beginning of a new chapter in my life. I loved the program; it was amazing, but at the same time diffi cult. Returning home, I was excited to get started with the reading exercises and trigger words. But it wasn’t easy to go from a safe, quiet offi ce with my Davis Facilitator, fi ne tuning three times a day, to real life on my own with my tools. A ring I wore helped remind me to use my tools, but at that time I really had no idea how much confusion I was dealing with. I thought that, as an adult, I should be able to do the follow-up program without a support person. Wrong!!! The trigger words were very diffi cult. I felt lost. I felt a heavy cloud of uncertainty hanging over me. I found myself getting lost in the art of the clay, forgetting the purpose of working on whatever word I’d selected for the session. I feared I wasn’t completely understanding the dictionary meanings of words. At that point I could easily have given up, but I knew in my heart that this program was special. So I followed my gut and sought more

help. I decided I needed another program: the Davis Attention Mastery Program. My Facilitator was fl exible with my schedule. I came in a couple of times a week, mastering one, or sometimes two concepts in a three-hour period. This gave me time to digest, refl ect, and think about the concepts in my life without running them all together. Now, looking back, this schedule worked well for me. During my Davis Attention Mastery Program, I knew it was very important for me not only to create my model of self but also to explore beyond that exercise. I knew I had a poor image of myself intellectually. I took my time with the rest of the concept words as well. I remember struggling with consequence, cause, and effect, feeling really confused. I used my clay “self” in all the models. It was moving, powerful, and emotional. The concept of time was magical. I'm sure everyone experiences something a little different during a breakthrough, but I remember that it felt like the room had cleared and change had taken place. Perhaps a neural pathway made a connection that simply hadn’t existed before. After I completed all the concepts, I was amazed at how easy the trigger words became. I began to understand many things for the fi rst time. One of my ah-ha! moments came the day I started noticing and understanding time within trigger words. It was like a light bulb switched on. That old feeling of being surrounded by fog was gone.

Using My Tools And Concepts To Conquer Attention Defi cit and Hyperactivity For me, overcoming my symptoms of attention defi cit and hyperactivity is a commitment and a process that takes intensity and discipline. Keep in mind, I’d lived 40 years with old habits and coping mechanisms; it would take effort for me to replace those with more effective behaviors. Sometimes my mind gets overly busy. Pictures, ideas, things that I

need to do that day, all bounce around like a ball in a pin ball game. I found that once I began to fi ne tune every day, making it part of my daily routine, it became easier to use my tools. And this routine allows me to stay more aware of my mind’s eye. I also continue to use and think about the concepts. I focus a lot on order and disorder. When I'm being creative, I let my mind go and just be, doing its natural, busy, visual thing. Of course, this doesn’t work well for me when I need to get things done, when I need order. So I focus on how order and disorder are working in my mind. More than once I’ve created clay models of those two words, depicting them in the particular scenarios and activities I struggle with. I found it extremely effective to continue to work with clay and think deeply about

the concepts in the context of my life. To this day, before I fi ll out a form, I use my tools and think about things in their proper place, proper position, and proper condition. One of the tools I had a hard time engaging with was the Dial. In the last couple of years, I’ve found that when using dial and release, I need to check to be sure my brain is as involved as my body. In the past, when I used these two tools, I felt their effects more strongly in my body than in my brain. Now I consciously focus on involving my brain. This really helps calm my mind. Just as we learn to send release to specifi c areas of the body – such as sending release to help relieve a headache – I’ve learned to use my dial in a similar way. I use it to regulate energy in my entire body, but I have also learned to use it specifi cally to do the same with my brain. Now, when my mind is so active it feels like a pin ball machine, I can slow it down with my dial. This gives me more mental control, while it slows my body down as well. I fi nd it easy to apply my dial directly to the area of my body that seems to be racing. Although this is not something I teach my Davis clients, I’ve found it personally very helpful.

Back then, I felt as if I was living

in a thick fog.

That old feeling of being surrounded

by fog was gone.

I followed my gut and sought more help.

Journey Out of the Fog (continued from page 1)

I felt as if I was living I had a poor image of myself intellectually. I took my time with the rest of the concept words as well. I remember struggling with

I felt as if I was living

part of my daily routine, it became easier to use my tools. And this routine allows me to stay more aware of my mind’s eye. I also continue to use and think about

I had a poor image of myself intellectually. of being surrounded


I’m also much better now at remembering to observe other people’s dials so I can match mine to theirs. I have a friend who has a naturally low dial. She is always calm, cool, and collected. Just thinking about her energy level helps me use my dial to regulate mine. I think of each Davis Program as a journey. Mine has been and continues to be an adult life journey. It's a part of me. I have tools I can use to help me manage my life. Yes, attention defi cit can be challenging, but the fog that came with it and surrounded me for so long is now gone. My reading challenges have been corrected. Everyday I work on my writing and speaking skills. I'm looking forward to the day when I can write with ease. Each year I get better and better as I keep using my tools and moving forward. One of my biggest hurdles was and is the fear of making a mistake. Although working on this issue hasn't been easy, I can recognize that I’ve already come a long way. I am a different person now, and I continue to change in ways that benefi t me. For me, as an adult, the Davis Attention Mastery Program hasn’t been a simple a 5-day program with follow-up work. It has been and continues to be an ongoing, lifelong program. v

Donna Northcutt offers Davis Dyslexia Correction services at her offi ce, Dyslexia Breakthrough Correction Center, in Grapevine, Texas. You can fi nd out more about her services at her website, www.dyslexiabreakthrough.com

I think of each Davis Program as a journey.

Every Child, Every DayReviewed by Laura Zink de Diaz

Every Child, Every Day by Richard L. Allington and Rachael E. Gabriel, is an excellent article, suggesting that many of the instructional decisions educators make compromise or supplant the kinds of experiences children need in order to become successful readers. The article discusses six elements of instruction,

well researched and shown to be effective even with struggling readers, that all teachers can and should implement in their classrooms. I recognize ALL of them as successful strategies that I, and many of my teaching colleagues used for years before the current reforms began to push them out of our professional practice. I hope that many teachers, principals, superintendents and politicians read Every Child, Every Day, and take its lessons to heart. As parents become aware of this research, and of how their children are taught, if elements and strategies are absent from the curriculum, they can begin to press for them in our schools. Here are the six elements Allington and Gabriel discuss.

• Every day, all children should have to opportunity to read something they choose. A 2004 meta-analysis of the research on student-selected reading found that the

two factors in instructional design most likely to improve reading motivation and comprehension were student access to lots of books and personal choice of what to read. Although this doesn’t mean that students should never read selections chosen by their teachers, it is well known that children are motivated when they’re allowed to select their own books. Over time they learn to choose books at their reading level – that is, books that aren’t too easy or too hard – and this successful type of reading increases the chances that they’ll choose to read outside of school. Few schools provide teachers with the funds necessary to set up a large classroom library of books at various reading levels. They do fi nd money for workbooks, photocopying, computer tutorials, test prep materials, and a myriad of assessments. They manage this, in spite of the fact that there is no evidence to indicate that those materials improve reading performance. There is plenty of

evidence that allowing kids to choose books they’re interested in does. Allington and Gabriel also make the point that the typical 4th grade classroom has students reading anywhere from the 2nd to the 9th grade reading levels. It’s unreasonable to assume that the needs of such a wide variety of readers could be met by the same workbook or textbook.

I hope that many teachers, principals, superintendents and politicians read Every Child, Every Day, and take

its lessons to heart.

the typical 4th grade classroom has students reading anywhere from the 2nd to the 9th grade

reading levels.

(continued on the next page)

I think of each Davis Program as a journey.I think of each Davis

Program as a journey.

the typical 4th grade classroom has students reading anywhere from the 2nd to the 9th grade

I hope that many teachers, principals, superintendents

the funds necessary to set up a large classroom library of books at various reading levels. They do fi nd money for workbooks, photocopying, computer tutorials, test prep materials, and a myriad

Every and take

its lessons to heart.


Interventions that accelerate reading

development routinely devote at least two-thirds

of their time to reading and rereading rather than to

isolated or contrived skill practice.

Every Child, Every Day (continued from page 5)

In addition, research has never produced any evidence that skills developed through isolated, worksheet-based skills practice and fi ll-in-the-blank vocabulary quizzes will transfer to real reading. Yet our schools continue to spend money on such materials, instead of budgeting an appropriate amount of funding for the purchase of elementary classroom libraries.

• Every day, all children should read accurately. For the last sixty years, research has consistently indicated that it’s important for students to read texts that they can read well, with comprehension. Reading speed will improve, if a child reads texts with 98% accuracy or higher. Anything less slows the rate of improvement and anything below 90% accuracy doesn’t improve reading ability at all. In essence, this means that it’s counter-productive to insist that children read books or stories that are too hard for them. However, many schools, believing that to become good readers students must read more, have increased the amount of reading time allocated in each school day. But these schools have not ensured that their students can actually read the texts provided with a high degree of accuracy and comprehension. As the authors state, When students read accurately, they solidify their word-recognition, decoding, and word-analysis skills. Perhaps more important, they are likely to understand what they read – and, as a result, to enjoy reading. In any given block of time dedicated to reading, those who read well will read more, while struggling readers, will naturally get through less. It takes longer to read when you’re faced with many words you can’t immediately

recognize and understand. Worse, how can you enjoy that kind of reading? In fact, it’s demotivating to read something you can’t understand, and you’re most likely to avoid such a task. As Allington and Gabriel point out, such students are likely to become frustrated when reading these diffi cult texts and therefore to lose confi dence in their word-attack, decoding, or word-recognition skills. As a result, simply providing more time for reading can in fact widen the reading achievement gap among students in the same classroom.

• Every day, all children should read something they understand. The goal of reading is to understand what’s on the page. Allington and Gabriel maintain that, too often, struggling readers get interventions that focus on basic skills in isolation, rather than on reading connected text for meaning. This common misuse of intervention time often arises from a grave misinterpretation of what we know about reading diffi culties. Research has often suggested that the brains of struggling readers are ‘wired’ differently. Often educators conclude that what’s needed is isolated skills practice. But the same brain research shows that remediation that emphasizes comprehension can change the structure of struggling students' brains increasing white matter, which consistently predicts increases in reading ability. Numerous studies have shown that it’s not drilling in basic skills that allows students to read better: what it takes is lots of reading and rereading of text that students fi nd engaging and comprehensible.

Fifty years of research into successful reading interventions support these fi ndings. Allington and Gabriel state that regardless of focus, target population, or publisher, interventions that accelerate reading development routinely devote at least two-thirds of their time to reading and rereading rather than to isolated or contrived skill practice…. yet the typical reading intervention used in schools today has struggling readers spending the bulk of their time on tasks other than reading and rereading actual texts. This misplaced focus wastes the time of both students and teachers, and leads to loss of public confi dence in schools.

• Every day, all children should write about something personally meaningful. Allington and Gabriel have observed in many states that it’s rare to see students writing anything more than fi ll-in-the-blank or short-answer responses during their reading block. And those who are given time to write more, are usually required to respond to a prompt selected by the teacher, or must follow a strict formula or rubric. Adults hardly ever write in response to a prompt, and we usually choose to write about what we know, what we’ve experienced or investigated. Writing is composing. To compose is to create something unique and meaningful. Writing continuous text about something meaningful is not just something nice to [do] when there's free time after a test …Writing provides a different modality within which to practice the skills and strategies of reading for an authentic purpose. When students write about something personally important to them, they watch their spelling, grammar, vocabulary choice and punctuation, and how they organize their ideas, because they care whether the reader can understand their story. And this process is especially important for struggling readers because it produces a comprehensible text that the student can read, reread, and analyze.

Reading to the class is a high-impact strategy

that doesn’t require special materials

or training.

is a high-impact strategy that doesn’t require

rereading rather than to isolated or contrived


Quotable QuotesHave no fear of perfection – you'll never reach it. Salvador Dali, Spanish surrealist painter (1904 – 1989)

The noblest pleasure is the joy of understanding. Leonardo da Vinci, Italian Renaissance polymath: painter, sculptor, architect, musician, scientist, mathematician, engineer, inventor, anatomist, geologist, cartographer, botanist, and writer (1452 – 1519)

If they give you lined paper, write the other way. William Carlos Williams, American modernist and imagist poet, pediatrician and general practitioner of medicine (1883 – 1963)

The river flows at its own sweet will, but the flood is bound in the two banks. If it were not thus bound, its freedom would be wasted. Vinoba Bhave, Indian advocate of nonviolence and human rights, considered National Teacher of India and spiritual successor of Mahatma Gandhi (1895 – 1982)

• Every day, all children should talk with peers about reading and writing. Research has demonstrated that conversation with peers improves comprehension and engagement with text. These conversations aren’t about retelling, that is, proving you understood what you’ve read. Rather they involve commenting, analyzing and comparing, and higher level thinking about what you’ve read. Research has revealed that such conversations lead to better outcomes than spending the same amount of time highlighting important information in a text. Even short conversations of about 10 minutes per day have been shown to improve standardized test scores. Yet, Allington and Gabriel have found that struggling readers are those least likely to have the opportunity to discuss daily what they read with peers…often because they [are] doing extra basic-skills practice instead. In class discussions, struggling readers [are] more likely to be asked literal questions about what they … read, to prove they “got it,” rather than to be engaged in a conversation about the text. Time to discuss reading is very easy to implement. It requires no special materials, training or even very much time. In spite of this, it’s seldom used even though it provides measurable benefits in comprehension, motivation, and even language competence. The task

of switching between writing, speaking, reading, and listening helps students make connections between and … solidify the skills they use in each.

• Every day, all children should listen to a fluent adult read aloud. The authors point out that research has shown that listening to an adult model [fluently] reading increases students' own fluency and comprehension skills, as well as expanding their vocabulary, background knowledge, sense of story, awareness of genre and text structure, and comprehension of the texts read. However, few teachers beyond first grade read aloud to their students every day. Reading to the class is a high-impact strategy that doesn’t require special materials or training. All it really takes is for the teacher to decide to do it, and the school administration to support that decision. Listening to a read-aloud benefits all students, while having the whole class read a text that’s appropriate for only a few, does not.

Allington and Gabriel end their article with a few simple suggestions: First, eliminate almost all worksheets and workbooks. Use the money saved to purchase books for classroom libraries; use the time saved for self-selected reading, self-selected writing, literary conversations, and read-alouds.

Second, ban test-preparation activities and materials from the school day. Although sales of test preparation materials provide almost two-thirds of the profit that testing companies earn (Glovin & Evans, 2006), there are no studies demonstrating that engaging students in test prep ever improved their reading proficiency – or even their test performance. As with eliminating workbook completion, eliminating test preparation provides time and money to spend on the things that really matter in developing readers.

You can read the full article at the Educational Leadership website at: http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspxYou will find a bibliography of articles and books on reading and research into reading at the end of their article. v


Permutation is Vexation! Q: I am a 15 year old high school student and have been trying to explain my dyslexia to my friends, but they don’t seem to understand. In The Gift of Dyslexia, there is a page that shows all the ways a dyslexic can see the word “cat...” Is there a formula that can be used to figure out the many ways a dyslexic can see a word?

A: If you think about it, there are at least 4 different ways each letter can be seen -- reversed, upside down, and flipped entirely (both reversed & upside down), as well as the correct way. So mathematically, it is the same as asking, “how many different combinations of 3 letters can you have?” If there were only 2 letters in a word, the number of possible combinations would be 16, that is, 4 x 4. You can try modeling this yourself. Make a two-word letter in clay, and count the combinations you can come up with switching the orientation of the letters. Since cat has 3 letters, the formula would be 4 x 4 x 4 – or 64. So you can see that's more than 40. But the letter “t” is symmetrical: it looks the same whether flipped left or right. So the formula should really be 4 x 4 x 2 – or 32, which is less than 40. However, dyslexics can not only see the individual letters changing orientation, they can also mix up the sequence of the letters. There are 6 different arrangements for the letters in the word cat (3+2+1). You can try that as well to verify. So now, to get to the total number of ways dyslexics might perceive cat, we’d multiply 32 (the number of different orientations) by 6 (the number of sequences). That gives us 192 different ways to see the word cat. This kind of problem is called a permutation. Here's a web site with more information on permutations: http://www.mathsisfun.com/combinatorics/combinations-permutations.html If all these numbers make your head spin, you can also work it out by using little balls of clay to represent the quantities. Using physical objects to represent the problem should help a lot.

Davis Learning Strategies Q: My understanding is that medications like Ritalin are contra-indicators for the Davis Dyslexia Correction Program. I’m a primary level teacher considering enrolling in the training for Davis Learning Strategies, in order to implement these tools in my classroom. Since it’s not unusual that one or two students taking medications of this sort are enrolled in my class, should I expect that this medication would interfere with such children’s ability to focus or use other Davis tools?

A: The Davis Learning Strategies curriculum is not the same as an individualized Davis Dyslexia Correction Program, and therefore the same concerns about medication do not apply. The goal of the individualized program is to correct dyslexia in older children, teenagers and adults. This means overcoming long-ingrained habits (old solutions) and triggers for disorientation. Some medications, particularly those typically prescribed for ADHD, tend to interfere with that process. Given the commitment of time and money that a child’s parents or an adult client will be making for the one-on-one Davis Program, Facilitators need to be fully informed about all medications, so that they can give their prospective clients an honest opinion of the likelihood of success. This is especially true as the typical Davis client will only spend about 5 days or 30 hours working directly with the Facilitator – after that, they are on their own. More information about the reasons that such medications can stand in the way of a successful Davis Program is here:

“A Drug Free Approach to ADHD” http://www.dyslexia.com/library/drugfree.htm

However, the Davis Learning Strategies (DLS) approach is not intended to correct dyslexia or ADHD at an individual level. Instead, the goal is to give the basic foundational tools of Davis to young children in early years, at a time when they can use them to achieve school success and before they start to struggle, fall behind, or manifest other signs of a learning disability. No parent of a child in your classroom would be paying extra specifically for those tools. Nor is a classroom teacher expected to do sustained individualized work with any particular child. If you do have a child who clearly needs extra support, you are likely to refer that child for further services – DLS is intended only for classroom use for students who do not yet meet criteria for special education.

by Abigail Marshall

InternationalDavis Dyslexia

Correction®

Providers

The Davis Dyslexia Correction program is

now available from more than 450 Facilitators

around the world. For updates, call:

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

dyslexia.com/providers.htm

v Argentina

Silvana Ines RossiBuenos Aires+54 (114) 865 3898

v Australia

Brenda BairdBrisbane +61 (07) 3299 3994

Sally BeulkeMelbourne +61 (03) 572 51752

Anne Cupitt Scarness, Queensland+61 (074) 128-2470

Mary DavieSydney NSW+61 (02) 9522 3691

Amanda Du ToitBeaumont Hills NSW+61 (405) 565 338

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Bets GregoryGordon NSW+61 (4) 1401 3490

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

Barbara HoiAutism Facilitator/CoachMosman/Sydney +61 (02) 9968 1093

Annette JohnstonRockingham WA+61 (8) 9591 3482

Eileen McCarthyManly/Sydney +61 (02) 9977 2061

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

Jayne PivacParkdale Victoria/Melbourne+61 (0) 420 305 405

Jocelyn PrintKalgoorlie-Boulder WA +62 (04) 5868 3830

John ReillyBerala/Sydney+61 (02) 9649 4299

Heidi RosePennington S.A. +61 (8) 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

Marika KaufmannLochau +43 (05574) 446 98


Because DLS is a classroom program, the goal is to reach as many children as possible, with the understanding that some may benefi t more than others. This is how school already works; not every child in a classroom gets the same level of benefi t from every lesson or skill introduced. Usually it is the potentially dyslexic children who miss out when they do not “get” the lessons that come easily for most of the others. With DLS, those children are getting a set of tools they can use, in many cases before they begin to develop the triggers that accompany a learning disability and the blow to self-confi dence that comes along with school failure.

Learning to use Davis Focusing will not hurt a child who is taking a medication such as Ritalin. It may simply be that that child will get little or no benefi t from the tool. Such a child may still receive the benefi ts of the other DLS strategies, such as the stress-reducing effects of Release and Dial Setting during reading and writing, and are likely to enjoy and benefi t from the work with clay. However, Davis Focusing is the simplest of the many strategies we have to approach learning the skill of self-orientation, and as a classroom teacher you will have the opportunity to reinforce the use of the tool throughout the school year. The young child who has diffi culty learning that skill in September may catch on a few months later, especially after daily reinforcement of skills like Release and practice with the Koosh balls. It is also possible that some of the students who are taking medications at the beginning of the school year may not be receiving medications consistently throughout the year, for a variety of different reasons. If you do have a child who doesn’t benefi t fully from one or more of the individual Davis tools, it is no different than the situation you already face: some of the children in your classroom will have a harder time learning than others. But a DLS classroom will benefi t many children with attention-focusing issues in


another way: the classroom as a whole will be more orderly and quiet, as all the other children implement the Release, Focusing, and Dial Setting tools. That in turn will provide a more supportive learning environment for the children who are easily distractible or have a hard time regulating their energy level.

The Potential DyslexicQ: I’m dyslexic and have symptoms of ADHD. I’m also expecting a child later this year. I’m happy about that, but worry that my child will inherit these traits. At the same time my reading suggests that environment plays a role in dyslexia and ADHD so I also worry about how to provide what my child needs to minimize the chances that he or she will have to go through what I did when I was in school. Are dyslexia, ADHD and other similar traits inherited? What is the role of environment, if any, in these conditions?

A: I think it is clearly established that ADHD, dyslexia, autism, etc, are partly hereditary and partly environmental. This is easily shown through studies of identical twins. If a condition were 100% hereditary, when one twin exhibits symptoms, we would expect the other to as well. But that is not always the case. There is a higher likelihood that twins will share a diagnosis, but it is also quite common that only one of a genetically identical pair will have diffi culties. The term environmental factors is more complex than it sounds. The physical environment the child grows up in is one aspect. Another is the biological environment created within his body by the food he eats, the chemicals he is exposed to, the stress he experiences, etc. So the home environment plays a role, but so do hidden factors and factors outside the control of parents. For example, a very good parent might feed her child what she believes to be healthy food, but there can be chemicals and environmental toxins in the food that the parent, and society in general, is unaware of at the time. The inherited factor is a tendency towards a condition like dyslexia or ADHD, but not the condition itself. This is consistent with Ron Davis’ description of the potential dyslexic in his book, The Gift of Dyslexia. A potential dyslexic is a child predisposed towards dyslexia,

v Belgium

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

Inge LanneauBeernem +32 (050) 33 29 92

Peggy PoppeAntwerpen +32 (474) 50 23 32

Bethisabea RossittoBruxelles +32 (474) 68 56 06

Chantal WyseurWaterloo +32 (486) 11 65 82

v Bolivia

Veronica KauneLa Paz +591 (2) 278 9031

v Brazil

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

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

v Bulgaria

Daniela BonevaRuse +35 (988) 531 95 06

v Canada

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

Rocky Point AcademyStacey Borger-SmithAutism Training Supervisor Autism Facilitator/CoachSupervisor SpecialistLawrence Smith, Jr.Autism Training Supervisor Autism Facilitator/CoachCalgary +1 (403) 685-0067+1 (866) 685-0067 (Toll-Free)

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

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

Dyslexia Resources CanadaShelley CottonSharon RobertsBrantford, Ontario +1 (519) 304-0535+1 (800) 981-6433 (Toll-Free)

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

Elizabeth Currie ShierAutism Facilitator/Coach Oakville (Near Toronto) +1 (905) 829-4084

Brenda DaviesRosedale Station Alberta+1 (403) 823-6680

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

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

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

Carole FordLadysmith, BC +1 (250) 245-8412

Sher GoerzenMaple Ridge BC+1 (604) 290-5063

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

Sue HallWest Vancouver+1 (604) 921-1084

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

The Davis Learning Strategies (DLS) approach is not intended to correct dyslexia or ADHD at an

individual level. Instead, the goal is to give the basic foundational tools of Davis to young children in early years, at a time when they

can use them to achieve school success.

Strategies (DLS) approach

years, at a time when they can use them to achieve


but his early childhood experiences infl uence whether or not he actually develops dyslexic symptoms. For example, there are a good number of Davis Facilitators who are dyslexic. They have learned to control their own symptoms and help others learn to do the same. It’s possible

that there are now children and grandchildren of Davis Facilitators who are potential dyslexics but who will never be labeled dyslexic because their Facilitator caretakers will introduce them to concepts and activities that will help these children avoid the cycle of frustration that leads to dyslexia, long before those children begin school. I believe that part of the problem is the labels we use. If we decide that a child has ADHD because he is energetic, easily distractible, and hasn't seemed to integrate the life lessons that are expected at his age, we can then worry about the cause. But if we just accept that some children simply need to be guided to learn the skills and life lessons that others seem to acquire naturally, we can have a different viewpoint. Perhaps, from a Davis perspective, the question isn't whether a little potential dyslexic is dyslexic or ADHD, but whether he knows how to orient himself, how to self-regulate with his Dial, and whether he understands the concepts of self or change or time. If we can recognize the importance of these abilities and help children from the outset, before attaching a label, then it is very likely that many children will grow up knowing only the gifts and talents that are part of dyslexia and ADHD, with none of the disadvantages. Such a child is particularly blessed to also have a parent with dyslexia or ADHD, because then as a parent you will be able to understand and guide your child as he grows, and far less likely to miss or overlook signs of any diffi culty. v

I Am The Cool BoyBy Fraser

I am the cool boy Who likes creating things,

I wonder what I can make next?

I hear the paper Rustling,

I see the shape of the car…

I want to be the best Maker in the world!

I am the cool boy Who loves creating things. I feel the folds of the car…

I touch the paper.

I worry I might Have to do writing on it,

I worry if I might cry When I can’t do it.

I am the cool boy who loves Creating things.

Davis Facilitator Janet Pirie-Hunter of Wellington, New Zealand, worked with Fraser while she was

studying for her Davis certifi cation. Many thanks to Shelley McMeeken, Director -

DDA Pacifi c, for submitting this touching poem!

v Canada (continued)

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

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

Colleen MaloneNewmarket Ontario+ 1 (905) 252-7426

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

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

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

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

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

Sharon PermackThornhill Ontario +1 (416) 726-4441

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

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

Rebecca WightChilliwack, BC +1 (604) 615-6452

Kim J. Willson-RymerAutism Facilitator/CoachMississauga, Ontario+1 (905) 825-3153

v Chile

Ximena Hidalgo PirotteSantiago +56 (02) 243 0860

v China

Twiggy ChanHong Kong +852-6175-8439

Yvonne Wong Ho HingAutism Facilitator-CoachHong Kong +852-6302-5630

Livia WongAutism Facilitator/CoachHong Kong +852-2756-6603

v Colombia

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

v Costa Rica

Maria Elena Guth BlancoSan Jose +506 296-4078

Marcela RodriguezAlajuela +506 442-8090

v Cyprus

Alexis MouzourisLimassol +357 25 382 090

v Denmark

Moniek GevenDLS MentorBryrup +45 7575 7105

v Ecuador

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

Ana Magdalena Espin VargasAmbato +593 (2) 854 281

Santiago FernandezAmbato +593 (2) 845 739

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

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

Inés Gimena Paredes Ríos Ambato +593 (08) 418 5779

Q&A (continued from page 9)

The inherited factor is a tendency towards a

condition like dyslexia or ADHD, but not the

condition itself.

The inherited factor is a tendency towards a

condition like dyslexia or ADHD, but not the


v Estonia

Olga KnutTallinn +372-56-509-840

v Finland

Elisabeth HelenelundBorga +358 400 79 54 97

v France

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

Claudine ClergeatBrunoy + 33 (06) 78 69 79 56

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

Corinne CouelleLyon +33 (04) 78 88 65 52

Patrick CourtoisJuvignac +33 (6) 37 40 49 67

Jennifer DelrieuAuffargis +33 (01) 34 84 88 30

Claudine GarderesFontenay-Le-Fleury (near Paris)+33 (642) 15 99 27

Emmanuelle Leibovitz-Schurdevin Tours +33 (613) 02 48 85

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

Chantal Marot-VanniniArfeuilles +33 (06) 14 24 26 33

Carol NelsonBoulogne-Billancourt/Paris+33 (09) 52 63 02 05

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

v Germany/Deutschland

Theresia AdlerBannewitz +49 (0351) 40 34 224

Ellen EbertAmmern +49 (03601) 813-660

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

Cornelia GarbeAutism Facilitator/Coach Berlin +49 (030) 61 65 91 25

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

Anne GuignardTrier +352 (691) 245 252

Ina HallermannThalheim/Fraunberg+49 (0)8762 7382069

Christine HeinrichRemseck +49 (0)7146 284 65 60

Sonja HeinrichSupervisor-SpecialistDDA-DACH DirectorAutism Facilitator/CoachHamburg +49 (40) 25 17 86 23

Kirsten HohageNürnberg +49 (0911) 54 85 234

Ingrid HuthBerlin +49 (030) 28 38 78 71

Mechtild HyllaKassel +49 (0561) 602 78 20

Rita JarrarMünchen +49 (089) 821 20 30

Randolph KeitelBühlertal +49 (0) 7556-928845

Inge Koch-GassmannBuggingen +49 (07631) 23 29

Marianne KranzerKönigsfeld +49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim +49 (08031) 632 29

Sabine La DueStuttgart +49 (711) 479 1000

By Laura Zink de Díaz Davis Facilitator, Bogotá, Colombia

I’ve developed a habit of reading in bed for a while before I turn out the light and dedicate myself to sleep. Lately I’ve been re-reading the many works of fi ction written by Edgar Rice Burroughs during the fi rst half of the twentieth century. Most people know Mr. Burroughs as the writer of the Tarzan books, which were later turned into movies and comics. Those weren’t the books I read as a child, although I think I’ve seen every Tarzan movie ever made! I read Burroughs’ Mars adventures. (Hollywood recently made a movie of one of the John Carter Mars adventures. I understand it was a fi nancial fl op.) After I tore through all the Mars books, I started on Burroughs’ stories about Pellucidar. Pellucidar is the name Burroughs gave to a world deep inside the earth. If you’ve ever watched a movie about journeying to the center of the earth, you’re familiar with at least some aspects of Burroughs’ creation. In the fi rst book of the series, At The Earth’s Core, the characters travel to the center of the earth in a capsule that drills its way through the earth’s crust, and discover that the molten core of our planet functions as the sun of a world without time. I found the theme of time in Pellucidar fascinating. When I work on the fundamental concepts with my clients, we of course look at time. We talk about and eventually model the defi nition: the measurement of change in relation to a standard. We examine the two standards.

First we talk about our twenty-four hour day with its seconds, minutes and hours, based on the time it takes the earth to complete one rotation on its axis. In the physical world, what we experience to allow us to perceive that rotation is the passage from day to night to day again. The standard for this measurement of change is the earth’s rotation. The second standard, on which we base our measurement of change that takes place over a much longer period than 24 hours, is the earth’s orbit around the sun and the tilt in our planet’s

axis. For those of us living well above or below the equator, our trip around the sun, combined with this tilt alters our seasons and the length of day and night at different times of the year.

Essentially, our perception of time hinges on our physical experience of the alternation of light and dark, the length of day and night, and changes in weather, documented through milenia of increasingly precise scientifi c observation. Burroughs’ characters arrive in Pellucidar and suddenly realize that it is always day there. The earth’s molden core, their sun, provides light, but they don’t perceive their world as rotating on an axis, nor does it appear to travel around their sun. Since their world surrounds the sun, there is no night. Nor are there any seasons. Since Pellucidar exists inside our planet its inhabitants have never seen the stars or our sun, and are entirely unaware that they don’t live on the surface of their world, but inside the surface of a closed ball. There is no measurement of time in Pellucidar. Dinosaurs still roam the land (as well as many other scary beasts), and humans akin to Neanderthal man still exist as well as homo sapiens. Many humans live in caves, others have learned to use the materials around them to build shelter, still others have learned to sail the sea. There’s a mishmash of stages of development in Pellucidar, but the notion of progress, of civilization advancing through time, is unknown. Perhaps it’s impossible to conceive of advancement or progress if you have no sense of time passing.

As I read the adventures of surface dwellers in Pellucidar I suddenly

realized I’d been doing a terrible job of discussing

time with my clients!


Sleeping in Pellucidar

As I read the adventures of surface dwellers in

realized I’d been doing a terrible job of discussing

time with my clients!


v Germany (continued)

Anne MoellerGröbenzell BRD +49 (081) 4251955

Angela Przemus Shönebeck +49 (3928) 845 159

Markus RauchFreiburg +49 (761) 290 8146

Colette ReimannLandshut +49 (0871) 770 994

Brigitte ReinhardtOffenberg +49 (78109) 919 268

Ursula RittlerStuttgart +49 (0711) 47 18 50

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

Phoebe SchafschetzyHamburg +49 (040) 392 589

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

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

Sylvia SchurakGarlipp +49 (0) 39 32 44 82

Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

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

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

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

Gabriele WirtzAutism Facilitator-CoachStuttgart +49 (711) 55 17 18

Elvira WoelkiMindelheim +33 (082) 61 76 36 38

v Greece

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

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

Theano PanagiotopoulouAthens +30 (21) 111 953 50

Traute LutzMarausi +30 (210) 804 3889

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

v Iceland

Áslaug ÁsgeirsdóttirMosfellsbaer +354 861-2537

Gigja BaldursdottirReykjavik +354 562 2840

Sigrún Jónina BaldursdóttirSnaefellsbae +354 586 8180

Gudrún BenediktsdóttirHafnarfi rdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirDLS MentorKópavogur +354 554 3452

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Pellucidar (continued from page 9) Sleeping on EarthLaura Zink de DíazDavis Facilitator in Bogotá, Colombia

I’m not a good sleeper. I developed sleep apnea about fi fteen years ago, and since that time I’ve slept with a face mask over my nose

connected to a longish hose, attached to a machine called a CPAP, which stands for

continuous positive airway pressure. The CPAP sucks air in through a fi lter and forces it under a specifi c pressure through the hose and facemask into my respiratory system. Simply put, the

pressure of the air I breath through the mask keeps my airways open. Without a

CPAP my airways would shut and I’d wake approximately 90 times per hour, usually with a gasp, and without knowing I was doing it. Since I’ve had a CPAP my sleep has been uninterrupted by these unconscious episodes of suffocation. But lately, I fi nd that I often sleep for two or three hours, only to wake, unable for an hour or two to fall back to sleep. This doesn’t seem to have anything to do with sleep apnea, so it’s a bit disturbing when it happens. While I’m awake in the wee hours, I’m uncomfortably aware of time passing. After all, everybody knows we’re supposed to get eight hours of sleep every night,

right? The longer I’m up, the more likely it is that I’ll end up slow and tired the whole next day. So I worry, which probably makes it even harder to fall back to sleep. I use Release and Dial to help me relax. I visualize a clay alphabet and recite it backwards mentally…. But sometimes there’s nothing for it but to give in and just get out of bed. Then one day, at the BBC website I saw an article: The Myth of the Eight Hour Sleep. Myth? Yes, myth! In the early 1990s, a psychiatrist by the name of Thomas Wehr, ran a study in which he subjected participants to 14 hours of darkness per day. He discovered that after about a month, they changed their sleep pattern to four hours of sleep, about two hours awake, and then another four hours of sleep. At the time, scientists considered this an interesting challenge to the notion that we need

If you were to ask a Pellucidarian how far a particular place is from your current location, how long the journey would be, their only measure would be in terms of periods of sleep: “Oh, that lies many sleeps from here,” or “Let’s go, so we can be there before we must sleep.” When one of the characters returns to the surface of the world, he asks the fi rst person he meets what the date is – because he has no idea whether he’s been gone for a month, six, a year, or ten years. In Pellucidar you can only keep track of just so many sleeps before you lose all sense of time. Burroughs doesn’t specify how long his characters sleep. The characters from the earth’s surface discover that their watches stop working after a time, so they have no way of knowing how long they sleep either. Occasionally they’ll awake and ask someone how long they were asleep. If they slept a long time the answer might be, “I slept three times before you woke up.” They do occasionally fi nd that they must sleep again after what seems to them to have been a very short time awake. But they never know whether that’s the result of not sleeping enough, or because their waking activities were particularly tiring. Pellucidarians have no idea how long they sleep either, or how long they’re awake. Since it’s always light when they wake up, they assume they’ve slept enough, rise and go about their daily tasks. With no way to measure time, they cannot know what their sleep patterns are. They can only assume that if they feel sleepy, they must be tired, so they lie down and go to sleep. As I read the adventures of surface dwellers in Pellucidar I suddenly realized I’d been doing a terrible job of discussing time with my clients! I thought I understood time. I did, but I only understood it academically and intellectually, not in terms of what the absence of the standards would mean for my perception of time. Only when I took Burroughs’ imaginative journey to Pellucidar and thought about the absence of those standards, did I fully realize what how essential our perception and understanding of time really is for our understanding of just about every aspect of our lives! I think I’ve got it now, and next time a client and I work on the concept time, I know how I’ll change the conversation!

You can fi nd Edgar Rice Burroughs’ novels at most public libraries and bookstores or at the Gutenburg Project, on line at: www.gutenberg.org v

Everybody knows we’re supposed to get eight hours of sleep every night, right?

we’re supposed to get we’re supposed to get eight hours of sleep every night, right?


v Iceland (continued)

Sigurborg Svala Gudmundsdóttir Mosfellsbaer+(354) 867-1928

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirKópavogur +354 863 2005

Sturla KristjanssonHafnarfjordur+354 862 0872

Jon Einar Haraldsson LambiAkureyri +354 867 1875

Ásta OlafsdóttirVopnafjordur+354 473-1164

Thorbjörg SigurdardóttirReykjavík +354 698 7213

Kolbeinn SigurjonssonMosfellsbaer+354 566 6664

Hugrún SvavarsdóttirMosfellsbær+354 698-6465

v India

Veera GuptaNew Delhi+91 (11) 986 828 0240

Kalpita PatelRajkot, Gujarat +91 (281) 244 2071

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

v Ireland

Veronica BaylyDublin +353 (86) 226 354

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

Paula HoranMullingar +353 44 934 1613

Sister Antoinette KeelanDublin +353 (01) 884 4996

v Israel

Angela FrenkelBeer Sheva+972 (52) 655 8485

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

Judith SchwarczRa’anana/Tel Aviv+972 (09) 772 9888

v Italy

Stefania BrunoNuoro, Sardinia+39 (388) 933 2486

Elisa De FeliceRoma +39 (06) 507 3570

Antonella DeriuNuoro, Sardinia+32 059 32 96

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

eight hours of continuous sleep nightly. But the results weren’t widely disseminated, so this discovery made no impact on the general public. In 2005, Virginia Tech historian, Roger Ekirch, who had been studying the history of sleep for about twenty years, published At Day's Close: Night in Times Past. It turns out that humans used to sleep in two distinct chunks of time. He found over 500 historical references from all over the world, to support precisely what Dr. Wehr had discovered in his study. Sleep began about two hours after dusk and lasted for about four hours. It was followed by a waking period of about two hours, and another period of sleep. The article states that, “During this waking period people were quite active. They often got up, went to the toilet or smoked tobacco and some even visited neighbors. Most people stayed in bed, read, wrote and often prayed. Countless prayer manuals from the late 15th Century offered special prayers for the hours in between sleeps.” Ekirch found that by the late 17th Century references to this sleep pattern began to disappear. By the 1920s, people appeared to have completely forgotten it was ever the norm. He attributes the change to the invention of street lights and lighting in the home. Once people could create light for work and other activities after dusk, they used that time, and time for sleep dwindled correspondingly. Over time lying in bed got a bad rap: “People were becoming increasingly time-conscious and sensitive to effi ciency, certainly before the 19th Century,” says Roger Ekirch. “But the industrial revolution intensifi ed that attitude by leaps and bounds.” Here in Bogotá, so close to the equator, the sun rises at about six in the morning, and sets by six in the afternoon, with only a few minutes variation year round. I wake up every day at six with the

sun, but I certainly don’t go to bed with the sun! A friend drops by and we chat; I answer emails or work on my blog; I read or watch a TV program… It has never occurred to me to extend my available

sleeping time to the twelve hours of darkness we live with in Bogotá! Yet if I did, I might feel a lot less stressed on those occasions when I wake in the middle of the night for a couple of hours! I’m not the only person who, fi nding herself unable to sleep during the wee hours, worries about how well I’ll be able to function the next morning. According to Russell Foster, a professor of Circadian Neuroscience at Oxford University, about 30 percent of the medical problems reported to doctors stem directly or indirectly from sleep issues. He suggests that “the waking

period between sleeps, when people were forced into periods of rest and relaxation, could have played an important part in the human capacity to regulate stress naturally.” The BBC article ends suggesting that when we wake up in the middle

of the night, we should stop worrying about time passing sleeplessly and just relax – it might actually be good for us. My plan for next time it happens to me is to turn on the light but stay in bed, relaxing under my warm covers, and read until I discover I’m dozing with the book on my chest instead of reading. Then I’ll turn off my light, slip back on my CPAP mask, and let myself drift until the sun wakes me up at 6 AM.

You can read the entire BBC article The Myth of the Eight Hour Sleep at: http://www.bbc.co.uk/news/magazine-16964783 v

It turns out that humans used to sleep

in two distinct chunks of time.

About 30 percent of the medical problems

reported to doctors stem directly or indirectly

from sleep issues.

eight hours of continuous sun, but I certainly don’t

humans used to sleep humans used to sleep in two distinct chunks

read, wrote and often prayed.

the medical problems reported to doctors stem

directly or indirectly from sleep issues.


The 13 Clocks By James ThurberReviewed by Laura Zink de DíazDavis Facilitator in Bogotá, Colombia

“Once upon a time, in a gloomy castle on a lonely hill, where there were thirteen clocks that wouldn’t go, there lived a cold, aggressive Duke, and his niece, the Princess Saralinda. She was warm in every wind and weather, but he was always cold. His hands were as cold as his smile and almost as cold as his heart. He wore gloves when he was asleep, and he wore gloves when he was awake, which made it difficult for him to pick up pins and coins or the kernels of nuts, or to tear the wings from nightingales.” Thus begins The 13 Clocks, a strange and delightful tale by James Thurber. If you have never read this book, run, don’t walk, to the nearest library or bookstore! I guarantee you’ll thoroughly enjoy it! James Thurber (1894 – 1961), was an American author, cartoonist and celebrated humorist. Although he wrote a good number of books, many of which are popular and available even today, he is perhaps still best known for cartoons and short stories about life in the United States, published in The New Yorker from the 1920s to the 1950s. One of his most popular short stories, The Secret Life of Walter Mitty, was made into a movie in 1947, starring Danny Kaye. That was a long time ago, and you might think that someone who died as the 1960s were beginning has very little to interest us in 2012. But you would be wrong. The 13 Clocks seems part fairy tale, part mystery, part poem, even partly a joke. It’s told in a dead pan, tongue-in-cheek style that might remind you of William Goldman’s The Princess Bride. But Thurber’s story precedes that one by over two decades, and I sometimes wonder if Goldman read it before writing his entertaining book! The 13 Clocks is a fantastic book to read aloud to children. After a few readings they’ll be chanting along with you as you read “The brambles and the thorns grew thick and thicker in a ticking thicket of bickering crickets...” The essentials of the plot: An evil Duke lives in a castle where time has stopped, with his niece, Princess Saralinda. She is as beautiful and warm as he is cold and evil. Many suitors have attempted to win her hand, but the Duke requires each one to prove his worthiness by performing an impossible feat, such as turning rain into silver, or slaying the thorny Boar of Borythorn – a difficult task since there is no such beast. It is said that only a prince whose name begins with X and doesn’t can win her hand. Until an apparently ragged minstrel named Xingu comes to town….

The book is short, about 125 pages. The print is large enough and spaced well enough for even my cataract-ridden eyes to read easily. The illustrations by Marc Simont are ingenious and appealing. And Thurber’s writing, let’s just say it’s a rare

pleasure. It simply makes the reader feel happy. It’s full of delightful words, many of them made up: “Even if you were the mighty Zorn of Zorna,” said the man, “you could not escape the fury of the Duke. He’ll slit you from your guggle to your zatch, from here, to here. He touched the minstrel’s stomach and his throat.” “Now I know what to guard,” the minstrel sighed. Then there’s the Todal, a gleeping blob of glup who punishes evildoers when they’re insufficiently evil; and a creature with no head, that might be purple if enough light entered the dungeon to allow us to see it. Thurber slips in and out of poetry in a way you hardly notice, until you suddenly do. “Never trust a spy you cannot see. The Duke is lamer than I am old, and I am shorter than he is cold, but it comes to you with some surprise that I am wiser than he is wise.” The prince’s courage began to return. “I think you are the most remarkable man in the world,” he said. “Who thought not so a moment since, knows not the apple from the quince,” the Golux said. And Thurber paints pictures and sounds with his words. The Duke’s voice “sounds like iron dropped on velvet.” The hero visits Haga, a woman who at one time cried jewels instead of tears and who lives on a high hill, “fresh with furrows where the dragging points of stars had plowed the fields.” When I first read this book, at about ten years of age, I wondered for weeks just exactly what iron dropping on velvet might sound like. And even today I enjoy the image of those plowed fields, still smoking slightly, an assuredly fertile place for sowing seeds. But the best thing in The 13 Clocks is the enigmatic Golux, the only Golux in the world, and not a mere device. He’s a little man with an indescribable hat, who claims to always be on hand when people are in peril. Golux is sometimes invisible, occasionally has an idea, and sometimes has none whatsoever. But somehow he always knows how to get you out of trouble. The Golux befriends Xingu and together they outwit the Duke, solve the riddle of the stopped clocks, and rescue the princess. There is, after all, nothing better than a happy ending, and on the way to it, there’s nothing better than Thurber’s genius for making you smile as you read every page. v

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B O O K R E V I E W

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

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

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

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

Dyslexia – The GiftThis documentary introducesthe concepts and methods inThe Gift of Dyslexia.Viewers of all ages will findthe interviews and animatedsequences highly informativeand entertaining. Gift of Dyslexia Audio CD Set

This 4 CD set contains full narration of The Giftof Dyslexia, read by author Ron Davis.DVD $39.95

4-CD Set $29.95 $39.95

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

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

DVD/Audio CD/Software

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

Symbol Mastery Kit $139.95

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

Young Learner Kit for Home-Use $129.95

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

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

$15.95 Softcover

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

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

Deluxe Kit $219.95

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

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

KID’S CORNERCharlieʼs Challengeby Ann Root & Linda Gladden

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

Strong-Willed Child or Dreamer?

by Dana Spears & Ron Braund

A must for parents ofchildren who areimaginative,sensitive,moody, stubborn, andcompassionate.Softcover $4.99 $12.99

You Donʼt Have to be Dyslexic

by Dr. Joan Smith

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

Softcover $15.95

Attention Deficit Disorder:A Different Perception

by Thom Hartmann

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

REVISED EDITIONSoftcover $4.99 $12.00

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

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The Right Mind: Making Sense of theHemispheres

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


Beyond ADD: Hunting forReasons in the Past &Present

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


El Don de la Dislexia

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

Softcover $28.95

THE DYSLEXIC READERSUPPLEMENT PAGE A2

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

by Abigail Marshall

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

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

by Robert Frank, Ph.D. with Kathryn Livingston

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

BOOKS FOR CREATIVE LEARNING

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

The Myth of the ADD Child

by Thomas Armstrong, Ph.D.

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


Ten Things Every Child With Autism Wishes You Knewby Ellen Notbohm

A must have for parents to read and share. Provides the insight needed to better understand, love and support an autistic family memberSoftcover $10.50 $14.95

Born on a Blue Day by Daniel Tammet

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

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

Barronʼs Mathematics Study Dictionaryby Frank Tapson

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

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

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

THE DYSLEXIC READER SUPPLEMENT PAGE A3

Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student by Loren Pope Softcover $4.99 $14.00

Math Dictionary

by Carol Vorderman

Ages 7 to 12. More than 300 entrieson words, phrases, and conceptsused by grade-school students inmath class and in their lives.

$14.95

REFERENCE BOOKS MATH BOOKS

AUTISM BOOKS

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

by Adelle Jameson Tilton

Softcover: $13.45 $14.95

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

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

Softcover: $13.25 $14.95

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

UnderstandingControversial TherapiesFor Children withAutism, ADD and OtherLearning Disabilities

by Lisa Kurtz

Softcover: 17.95 $19.95

A comprehensive guide to just aboutevery outside-the-box therapy you mightrun across, and then some. An absolutelyessential reference for anyone who wantsto know and explore available options

Gabby's Wordspeller by Diane FrankHow do you find a word in the dictionaryif you have no idea how to spell it? Withthis book! Lets you look up words by theirphonetic spelling to find its correctspelling.$25.95 Softcover

DAVIS DYSLEXIA MATERIALSUnlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00Symbol Mastery & Reading Exercises DVD . . . . . . $85.00I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00The Gift of Dyslexia 2010 Edition . . .. . . . . . . . . . . $15.95The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $13.95Dyslexia- the Gift DVD . . . . . . . . . . . . . . . . . . . . . . $39.95Gift of Dyslexia Audio CD Set . . . . . . . . . . . . . . . . $29.95Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95Symbol Mastery Deluxe Kit . . . . . . . . . . . . . . . . .$219.95Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95

OTHER BOOKS FOR REFERENCE & LEARNINGADD: A Different Perception . . . . . . . . . . . . . . . . . .$9.95Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95Born on a Blue Day . . . . . . . . . . . . . . . . . . . . . . .$14.00Bumperly Bumper Bee . . . . . . . . . . . . . . . . . . . . .$15.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99Colleges That Change Lives . . . . . . . . . . . . . . . . .$14.00Everything Parent’s Guide To Autism . . . . . . . . . . .$14.95Everything Parent’s Guide To Dyslexia . . . . . . . . . .$14.95Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95Math Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . .$14.95 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00Parents Guide to Asperger Autism . . . . . . . . . . . .$18.95Ten Things Every Child With Autism Wishes . . . . . . .$14.95The Right Mind . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.00The Secret Life of The Dyslexic Child . . . . . . . . . . . . .$14.95Smart But Stuck . . . . . . . . . . . . . . . . . . . . . . . . . .$19.95Strong-Willed Child or Dreamer? . . . . . . . . . . . . .$12.99Understanding Controversial Therapies . . . . . . . . . . .$19.95Webster’s New World Children’s Dictionary . . . . . .$19.95Yes You Can! Help Your Kid Succeed in Math . . . .$18.00You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95

OTHER ITEMSYoung Learner Kit for Home Use . . . . . . . . . . . . .$129.95

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

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

only fi nd Danny’s current picks, but the archives of past selections by month, reading level, and page count – enough recommendations for a lifetime of reading! You can also sign up for monthly book alerts, while you’re browsing. If you purchase books at Amazon.com through links at the Lazy Readers’ website, Bookends (www. bookends.org) will receive a donation. (Bookends is a nonprofi t organization devoted to increasing children’s access to books, as well as community service awareness.)

Yo! Joey!by Joseph P. BatoryAdult, 112 pagesPublisher: R&L Education; First Edition (June 2002)ISBN-10: 081084267XISBN-13: 978-0810842670

If you really want to know what is happening in our schools, please do not turn to the newspaper or TV news. Grab a copy of this hilarious and heartbreaking work of staggering genius. Batory served for years in the teaching and administrative trenches of education, and this gem provides great insights that a lot of politicians and so-called “reformers” should heed instead of the nonsense perpetuated in the corridors of power.

Baltimore: The Plague Shipsby Mike Mignola, Christopher Golden and Ben StenbeckYoung Adult, 136 pagesPublisher: Dark Horse (January 3, 2012)ISBN-10: 1595826777ISBN-13: 978-1595826770

When I saw a group of boys reading this series of graphic novels like a bunch of crazed cultists, I decided to grab a copy and was impressed with the artwork and fast-paced historical-horror-fi ction storyline (say that fi ve times fast).


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By Danny Brassell and Laura Zink de Diaz, Davis Facilitator in Bogotá Colombia

lifetime of reading! You can also sign up for Baltimore: The Plague Shipsby Mike Mignola, Christopher Golden and Ben StenbeckYoung Adult, 136 pagesPublisher: Dark Horse (January 3, 2012)ISBN-10: 1595826777ISBN-13: 978-1595826770


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Cinda MustersAmsterdam +31 (20) 330 78 08

Bert NeeleMelick +31 (61) 259 8802

Marianne OosterbaanZeist +31 (030) 691 7309

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

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

Tjalliena PonjéeArnemuiden+31 06 12 888 365

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

Karin RietbergHolten +31 (548) 364 286

Lydia Rogowski WijnbergHelmond +31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

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

Silvia Jolanda SikkemaDLS MentorDrachten +31 (0512) 538 815

Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62

Marja SteijgerAmstel +31 (020) 496 52 53

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

Kirsten TheeuwenEibergen +31 (545) 286 828

Romina TorozUtrecht +31 (61) 280-1821

Mieke van DeldenLeek +31 (059) 4514985

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

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

Annemarie van HofUtrecht +31 (030) 65 86 700

Hilde van WestrhenenDelft +31 (610) 681 605

Mieke VerhallenMierlo +31 (492) 43 05 04

Lia VermeulenHuizen +31 (062) 3671530

Mary VerspagetAlmere +31 6 53 797 197

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

Marlies WannetLopikerkapel+31 (6) 4326 1291

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

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

THE DYSLEXIC READER

The Boy Who Would Be Shakespeareby Doug StewartAdult, 229 pagesPublisher: Da Capo Press (March 23, 2010)ISBN-10: 0306818310ASIN: B005FOGGDQ

I could not put this book down! Ever heard of William Henry Ireland? Neither had I. This book takes you through his incredible con-job in 18th century England, when he claimed to have discovered a bunch of never-before-seen documents written by Shakespeare. A fascinating tale that would make a great movie.

Lost in the Barrensby Farley MowatYoung Adult, 208 pagesPublisher: Starfi re (February 1, 1985)ISBN-10: 0553275259ISBN-13: 978-0553275254

I have a rule to include a Farley Mowat recommendation every now and then, as I have found him to be one of the best lures to teenage boys who don’t like to read. His outdoor adventures, most often in the Arctic, are always fast-paced with an important eco-message. I absolutely love Farley Mowat.

Tina Cocolina: Queen of the Cupcakesby Pablo Cartaya & Martin HowardChildren, 48 pagesPublisher: Random House Books for Young Readers (October 26, 2010)ISBN-10: 0375858911ISBN-13: 978-0375858918

Fans of the Pinkalicious books will get a kick out of this tale of a girl’s search for the perfect topping. Clever, with a good anti-bullying message (man – will bullies ever go away?)

The Suburb Beyond the Stars by M.T. AndersonYoung Adult, 240 pagesPublisher: Scholastic Press; First Edition (June 1, 2010)SBN-10: 0545138825ASIN: B004R96U4U

M.T. Anderson is simply one of my favorite authors for teens, as his books are fi lled with plenty of twists and turns, lots of action and humor and even a subtle message every now and then. Your middle schoolers will greatly enjoy this sequel to Anderson’s The Game of Sunken Places.


v New Zealand

Rochelle BoothWanganui +64 (027) 306-6743

Kirsteen BrittenAutism Facilitator/CoachChristchurch +64 (3) 348 1665

Vivienne CarsonAuckland +64 (09) 520-3270

Catherine ChurtonSupervisor-SpecialistAuckland +64 (09) 360 7377

Maria CopsonDunedin +64 (03) 479 0510

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

Melanie CurryChristchurch +64 (03) 322-1726

Angi EdwardsWhakatane+64 (07) 308 6882

Martine FalconerChristchurch+64 (03) 383-1988

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

Tina GuyAutism Facilitator/CoachNelson +64 (03) 547 4958

Wendy HaddonMosgiel +64 (03) 489-8572

Sandra HartnettWellington +64 (4) 499 5658

Alma HoldenAutism Facilitator/CoachAlexandra+64 (027) 485-6798

Glenys KnoppDarfi eld +64 (03) 317-9072

Leila MartinHawera Taranaki+64 (027) 721-3273

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

Tania McGrathChristchurch +64 (03) 322 41 73

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

Linda McNaughten Dannevirke+64 (6) 374 1575

Colleen MortonGore +64 (03) 208 6308

Maria OlaisenLovund +47 (9) 027 6251

Wendy PersonHastings +64 (06) 870 4243

Janet PirieRaumati Beach Wellington+ 64 (04) 298 1626

Alison SymeDarfi eld +64 (03) 318-8480

Lorna TimmsDavis Autism Trainer Supervisor-SpecialistAutism Facilitator/Coach, Autism Training Supervisor & Workshop PresenterChristchurch +64 (03) 363 9358

Margot YoungAuckland +64 (09) 416 1230

THE DYSLEXIC READER

Left for Deadby Pete NelsonYoung Adult, 201 pagesPublisher: Delacorte Books for Young Readers (November 11, 2003)ISBN-10: 0385730918ISBN-13: 978-0385730914

What a cool story! Anyone who ever saw Jaws knows the true, harrowing story of the survivors of the U.S.S. Indianapolis who battled sharks in the South Pacifi c after their ship sank. What many – including me – did not know was that the navy blamed the captain of the ship, despite sailors’ pleas that their captain was not to blame. Fifty years later, an 11-year-old boy’s history project becomes a crusade to restore the captain’s name. This book had everything, and I honestly caught myself turning pages before students were ready. The kind of book every teacher needs to read to inspire her students to write.

Don’t Slam the Door!by Dori ChaconasChildren, 32 pagesPublisher: Candlewick (August 10, 2010)ISBN-10: 0763637092ISBN-13: 978-0763637095

Your little ones will get a kick out of the hilarious chain reaction catastrophe that arises from this precious read aloud, featuring great illustrations by Will Hillenbrand.

Yum! Yuck! A Foldout Book of People Soundsby Linda Sue Park & Julia DurangoChildren, 36 pagesPublisher: Charlesbridge Publishing (June 2005)ISBN-10: 1570916594ASIN: B003A02QBS

This is a fun read aloud about families from around the world at a street market expressing their emotions in their languages. Sue Rama’s illustrations of children’s facial reactions as they try different foods makes this a great way for kids to learn about trying different things and learning about different cultures.

The Little Roseby Sheri FinkChildren, 28 pagesPublisher: Sheri Fink (March 22, 2011)ISBN-10: 0983408904ISBN-13: 978-0983408901

Lovely story about a rose that endures ridicule for being so different as it grows up in a bed of weeds. Perfect read aloud for classes in need of remembering to be nice to one another.


v Norway

Maria OlaisenLovund +47 (9) 027 6251

Ragnhild SlettevoldSkjaerhalden

Heida Karen VidarsdottirTelemark +47 958 03 822

v Peru

Judith Zapata PrangeLima + 51 (1) 964 382 889

v Philippines

Freddie TanSan Juan, Metro Manila+63 (2) 725 7137

v Poland

Agnieszka £ubkowska Warsaw +48 (46) 855 77 02

v Portugal

Sofia Vassalo SantosLisboa +35 (191) 911-2565

Cristina Maria Rubianes VieiraLisboa +35 (191) 921 48 07

v Republic of Singapore

Phaik Sue ChinSingapore +65 6773 4070

Constance ChuaSingapore +65 6873 3873

v Russia

Mira AshushMoscow+972 (3) 635 0973

Luba NiazovMoscow+972 (54) 476 6203 (Israel)

Kalina PotyakMoscow+ 972 (52) 257 2783

Maria StulovaMoscow+7 (916) 604 2140

v Scotland

Paul Francis WrightForres, Scotland+44 (077) 9684 0762

v Serbia

Jelena RadosavljevicKraljevo+381 (063) 76-28-792

v South Africa

Sharon GerkenSalt Rock+27 (82) 828 5180

Axel GudmundssonFundamentals Workshop PresenterWestern Cape+27 (021) 783 2722

v Switzerland/CH

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

Monika AmreinZurich +41 (01) 341 8264

Regula Bacchetta-BischofbergerHorw/Luzern +41 (041) 340 2136

Priska Baumgartner Wettingen +41 (056) 426 28 88

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

Oh, Yes, I Will Drop Out! Tom Bartlett of the Chronicle of Higher Education Blog reports that President Obama, in his most recent State of the Union address called on all states to require students to stay in school until they turn 18 or graduate. His reason: “When students are not allowed to drop out, they do better.” Well, maybe. Bartlett points out that the longer you stay in school the higher your income will be in the future. However, raising maximum compulsory school attendance age to 18 years doesn’t seem to be very effective at lowering drop out rates. First of all, adolescents as a group are pretty bad when it comes to making decisions about their own future. Bartlett comments that “recent studies in neurology and psychology … suggest adolescents lack abstract-reasoning skills and are predisposed to risky behavior.” But worse, a recent study at the University of Georgia found that “states that raised their CSA [compulsory school attendance] requirements did not necessarily experience a greater decline in dropout than states that maintained CSA requirements of 16.” A 2002 study found that “when Texas and Kansas raised their dropout age, high-school completion rates stayed nearly the same” and in Topeka truancy rates increased by 33%.A report from the Rennie Center for Education Research and Policy states, “Our review of research revealed little evidence to support the idea that raising the compulsory age to 18 decreases dropout rates and increases graduation rates.” And according to Richard Innes of the Bluegrass Institute in Kentucky “Six of [the] age 18 dropout states actually have shown a decline in graduation rate performance since they enacted this policy in law.” Perhaps we’d get better results if, rather than trying to force an education down their throats, we made a greater effort to make learning activities in school more engaging and motivating to kids and adolescents!

You can read the entire article at: http://chronicle.com/blogs/percolator/sorry-youre-not-allowed-to-drop-out-please-resume-learning/28501?sid=at&utm_source=at&utm_medium=en

Teenage Brains Are Different Many parents see their darling children turn into someone they barely recognize when they hit adolescence. Scientists used to think that our brain development was mostly complete by age 10. Actually, a crucial part of the brain – the frontal lobes – isn’t fully connected until the mid-twenties. The frontal lobes allow us to think about consequences, decide whether an idea we’ve just had is a good one or a really bad one. Teenagers can access their frontal lobes and use them, but they access them more slowly than an adult does. The reason for this difference is that the nerve cells that connect a teen’s frontal lobes with the rest of the brain don’t have as much myelin. Myelin is a fatty coating, that facilitates the flow of nerve signals. Less myelin, less efficient communication between the different parts of the brain. So… when your teenagers do something so wacky you just can’t imagine why in the world they thought it was a good idea (say, like experimenting with drugs or being totally inconsiderate), don’t despair! Remember, teen brains just don’t operate the same way yours does. Give your teen time. In most cases, eventually your teen will turn into a normal, functional adult, a person you’ll be proud to know!

You can read – or listen to – more of The Teen Brain: It's Just Not Grown Up Yet, by Richard Knox at: http://www.npr.org/templates/story/story.php?storyId=124119468

I N T H E N E W S


v Switzerland (continued)

Brigitta DünkiRafz + 41 (079) 318-8300

Susi Fassler St. Gallen +41 (071) 244 5754

Ursula FischbacherOrpund +41 (032) 355 23 26

Antoinette FluckigerMohlin + 41 (61) 854 4760

Heidi Gander-BelzFehraltorf/Zurich+41 (44) 948 14 10

Katharina GrenacherLiebefeld (near Bern)+41(31) 382 00 29

Doris Rubli HuberSt. Gallen +41 (071) 245 5690

Christa JaegerRiehen +41 (061) 643 2326

Consuelo LangLumino +41 (091) 829 05 36

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

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

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

Yvonne Meili Reinach +41 (61) 422 16 06

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

Véronique PfeifferZürich +41 (01) 342 22 61

Hilary RhodesAntagnes – Ollon + 41 (24) 495 8703

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

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

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur +41 (052) 242 41 70

Beatrix Vetterli Frauenfeld +41 (52) 720 1017

Andreas VillainZürich +41 (076) 371 84 32

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

Judith Zapata PrangeBasel +51 964 382 889

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

Diane Ravitch has a blog in the Bridging Differences section at www.edweek.org, the web page for the magazine Education Week. There, she makes commentaries on what’s going on in education in the US. Readers may or may not know that Ravitch was initially a gung ho supporter of the Bush administrations’s No Child Left Behind (NCLB) education reform legislation. In 2010, Ravitch decided she’d been wrong about many things and became a strong critic of the results of NCLB and the Obama administration’s Race To The Top (RTTT), which some have called “NCLB on steroids” for its intense focus on national standards and increased standardized testing. In her 2010 book, The Death and Life of the Great American School System: How Testing and Choice are Undermining Education, she rejects the corporate model for school reform and the most popular ideas for restructuring schools, including privatization, standardized testing, punitive accountability, and the proliferation of unaccountable charter schools. Her change of heart and mind has been dramatic – suspected by some, a relief to others. In her blog entry of March 27 of this year, Ravitch pulls no punches as she describes the pattern on the rug that’s becoming increasingly clear with regard to the future of education in the United States. Her blog points out the money interests behind much of the reform movement of the last ten years, and how schools and children have been damaged. You can read the entire commentary at http://blogs.edweek.org/edweek/Bridging-Differences/2012/03/the_pattern_on_the_rug.html?cmp=ENL-EU-VIEWS2. But here’s the gist: “Teaching will become a job, not a profession. Young people will typically spend a year or two as teachers, then move on to other, more rewarding careers. Federal and

state policy will promote online learning, and computers will replace teachers. Online class sizes will reach 1:100, even 1:200; the job of monitoring the screens will be outsourced, creating large economies for state budgets. For-profi t companies will make large profi ts. The Common Core standards will create a national marketplace for vendors, as Secretary Arne Duncan's chief of staff, Joanne Weiss, predicted. Entrepreneurs will reap the rewards of the new American style of education. As profi ts grow, the cost of education will be contained. Public education will increasingly be handed over to businesses designed to maximize economic effi ciency and produce dependable profi ts for investors… See the pattern on the rug? It grows clearer every day. It is not about improving education. It is not about helping our society become more literate and better educated. Follow the money. We are indeed a nation at risk.” If Ravitch is right, I’m immensely thankful I left my teaching career several years ago… And that’s a sad thing to have to say.

Stephen Krashen Defi nes Reading At Grade Level “Reading at grade level is reading at an average level for a given grade. For example, a third grade child who is an average third grade reader, is reading at grade level. It is mathematically impossible for all children to read at grade level. When below-average readers read better, the average changes. It is also mathematically impossible, long-term, for all children to read at or above the 50th percentile or higher on norm-referenced tests (e.g., the Stanford Achievement Test). Norm-referenced tests are, by defi nition, constructed so that 50 percent of the test-takers will always be in the bottom 50 percent. When this changes, the test questions are changed so that once again 50 percent of the test-takers will be in the bottom 50 percent.” Dr. Stephen Krashen, respected linguist and educational researcher, is professor emeritus at the University of Southern California. He has written more than 350 papers and books, contributing to the fi elds of second language acquisition, bilingual education, and reading.

$$ $$ $$ $$

The Pattern on the Rug

+ 41 (24) 495 8703

At Grade Level

a third grade child who is an average third grade reader, is reading at grade level. It is


v United Arab Emirates

Linda RademanDubai +9714 348 1687

v United Kingdom

Joy Allan-BakerLondon +44 (0757) 821 8959

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

Lisa Cartwright London +44 (0773) 890-6500

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

Susan DuguidLondon+44 (020) 8878 9652

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

Christine EastKingsbridge, Devon+44 (01548) 856 045

Nichola Farnum MALondon +44 (020) 8977 6699

Jacqueline Ann FlisherHungerford Berks+44 (0) 8000 272657

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Carol ForsterGloucester +44 (1452) 331 573

Ines Graefi n GroteGreat Yarmouth Norfolk+ 44 (1493) 393 208

Achsa Griffi thsSandwich, Kent +44 (01304) 611 650

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

Karen HautzLondon +44 (0207) 228-2947

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185

Phyllida Howlett Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806

Angela JamesReading, Berkshire+44 (0118) 947 6545

Liz JollyFareham, Hants+44 (01329) 235 420

Sara KramerLondon +44 (02035) 652 222

Marilyn LaneRedhill +44 (0173) 776-9049

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

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

The Rebellion Has Been Televised Many teachers, school administrators and parents are unhappy with the amount of standardized testing imposed on children and schools across the United States. The Bush administration’s No Child Left Behind began the increase in testing testing testing, and the Obama administration’s Race To The Top, (known by some as “NCLB on steroids”) has continued the trend. In March Anthony Cody’s blog, Living In Dialog, at Edweek.org, transcribed a speech given by John Kuhn, Superintendent of Perrin Whitt CISD in Perrin, Texas at a recent Save Texas Schools rally in Austin. Cody says Texas has become a hotbed of rebellion against standardized testing, and Kuhn has been speaking out against excessive testing and counter-productive school reform for the past year. Here are a few excerpts from Kuhn’s speech about school reform and testing in Texas: “When a government fails to safeguard the development of its most vulnerable children and fails to ensure the advancement of their well-being; When the Constitution no longer guides its leaders and the people must sue the state to force it to honor its promises; When moderation is lost by those in power alongside honest dealing and the greater good, then that government must be held accountable in the court of public opinion… This government has failed to establish an equitable system of education, although possessed of almost boundless resources; and more shameful yet, possessed of the wise words of our fathers who recorded that “a people must be educated” for liberty to survive. This government has allowed state testing to become a perversion, growing like Johnson grass through the garden of learning and choking to death all knowledge that isn't on the test, killing ancient wisdom like debate, logic, and ethics – deep human learning that once provided this state a renewable crop of leaders who knew courage instead of expedience, truth instead of spin, and personal risk for the public good instead of personal enrichment and reelection at all costs… This government has mandated so much remediation in tested subjects that vocational training won't fi t into student schedules… It has encouraged the proliferation of tax-funded for-profi t schools that kick out and keep out the students who are hardest to teach, because when it's about profi t, it's not about kids….

In The News (continued from page 19) … the elected offi cials in Austin … keep their achievement gaps swept safely under a rug so they can't be criticized, so they can't be held

accountable for decades of zero progress. The human cost of their failures is staggering, but our politicians have seen fi t to create an accountability system that holds least accountable those with the most power and infl uence…” Kuhn is speaking about Texas, but the comments at

the Living in Dialog blog show that people feel his speech is just as applicable to what’s happening in their own states. You can watch the full speech on Youtube at: http://www.youtube.com/watch?v=oewyBfi ef-c or you can read the text at Anthony Cody’s blog at: http://blogs.edweek.org/teachers/living-in-dialogue/2012/03/john_kuhn_roars_back.html v

Dyslexia is MeBy Nicolette du Toit (Age 13)

It is me, I can’t hide it. Some may call it a curse, and some a gift. I call it joy, hope, happiness, love, peace – And me. It is who I am, and I am it.

Letters and words may not make sense,but images swell in my mind and paint fl ows from my hand onto paper – And a creation is made.

A painting is not big enough to show me. Words dance in my mind and they come out of my mouth with meaning – And a song is made.

No poem or song is long enough to show who I am. There is only one word, only one meaning, that describes me – DYSLEXIA!

Nikki is the daughter of newly licensed Davis Facilitator, Amanda du Toit and lives in Sydney, Australia. Nikki also completed a Davis Program with Davis Facilitator, Sharon Gerken in South Africa several years ago. Many thanks to Shelley McMeeken, Director – DDA Pacifi c, for submitting Nikki’s lovely poem!


v United Kingdom (continued)

Maxine PiperCarterton, Oxon+44 (01993) 840 291

Elenica Nina PitoskaLondon +44 (020) 8451 4025

Ian RichardsonLonghope Gloucestershire+44 (01452) 830 056

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

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

Caroline SmithMoggerhanger Bedfordshire+44 (01767) 640 430

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

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

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

Evelyn WhiteWalton-on-Thames, Surrey+44 (01932) 243 083

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

v United States

Alabama

Lisa SprattHuntsville +1 (256) 426-4066

Arizona

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

Nancy KressGlendale +1 (480) 544-5031

John MertzTucson +1 (520) 797-0201

Arkansas

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

California

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

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

Anette FullerWalnut Creek +1 (925) 639-7846

Angela GonzalesNorco +1 (951) 582-0262

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

Famous Dyslexics Remember

Steven Spielberg Steven Spielberg is an American film director, screenwriter, producer, video game designer, and entrepreneur. He is known for a body of work that spans four decades, including E.T., Jaws, Close Encounters of the Third Kind, and Raiders of the Lost Ark. In later years, he has addressed weighty topics such as the Holocaust, slavery, war and terrorism. He won the Academy Award for Best Director for Schindler’s List, in 1993, and Saving Private Ryan in 1998. A number of his films have been the highest-grossing of their time. The list of awards, for film and lifetime achievement in the US and other countries would be far too long to include here. To name just a few of his honors, Spielberg has received a number of honorary university degrees, and was made an honorary Knight Commander of the Order of the British Empire by Queen Elizabeth. He’s also been named a knight of the Légion d’Honneur by former French president Jacques Chirac, and last year he was admitted as a Commander of the Belgian Order of the Crown. Spielberg was diagnosed with dyslexia six years ago when he took his daughter to be assessed. “It is something that I have had since I was a child,” he admitted. “It was not fun to go to elementary school and have other students and teachers not understand my reading problems.” As an adult he says “I accommodated my life to the challenges of dyslexia and I feel very proud of that. When you are a child you have to achieve a different balance when you find yourself to be dyslexic.”

Dr. Maggie Aderin-PocockDr. Maggie Aderin-Pocock is a British space scientist. She has dyslexia and when she told one of her elementary school teachers that she wanted to be an astronaut, the teacher suggested she go into nursing instead. But Maggie managed to earn top scores in math, physics, chemistry and biology. Then she earned a BS in physics and a Doctorate in Mechanical Engineering from the Imperial College, London. So much for lowering expectations! Dr. Maggie has a personal quest: to destroy stereotypes about science. She tours inner-city schools in this quest: “I go to London schools where pupils may be disillusioned and tell them to find something

they have a passion for. If you enjoy the subject it's so much easier to learn.” She urges youngsters to study science and insists that passion can overcome all obstacles. She tells students about her own history. She was put in remedial classes once she was diagnosed with dyslexia. When she was ten years old she suddenly discovered science and everything changed. She says, “The dyslexia does not go away, but I have found ways of working around it. In space science I attend international delegations where I have to write onto a screen and everything comes up in big letters. Sometimes people say, ‘You don't spell that word like that.’ But I like to be open about my dyslexia so people understand. The most important thing is to not give up because you can’t spell.” Recently, Dr. Aderin-Pocock won a Women in Film and TV award for her work presenting BBC2’s Do We Really Need the Moon?

Pablo PicassoPablo Picasso was one of the most influential artists of the 20th century. Born in Málaga, Spain in 1881, he failed his parochial school education because he was dyslexic. Fortunately for the world, Picasso’s father, an art teacher, encouraged him to develop his artistic talent, which was apparent from a very early age. (His first spoken word was ‘pizpiz’, his toddler pronunciation of ‘lápiz’, the Spanish word for pencil.) He studied art in Spain and France, but wasn’t overly fond of formal instruction, developing his own style instead. He is considered one of the founders of Cubism, but his style changed a number of times during his long artistic career. Picasso seems to have drawn on the power of his dyslexic imagination, perception and creativity, painting things as he saw them, rather than trying to emulate the traditional. One of his most famous surrealist works is Guernica. He painted it in response to the bombing of the city of the same name, in the Basque region of Spain. Guernica was attacked by German and Italian bombers in April 1937 during the Spanish Civil War. The painting has become an iconic reminder of the tragedies caused by war, and as such an acclaimed anti-war symbol. Pablo Picasso died on April 8, 1973 in Mougins, France at the age of 92. v


California (continued)

David HirstRiverside +1 (909) 241-6079

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

Nicole NicholsYorba Linda +1 (714) 345-2601

Cheryl RodriguesSan Jose +1 (408) 966-7813

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

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

Colorado

Janet ConferLittleton +1 (720) 425-7585

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

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

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

Karen Johnson WehrmanElizabeth +1 (303) 243-3658

Florida

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

Tina KirbyNavarre +1 (850) 218-5956

Rita Von BonNavarre +1 (850) 934-1389

Georgia

Lesa HallAutism Facilitator/CoachPooler/Savannah+1 (912) 330-8577

Martha PayneSuwanee +1 (404) 886-2720

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

Hawaii

Vickie Kozuki-Ah YouAutism Facilitator/CoachEwa Beach/Honolulu+1 (808) 664-9608

Idaho

Carma SutherlandRexburg +1 (208) 356-3944

Illinois

Kim AinisChicago +1 (312) 360-0805

Susan SmarjesseSpringfi eld +1 (217) 789-7323

Indiana

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

Newly Licensed Davis FacilitatorsNewly Licensed Davis Facilitators

Veronica Kaune “I am a counselor, educational psychologist, systemic family therapist and social science researcher. In my private practice I work with children, teenagers, couples, and families coping with different emotional,

social, educational, developmental and career issues. I am now proud to be a Davis Facilitator and part of DDAI and Davis Latin America. I am also honored to be part of a team that is truly making a difference in people’s lives. I look forward to helping children and adults deal with dyslexia and other learning disabilities, develop their talents and correct the conditions that prevent them from fulfi lling their potential. I am pleased to offer the three Davis Programs in Spanish or English: Davis Dyslexia Correction Program, Davis Math Mastery Program, and Davis Attention Mastery Program.” Calle 9 de Obrajes, Edifi cio el Zodiaco, Piso 7, Dep. 701,Bolivia. +591-772 33072 or +591-2-2789031 [email protected]

Twiggy Chan “I was diagnosed with dyslexia when I was 14 years old. My experience as a dyslexic has enabled me to understand the thoughts and feelings of those who encounter similar diffi culties. And becoming a Davis Facilitator allows me to help them develop their potential through the Davis Programs. As a registered social worker and special education teacher in Hong Kong, with over ten years of experience teaching in international and local schools, I believe my background will help me further develop public awareness of the Davis Program here.” Hong Kong +852-6175-8439 [email protected] http://twiggychan.wordpress.com

Claudine Gardères “I fi rst discovered the Davis Program when my son successfully completed his Dyslexia Correction Program in 2009. I decided to train as a Davis Facilitator to be able to bring to others the same comfort and consideration shown to me and my son during his Program. Since there are not

many of us in France, I am very motivated to do the best I can to promote Davis Dyslexia Correction in this country.” 53 rue Victor Hugo, Fontenay-le-Fleury, 778330 France +33 (642) 15 99 27 [email protected]

Emmanuelle Leibovitz-Schurdevin 115 Bis, rue George Sand 3700, Tours, France. +33 (6) 13 02 48 [email protected]

Liz Bertran “Who would have guessed that being a picture thinker would be an asset? In all my years of struggling in school, I was never applauded for having an imagination…until now! Later, as a writing instructor in a public school

setting I kept seeing students who were brilliant but couldn’t put their thoughts on paper. Many struggled with reading and focusing. Because I recognized the genius in these kids, my classes grew larger and larger. I was someone who could relate. But there was something missing: how to help them. Then I was handed The Gift of Dyslexia and a light bulb turned on. My dyslexic son said it best recently after I did a Davis practice program with him: “Mom, I don’t blame you for trying all of those other approaches, but this is the way I learn best and I wish that when I was in school the teachers had taught me this way instead of the “non-dyslexia” way.” I look forward to giving struggling individuals a fresh start with the Davis Program.” Fresh Start Learning of Puget Sound. 728 79th Ave. SE, Lake Stevens, WA 98258 USA+1 (425) 231-9705 [email protected]

Geertruida Kornman “In 2006 I started a study group for child and youth therapists. This was not part of my job as a coach for emotional problems. At that moment I became interested in learning problems and how to help children take pleasure in learning. So I started to look for ways help children and somehow, miraculously, I came across the Davis Dyslexia Correction Program.” Kinderpraktÿklichtinzicht. Wÿkermeerweg 2A/2B 1948 NW Beverwÿk, Netherlands +31 (62) 000 [email protected]

Anne MoellerAlpenrosenstr. 14, 82194 Gröbenzell/München Germany +49 (081) 425 1955. www.talentinum.de [email protected]

Beverly Parrish “I am delighted to offer the Davis Programs to people of all ages. My son benefi tted greatly from the Davis Program, and I look forward to helping others achieve their unique goals.” Learn Your Way. 2010 Golden Bay Lane, League City, TX 77573 +1 (281) 638-0297 www.learnyourway.biz [email protected]


Chantal Marot-Vannini rue Joseph Rouchon03120 Arfeuilles, France+33 (06) 14 24 26 [email protected]

Karen Wehrman “Having been a counselor for 30 years, I enjoy listening to others and learning about their particular concerns and strengths. As a Davis Dyslexia Correction Facilitator I can offer effective solutions and be with my clients as they gain self

confi dence and tools with which to master reading, attention diffi culties, math and writing challenges. I have offi ce space in Elizabeth, Aurora and Lakewood, Colorado.” Finding Your Way. 146 North Elbert Street, Elizabeth, CO 80106 +1 (303)[email protected]

Carol Taljeh-Ariss “In Lebanon and more generally in the Arab world there’s increased awareness of dyslexia and other learning disabilities, and those affected are seeking help. Facilitators are in high demand since more people with learning diffi culties, mainly children, are being identifi ed; yet there are not enough professionals to help them resolve their diffi culties. My family and I suffered when a family member was diagnosed as dyslexic and ADD. Trips from one speech therapist to another from one psychologist to another were exhausting and far from fruitful. We felt blessed when we found the Davis Program on the internet and located a Davis Facilitator in Lebanon. The program was successful: it really did deliver as promised! Our loved one is a corrected dyslexic who is blooming now. Coming from a psychology and public health background, I strongly believe in the Davis Program and feel the need to help other people and their loved ones overcome their diffi culties and appreciate, as we have, the fact that dyslexia is a talent and not a burden!” Perceptual Talent. Hamra. Adonis Street, Marbella Center, 1st fl oor, P.O. Box 113-6466. Beirut, Lebanon +961 (3) 588 [email protected] or [email protected]

Betty RossittoAvenue Kersbeek 229, 1190 Bruxelles, Belgium+32 (474) 68 56 [email protected]

Iowa

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

Louisiana

Kathryn KovacSterlington+1 (318) 789-8976

Massachusetts

Karen LoGiudiceFundamentals Workshop Presenter, Autism Facilitator/CoachAmesbury +1 (978) 337-7753

Carolyn TylerFairhaven +1 (508) 997-4642

Michigan

Molly Scoby Greenville +1 (231) 250-7260

Kathleen McNallyNear Ann Arbor, Kalamazoo +1 (517) 796-5429

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

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

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

Minnesota

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

Missouri

Clark BrownRoach +1 (573) 552-5772

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

Montana

Elsie JohnsonManhatten +1 (406) 282-7416

Nebraska

Elaine ThoendelChambers+1 (402) 482-5709

Nevada

Barbara ClarkReno +1 (775) 265-1188

New Hampshire

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

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

New Jersey

Lynn ChigounisMontclair +1 (973) 746-5037

New York

Lisa AndersonSeneca Falls +1 (315) 576-3812

Wendy NiedermeierByron +1 (585) 233-4364

Maria Stulova “I am pleased to join the great family of specialists working with the Davis methods. I really hope that this wonderful method for working with dyslexics will take root and become popular in our country. As with many

other Facilitators, it was my dyslexic child who led me to Davis. Now I’m happy to help not only my own child but other children too. In our country we know little about dyslexia and its correction. So I have a huge, interesting and creative journey ahead of me.” 109 439 Russia, Moscow, Yeseninsky Boulevard 9-3-129+7 (916) 604 2140 or +7 (495) 709 9342 [email protected]

Gerda Bosma-Kooistra “A few years ago I read The Gift of Dyslexia. It touched me. Why didn’t I know about this? I realized I had the desire to help people and thought it would be great to work with dyslexics. I signed up for the Gift of Dyslexia Workshop, and found I wanted to know more and more. Now, as a Davis Facilitator, I work with wonderful people. They learn so much about themselves, and I help them to be aware of their environment, their ability to read, and to develop in their own unique ways. I am impressed by their abilitiy to fi nd themselves and I am happy to learn so much from all of them. I have a wonderful job!” Kamperzandweg9, 8307RG, Ens, The Netherlands. +31 (6) 1334 6196 [email protected]

Tjalliena Ponjée “After ten years years as a primary school teacher I made the switch to RPCZ, a well known school advising centre. There I started working with gifted and talented children. I wanted to know more about these children and their special needs, so I followed the European Council for High Abilities study. In 2008 I started as an entrepreneur for HoogTij, with expertise in education for gifted and talented children. I had often met children who did not perform to the level of their abilities - children with intellectual potential, who perform poorly at school. They are very talented picture thinkers! In the future, I hope to help these children and adults make positive changes in their lives using their gifts as picture thinkers.” HoogTij. Singel 15, 4341 AV Arnemuiden, Netherlands. +31 (6) 1288 8365 or +31 118 601258 [email protected]

Marlies Wannet “I was looking for support for my daughter’s maths problems. The Davis Program gave me trust that she could recover her self-confi dence and manage math. As an educational consultant I believe that with the Davis Method

learning problems are handled at their root, so that children and adults regain control over their own learning. I’m looking forward to working as a Davis Facilitator, passing the Davis tools to many dyslexics.” GrowConsult. Batuwseweg 35, 3412 KX Lopikerkapel, Netherlands. +31 (6) 4326 1291 [email protected]

Newly Licensed Davis FacilitatorsNewly Licensed Davis Facilitators


North Carolina

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

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

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

Ohio

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

Oklahoma

Patti GodwinBartlesville +1 (918) 232-0462

Ashley GriceTulsa +1 (918) 779-7351

Rhonda LacyClinton +1 (580) 323-7323

Oregon

Nicki CatesPortland +1 (586) 801-0772

Rhonda ErstromVale +1 (541) 881-7817

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

Janell WarkentinChristmas Valley+1 (541) 647-0841

Pennsylvania

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

South Carolina

Angela KeiferGreenville+1 (864) 420-1627

South Dakota

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

Texas

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

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

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

Jodie HarberCedar Park+1 (512) 918-9247

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

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

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

Paula Marshburn Tyler +1 (903) 570-3427

The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and fi eld work to become licensed to work with autistic individuals and their families.

Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.

The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised fi eld work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.

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

Davis Training Programs

Our Newest Autism Facilitator/Coaches are: Lesa Hall – USA, GeorgiaNadine Roeder – LuxemburgEugenia Schares – Italy

Our Newest Autism Training Supervisor is: Jane Heywood – UK

Congratulations to Stacey Smith, who has completed training as our newest Davis Supervisor-Specialist

Congratulations to the following Davis Facilitators!


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

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

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

Davis Reading Exercises improve accuracy with word recognition and comprehension.

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

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

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

Young Learner Kit for Home-Use

Texas (continued)

Donna NorthcuttIrving +1 (214) 315-3698

Dorothy OwenSupervisor-Specialist Autism Facilitator/CoachDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200

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

Susan Stark OwenDallas/Ft. Worth+1 (888) 392-1134 (Toll Free)+1 (817) 919-6200 Beverly ParrishLeague City+1 (281) 638-0297 Laura WarrenDLS Workshop Presenter-MentorLubbock +1 (806) 790-7292

Virginia

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

Jamie Worley Blackburg +1 (540) 552-0603

Washington

Elizabeth (Liz) BertranLake Stevens +1 (425) 231-9705

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

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

West Virginia

Allison BoggessCulloden +1 (888) 517-7830

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

Wisconsin

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

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

Marla Verdone Janesville+1 (800) 753-8147 (Toll Free)

v Uruguay

Marcela PiffarettiMontevideo+598 (2) 600-6326

This Directory is current

as of December 1st, 2011.

It is subject to change. Between

newsletter issues, new

Facilitators are added,

and occasionally, some

become inactive. However,

the Davis Providers list at

www.dyslexia.com

is always up to date.


Basic Workshop for Primary Teachers

Teachers, would you like to…• Improve the reading skills of all the children in your class regardless of their learning style?• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.”

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

Materials include:• Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)

Workshop hours: 9am-4pm with one hour lunch break.Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California State University. Cost is $78 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required.

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

2012/2013 DATES & LOCATIONS

Date Location Telephone

June 14-15 Shallotte, NC +1 (910) 754-9559

June 14-15 Tyler, TX +1 (903) 531-2446

June 19-20 Denver, CO +1 (719) 324-9256

June 28-29 San Diego, CA +1 (903) 531-2446

July 12-13 Amarillo, TX +1 (806) 790-7291

July 17-18 SF/Burlingame, CA +1 (903) 531-2446

July 24-25 Brookings, SD +1 (605) 692-1785

Aug 2-3 Shallotte, NC +1 (910) 754-9559

Aug 2-3 Tyler, TX +1 (903) 531-2446

Aug 21-22 Burnaby, BC Canada +1 (604) 982-0092

Sept 6-7 Silkeborg, Denmark +49 (040) 25 17 86 22

Sept 20 Springfield, MA +1 (903) 531-2446

Oct 19-20 Tyler, TX +1 (903) 531-2446

Nov 15-16 Richmond, VA +1 (804) 833-8858

Jan 15-16 Lubbock, TX +1 (806) 790-7292

Jan 21-22 Plano, TX +1 (806) 790-7292

Jan 24-25 Tyler, TX +1 (903) 531-2446

For more details, visit www.davislearn.com

“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California


The Gift of Dyslexia WorkshopRead the book?Take the next step in helping others correct dyslexia. Attend this workshop!

DAY ONEBackground and Development of the Davis Dyslexia Correction® Procedures• Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction.Davis Perceptual Ability Assessment (a screening for dyslexic learning styles)• Demonstration and Practice SessionSymptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation)• Demonstration and Practice Session

WORKSHOP OUTLINE

2012 WORKSHOP SCHEDULE

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

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

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

CanadaSeptember 19 – 22Oakville, OntarioPresenter: Karen LoGiudiceLanguage: EnglishTelephone: +1 (888) 805-7216 Email: [email protected]

DenmarkSeptember 19 – 22SilkeborgPresenter: Robin Temple Language: English/Danish Telephone: +49 (040) 25 17 86 22 Email: [email protected]

GermanyOctober 4 – 7 BerlinPresenter: Ioannis TzivanakisLanguages: German/EnglishTelephone: +49 (040) 25 17 86 22Email: [email protected]

Netherlands June 15 – 18Loenen aan de Vecht (Between Amsterdam and Utrecht)Presenter: Robin TempleLanguage: Dutch/EnglishTelephone: +31 020 4965253Email: [email protected]

September 28 – October 1 Loenen aan de Vecht (Between Amsterdam and Utrecht)Presenter: Robin TempleLanguage: Dutch/EnglishTelephone: +31 020 4965253Email: [email protected]

United KingdomJuly 3 – 6 Malvern Worcestershire Presenters: Richard Whitehead / Robin TempleLanguages: English/RussianTelephone: +44 (0) 330 001 0680Email: [email protected]

United StatesJuly 9 – 12Burlingame/San Francisco, CALanguage: EnglishPresenter: Larry Smith, Jr. & Ron DavisTelephone: +1 (888) 805-7216Email: [email protected]

October 8 – 11Burlingame/San Francisco, CALanguage: EnglishTelephone: +1 (888) 805-7216Email: [email protected]

To register for US workshops call toll free 1 (888) 805-7216, or visit www.dyslexia.com/event.htm

Materials included with workshop

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


Come learn and experience the Davis Dyslexia Correction procedures first hand!This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.Who should attend:• Reading Specialists & Tutors• Parents & Homeschoolers• Resource Specialists• Educational Therapists• Occupational Therapists• Speech/Language TherapistsParticipants will learn:• How the Davis procedures were developed• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting.See page 27 for more workshop details.

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

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

DDA-NederlandJacques Schreursstraat 256074 CR Melick NEDERLANDTel: 31 (475) 520 433E-mail: [email protected]

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

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

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

DDA-UKDavis Learning Foundation47-49 Church StreetGreat MalvernWorcestershire WR14 2AATel: +44 (0) 330 011 0680E-mail: [email protected]

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

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

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

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

The Gift of Dyslexia Workshop

2012 INTERNATIONAL SCHEDULE

USA Workshop Information Questions?Toll Free: 1 (888) 805-7216Email: [email protected]

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

CHANGE SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGEPAID

BURLINGAME, CAPERMIT NO.14

˜

USA Workshop Fees • $1175perperson• AcademicunitsandCEUsavailable

CALL 1 (888) 805-7216 for special discounts and early bird rates!

June 15 – 18 Loenen aan de Vecht Netherlands

July 3 – 6 Malvern Worcestershire UK

July 9 – 12 Burlingame, CA USA

Sept 19 – 22 Oakville, Ontario Canada

Sept 19 – 22 Silkeborg Denmark

Sept 28 – Oct 1 Loenen aan de Vecht Netherlands

Oct 4 – 7 Berlin Germany

October 8 – 11 Burlingame, CA USA

The Dyslexic Reader 2012 - Issue 60

Documents

Transcript of The Dyslexic Reader 2012 - Issue 60