ISSUE I1 2015 VOL 69

of a Pretend Reader
By Margaret Juergens


. his story begins with The Old Man

and the Sea. Yep! This is the first real
book I NEVER read. This is the book I
never wanted to read. The entire class in
Mr. Marcelino’s room was reading this
book, and I wasn’t. It was fifth grade
and my homeroom teacher was Miss
Port; beautiful, fashionable, young, red

This was also the year I started
thinking “What’s wrong with me? Why
are these words jumping all over the page?
Why can’t I remember the characters’
names and figure out the meaning of the
plot like everyone else?” I really wanted
nail polished Miss Port. I loved her! But
to read! Why wasn’t my brain working?
I had to leave her class to read with Mr.
I remember thinking I’d better not tell
Marcelino about an old man…
anyone about this, people will think
and the sea.
I’m stupid or lazy or a weirdo.
The next book I never read was The
And then there was Little Women.
Yearling. As I think back to sixth grade,
This is my absolute favorite book I never
I am sure I read Chapter 1, but that may
read! I loved not reading this book. The
have been all. I could
little women in my class
see the words on the
had really great things
page, I could even
to say about this story.
What’s wrong with me?
read them out loud,
The story of the sisters,
Why are these words
but when I finished
especially Jo, was so
jumping all over the page?
a page, I wasn’t sure
touching. I wanted to
I really wanted to read!
what happened. This
know more about these
Why wasn’t my
was the year I began
sisters, so I rented the
brain working?
really listening in
movie! I couldn’t believe
class. I listened to
it! The story was the
my classmates as
same in the movie!
they explained the drama of a boy and
Now I could participate in class without
a deer. It seemed like a great tale that I
the teacher knowing I had not done
should read – someday. The words looked the reading. YES! I had found a useful
interesting on the pages, but each chapter resource that was helping me get a handle
I tried to understand made absolutely no
on the reading.
sense. I was better off listening in class to
(continued on page 3)
the insights of others.

Phonological dyslexia? Not so much…
The term “phonological dyslexia”
refers to a symptom pattern of difficulty
with decoding and connecting sounds to
wo new research studies cast doubt
symbols. Individuals with that form of
on the role of phonological processing dyslexia typically have difficulty sounding
difficulties in dyslexia. One study, from
out unfamiliar words and do poorly on
the UK, suggests that previous research
tests of non-word reading. The term
showing phonological dyslexia to be more “surface dyslexia” refers to a pattern of
common than surface (or visual) dyslexia difficulty with whole word recognition.
is likely the result of the way that the
Individuals with that form of dyslexia
research was structured. The reported
often spell phonetically and are able to
numbers seem to be an an artifact of the
figure out new words, but will not be
criteria for selection of control groups,
able to remember or recognize frequently
rather than actual reading patterns
encountered words. Their reading may be
associated with dyslexia.
slow and laborious.
By Abigail Marshall, Webmaster & Internet
Information Services Director for DDAI


Confessions of a Pretend Reader....................1, 3
Phonological dyslexia? Not so much.............. 1, 4
The Best Answer: Opt Out.................................5-7

Reading By-The-Numbers.............................. 9, 13
Quotable Quotes....................................................12
In The News............................................................16-18

(continued on page 4)

In the Mail.................................................................2
Famous Dyslexics Remember..............................8
Q&A...................................................................10, 11



In The Mail
Hi Ron
I am a IT consultant who works in the
software testing aspect of IT; I have built
myself a very successful career over about
15 or so years; I have always struggled
with reading and writing; although have
a great mind for solution and big picture
I have just completed your amazing
program, with the objective of being able
to "get my ideas on paper". Which of
course I achieved!!
But I would like to personally thank you
for what you created and share with you
a couple of the unexpected gifts I have left
1. For the first time ever in my life I have
become excited about reading (I'm nearly
40 years old!)
2. My handwriting has changed so
dramatically my wife did not believe it was
Melanie Curry, who took me through
the course, was truly awesome and the
results I am seeing have left me speechless!
Again, I really would like to thank you
for giving me a whole new way to express
Kind regards,
P. T.
Melanie Curry is a Davis Facilitator
in Christchurch, New Zealand.
You can reach her at her website,
Optimum Learning at

“In an increasingly complex world,
sometimes old questions require new answers.”
From A Grateful Educator

dial on? Could you turn it down?” My
favorite was when we were lined up at
Dear DDAI,
the entrance to Mass, and I would give
The summer of 2010 was an awesome
the command, “Get focused.” The children
and life changing time for me when I
would release, focus and walk into church
participated in The Gift of Dyslexia
like a row of angels! Kids, as well as
Workshop and the Davis Learning
adults, feel so much better when they
Strategies Basic Workshop. My home
are competent and in control!
situation prevented me from continuing
I have retired from teaching, but started
my study of the Davis Programs, but the
to volunteer in a Kindergarten classroom,
little bit that I learned greatly maximized
which is overcrowded with many children
my teaching skills. I was able to use the
who lack self control. I told the teacher,
Davis Learning Strategies with children
“I think I can help.” Then, I dusted off
in grades one through three, and more
my Davis Learning Strategies notebook,
recently, in Kindergarten.
got out the clay, and am delighted to be
The first year after my training, I
able to use this method to work with
worked with third grade in a parochial
children who desperately need it.
school. The Davis Learning Strategies
Over my forty-year teaching career,
totally transformed my classroom, where
I’ve participated in many wonderful
children became more focused and
“continuing education” classes and
self-directed. Our school administered a
workshops, but the Davis training has
standardized reading test in the fall and the been the best. It helped make me a
spring. The difference between the scores
better teacher and I helped students
was amazing, and I can only attribute it to become better learners.
the fact that all the students had learned
how to perceive correctly.
Also, discipline problems were greatly
reduced, and respectfully addressed. If a
A. L.
child was jumping and pushing in line,
Retired Elementary School Teacher
I could quietly ask, “What’s your energy

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of Ronald D. Davis. Copyright © 2015 by DDAI, unless otherwise noted. All rights reserved.

Confessions of a Pretend Reader – from page 1

Lord of the Flies. This book is what I call
a doozie! And assigned in the summer?
Summer reading, argh! When I have
neighborhood friends to play with, ice
cream to eat, bikes to ride, fireworks to
see, mud pies to make – forget it! By now I
had pretend reading down anyway. And…
I knew I could jump into the conversation
during class and pretend participate after
I had listened to my classmates’ ideas. My
comments were smart, so the teachers
would never know... or at least that was
what I was telling myself.
And off I went to college, pretend
reading all the way.
In college my approach stayed the
same and so did my skills. Confused,
pretending, using my friends and movies
as resources, listening, and somehow eking
out passing grades in courses based on
reading! The written words were not my
friends. They made sense for a paragraph
or two, but that was it! I found success
and eventually chose a major that involved
people and experiences. And amazingly, in
college I became a strong writer.
And then I got a do-over! With a little
time on my hands and a stroller full of
three daughters, I sometimes wandered
into bookstores. “I’m here for the coffee,”
I told myself.
My daughters would wander into the
children’s section and take books off the
shelves. I would say “Yep, that’s a book!”
Now, put it back.” Until… we didn’t put
them back, we paged through them and
got excited about the pictures and simple
stories. We brought some home. These
were easy books- the ones mommy could
easily read!
And we started…
Hop on Pop
One Duck Stuck

I could read these books! I could
change my voice when the characters
changed in the story. My daughters
laughed when the plot was funny, and
then they wanted to read the stories again
and again! I kept going to the store – and
also to the library.
I continued to read to my girls as they
grew, and I began to build a pile of books
on my own bedside table. Spending time
in the library choosing our books became
one of our favorite things to do together.
Looking at the beautiful covers, deciding,
talking to the librarian, and testing out the
first few pages. What fun!
Today my favorite thing to do is dive
into a book, and since I’ve begun to truly
read, I’ve had so many adventures! I’ve
made friends with a sisterhood who mail
pants as they travel, and I’ve sat at the
seashore waiting for Captain Ahab. I’ve
flown a kite in Kabul, ridden a train with
many orphans, and told stories to a sultan
to stay alive!

things you misunderstand. Teachers will
tell you to ask more questions and not
shrink away from the challenges you face.
You become a better reader by reading.
A teacher’s job is to help guide you to your
understanding. Do you need to listen to a
book? Do you need someone to read the
book to you? Do you need to choose an
easier book or a book with a better topic?
Do you need to find a quieter place to
read? Do you need more time in your
day to read? Yes! Who doesn’t?
I think not reading in the past makes
me the perfect person to teach English
because I know what it means to really
learn to read. I know how it feels in a
classroom where everyone is reading and
you are not. I know the hard work I put
in and commitment I made to take the
plunge and start reading, and I remember
how difficult it was to ask for help. I
connected with Patricia Pollacco’s story
when she visited in the fall: her struggle
to learn to read later than most brought
reading and writing closer to her heart.
I feel the same! Reteaching myself how
Today I know it’s not just about
to dive into a book has made reading
reading the book; it’s about understanding, skills more important to me.
figuring out how I understand was my
So get busy reading, in whatever way
job during the years of my do-over. I was
works for you – and if you can’t figure
able to spend time rereading, looking at
that out, let’s talk about it. It’s time to
words closely and reading out loud. I’m
connect with yourself and the world!
not sure why books challenged me before. Good luck. Even if it is a huge struggle,
Maybe the books I chose didn’t interest
its worth it!
me and maybe I just couldn’t concentrate
It’s all about digging deep and facing
long enough to care about a book. Maybe your problems head on. That’s what I did
something like dyslexia was going on with with books, and now I love books. I love
me, but somehow I muscled through it! I
the stories they tell and I love spending
don’t think teachers wondered about me,
my days with fifth grade readers.
because, sadly, back then people knew less
about the brain, that it works differently
Margaret Juergens lives
for some people.
in Chagrin Falls, Ohio
I have a deep respect for students
with her three beautiful
and adults who naturally love to read,
daughters and handsome
and I recognize a girl who is pretending
husband. When she is not
a mile away. I was that girl. I get it. I
reading student’s work,
get you, pretend readers! My daughter,
teaching, or collaborating
Jane, gave me permission to tell you she
with her colleagues, she
Photo by Karen Morse
struggles with reading and she wants you
enjoys walking with her
to know you are not alone. It’s difficult
husband, spending time
to be in school and not read. Words are
at her lake house with her family,
everywhere! But today there are teachers
practicing yoga, and reading historical
who understand your struggle; I’m one
fiction. Margaret is grateful to her dad
of them. These teachers will all tell you
for his spunky, opinionated, and driven
to read a little more, make personal
attitude, and she thanks her mom
connections with your text, predict what
for teaching her to be compassionate
will happen next, and look again at the
and loving. v


Davis Dyslexia
The Davis Dyslexia Correction
program is available from more
than 450 Facilitators around
the world. For updates, call:
(888) 805-7216 Toll Free or
(650) 692-7141 o r visit
The following is a current list of all
Davis Facilitators, some Facilitators
may also offer other Davis services.

v Argentina
Silvana Ines Rossi
Buenos Aires +54 (112) 064-3872
v Australia
Linda Alexander
Coomera, Queensland
+61 (459) 171 270
Brenda Baird
+61 (07) 3299 3994
Sally Beulke
+61 (03) 572 51752
Anne Cupitt
Hervey Bay, Queensland
+61 (074) 128-2470
Mary Davie
Sydney NSW
+61 (02) 9521 3685
Amanda Du Toit
Beaumont Hills NSW
+61 (405) 565 338
Jan Gorman
+61 (02) 9874 7498
Bets Gregory
also Autism Facilitator/Coach
Gordon NSW
+61 (4) 1401 3490
Gail Hallinan
Frenchs Forest Naremburn/
+61 (02) 9405 2800
Barbara Hoi
also Autism Facilitator/Coach
+61 (02) 9968 1093
Annette Johnston
Rockingham WA
+61 (8) 9591 3482
Marianne Mullally
Crows Nest, Sydney
+61 (02) 9436 3766
Janette Padinis
Aspendale Gardens, Victoria
+61 0412 021 604
Jayne Pivac
Parkdale Victoria/Melbourne
+61 (0) 420 305 405
Heidi Rose
also Autism Facilitator/Coach
Pennington, S.A.
+61 (8) 8240 1834
Jan Stead
Gladstone, S.A.
+61 (4) 048 839 8788
Christine Thesiger
Glenfield, Auckland
+64 (9) 444-1215
v Austria
Annette Dietrich
+43 (01) 888 90 25
Jacinta Fennessy
+43 (01) 774 98 22
Marika Kaufmann
+43 (05574) 446 98

understanding of how common letter patterns
relate to word meaning, through recognition
of common suffixes, affixes, and word roots.
They rely on sounding-out strategies for all
Researchers Jeremy Law, Jan Wouters, and
of their reading, rather than developing a mental
Pol Ghesquière compared dyslexic university
reservoir of known sight words. This difficulty
students with a control group
can be measured by tests
of non-dyslexic students
on the ability to recognize
The term “surface
matched for age, education
irregularly spelled words —
dyslexia” refers to a
and IQ. They found that
common words that cannot be
pattern of difficulty with
difficulties with MA were a
easily decoded using phonetic
whole word recognition
more significant predictor of
reading and spelling difficulties
In order to measure the
among dyslexics than controls.
rates of each type of dyslexia,
Further, they found that the dyslexics with
previous studies have often compared dyslexic
stronger reading skills performed significantly
children with control groups matched by
better on morphological tests than the dyslexics
measurements of reading-age (or reading level).
who still struggled.
That is, a group of 10-year-old dyslexics with
These two studies have strong implications
an average measured Grade 2 reading level
for education, and offer further insight into why
might be compared with a control group of
teaching strategies which over-emphasize use of
7-year-old children with the same acquired
phonetic strategies may be counter-productive.
reading ability. Such a study would eliminate
differences that stem from reading ability alone,
Research Citations:
and provide an indication of which difficulties
are specific markers for dyslexia.
1. Surface developmental dyslexia is as prevalent
However, researchers Dean Wybrow and
as phonological dyslexia when appropriate
Richard Hanley realized that the methods used
control groups are employed.
to measure reading age were themselves biased
Dean P. Wybrow, J. Richard Hanley
to select a control group of children who were
Cognitive Neuropsychology, Vol. 32, Iss. 1, 2015
particularly adept at phonological decoding.
When the researchers changed the protocols
2. Morphological awareness and its role in
for selecting control groups, they found that
compensation in adults with dyslexia. Jeremy
the rate of surface dyslexia is about the same
Law, Jan Wouters, Pol Ghesquière
as phonological dyslexia. They came to that
Research Group Experimental
conclusion by using different types of control
Oto-rhino-laryngology 2015 ISSN 1076-9242
groups to measure each form of dyslexia. They
measured phonological dyslexia by recruiting a
This article was first published at the Dyslexia
control group matched to the dyslexics for the
The Gift Blog (
ability to read irregular words, and separately
measured the rate of surface dyslexia using
Abigail Marshall is the Webmaster & Internet
control groups matched for their scores on
Information Services Director for Davis Dyslexia
nonword reading tests.
Association International. She is also the author
A different study from Belgium looked at
of two books about dyslexia, The Everything
the extent to which morphological awareness
Parents Guide to Children with Dyslexia and
(MA) contributed to literacy skills among adult
When Your Child Has... Dyslexia.Abigail also
dyslexics. Morphological awareness refers to the
writes for and edits the Dyslexia the Gift Blog v
Phonological dyslexia? Not so much… – from page 1

Humor Corner
Experience is something you don't get until just after you need it.
The sooner you fall behind, the more time you'll have to catch up.
42.7 percent of all statistics are made up on the spot.
I went to a bookstore and asked the saleswoman,
"Where's the self-help section?" She said if she told
me, it would defeat the purpose.
Why do they put Braille on the drive-through
bank machines?



The Best Answer: Opt Out
By Laura Zink de Díaz, Davis Facilitator in Cajicá, Colombia

Diane Ravitch keeps a blog where she posts
umpteen times a day the news on the education
scene, both good and bad. Today a teacher wrote
her about a dreadful situation. Unfortunately, it’s
happening to kids all over the country.
This teacher tutors a number of students outside
of school, and received calls from two who are
in the middle of multiple days of state testing.
One is a sixth grader, the other an eighth grader.
The sixth grader is an honor student and high
achiever. He described a poem on the test that he
couldn’t understand. His English teacher looked at
the poem (brave soul, because the test publishers
make teachers sign an agreement neither to look at
the test nor discuss any aspect of the testing with
anyone), and told the class she didn’t understand
it either. The boy wasn’t able to complete the test
before time was up.
The eighth grader is an English language
learner. Like the sixth grader, he read and reread
the passages and couldn’t finish the test, and
complained that the passages he was expected to
work on were harder than anything she had ever
given him to prepare for the testing. The materials
she worked with him on were mainly at a tenth
grade level, and the publishers of those materials
claimed they were similar to the level of difficulty
of the test. (Right here, you would be justified to
ask yourself, “What’s going on that requires an
eighth grader to study tenth grade materials to
prepare for an eighth grade test?”)
It was clear from each boys voice, that both
were quite shaken by their awful experience.
Although for the eighth grader English is his
second language, his parents hold him to very
high expectations, so his self esteem is, as his
tutor says, “in the garbage.” Fortunately, the
parents are now thinking about opting their
boy out of the rest of the testing. Good idea!

v Belgium
Goedele Decuypere
Oostkamp (Near Brugge)
+32 (4) 75 81 71 92
Geertrui Delva
Brussels +32 0472 72 8783
Ann Devloo-Delva
Veurne +32 (058) 31 63 52

The teacher writes, “What I am hearing is
nothing less than criminal. Forget about the fact
that it appears that these passages and questions
are so hard that teachers cannot comprehend them.
Also forget about how these tests are being used
against us teachers.” [LZD: In many states student
performance on these tests forms a significant part
of their teachers’ annual evaluation – including
the evaluations of teachers who neither teach the
subjects being tested, nor the students whose low
scores are used against them.] “It is more important
that these assessments represent, in my mind, child
abuse. What is the purpose of destroying children
that try so hard? Both of these students are boys
who want to please their parents, their teachers and
me. They now feel like failures. No child should
ever be made to feel this way. I even feel like a
failure because I worked so hard with these two
boys. But at least I understand that it is not me.
It is the tests. There is no doubt that the purpose
of these tests is to create failure. They were never
intended to measure learning.”
None of this, unfortunately, is a surprise to
those who have been following ed reform news.
Russ Walsh, professor, writer and researcher
at Rider University, has analyzed the readability
of the PARCC test using several different
readability formulas, and finds the following
in 300-word passages on grade level tests of
English Language Arts:
Grade 3 – ranging from grade 3.5 to 4.0
– challenging but probably not too far off
from grade level
Grade 4 – ranging from grade 6.0 to 6.1
– two grade levels too high
Grade 5 – ranging from grade 6.5 to 7.0
– again, as much as two grade levels too high
Grade 6 – ranging from grade 8.2 to 8.6 – ditto
Grade 7 – ranging from grade 8.5 to 10.0
– no comment needed
Grade 8 – ranging from grade 6.4 to 10.6
– one of these things (6.4) is not like the other…
Walsh concludes, “The results of testing children
on these passages will be quite predictable. Students
will score lower on the tests than on previous
tests… English Language Learners (ELL) and
students with disabilities will be particularly hard
hit because these tests will prove extraordinarily
difficult to them… the majority of children…
who find the text at their frustration level… may
well give up. That is what frustration level in
reading means. The ideal reading comprehension
assessment passage [should] be easy for some,
just right for most and challenging for some.
The PARCC passages are likely to be very, very
challenging for most…
“The results of the PARCC will no doubt feed
into the education reform movement narrative that
(continued on the next page)

Stephanie Dury
Hainin +32 47 921 4916
Chantal Guyot
Bruxelles +32 (04) 77 55 97 66
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Liege +32 (4) 99 29 43 72
Inge Lanneau
Beernem +32 (050) 33 29 92
Juana Lopez Le Jeune
Bruxelles +32 (498) 720 250
Peggy Poppe
Antwerpen +32 (474) 50 23 32
Bethisabea Rossitto
Bruxelles +32 (477) 68 56 06
Chantal Wyseur
Waterloo +32 (486) 11 65 82
v Bolivia
Veronica Kaune
also Autism Facilitator
also Autism Facilitator/Coach
La Paz +591 (2) 278 9031
v Brazil
Ana Lima
Rio De Janeiro +55 (021) 2295-1505
v Bulgaria
Daniela Boneva
Ruse +35 (988) 531 95 06
v Canada
Carol Taljeh-Ariss
North Vancouver, BC
+1 (778) 706-8595
Rocky Point Academy
Stacey Borger-Smith
also Autism Training Supervisor
also Autism Facilitator/Coach
also Supervisor Specialist
Lawrence Smith, Jr.
also Autism Training Supervisor
also Autism Facilitator/Coach
also Workshop Presenter
Calgary +1 (403) 685-0067
+1 (866) 685-0067 (Toll-Free)
Paddy Carson
Edmonton, Alberta
+1 (780) 489-6225
Marcia Code
Kanata, Ontario
+1 (613) 284-6315
Dyslexia Resources Canada
Sharon Roberts
Brantford, Ontario
+1 (519) 304-0535
+1 (800) 981-6433 (Toll-Free)
Janet Currie Richards
Boutiliers Point, Nova Scotia
+1 (902) 826-1512
Elizabeth Currie Shier
also Autism Facilitator/Coach
Oakville (Near Toronto)
+1 (905) 829-4084
Brenda Davies
Rosedale Station, Alberta
+1 (403) 823-6680
Cathy Dodge Smith
also Autism Facilitator/Coach
+1 (905) 844-4144
+1 (888) 569-1113 toll-free
Sandy Farrell
Hudson, Quebec
+1 (450) 458-4777
Renée Figlarz
Montreal, Quebec
+1 (514) 815-7827
Carole Ford
Ladysmith, BC
+1 (250) 245-8412


v Canada (continued)
Sher Goerzen
Maple Ridge, BC
+1 (604) 290-5063
Corinne Graumans
Medicine Hat, Alberta
+1 (403) 528-9848
Sue Hall
West Vancouver
+1 (604) 982-0092
D’vorah Hoffman
+1 (416) 398-6779
Sue Jutson
Vancouver, B.C.
+1 (604) 732-1516
Mary Ann Kettlewell
London, Ontario
+1 (519) 652-0252
Kathy Mahoney
Ottawa Ontario
+1 (613) 794-1756
Colleen Malone
Newmarket Ontario
+ 1 (905) 252-7426
Helen McGilivray
+1 (905) 464-4798
Carl Nigi
Kanata, Ontario
+1 (613) 558-7797
Maureen O’Sullivan
also Autism Facilitator/Coach
Newmarket, Ontario
+1 (905) 853-3363
Joanna Pellegrino
Thunder Bay Ontario
+1 (807) 708-4754
Desmond Smith
Oakville, Ontario
+1 (905) 844-4144
Tracy Trudell
London, Ontario
+1 (519) 494-9884
Kim J. Willson-Rymer
also Autism Facilitator/Coach
Mississauga, Ontario
+1 (905) 825-3153
v Chile
Ximena Hidalgo Pirotte
+56 (02) 243 0860
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Laura Zink de Díaz
+57 (1) 883-1706
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Andrea Castro Gross
San Rafael de Escazu
+506 228-98013
Maria Elena Guth Blanco
San Jose
+506 296-4078
Marcela Rodriguez
+506 442-8090
Ana Gabriela Vargas Morales
San Jose Escazu
+ 506 2288 0980
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+357 25 382 090
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Moniek Geven
also DLS Mentor
+45 7575 7105
Lene Morkenborg
+45 5017 0528
Britta Langdahl
+45 2978 9288

The Best Answer: Opt Out – from page 5

our kids, schools and teachers are failing. A cynic
might think that this was deliberate. That this was a
way to continue to discredit public school teachers,
children and schools. If I wanted to advance this
narrative, I would devise a test that arbitrarily
raised the standards, provide some pseudo-science
to make it appear reasonable, make sure students
and teachers had limited time to adjust to the new
testing standards and then broadcast the predictable
results widely. As a parent considering whether or
not I want my child to take this test, I would want
to know what I am going to learn by having my
child participate in something that will likely cause
frustration and which will give me very limited
information on how my child is doing.”
No kidding, Professor Walsh! He is restrained
in his comments about what’s likely to happen.
I, not being an academic, would be profane.
In fact, neither teachers nor parents will obtain
any useful information from the results of these
tests. The reason why is not difficult to understand.
First, the results are not made available until the
beginning of the following year, long after the
children have moved on (they hope) to another
grade level, with another teacher. But even more
important, the results given to teachers and parents
reflect nothing about the test. All anyone gets is a
number from 1 to 4.

or the failings of their schools and teachers.
Remember, private schools are not required to
impose these tests on their students. Why would
that be the case, unless behind the entire process
is an effort to so discredit the public schools that
the citizenry accepts the gradual replacement of a
system designed to provide education to all, with
one designed to provide education to those who can
afford to pay for it?
There is some good news. New York State is a
couple of years ahead of the rest of the country in the
implementation of the Common Core and its testing
regime. Last year 50, 000 to 60,000 children in New
York refused to take the state standardized test. So
far, this year almost 200,000 children have refused,
or “opted out” of the Language Arts and Math
sections of the test. The state claims that it won’t
be able to tell how many students actually opted
out until some time in the summer. Other sources
suggest the final number could be over 200,000.
Opting out is somewhat controversial.
According to the No Child Left Behind law,
schools must test at least 95% of their students,
or risk losing federal funding. From the state’s
point of view, refusing to allow your children to
take the PARCC or SBAC tests, puts the education
of all students at risk. From the point of view
of many parents, refusing to allow the state to
impose an invalid, unproven testing regime on their
children, that takes longer to complete that the
LSAT, (for entry into Law School) is the only way
to protect them from what’s turning into real harm.
In some states, school administrators and state The only reason to test, and a test’s only value
level administrators are pressuring parents not to
is that it allows teachers to diagnose the academic
opt their children out of these tests. In some states,
needs of their students, so they can design lessons
the term “opt out” is not acceptable, and parents
that will help them improve. With standardized
must use other terms, such as “refuse” the tests. In
testing of this sort, neither teachers nor parents
some cases, schools require that students themselves
are permitted to see the test items, nor do they get
“refuse” the tests. And in some cases, schools have
any indication of which items the child answered
tried to make opting out unpleasant for children
wrong. Therefore, there is no way to identify your
(banning “refusers” from special activities that the
child’s weaknesses. Nor does the test allow teachers
rest of the kids get; making them sit quietly with
to know what kind of remediation is needed in
nothing to do during test times, etc.) and for their
order for your child to improve.
parents, requiring specific forms be completed,
The reformers like to say that testing is a “civil
or an interview with a disapproving principal to
rights” issue: in that testing is the only way we can
explain and justify their decision.
know that all children, particularly minority, non Politically, bullying tactics are a pretty stupid
English speaking children, or those with learning
move, particularly since it’s becoming very clear
challenges, are receiving a high quality education.
that both the Common Core and their tests are
I first heard this line in about 2002, and I couldn’t
ideologically motivated and calculated efforts to
choke it down even then. It seems to me that the
demonize public schools, teachers, and especially
real civil rights issue is the imposition of tests that
the poor. The result has been that the Opt Out
appear to have been purposely designed to discredit
movement, started four years ago, has grown
public education, and which provide results that tell
considerably and is still spreading, mainly as a
us exactly nothing about the needs of the children
result of citizen involvement.


v Ecuador

For a taste, here’s a series of headlines:

California Parents Can Choose to Opt Out of Common Core Tests
Colorado Senate Overwhelmingly Approves Opt-Out Bill
Connecticut Opt Out Policies Vary Among Districts
Florida Legislature Sends Governor Bill to Scale Back Testing
Maine Students Opt Out of New Standardized Test
Michigan PTA Calls for Suspension of New State Assessment
Michigan Parents Pulling Kids Out of State Tests

Ana Magdalena Espin Vargas
Ambato +593 (2) 854 281
Santiago Fernandez
Cumbaya Quito
+593 (09) 308 9646
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
v Estonia
Olga Knut
Tallinn +372-56-509-840
v Ethiopia

Nebraska Presses Own Model in "No Child" Overhaul Debate

Kerstin Harder
Addis Ababa +251 (94) 217-7616

New Hampshire SmarterBalanced Testing Is Unethical, Invalid

v France

New Jersey PARCC Is Part of State's Education Problems, Not a Solution
New Mexico Opt-Out Numbers Grow

Johanna de Barmon
Arras +33 (6) 1588 1995
Sophie Bellavoir-Misciasci
Noiseau +33 (6) 04 02 99 21

New York Opt Out Movement Grows Rapidly

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

Western New York District Opt-Out Rate Tops 56%

Isabelle Charbon
Bordeaux +33 (06) 3022 1603

North Carolina Test-Based School Grades Get an "F"

Meriel Chehab
Brest +33 (06) 12 55 71 88

NYC Parents who Opted Out Explain Why

Claudine Clergeat
Brunoy + 33 (06) 78 69 79 56

Oregon Students Lead Movement Against New Tests

Jayne Cooke
Barr +33 (0) 3 88 74 06 01

Oregon Opt-Out Gains Steam, Especially in Portland

Corinne Couelle
Lyon +33 (04) 78 88 65 52

Pennsylvania Suburbs See Twenty-Fold Increase in Opt-Out Requests

Patrick Courtois
Juvignac +33 (6) 37 40 49 67

Retired Superintendent: Opt Out

Jennifer Delrieu
Auffargis +33 (01) 34 84 88 30

School Board in Springfield, Oregon Mulls District Opt Out from SBAC

Ginette Donnet
Le Havre +33 (699) 3882 05

Seven More Reasons to Opt Out

Nancy Dosseh
Brest +33 (06) 17 70 72 84

Testing Chaos in Seattle

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

Arlington, Texas School board Takes a Stand Against High-Stakes Testing
Washington State NAACP Joins Critics of New Tests
Washington High School Students Boycotting Smarter Balanced Test
And these headlines are only from as of April of
2015! The testing continues, and as kids vomit on
their keyboards, and arrive home every afternoon
deeply depressed and demoralized, we’ll be seeing
many more similar headlines.
If you, like so many others, are fed up by
the dreadful things happening to your children
in school, take heart – parents and teachers are
resisting! You are not alone, and you can find
advice, support and information about your state’s
policies on opting out at United Opt Out: The
Movement to End Corporate Education Reform
( It may seem daunting to
you to go against what your state wants, but you
will not be alone, and you’ll be standing up the
right of your child and every child to a sensible,
age-appropriate education.
As Steve Nelson, Head of the Calhoun School in
Manhattan, says in his recent article at Huffington
Post (Opt Out and Save Democracy) it’s more
than that: “If enough parents are willing to join the

movement, keep their children home on test days,
ignore the threats, the battle lines will be clear.
School officials, local school boards, state legislators
and members of Congress will be faced with a real
school choice: Whose side are you on? America's
children and families or a shadow government
of plutocrats, investment bankers and publishing
PARCC Tests and Readability: A Close Look by
Russ Walsh. You can find this analysis at the Russ
On Reading blog at:
A Report on the Assessments by Diane Ravitch.
You can find this blog posting at: http://
Opt Out and Save Democracy by Steve Nelson.
You can find this article at:
olz9an5 v

Virginie Goleret
Grenoble +33 (67) 898 6217
Lisa Henry
Bordeaux +33 (15) 57 87 19 63
Sophie Flaux Lasnon
Riec Sur Belon +33 (61) 457 0338
Emmanuelle Leibovitz-Schurdevin
also Autism Facilitator
also Autism Facilitator/Coach
Tours +33 (613) 02 48 85
Françoise Magarian
Legny/Lyon +33 (0474) 72 43 13
Chantal Marot-Vannini
Arfeuilles +33 (06) 14 24 26 33
Carol Nelson
also Autism Facilitator/Coach
+33 (09) 52 63 02 05
Marie Pasquier
Marseille +33 (06) 09 86 24 03
Odile Puget
Segny/Geneve +33 (0) 450 418 267
Annette Meunier Rivet
Becheresse +33 (64) 374 4134
Virginie Texier
Irodouer +33 (06) 63 03 46 63
v Germany/Deutschland
Isabelle Thomas
Solaize +33 (065) 1066994
Carol Valet
+33 (6) 73 54 63 34
Theresia Adler
Bannewitz +49 (0351) 40 34 224


v Germany/Deutschland
Doris Birkner
Garbsen +49 (5131) 701 866
Claudia Boeden
Timmendorfer Strand
+49 (160) 710 6891
Ellen Ebert
Ammern +49 (03601) 813-660
Gabriele Doetsch
Bad Windsheim
+49 (098 41) 688 18 18
Cornelia Garbe
also Autism Facilitator/Coach
Berlin +49 (0151) 5420 8728
Astrid Grosse-Mönch
Buxtehude +49 (04161) 702 90 70
Christine Heinrich
Remseck +49 (0)7146 284 65 60
Sonja Heinrich
also Supervisor-Specialist
also DDA-DACH Director
also Autism Facilitator/Coach
also Davis Autism Approach
Workshop Presenter
Hamburg +49 (40) 25 17 86 23
Kirsten Hohage
Nürnberg +49 (0911) 54 85 234
Ingrid Huth
Berlin +49 (030) 28 38 78 71
Rita Jarrar
also Autism Facilitator/Coach
München +49 (089) 821 20 30
Inge Koch-Gassmann
Buggingen +49 (07631) 23 29
Anneliese Kunz-Danhauser
Rosenheim +49 (08031) 632 29
Anne Moeller
Gröbenzell BRD
+49 (081) 4251955
Andrea Paluch
Flensburg +49 (461) 6757 5595
Markus Rauch
Freiburg +49 (761) 290 8146
Colette Reimann
Landshut +49 (0871) 770 994
Brigitte Reinhardt
Offenberg +49 (78109) 919 268
Ursula Rittler
also Autism Facilitator/Coach
Stuttgart +49 (0711) 47 18 50
Christiane Rosendahl
Dortmund +49 0(231) 75 81 53 02
Phoebe Schafschetzy
Hamburg +49 (040) 392 589
Margarethe Schlauch-Agostini
Volklingen +49 (0689) 844 10 40
Gabriela Scholter
also Supervisor-Specialist
also Autism Facilitator/Coach
also Autism Training Supervisor
Stuttgart +49 (0711) 578 28 33
Sylvia Schurak
Garlipp +49 (0) 39 32 44 82
Carmen Stappenbacher
Bamberg +49 (09547) 431 921
Birgit Thun
Hamburg +49 (040) 4135 5015
Beate Tiletzek
also Autism Facilitator/Coach
Waldkraiburg +49 (08638) 88 17 89
Andrea Toloczyki
+49 (02507) 57 04 84
Ioannis Tzivanakis
also Specialist Trainer
also Workshop Presenter
also DDA-DACH Director
Berlin +49 (030) 66 30 63 17
Gabriele Wirtz
also Autism Facilitator/Coach
Stuttgart +49 (711) 55 17 18
Elvira Woelki
+33 (082) 61 76 36 38

Famous Dyslexics Remember
Michael Van de Elzen
Michael Van de Elzen is a famous chef now,
but when he was a schoolboy in New Zealand,
reading and writing were so challenging that
he sometimes had to take after-school classes
to make up for his difficulties with reading
assignments. At first he thought the problem
was that his parents spoke Dutch at home.
His family emigrated to New Zealand from Holland when he was three years old. But when
he realized his sisters had no problems like his, it became clear something else was going on.
Nonetheless, as an adult he’s very successful, and owns several businesses. One of his strategies
for dealing with his dyslexia has been to make sure the people around him have a positive
attitude. Of his wife he says, “She’s been my spellcheck for ten years”. One of his business
projects was a television show called “Food Truck.” Although Van Elzen is no longer involved
with the show, he recalls how the role challenged him. “[his dyslexia] started to really come out
when we were filming “Food Truck”. I got pulled up on certain words I couldn’t pronounce –
like Wisconsin – stuff I’ve said wrong all my life.” In March of this year Van Elzen went public
about his dyslexia to help support Dyslexia Advocacy Week in New Zealand. “I’ve learnt to
slow down my thoughts and do other things – I create dishes, flavours, ideas. Sometimes it
adds a bit of humour. Through all the TV I’ve done, I can relate to kids really well, and that’s
not because I’m on the same level in terms of reading and writing – I’ve learned a lot – but
sometimes I feel their pain.”

Carol Moseley Braun
Carol Moseley Braun was the first African American Woman elected
to the United States Senate. She represented Illinois there from 1993
to 1999. From 1999 to 2001, she served as the US Ambassador to
New Zealand, and in 2004, she ran for the US presidency. Moseley
Braun has always held positions of significant importance and
responsibility. She was a prosecutor in the US Attorney’s office in
Chicago from 1973 to 1977, and her work at that time in housing,
health policy and environmental law earned her the Attorney
General’s Special Achievement Award. She also served in the Illinois
House of Representatives in the 1970s and eventually became the
majority leader. Moseley Braun currently runs a private law firm in
Chicago, and also has a line of organic food products called Ambassador Organics. She’s had
one busy and productive life by any measure! And she is dyslexic. She is listed at the Yale Center
for Dyslexia and creativity, and it was there that she first talked about the issue. “There are a
lot of kids who, with just a little support could make a tremendous contribution if a diagnosis
is used to tailor their education… the danger is it could be used to derail and dump kids who
are already over-marginalized…We need to encourage these kids to believe in themselves,
because if they are taught to, they will. And it is the kids who are, ultimately, the ones who are
going to have to make their way.” In Moseley Braun’s case, third grade was the point at which
her dyslexia showed up, after she was bussed to a previously all white school. There she was
assigned a seat in the “dumb row” but determined to change that perception by becoming a
perfectionist. It paid off: by the second semester she was sitting in the second chair, in the smart
row and as a senior in high school she graduated as valedictorian of her class. Her discipline and
courage opened so many doors for her, yet even today her perception of spatial relationships
remains problematic: “I could never fly an airplane. I can’t reconcile up and down with right
and left.” Moseley Braun knows that “all kids with dyslexia need to be prepared to protect
their own progress in an education system that can still misunderstand them completely.” v



The Problem With Reading By-The-Numbers
By Laura Zink de Díaz, Davis Facilitator in Cajicá, Colombia
Some time ago, a mom sent me an email
asking about her ten-year-old’s reading. At his
bilingual school, where English is the language
of instruction for most subjects, the teachers
are following a strategy that’s fairly common in
American schools these days. Students are tested
to discover their grade level in reading and when
that level is known, they encourage their students
not to read books very
far below their level,
or very far above it.
There’s a certain amount
of logic in approaching
reading this way. On
the one hand, teachers
don’t want their students
to get discouraged if
they choose a book
at their “frustration”
level – the level at
which the vocabulary
is beyond the students’
ability to understand,
or even decode. And
they also operate on the
assumption that if a child
reads books that are
too simple, they won’t
This mom was
frustrated to discover
that her son was utterly
uninterested in the
books his reading teacher would allow him
to read – those at his diagnosed reading level.
Rather, he spent a lot of time in his father’s
den, “reading” books way beyond his ability
to comprehend. (Perhaps I should mention that
everyone in this child’s extended family is an avid
reader of anything and everything, so although
he is dyslexic, he has always been surrounded by
many role models for reading and the enjoyment
of reading, and he wanted to read, despite
his difficulties with decoding.) The teacher’s
instruction to all parents was to offer children at
home only books at their child’s reading level, or
only very slightly above. This mom was worried
that allowing her son to spend time looking
through books that were years above his reading
level would interfere with his progress. My reply
was the Colombian equivalent of, “Baloney!”
And here are my reasons:

Reason #1
There’s a huge difference between reading
something because it’s assigned, or because
there will be a test on the material shortly, and
reading something because you’re curious, or
find the text and its illustrations attractive. I grew

v Greece
Kutzleben-Hausen Pagona
Athens +30 (697)748 6254
Traute Lutz
Marausi +30 (210) 804 3889

up in a home where my father spent a lifetime
building bookcase after bookcase to house the
hundreds and hundreds of books that lined every
wall. Many were professional publications (he
was a professor of American Literature and my
mother, a teacher). Just as many were novels from
virtually every historical period, books of poetry,
plays, books on art, architecture, history, decades
worth of National
Geographic magazines
– so many publications I
couldn’t begin to list them
all. Just like my client,
I spent time looking at
books that were well
above my reading level.
Sometimes all I did was
look to see if there were
interesting photographs
or illustrations; other
times I’d find perhaps
one page, one poem, or
a short story that I could
decipher and understand.
When that happened, it
didn’t demoralize me at
all that 99% of the book
was either beyond me, or
uninteresting. Exploring
all kinds of books just to
satisfy my curiosity was
fun! And it taught me all
through my childhood
that all sorts of interesting stuff is hidden away
inside books. All you have to do is look!

Reason #2
One of my favorite researchers in language and
reading, is Dr. Stephen Krashen. He has carried
out research and published a number of articles
on the importance of free, voluntary reading, in
children’s – and adult progress – in reading. His
research strongly suggests that for everyone to
become a fluent and happy reader, it’s important
that what they be able to choose what to read,
based on their interests. And equally, important,
they should have lots of time for voluntary
(as opposed to assigned) reading. When I was
a child, there were almost as many books for
children in our home as books for adults. Some
came from the public library, where my sisters
and I were allowed to browse and take home as
many or as few books of our own choosing as
the librarian allowed us to check out. Others had
been favorites of my parents. And since my father
also taught a course in “Kiddy Lit”, some were
on the shelves because he had used them in class.
I read scores of books of fiction, some as short as
(continued on page 13)

Theano Panagiotopoulou
Athens +30 (21) 111 953 50 ­
Konstatinos Polychronis
Athens +30 (215) 550 8228
Zoe Deliakidou
Thessaloniki +30 2310243
Irma Vierstra
+30 283105 8201 or 69766 40292
v Hong Kong
Twiggy Chan
Hong Kong +852-6175-8439
Yvonne Wong Ho Hing
also Autism Facilitator/Coach
Hong Kong +852-6302-5630
Livia Wong
also Autism Facilitator/Coach
Hong Kong +852-2756-6603
v Iceland
Áslaug Ásgeirsdóttir
Mosfellsbaer +354 861-2537
Gigja Baldursdottir
Reykjavik +354 562 2840
Sigrún Jónina Baldursdóttir
Snaefellsbae +354 586 8180
Gudrún Benediktsdóttir
+354 545 0103 or +354 822 0910
Gudbjörg Emilsdóttir
also DLS Mentor
Kópavogur +354 554 3452
Hólmfridur Gudmundsdóttir
Gardabae +354 895-0252
Sigurborg Svala Gudmundsdóttir
+(354) 867-1928
Jon Einar Haraldsson Lambi
Akureyri +354-867-1875
Ingibjörg Ingolfsdóttir
Mosfellsbaer +354 899-2747
Sigrún Jensdóttir
Mosfellsbaer +354 897 4437
Valgerdur Jónsdóttir
Kópavogur +354 863 2005
Sturla Kristjansson
Hafnarfjordur +354 862 0872
Ásta Olafsdóttir
Vopnafjordur +354 473-1164
Thorbjörg Sigurdardóttir
Reykjavík +354 698 7213
Hugrún Svavarsdóttir
Mosfellsbær +354 698-6465
v India
Veera Gupta
New Delhi
+91 (11) 986 828 0240
Nirupama Krishnan
Chennai Tamil Nadu
+91 (44) 6624 1127
Smrati Mehta
Powai Mumbai
+91 (989) 277 2795
Kalpita Patel
Rajkot, Gujarat
+91 (281) 244 2071
Carol Ann Rodrigues
Mumbai +91 (22) 2667 3649 or
+91 (22) 2665 0174
Priti Venkatesan
Chenai +91 9940022145
v Ireland
Paula Horan
Mullingar +353 44 934 1613
Sister Antoinette Keelan
Dublin +353 (01) 884 4996


v Israel
Luba Elibash
Ramat Hasharon
+972 (9) 772 9888
Angela Frenkel
Beer Sheva
+972 (52) 655 8485
v Israel
Goldie Gilad
Kfar Saba/Tel Aviv
+972 (09) 765 1185
Victoria Lerner
+97 (252) 647 8773

by Abigail Marshall

Judith Schwarcz
Ra’anana/Tel Aviv
+972 (09) 772 9888
v Italy
Stefania Bruno
Nuoro, Sardinia
+39 (388) 933 2486
Elisa De Felice
Roma +39 (06) 507 3570
Antonella Deriu
Nuoro, Sardinia
+32 059 32 96
Catherine Day Geraci
Murano Province of Venice
+39 (041) 739 527
Piera Angiola Maglioli
Paciano, Perugia
+39 (015) 259 3080
Laura Mazzocchitti
Firenze +39 338 151 1295


Cordelia Migliorini
+39 347 900 5972

Q: I have a student who was an early reader and

Alessandro Taiocchi
Settimo Milanese
+39 (333) 443 7368
Silvia Walter
+39 (055) 22 86 481
v Kenya
Marieke Haak
Nairobi +254 20 263 5294
Manisha Shah
Nairobi +254 (721) 492-217
v Lebanon
Samar Riad Saab, MA
Beirut +961 (3) 700 206
v Luxembourg
Anne Guignard
also Autism Facilitator/Coach
+352 (27) 767 872
Nadine Roeder
also Autism Facilitator/Coach
+352 691 30 0296
Eugenie Schares
also Autism Facilitator/Coach
+352 (621) 625 626
v Malaysia
Hilary Craig
Kuala Lumpur
+60 (36) 201 55 95
v Mexico
Magarita Saucedo Alvarez Icaza
San José Insurgentes DF
+52 (55) 35 38 52 40
Katharine Aranda Vollmer
Ciudad de México
04 45532 007153
Silvia B. Arana García
Mexico, D.F.
+52 (55) 5135-5457
Cathy Calderón de la Barca
also Davis Workshop Presenter
México D.F.
+52 (55) 5540-7205

As your student is now 12 years old, it's
possible that the problem is now manifesting
because of exposure to new algebraic symbols.
That is, perhaps it is not the numerals themselves
that confuse her, but other symbols she sees in
her textbook as she moves into pre-algebra. For
example, perhaps she is confused by the use of a
variable in an equation such as x + 9. The numeral
might be dancing around on the page, but it could
be the variable ‘x’ that triggered the disorientation.
We have a two-part solution to these problems.
First, we give the student tools to recognize
and control disorientation. When students are
A: Your student’s problems are probably due to
the same underlying cause as dyslexia, even though disoriented, they think they see something that is
the symptoms might be given a different label, such at odds with reality (numbers or letters moving).
The disorientation can be easily controlled, and
as dyscalculia.
the immediate result is that their perception is
When a student reports problems such as
stabilized and the symbols stop moving.
symbols moving or floating on the page, it is
But if the student is still confused by the
because she has become disoriented. It obviously
symbols, the disorientation will come back every
is not a problem with her vision, because a vision
time the symbols are encountered again. So the
problem would affect all symbols the same way.
other part of our approach is to find and address
Instead, it is related to the way that the student's
the source of the confusion. We rely mainly on clay
brain is processing information on the page.
When the problem is isolated to specific symbols modeling to give the student the chance to work
out and master the meanings of symbols and the
or types of symbols, the cause is almost always
concepts they represent.
that the student is confused about that symbol’s
meaning. The tendency to disorient is also tied to
an emotional response to the symbol or the feelings
of confusion that the symbol engenders. That is
why once the disorientation response is established,
the symbol can trigger disorientation wherever it is
is very fluent. But, she struggles when it comes to
math. She doesn’t struggle with concepts in math
but struggles with catching signs and she complains
that the numbers move on the page, and therefore
copies many numbers wrong. She never had letter
reversals as a younger student and is now 12. She
has always been on the higher end of the spectrum
in math but has lately really been complaining
about the floating numbers. Could this be a
symptom of dyslexia?


Modeling versus

We use three-dimensional clay modeling in
our work because dyslexics tend think in three
dimensions. Modeling and setting out the letters
of the word in clay helps to create a strong
Q: I am currently delivering the symbol mastery
mental image of the shape and appearance of
technique as part our school's dyslexia intervention each word, and the sequence of letters within
program. Three of my girls in one my groups –
each word. This helps improve word spelling as
all in Year 7 (age 11/12) have tried rolling out
well as word recognition. That is why we also
the modelling clay into a flat round shape and
incorporate the final steps of Symbol Mastery,
then instead of making three-dimensional words
asking the child to visualize the letters in her
and shapes, have inscribed the word and image
mind and say the letters of each word in order
in the clay. Do you have any evidence that this
and also in reverse.
The purpose of Symbol Mastery with words
is to build a strong mental connection among the
three elements of each word: the word meaning,
A: No, we do not have any evidence that the
as depicted in the 3-dimensional model; the way
technique you describe would work. Because
each word looks; and the way each word sounds
Davis Facilitators always have the child make
(which is reinforced in the parts where the child
three-dimensional individual letters in clay, we
says the word and its meaning aloud at the end of
have no experience at all with the alternative you
suggest. However, following that approach would the Symbol Mastery Procedure). This fosters the
not be consistent with the theory underlying Davis development of instant word recognition skills,
and also works to eliminate confusion among
Symbol Mastery.
words with similar sounds but different meanings
Do you have your students model full clay
and spellings (such as "their and "there").
alphabets before you start with modeling words?
Without modeling the letters threeThe primary reason we model the clay alphabet
dimensionally, the "way the word looks" part of
is to find and address triggers with individual
this process would be missing. The child would
letters. Sometimes we discover that a shape or
feature – such as curves or diagonal lines – triggers have the experience of inscribing the letters in
disorientation in a child. The nature of the trigger clay, but that is hardly any different than using
a pen or pencil to write the word on paper.
becomes apparent when we observe a child
disorienting on multiple letters, all containing the You might ask your students if they are
feature (for example, o, c and e, or N, M and W). willing to do both. Because their technique
replicates the tactile movements involved in
If that step has been completed before moving
writing the word on paper, perhaps it offers
onto clay words, then the child should no longer
a benefit as an added step.
be triggering on individual letters. Remolding
If the students balk at that suggestion, perhaps
the clay letters is a good way to catch any letter
they have some other reason for not wanting
triggers that were missed. However, it is also
acceptable for students to simply store letters they to make clay letters. If you ask them why, it is
have molded previously for other models, reusing possible that the reasons they offer will give you
insight into some issue that is a barrier for them.
them as they come up again during Symbol
Having that information may help you guide
Mastery work.
your students toward re-incorporating the threedimensional modeling technique. v

v Mexico (continued)
María Silvia Flores Salinas
also DDA Director
also Supervisor – Specialist
Garza García Monterrey NL
+52 (81) 8378 61 75
Hilda Fabiola Herrera Cantu
Culiacan, Sinaloa
+52 81 6677 15 01 19
Elaine Lions Ramirez
Veracruz +52 (229) 152 1763
Maria Cristina Lopez-Araiza
Gonzalez México, D.F.
+52 (55) 5536 5889
Ana Menéndez Porrero
Puebla +52 (222) 750 76 42
Lucero Palafox de Martin
also Autism Facilitator/Coach
+52 (229) 935 1302
M. Sylvia Salinas Gonzalez
Garza Garcia, NL
Lydia Gloria Vargas
Garza García Monterrey NL
+52 (81) 8242 0666
Mauro Salvador Villagomez Santana
Celaya Guanajuato
+52 (461) 614 9892
Karla Wilkins Gonzalez
Zapopán Jalisco
+52 (33) 3808 2668
v Netherlands
Lloyd Christopher Blake
+31 (10) 262 1664
Manja Bloemendal
Den Haag
+31 (70) 345 5252
Lot Blom
+31 (030) 271 0005
Trudy Borst
Best (Near Eindhoven)
+31 (0499) 471 198
Gerda Bosma-Kooistra
Ens +31 (6) 1334 6196
Aline de Bruijn
+31 (18) 441 5341
Jeannette Bruinsma
+31 (63) 914 8188
Lieneke Charpentier
+31 (030) 60 41 539
Hester Cnossen
Veghel +31 (495) 641 920
Francine van Croonenborgh
Maarssen (near Utrecht)
+31 (346) 554 920
Judith de Haan
Heiloo (Near Alkmaar)
+31 (63) 078 6483
Lotty Halsema-Nijdeken
Delft +31 (64) 637 5143
Mine de Ranitz
+31 (0343) 521 348
Nicole Dirksen-van de Bunt
+31 62 133 8868
Marijke Eelkman Rooda-Bos
+31 (0182) 517-316
Jolien Fokkens
Beilen +31 (0593) 540 141
Petra Franssen-Avramidis
Venray +31 (0478) 511 837
Ina Gaus
+31 (023) 538-3927
Jola Geldermans
+31 (0251) 210 607


v Netherlands (continued)
Perola Goncalves
María Hoop
+31 (06) 33 79 63 44
Jan Gubbels
Maastricht +31 (043) 36 39 999
Darryl Hoefdraad
Amsterdam +31 (06) 460 17 929
Judith Holzapfel
Deventer +31 (0570) 619 553
Trudy Joling
Laren +31 (035) 531 00 66
Marie Koopman
Bilthoven +31 (030) 228 4014
Geertruida Kornman
Beverwÿk +31 (62) 000 6857

Quotable Quotes
The world is so full of a number
of things, I’m sure we should all
be as happy as kings.
Robert Louis Stephenson
(1860 – 1894) novelist, poet,
essayist and travel writer, author
of Treasure Island and
The Strange Case of
Dr. Jekyll and Mr. Hyde.

Carry Kuling
Heemstede +31 (0235) 287 782
Annemieke Kuipers-de Groot
+038 423 6163
Edith Kweekel-Göldi
Soest +31 (035) 601 0611
Anke van de Laar
Liempde +31 (4) 1163 2634
Imelda Lamaker
Hilversum +31 (035) 621 7309
Irma Lammers
also DLS Mentor, Autism
Facilitator Coach
Boxtel +31 (411) 68 56 83
Inge Meijer
Breda +31 (06) 5340 4617
Manon Meijer
Delft +31 (06) 1223 1062
Sjan Melsen
Arnhem +31 (026) 442 69 98
Els Neele
Utrecht +31 6 253 5060
Marianne Oosterbaan
Zeist +31 (030) 691 7309
Fleur van de Polder-Paton
Schiedam +31 (010) 471 58 67
Tjalliena Ponjée
+31 06 12 888 365
Petra Pouw-Legêne
also DLS Mentor-Trainer
also Mentor-Presenter
Beek +31 (046) 437 4907
Karin Rietberg
Holten +31 (548) 364 286
Lydia Rogowski Wijnberg
also Autism Facilitator/Coach
Helmond +31 (0492) 513 169
Hanneke Schoemaker
+31 (0317) 412 437
Silvia Jolanda Sikkema
also DLS Mentor
+31 (0512) 538 815
Suzan Sintemaartensdijk
+31 (25) 131-26 62
Marja Steijger
also Davis Supervisor-Specialist
Amstel +31 (020) 496 52 53
Liesbeth Stellingwerf
+31 65 354 7981
Robin Temple
DDA Director
Maria Hoop
+31 (0475) 302 203
Kirsten Theeuwen
Eibergen +31 (545) 286 828
Romina Toroz
Utrecht +31 (61) 280-1821
Jeannet Uiterwijk-Booij
Almere +31 (61) 148 0885
Mieke van Delden
Leek +31 (059) 4514985

Great spirits have always
encountered violent opposition
from mediocre minds.
Albert Einstein (1879 – 1955)
often considered the Father of
Modern Physics
The beauty you see in me
is a reflection of you.
Rumi (1207 – 1273)
Persian poet, jurist, Islamic
scholar, theologian, and
Sufi mystic.
Conformity is the
jailer of freedom
and the enemy
of growth.
John F. Kennedy
(1917 – 1963)
35th U.S. president
Every artist was first
an amateur.
Ralph Waldo Emerson
(1803 – 1882)
American essayist, lecturer,
and poet, who led the
Transcendentalist movement
of the mid-19th century.

It is good to love many
things, for therein lies
the true strength, and
whosoever loves much
performs much, and can
accomplish much, and
what is done in love
is well done.
Vincent van Gogh (1853 – 1890)
major Dutch Post-Impressionist painter
The world breaks
everyone and afterward
many are strong at the
broken places.
Ernest Hemingway
(1899 – 1961) American
author and journalist,
who won the Nobel Prize
in Literature in 1954
All my life, I always
wanted to be somebody.
Now I see that I should
have been more specific.
Jane Wagner, American
writer, director and
producer, best known as
Lily Tomlin's comedy
You gain strength,
courage and confidence
by every experience in
which you really stop to
look fear in the face.
Eleanor Roosevelt
(1884 – 1962)
American politician, diplomat,
activist, and longest serving
First Lady of the United States.

Which Quotable Quote?
Can you figure out
which Quotable Quote
from this issue of
The Dyslexic Reader
is hidden in this puzzle?
We've scrambled the letters
from our puzzle quote and
piled them over here.

Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own

The Gift of Dyslexia:
Why Some of the Smartest
People Can’t Read and How
They Can Learn

Davis Young Learner
Kit for Home-Use

Provides parents with the
instructions and materials needed
to provide 5-7 year olds with
effective and fun learning
strategies for improving prereading and language arts skills.
Young Learner Kit for
Home-Use $129.95

(Revised and Updated 2010 edition)

Features a new Foreword by Dr. Linda
Silverman and two new chapters on
Davis methods for
correcting Dyslexia.
$15.95 Softcover

Dyslexia – The Gift

This documentary introduces
the concepts and methods in
The Gift of Dyslexia.
Viewers of all ages will find
the interviews and animated
sequences highly informative
and entertaining.

DVD $39.95

I Can Do It – The Confidence to Learn
I Can Do It – The Confidence to Learn
Teachers, parents, school administrators, and
students speak about the many benefits of
using Davis Learning Strategies at Vale
Elementary School in Oregon.
DVD $9.00 (running time: 12 minutes)

Gift of Dyslexia Audio CD Set
This 4 CD set contains full narration
of The Gift of Dyslexia,
read by author Ron Davis.
4-CD Set $29.95

Unlocking the Power of Dyslexia
A 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 think
and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)
Davis Dyslexia Correction Orientation Procedures
This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation
described 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 Exercises
Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading
Exercises. 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


Already have a copy of the
The Gift of Dyslexia? If you already
have the 2010 edition of the book
(blue cover), you can choose to
substitute another book!

Davis® Dyslexia Correction is a
comprehensive approach to dyslexia,
which simultaneously provides tools for
attention focus, resolving perceptual
confusion, and building reading skills.
That Davis Orientation tools give
students the ability to sustain attention
in a relaxed and natural way. Davis
Symbol Mastery is a visual-spatial
learning process that improves anyone's
basic literacy skills. The Davis approach
is fun and engaging, even for young
Deluxe Kit $249.95

Each kit comes with a sturdy
nylon shoulder bag and includes:
• Ron Davis' book, The Gift of Dyslexia
• Davis Dyslexia Correction Orientation Procedures DVD
• Davis Symbol Mastery Manual and Checklist
• Davis Symbol Mastery & Reading Exercises DVD
• Reusable Modeling Clay (2 lbs.)
• Children's Dictionary - (Hardcover)
• Checking Your Grammar (Softcover Book)
• Laminated Alphabet Strip
• Stop Signs for Reading Chart
• Punctuation Marks and Styles Booklet
• Letter Recognition Cards
• Pronunciation Key Cards
• Set of 2 Koosh Balls



The Gift of Learning
by Ronald D. Davis,
Eldon M. Braun

Expands the Davis Methods
with theories and correction
procedures that address
the three basic areas of
learning disability other than
reading, which children and
adults experience.
Softcover $16.95

Picture It!

by Betty Maxwell
and Crystal Punch
This 250-page illustrated book is
full of practical tips and advice
for working with students who
learn best through visual or
hands-on activities.
Softcover $19.95

Gabby's Wordspeller

by Diane Frank
How do you find a word in the dictionary
if you have no idea how to spell it? With
this book! Lets you look up words by their
phonetic spelling to find its correct
Softcover $25.95

The Everything Parent's
Guide to Children with
Dyslexia: Learn the Key
Signs of Dyslexia and
Find the Best Treatment
Options for Your Child
by Abigail Marshall
A “must read” for every parent
who knows or suspects their
child has dyslexia.
Second Edition
Softcover $15.95

Barron’s Mathematics
Study Dictionary
by Frank Tapson
Comprehensive definitions
and explanations of
mathematical terms,
organized by concept.
Geared to ages 10 to adult.
Softcover $14.99

DK Math Dictionary

by Carol Vorderman
Ages 7 to 12. More than 300
entries on words, phrases,
and concepts used by gradeschool students in math class
and in their lives.
Hardcover $14.99

Controversial Therapies
For Children with
Autism, ADD and Other
Learning Disabilities
by Lisa Kurtz
A comprehensive guide to
just about every outsidethe-box therapy you might
run across, and then some.
An absolutely essential
reference for anyone
who wants to know and
explore available options.
Softcover: $17.95 $19.95


The Everything Parents
Guide to Children with
Autism: Know What to
Expect, Find the Help
You Need, and Get
Through the Day
by Adelle Jameson Tilton
From finding support groups
to planning for their child's
future, this book provides
parents with all the
information they need to
ensure that their child’s – and
their families’ – needs are met.
Softcover: $13.45 $14.95

Ten Things Every Child With
Autism Wishes You Knew

by Ellen Notbohm
A must have for parents to read
and share. Provides the insight needed
to better understand, love and support
an autistic family member.
Softcover $19.95

A Parents Guide to
Asperger Syndrome
& High Functioning
by Sally Ozonoff,
Geraldine Dawson and
James McPartland
An indispensable guide
packed with real-life
success stories, practical
problem-solving ideas,
and matter-of-fact advice.
$13.25 $14.95

Born on a Blue Day

by Daniel Tammet
First-person account
of living with synesthesia
and savantism, a rare
form of Asperger’s
Softcover $9.80 $14.00

Achieving Full Participation
in Life with the Davis
Autism Approach
by Abigail Marshall, with Ronald D. Davis
An in-depth look at a revolutionary
approach to empower individuals with
autism, and provide the understanding
and tools needed to achieve their full
potential. The Davis Autism Approach
is uniquely geared to the autistic
perspective, and enables each person
to make sense of their world and the
motivations and behaviors of others
around them.
This book explores the history of
development of the Davis method,
explores its connections to emerging
scientific research, and takes the
reader on a guided journey through
the three phases of the program:
Individuation, Identity Development,
and Social Integration.
Softcover $17.95

Charlie's Challenge

by Ann Root & Linda Gladden
This richly illustrated story offers
a positive view and encouraging
news for youngsters struggling in
school. Geared to ages 5-9.
Softcover $13.45 $14.95

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Unlocking the Power of Dyslexia DVD............................$8.00
Davis Dyslexia Correction Program DVD.........................$8.00
Davis Orientation Procedures DVD.............................. $85.00
Symbol Mastery & Reading Exercises DVD.................. $85.00
I Can Do It—The Confidence to Learn DVD....................$9.00
The Gift of Dyslexia 2010 Edition................................. $15.95
The Gift of Learning..................................................... $16.95
Dyslexia-the Gift DVD.................................................. $39.95
Gift of Dyslexia Audio CD Set...................................... $29.95
Davis Orientation and Symbol Mastery Home Kit....... $249.95

Autism and the Seeds of Change................................. $17.95
Barron’s Math Dictionary............................................. $14.99
Born on a Blue Day.......................................... $9.80 $14.00
Charlie’s Challenge ....................................... $13.45 $14.95
Checking Your Grammar.................................................$8.99
Children’s Dictionary.................................................... $22.95
Everything Parent’s Guide To Autism.............. $13.45 $14.95
Everything Parent’s Guide To Dyslexia......................... $15.95
Gabby's Wordspeller.................................................... $25.95
DK Math Dictionary......................................................$14.99
Parents Guide to Asperger Autism................. $13.25 $18.95
Picture It!......................................................................$19.95
Ten Things Every Child With Autism Wishes................. $19.95
Understanding Controversial Therapies......... $17.95 $19.95

Young Learner Kit for Home Use ............................... $129.95

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I would never have said to a child of mine,
“Oh, put that book back, sweetie, it’s too hard
Little Golden Books (some of which I read scores for you.” That’s a great way to demoralize,
of times). And later I moved on to chapter books, demotivate and banish curiosity! Say, rather, “Oh,
like C. S. Lewis’ The Lion, The Witch And The
that looks interesting. Would you like us to read it
Wardrobe and Madeleine L’Engle’s A Wrinkle
together?” I’d also recommend that parents never
In Time (which turned sci-fi into my favorite
say, “Don’t read that – it’s too easy!” Reading
genre). Comics were not particularly favored by
something easy and enjoyable encourages children
my parents, but as my sisters and I grew, they
to see reading as fun. Some of us need to spend
loosened up a bit on that issue, and joined us as
a longer time at that level to gain the confidence
avid readers of Mad Magazine. My mother used
to tackle more difficult (but equally enjoyable)
to say that she grew up reading cheap, pulp fiction stories, and should be allowed to choose to do
during the depression of the 1930s. Not having
so. Have faith! In their own time most children
read those same books, I’m not sure what “cheap, eventually feel strong enough to move on to more
pulp” really means, but reading tons of fiction –
complex reading, once they’re emotionally and
whatever the quality – took me on flights of the
developmentally ready.
imagination, but did not in any way spoil me for
My client’s mom relaxed and let her son
non-fiction. Even today, half a century beyond the browse at will. Years later, he may not be the
time of life when teachers required me to read
best reader in his class, but who cares? He’s a
“boring” non-fiction, there’s not a day goes by
capable reader. And a good writer, to boot! Not
that I don’t read informative texts for my own
long ago his mom sent me a copy of an essay he
information, and in professional pursuits. The fact wrote in English. Sadly, he wasn’t willing to give
that there was so much to choose from, and that I me permission to print it here. So I ask you to
was allowed to read whatever I wanted at home,
accept my opinion that it was very well written.
simply taught me that reading isn’t just a chore
That’s another benefit of free, voluntary reading:
you do because you’re told to, or because it’ll
the more you read, the more you unconsciously
help your classmates earn a pizza. Rather, reading develop a sense of the rhythm of language, its
is what you do for fun, or to learn something
syntax and grammar, and you pick up lots of
important to you. And what’s important to each
vocabulary. That unconscious, incidental learning
of us will change many times in the course of a
turns you not only into a good reader, but also
lifetime, so we all redefine “important” many
into a better writer.
times, on our own.
I hope that one of these days teachers at
the elementary level will abandon this “bythe-numbers” approach to learning to read.
Reason #3
Meanwhile, I hope you’ll allow your children
We should never squelch a child’s curiosity. If
to explore books that interest them regardless
for no other reason, I told the mom, you should
of their Lexile level. Let them get what they can
not feel guilty about allowing your son to freely
from the books that attract them, and if they
browse the family library. It’s entirely possible
ask, be willing to read to and with your children.
that much of what he finds there, he won’t
And by the way, let your kids read and reread
understand. But if he’s interested, he should be
their favorite easy books to their heart’s content,
allowed to follow that interest. Some things he’ll
because the more comfortable they get reading
be able to read. Other things he’ll set aside as
what’s easy, the more motivated they’ll be to
uninteresting. It may be that in some books he’ll
find illustrations or photographs that intrigue him, tackle harder stuff. After all, some stories continue
and he may make the effort to decode the caption to enchant, even decades later.
to find out what he’s looking at. He may even
For more on the importance of free, voluntary
bring a book to his mom requesting that she
reading: v
read part of it to him. So much the better! All
these things spark his curiosity, which sparks
his motivation to read ever better.
The Problem With Reading By-The-Numbers - continued from page 9

v Netherlands (continued)
Agnes van den Homberg-Jacobs
America Limburg
+31 (077) 464 23 22
Annette van der Baan
Amsterdam +31 (020) 420-5501
Annemarie van Hof
Utrecht +31 (030) 65 86 700
Hilde van Westrhenen
Delft +31 (610) 681 605
Mieke Verhallen
Mierlo +31 (492) 43 05 04
Lia Vermeulen
Huizen +31 (062) 3671530
Christien Vos
also Autism Facilitator/Coach
Tolbert +31 (0594) 511 607
Elisabeth Weterings-Gaaikema
Al Harkstede + 31 (623) 045 369
v New Zealand
Rochelle Booth
+64 (027) 306-6743
Kirsteen Britten
also Autism Facilitator/Coach
+64 (3) 348 1665
Vivienne Carson
+64 (09) 520-3270
Catherine Churton
also Supervisor-Specialist
+64 (09) 360 7377
Maria Copson
+64 (03) 479 0510
Melanie Curry
also Autism Facilitator/Coach
+64 (03) 322-1726
Angi Edwards
+64 (07) 308 6882
Martine Falconer
+64 (03) 383-1988
Wendy Haddon
+64 (03) 489-8572
Sandra Hartnett
+64 (6) 308 6618
Margot Hewitt
+64 (27) 455-7724
Alma Holden
also Autism Facilitator/Coach
+64 (027) 485-6798
Glenys Knopp
+64 (03) 317-9072
Carolyn Marshall
+64 (4) 380 6006
Leila Martin
Hawera Taranaki
+64 (027) 721-3273
Raewyn Matheson
Westown New Plymouth
+64 (06) 753 3957
Christine McCarthy
Waikanae Beach Kapiti Coast
+64 (2) 173 4795
Tania McGrath
+64 (03) 322 41 73
Shelley McMeeken
also DDA Director
also Autism Facilitator/Coach
also Autism Training Supervisor
also Supervisor-Specialist
Dunedin +64 0274 399 020


v New Zealand (continued)
Linda McNaughten
Bay of Plenty
+64 (7) 312-5600
Colleen Morton
Gore +64 (03) 208 6308
Donna Pennycook
Balcutha South Otago
(near Milton)
+64 (3) 418-4488
Donna Pennycook
Balcutha South Otago (near
Milton) +64 (3) 418-4488
Wendy Person
Hastings +64 (06) 870 4243
Janet Pirie
Raumati Beach Wellington
+ 64 (04) 298 1626
Lorna Timms
also Davis Workshop Presenter
also Supervisor-Specialist
also Autism Facilitator/Coach,
Training Supervisor &
Workshop Presenter
+64 (03) 363 9358
Cherone Wilson
Howick Auckland
+64 (21) 184 5047
Margot Young
also Autism Facilitator/Coach
+64 (04) 478-2208
v Norway

Maria Olaisen
Lovund +47 (9) 027 6251
Ragnhild Slettevold

also Autism Facilitator/Coach

+47 413 12 509
Heida Karen Vidarsdottir
also Autism Facilitator/Coach
Lovund +47 450 82 557
v Poland
Agnieszka £ubkowska
Warsaw +48 (46) 855 77 02
v Portugal
Sofia Vassalo Santos
+35 (191) 911-2565
v Republic of Singapore
Phaik Sue Chin
+65 6773 4070
v Russia
Mira Ashush
+972 (3) 635 0973
Luba Niazov
+972 54 476 6203 (Israel)
Nadezhda Popova
+7 (495) 683 3182
Kalina Potyak
+ 972 (52) 257 2783
Oxana Stein
+972 (52) 223 5015
Maria Stulova
+7 (916) 223 2727
Lora Zakon-Oran
+7 495-7888386
v Serbia
Jelena Radosavljevic
+381 (063) 76 28 792
v Spain
Silvia Bou Ysás
Sabadell Barcelona
+34 (63) 770 9813

from The
Lazy Reader
Book Club
By Danny Brassell and Laura Zink de Diaz
Every month at Danny Brassell’s web site,
The Lazy Readers’ Book Club, you’ll find
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 web site, There
you’ll not only find 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
through links at the Lazy Readers’ web
site, Bookends ( will
receive a donation. (Bookends is a nonprofit
organization devoted to increasing children’s
access to books, as well as community
service awareness.)

The Secret Life of Squirrels

by Nancy Rose
Children – 32 pages
Publisher: Little, Brown Books for Young
Readers (2014)
ISBN-10: 0316370274
ISBN-13: 978-0316370271
I have seen kids sit and stare at this book
for hours, giggling at the funny photos of
squirrels. Definitely a book you need in your
library. “Featuring candid photographs of
wild squirrels in handcrafted, homemade
miniature settings, this irresistible book is
sure to surprise and delight readers and
animal lovers of every age!”

The Life and Times of the
Thunderbolt Kid

by Bill Bryson
270 pages
Publisher: Broadway Books (2007)
ISBN-10: 0767919378
ISBN-13: 978-0767919371
Bill Bryson is – without exception – one
of my favorite writers. His travelogues are
hilarious, and I was so psyched he wrote
this book to allow me to discuss his work
with high school students. “Like millions
of his generational peers, Bill Bryson grew
up with a rich fantasy life as a superhero.
He re-creates the life of his family and his
native city in the 1950s in all its transcendent
normality—a life at once completely familiar
to us all and as far away and unreachable as
another galaxy. Warm and laugh-out-loud
funny, and full of his inimitable, pitch-perfect


v South Africa
Ronita Engelbrecht
Winston Ridge, Gauteng
+27 (84) 589 2011
Axel Gudmundsson
also Fundamentals Workshop
Western Cape
+27 (021) 783 2722
Jan Viljoen
+ 27 (83) 413-1428
v Switzerland/CH
Tinka Altwegg-Scheffmacher
St. Gallen
+41 (071) 222 07 79

Dragons Love Tacos

by Adam Rubin
Children – 40 pages
Publisher: Dial Books (2012)
ISBN-10: 0803736800
ISBN-13: 978-0803736801
How could you NOT pick up a book with
this title? With great illustrations by Daniel
Salmieri, this book makes for a very fun read
aloud you and your kids will enjoy. Dragons
love tacos of all kinds, but…”if a dragon
accidentally eats spicy salsa . . . oh, boy.
You're in red-hot trouble.”

The Boy Who Couldn’t Sleep
and Never Had To
by D.C. Pierson
Young Adult – 226 pages
Publisher: Vintage (2010)
ISBN-10: 0307474615
ISBN-13: 978-0307474612

This debut novel is hilarious and sure to
engage even the most reluctant boy reader.
“When word leaks out about his sleepless
condition, Eric and his best friend find
themselves on the run. Is it the government
trying to tap into Eric’s mind, or something
far darker? It could be that not sleeping is
only part of what Eric's capable of, and the
truth is both better and worse than he could
ever imagine.”

Monika Amrein
also Autism Facilitator/Coach
+41 (01) 341 8264
Regula Bacchetta-Bischofberger
+41 (041) 340 2136
Priska Baumgartner
+41 (056) 426 28 88
Renata Blum
+41 (079) 501 52 71
Susi Fassler
St. Gallen
+41 (071) 244 5754
Ursula Fischbacher
+41 (032) 355 23 26
Heidi Gander-Belz
+41 (44) 932-1888
Katharina Grenacher
Liebefeld (near Bern)
+41(31) 382 00 29
Doris Rubli Huber
St. Gallen +41 (071) 245 5690
Christa Jaeger
Riehen +41 (061) 643 2326
Consuelo Lang
Lumino +41 (091) 829 05 36
Claudia Lendi
St. Gallen
+41 (071) 288 41 85

The Simpsons and Their
Mathematical Genius

by Simon Singh
Adult – 272 pages
Publisher: Bloomsbury USA (2014)
ISBN-10: 1620402785
ISBN-13: 978-1620402788
Who knew you could create an entire
university course based on the mathematical
concepts hidden within episodes of The
Simpsons. “You may have watched hundreds
of episodes of The Simpsons (and its sister
show Futurama) without ever realizing that
cleverly embedded in many plots are subtle
references to mathematics, ranging from wellknown equations to cutting-edge theorems
and conjectures. That they exist, Simon Singh
reveals, underscores the brilliance of the
shows' writers, many of whom have advanced
degrees in mathematics in addition to their
unparalleled sense of humor.” This delightful
book will reward you throughout. (LZD –
I just read the Kindle version of this book –
it’s fascinating!)

Beatrice Leutert
Stein am Rhein
+41 (052) 232 03 83

The Warlord of Mars

by Edgar Rice Burroughs
Young Adult – 158 pages
Publisher: Ballantine Books (1985)
ISBN-10: 0345324536
ISBN-13: 978-0345324535
Burroughs is one of my favorite science
fiction writers of all time, and besides his
Tarzan books I have always devoured his
John Carter series. “Far to the north, in the
frozen wastes of Polar Mars, lay the home of
the Holy Therns, sacred and inviolate. Only
John Carter dared to go there to find his lost
Dejah Thoris. But between him and his goal
lie the bones of all who had gone before.”
This book is the third in that series, and it
will serve as a great hook for many reluctant
readers. (LZD – If you’ve read or seen the
Tarzan movies, but not the Mars books,
you’re in for a delightful surprise!)

Erika Meier-Schmid
+41 (043) 536 1038
Yvonne Meili
Reinach +41 (77) 415 69 46
Christine Noiset
Av. Floréal, 11
1006 Lausanne
+41 (79) 332 27 75
Véronique Pfeiffer
Zürich +41 (01) 342 22 61
Regine Roth-Gloor
+41 (061) 851 2685
Benita Ruckli
Ruswil +41 (041) 495 04 09
or (079) 719 31 18
Lotti Salivisberg
Basel +41 (061) 263 33 44
Sonja Sartor
+41 (052) 242 41 70
Beatrix Vetterli
+41 (52) 720 1017
Andreas Villain
Zürich +41 (71) 977 26 12
Margrit Zahnd
+41 (079) 256 86 65 or
(032) 396 19 20


v Switzerland (continued)
Judith Zapata Prange
+41 (061) 721 7501
Claudia Ziegler-Fessler
Hamikon (Near Zurich)
+41 (041) 917 1315
v United Arab Emirates
Linda Rademan
+9714 348 1687
v United Kingdom
Joy Allan-Baker
+44 (0757) 821 8959
Nicky Bennett-Baggs
Little Gaddesden, Herts
+44 (01442) 252 517
Amanda Bergstrom
+44 (161) 256 3209
Lisa Cartwright
+44 (0773) 890-6500
Susan Duguid
Kingsbridge, Devon
+44 (0154) 853 1264
Dyslexia Correction Centre
Georgina Dunlop
also Autism Facilitator/Coach
also Autism Training Supervisor
Jane E.M. Heywood
also Autism Facilitator/Coach
– Training Supervisor
also DLS Mentor & Presenter
Ascot, Berkshire
+44 (01344) 622 115
Nichola Farnum MA
+44 (020) 8977 6699
Maureen Florido
Harleston, Norfolk
+44 (01379) 853 810
Carol Forster
+44 (1452) 331 573
Ines Graefin Grote
Great Yarmouth, Norfolk
+ 44 (1493) 393 208
Achsa Griffiths
Sandwich, Kent
+44 (01304) 611 650
Tessa Halliwell
also Autism Facilitator/Coach
Tugby, Leicestershire
+44 (0116) 259 8068
Phyllida Howlett
also Autism Facilitator/Coach
+44 (01437) 766 806
Angela James
also Autism Facilitator/Coach
Reading, Berkshire
+44 (0118) 947 6545
Sara Kramer
+44 (0208) 251 7920
Marilyn Lane
Reigate Surrey
+44 078990 25401
Stuart Parsons
Lowton/Warrington, Cheshire
+44 (07754) 534 740
Fionna Pilgrim
Keighley, West Yorkshire
+44 (1535) 661 801
Maxine Piper
Carterton, Oxon
+44 (01993) 840 291
Elenica Nina Pitoska
+44 (020) 8451 4025
Ian Richardson
Longhope Gloucestershire
+44 (01452) 830 056




Commentary by Laura Zink de Diaz






Parents Across America – PAA


In case you find recent developments in public
education in the United States worrisome, you
might be interested in joining PAA, Parents
Across America. According to their website at, the group is nonpartisan and non-profit, and works to connect
parents from all backgrounds across the country
Predictable Results
in a grassroots effort to share ideas and work
Christopher Tienken is an associate professor
together to strengthen and support public schools.
of Education Administration at Seton Hall
University in the College of Education and Human PAA objects to top-down forces making decisions
that affect local schools without taking into
Services, Department of Educational Leadership,
account the point of view of parents. Many of
Management and Policy. At one time he was
the changes they see being imposed on public
an elementary school teacher, but now he does
research, and he and his colleagues have discovered schools are focused on privatizing them, increasing
high-stakes testing, closing schools, promoting
– or perhaps I should say “confirmed – something
really important: that the big standardized tests are school ‘choice’ through voucher and other kinds
of programs, and the deprofessionalization of
teaching are not supported by most parents. PAA
No kidding! He and his colleagues have used
supports research-based practices in schools, such
US Census data linked to social capital and
demographics to predict the percentage of students as the child-centered curriculum, strong parental
involvement in school decision making, the use
who will score proficient or better on those tests.
of multiple assessments (as opposed to single,
That is, they were able to do this without looking
at grades, teaching techniques, teacher preparation, summative, high-stakes tests), adequate social
services, and smaller class sizes. PAA also believes
textbooks, curriculum. In other words, instead
in sufficient and equitable funding of schools,
of looking at schools themselves, they found the
inclusive schools and classrooms, meaningful
greatest predictors of scores on standardized tests
are the “percentage of families in poverty and lone parental involvement. And PAA opposes the
Common Core, as well as the adoption of the
parent households in a community.” Education
PARCC and SBAC tests that many states have
researchers have claimed forEVER that the major
predictor of student performance in schools and on implemented this year.
high stakes tests is, yes, poverty. Nobody wants to
hear this, because poverty is rather more difficult to You can visit their website, indicated above,
tackle than it is to blame poor student performance or send an email for more information to
on teachers, parents, and schools themselves.
The powers that push school reform in the
United States insist the tests are necessary to
measure the educational effectiveness of a school,
but Tienken’s results indicate that they don’t
actually tell us anything that we couldn’t have
known by looking at the communities around
schools: affluent, pretty good scores, poor, pretty
as object
low scores. As Tienken says, “The findings from
these and other studies raise some serious questions
about using results from state standardized tests
to rank schools or compare them to other schools
in terms of standardized test performance. Our
forthcoming results from a series of school level
studies at the middle school level produced
We Knew It!
similar results and raise questions about the
A study at Georgetown University Medical
appropriateness of using state test results to rank
Center has found strong evidence that once we
or evaluate teachers or make any potentially lifelearn a word, the brain doesn’t recognize it by
impacting decisions about educators or children.”
Wouldn’t it be nice, if we stopped the testing, took identifying its parts, as has been suggested by other
researchers. Rather, the entire word is stored in
the billions of dollars we currently hand over to
Pearson and other educational test publishers, and the visual word form area, essentially as part of
a “visual dictionary”. That is to say, that the
invested it in improving economic activity in the
word is stored as a whole, as a picture.
places in the US that most need economic help?
The visual word form area is located on the
left side of the visual cortex. On the right side, we
Read Tienken’s posting and view a couple of
have an area called the fusiform face area, which
explanatory videos here: http://christienken.


v United Kingdom (continued)
Janice Scholes
Liversedge, West Yorkshire
+44 (0) 8000 272657

allows us to instantly recognize the faces of the
people we know. The ability to instantly recognize
a word allows us to read quickly and fluently. One
of the researchers, Maximillian Riesenhuber points
out that “For people who cannot learn words by
phonetically spelling them out — which is the
usual method for teaching reading — learning
the whole word as a visual object may be a good
strategy…The visual word form area does not care
how the word sounds, just how the letters of the
word look together.”
Yes, and perhaps it is a good strategy, because
it’s what your brain has been trying to do all
along! Once again, scientific research closes in on
truths Davis Facilitators have known for years.
You can read the full article at:

Research Debunks Academics
in Kindergarten. Again.

Among other objectionable common core
standards, five-year-olds are required to be able
to read by the end of Kindergarten. A new study
suggests this standard, based on the notion that
kids will do better later on if they are introduced
to academics as early as possible, is not only
inappropriate, it may be harmful for many
Child advocates, Defending the Early Years
and Alliance for Childhood, have collaborated on
a report: Reading in Kindergarten: Little to Gain
and Much to Lose. Their conclusion: that there is
no evidence to support the belief that reading in
Kindergarten is necessary for children to become
strong readers and achieve academic success. Their
• Many children are not developmentally ready
to read in kindergarten, yet the Common Core
State Standards require them to do just that. This
is leading to inappropriate classroom practices.
• No research documents long-term gains from
learning to read in kindergarten.
• Research shows greater gains from play-based
programs than from preschools and kindergartens
with a more academic focus.
• Children learn through playful, hands-on
experiences with materials, the natural world, and
engaging, caring adults.
• Active, play-based experiences in language-rich
environments help children develop their ideas
about symbols, oral language and the printed
word — all vital components of reading.
• We are setting unrealistic reading goals and
frequently using inappropriate methods to
accomplish them.
• In play-based kindergartens and preschools,
teachers intentionally design language and literacy
experiences which help prepare children to become
fluent readers.

• The adoption of the Common Core State
Standards falsely implies that having children
achieve these standards will overcome the impact
of poverty on development and learning, and
will create equal educational opportunity for
all children.
In spite of this, since the l980s, reading
instruction has become more and more common
in Kindergarten and now the Common Core
State Standards state clearly that children must
“read emergent-reader texts with purpose and
understanding.” The academic “creep” has
even moved down into preschools. In addition
to reading, kindergarteners are expected to be
able to write a story consisting of at least two
sentences, using mostly correct spelling and
simple punctuation. The authors of this report
call for the “withdrawal and rewriting of the
Kindergarten Common Core Standards.
They also recommend:
• Invest in high quality, long-term research
to identify which approaches in preschool and
kindergarten best help children become fluent
readers by fourth grade and beyond, paying
particular attention to children living in poverty.
• Convene a task force of early childhood
educators to recommend developmentally
appropriate, culturally responsive guidelines
for supporting young children’s optimal learning
from birth to age 8.
• End the use of high-stakes testing with children
up to third grade and the use of test scores for
teacher evaluation and the closing of schools.
• Promote the use of assessments that are based
on observations of children, their development
and learning.
• Ensure a high level of professionalism for all
early childhood educators. Strive to reduce the
income achievement gap by placing experienced
teachers in low-income communities. Invest in
high-quality teacher preparation and ongoing
professional development.
One of the authors of the report, Nancy CarlssonPaige, professor emerita of early childhood
education at Lesley University, states: “The
promoters of the standards claim they are based
in research. They are not. There is no convincing
research, for example, showing that certain skills
or bits of knowledge (such as counting to 100 or
being able to read a certain number of words) if
mastered in kindergarten will lead to later success
in school. Two recent studies show that direct
instruction can actually limit young children’s
learning. At best, the standards reflect guesswork,
not cognitive or developmental science.”
Read more about this report at:

Caroline Smith
Moggerhanger Bedfordshire
+44 (01767) 640 430
Judith Shaw
also Supervisor-Specialist
St. Leonards on Sea/Hastings,
East Sussex
+44 (01424) 447 077
Elizabeth Shepherd
Crowborough, East Sussex
+44 (1892) 661743
Shweta Soni
Farmoor Oxford
+44 (07807) 843 613
Drs. Renée van der Vloodt
also Supervisor-Specialist
Reigate, Surrey
+44 (01737) 240 116
Gilda Westermann
Forres Morayshire, Scotland (near
+44(01309) 671 394
Evelyn White
Walton-on-Thames, Surrey
+44 (01932) 243 083
The Blueberry Center
Margarita Viktorovna Whitehead
also DDA Director
Richard Whitehead, MA MPhil
(Oxon), Dip.RSA(SpLD), PGCE
also DDA Director
also Supervisor/Specialist
also Advanced Workshop Presenter
also DLS Mentor & Presenter
+44 (0)1684 574072
Great Malvern, Worcestershire
+44 (8000) 27 26 57 (Toll Free)
v United States
Dr. Edith Fritz
+1 (602) 274-7738
Nancy Kress
Gold Canyon
+1 (480) 544-5031
John Mertz
Tucson +1 (520) 797-0201
Cyndi Cantillon-Coleman
Ladera Ranch/Irvine
+1 (949) 364-5606
Reading Research Council
Dyslexia Correction Center
Ray Davis
also Autism Facilitator/Coach,
Ronald D. Davis, Founder
Burlingame/San Francisco
+1 (800) 729-8990 (Toll-Free)
+1 (650) 692-8990
Anette Fuller
Walnut Creek
+1 (925) 639-7846
Angela Gonzales
also Autism Facilitator/Coach
Norco +1 (951) 582-0262
Richard A. Harmel
also Autism Facilitator/Coach
Marina Del Rey/Los Angeles
+1 (310) 823-8900
David Hirst
also Autism Facilitator Coach
Riverside +1 (909) 241-6079
Suzanne Kisly-Coburn
Manhattan Beach
+1 (310) 947-2662
Sherry Nissen
Willow Creek
+1 (707) 499-5191
Dorothy (Dottie) Pearson
Vacaville + 1 (707) 334-7662
Cheryl Rodrigues
San Jose +1 (408) 966-7813


v California (continued)
David Carlos Rosen
+1 (415) 479-1700

In The News – continued from page 17

Mika Seabrook
Santa Monica
+1 (310) 920-9517
Dee Weldon White
Lexie White Strain
+1 (650) 388-6808
Janet Confer
Castle Rock
+1 (720) 425-7585
Annie Garcia
Wheat Ridge/Denver
+1 (303) 423-3397
Crystal Punch
also DLS Mentor
+1 (303) 850-0581
Gaynelle Crofts
Port Charlotte
+1 (860) 884-9586
Random (Randee) Garretson
Lutz/Tampa/St. Petersburg
+1 (813) 956-0502
Tina Kirby
Navarre +1 (850) 218-5956
Rita Von Bon
Navarre +1 (850) 934-1389
Dr. Yolanda Davis-Allen
Ft. Gordon
+ 1 (706) 772-5567
Lesa Hall
also Autism Facilitator/Coach
+1 (912) 330-8577
Martha Payne
+1 (404) 886-2720
Scott Timm
+1 (866) 255-9028 (Toll-Free)
Vickie Kozuki-Ah You
also Autism Facilitator/Coach
Ewa Beach/Honolulu
+1 (808) 349-7032

For Your “Well, Duh!” File

Hallelujah! New research has confirmed that
some children need to move in order to learn!
Supposedly, the children in question are those
with symptoms of ADHD. Their fidgeting and
squirming is apparently necessary whenever they
are faced with cognitively challenging tasks. So get
an activity ball or treadmill desk, because these
kids need movement in order to pay attention.
I may sound like I’m making fun – and I am,
but only of how long it’s taken for some people
to recognize that we don’t all learn or think
the same way. As a matter of fact, it isn’t just
ADHD kiddos who need to move to learn: we
learned pretty much everything we learned from
infancy until middle childhood either by moving
or in combination with movement. And child
psychologists recognize that asking children to
sit for hours in a traditional classroom is not
at all conducive to learning. ADHD kids may
need more movement than I do, but even I think
better on my feet than on my behind.
In case you feel the need to read the article at
Science Alert informing us of the “new” discovery,
you’ll find it at: And
a similar article at:

Kelley Phipps
+ 1 (208) 949-7569
Carma Sutherland
+1 (208) 356-3944
Kim Ainis
also Autism Facilitator/Coach
Chicago +1 (312) 360-0805
Susan Smarjesse
+1 (217) 789-7323

Tina Kramer
also Autism Facilitator/Coach
+1 (812) 614-7614
Mary Kay Frasier
Des Moines
+1 (515) 270-0280
Kristi Brown
+1 (719) 529-5276

Homework boosts achievement. No evidence exists
for this. Check out Finland where the school day is
shorter and there’s little to no homework, yet their
kids score higher than ours do on international
educational achievement tests. Practice may make
closer to perfect, but homework is no guarantee.
Class size doesn’t matter. Yes it does and “reducing
class size will in fact result in more learning.”
Successful programs work everywhere. No they
don’t. We’ve seen great programs fail over and over
again when they’re transplanted. “A program has to
fit the specific needs of the schools and classrooms in
the district, and a careful needs assessment coupled
with a thorough examination should determine
whether [or not] to adopt a program.”
Zero-tolerance policies make schools safer. False.
“There is no evidence that zero tolerance policies
decrease school violence… Zero tolerance policies
have resulted in school officials routing record
numbers of students through the juvenile justice
system, students who are then more likely to also
end up in an adult prison later on.
Money doesn’t matter. Also false. “When school
districts with sufficient resources are compared
with those without, achievement outcomes are
definitively higher in the wealthier districts.”
And, “new research from Finland, Singapore,
and other countries… provides ‘striking evidence
that spending more, and targeting that spending
at students who come to school with the fewest
resources, can have a dramatic positive impact
on a nation’s overall educational outcomes.’”
College admissions are based on academic
achievement and test scores. Not so. At 30 of the
most prestigious universities, “legacy (whether a
family member previously attended the university)”
and having “wealthy parents who contribute
development funds” play a greater role than test
scores or achievement in admissions.


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

A taste:
Teachers are the most important influence on your
child’s education. Not true. Good teachers are
very important, but under “30% of a student’s
academic success is attributable to schools and
teacher.” It’s been know for a long time, although
politicians ignore it, that socioeconomic status, your
neighborhood, the “psycological quality of the home
environment,” and a child’s health are the most
significant variables in educational achievement.

Please Delete These Myths
from Your Mind

Mark Phillips, writing at,
would like to open our eyes to eight notions
about educational effectiveness. He has taken
them from the book, 50 Myths & Lies That
Threaten America’s Public Schools: The Real
Crisis in Education, by David Berliner and
Gene Glass, two of America’s best known
educational researchers.

Merit pay for teachers improves performance. Again,
not true. Rather, “evidence suggests that competition
between teachers is counterproductive and interferes
with collaboration… There is no evidence that merit
pay correlates with improved student achievement,
but there is strong evidence that basing teacher
salaries on student performance is counterproductive
and ethically wrong – it frequently punishes teachers
and schools for socioeconomic factors over which
they have no control.”
To read the full article go to:
k6bz59h v



Welcome Newly Licensed Davis Facilitators!
Britta Langdahl “I am working as a teacher at a private
school where I use the Davis Method with special needs
children. I am interested in creating better conditions for
picture thinking children in class, once they have learned
to use new tools via a Davis Dyslexia Correction Program
outside the classroom.“ Grudenaskolen, Brunhojvej 9, DK 8600
Silkeborg, Denmark +45 (29) 789 288
Christine Thesiger “I was identified as dyslexic after a successful
20-year long office career. I completed a Davis Dyslexia Correction
Program - what a grueling, emotive and stirring experience! Afterwards
I was able to read road signs, advertising, and reading a book was no
longer hard work. My life has changed dramatically and I hope to help
others free themselves from the difficulties I experienced.“ Dyslexia
Made Easy, 5 Greendale Spur, Greenfield, Auckland, NewZealand 0629
Debbie Cooper “As a reading teacher I am always
looking for methods that will resolve the reading
difficulties my students face. The Davis Method
has provided me with a fantastic tool that works.
I am excited to share this with future clients as
Davis opens the wonderful world of words to them.”
Resolving Dyslexia/ADHD, 63 Jay Way, Rochester, NH 03868
+1(603) 866-9651
Elaine Zook “I became an advocate for those reading
below grade level when my oldest daughter was in
grade school. This problem extends into middle school.
Many of the underemployed also have low levels of
literacy, and sometimes dyslexia is the cause. I’ve seen
the Davis Program change the lives of children and
adults and I strongly believe that the Davis Dyslexia Correction Program
is the best way to give children and adults the help they need to be
successful.” Gifted Minds Dyslexia and Learning Solutions, Brownsville,
Oregon 97327 +1 (541) 248-1332
Francine van Croonernborgh “My goal is to help
struggling kids and adults discover the joy of reading
and learning.” Bwtenweg 345, 3602 XC Maanssen,
The Netherlands +31 (65) 50 55 45 67
Geertrui Delva “When I began the training as a Davis
Facilitator I discovered the wonderful gifts of the picture
thinker! Thank you to so many at Davis who supported me
with their wisdom. And thank you, Ron and Alice Davis, for
making a huge positive difference in so many dyslexic lives.
I’m fortunate as a Davis Facilitator, to help children and adults learn
to deal with learning and other challenges with the Davis Tools.“
Hector Denisstraat 9, 1050 Brussels, Belgium +32 (472) 718 723
Lene Morkenborg “I live in Denmark, working as a
teacher in a private school. At this school I hope to give
lots of children individual help overcoming their learning
challenges. Lemmingvej 101, 8361 Hasselager, Denmark
+45 (50) 170 528
Ronita Engelbrecht “I’m a high school mathematics educator with
a degree in psychology. I have been actively involved in remedial
education for the last 7 years at the FamilyZone Group. FamilyZone
provides remedial education services using methodologies proven
to support the learning and development of children. I am willing to
travel to provide Davis Programs.” Familyzone Learning 41 Desborough
Ave,Winston Ridge, Gauteng, SouthAfrica 2196 +27 (84) 5892011
Victoria Lerner “I work in a group called Sulamot, which
provides correction of educational challenges in Israel.”
David Raziel Str. 4/5, Raanana, ISRAEL 4337314,
+972 (52) 647 8773

Karla Wilkins Gonzalez “What we learn in early
childhood comes up again and again in our lives for as
long as we live. Experiences should make us unique and
strong individuals, and adults and children who complete
the Davis Program become strong and unique individuals.
This program is so different from others, because it
corrects all areas of the problem, creating a boost in self-esteem,
and enhancing all the special gifts and abilities of our clients.”
Paseo San Artur Sur 3244-20, Valle Real Zapopan, Jalisco, Mexico 45019
+33 38 05 31 00, 33 380826 68
Berta Garrity ”LearningWorks is my home-based
workshop for Davis Dyslexia Correction Programs. I’m
honored to offer this amazing method! I have many
years of experience in adult educatuon and in classroom
teaching. My passions include reading, traveling,
rock-hounding and music.” LearningWorks, Richland, WA
99354 USA +1 (509) 205-5457
Cheri Schroeder 29 Grove Street #4 Rochester, New Hampshire
03868 USA +1 (603) 557-1996
Gaynelle Crofts “I was introduced to the Davis tools over 30 years
ago after my teacher hosted a Davis Dyslexia workshop. They are very
valuable to me and I look forward to dedicating my experience and
new-found training to helping other with their symptoms and struggles.
I hope to one day touch someone else’s life the way I was touched so
many years ago.” 4405 Tamiami Trail Port Charlotte, Florida 33980 USA
+1 (860) 884-9586
Shweta Soni m38 Mayfield Road Farmoor, Oxford UK OX2 9NR
+44 (07807) 843 613
Kerstin Harder “I’m an experienced teacher with a special interest in
dyslexia. The training to become a Davis Dyslexia Correction Facilitator
was life-changing for me, and the effect it has on my students is
heartwarming.” Addis Ababa, Ethiopia +251 (94) 217 1626
Nirupama Krishnan “I began my career educating 4
and 5 year-old children. As I moved into lower and upper
primary, my concern for children with learning difficulties
grew. I learned of Davis Dyslexia Correction in 2013. The
program helped a number of my students in a very short
time. In the coming years I would like to spread the news
about the Davis Programs to other educators so that through my school
we can help our students build a better future.“ 79 Pallavaram Road,
Kolapakkam, Chennai, Tamil Nadu, India 600 122 +44 (66) 241 127
Stephanie Taylor “I’m a mother of two dyslexic children
and know the difficulties and brilliance of these unique
thinkers. Our family experienced the immediate, profound
and lasting results of the Davis Dyslexia Correction
Program. I’ve been a corporate trainer and motivational
speaker for years, but this is the most fundamental and
impactful information I can pass along. It’s a privilege for me to help
others tap into and develop their gifts.” FOCUS Dyslexia and Learning
Solutions 7109 S Highland Dr #100a Cottonwood Heights, Utah 84121
USA +1 (801) 678-0330
Carly Osborn “When I was 16 years old, it was evident
that I was struggling with dyslexia. I completed a
Davis Program with a Davis Facilitator. It made such a
difference in my life that I decided to become a Davis
Dyslexia Correction Facilitator and help others overcome
their own dyslexia or other learning struggles. As an
adult I hope to devote my life to facilitating others
through Davis Programs.” Dyslxia Mastery Correction Center and
Learning Solutions 6650 Prue Rd. Apt# 1024, SanAntonio, Texas 78240 +1 (201) 867-6990

Welcome Newest Autism Approach Facilitators/Coaches! Congratulations to the following Davis Facilitators!
Emmanuelle Leibovitz-Schurdevin, France – Nicole Cates, Oregon – Veronica Kaune, Bolivia

Karen LoGiudice
also Autism Facilitator/Coach
Amesbury +1 (978) 337-7753
Jane Lopez
Watertown +1 (207) 399-6439
Carolyn Tyler
Fairhaven +1 (508) 997-4642
Sandra McPhall
also Autism Facilitator/Coach
Grandville/Grand Rapids
+1 (616) 534-1385
Cinda Osterman, M. Ed.
also Autism Facilitator/Coach
Grand Ledge/Lansing
+1 (517) 652-5156
Caralyn Tignanelli
+1 (248) 701-1485
Cyndi Deneson
also Supervisor-Specialist
+1 (888) 890-5380 (Toll-Free)
+1 (952) 820-4673
Tracy Johnson Doyle
Big Lake
+1 (763) 250-0485
Cathy Cook
+1 (573) 819-6010
or +1 (573) 886-8917
Elsie Johnson
also Autism Facilitator/Coach
+1 (406) 282-7416
Elaine Thoendel
+1 (402) 482-5709
Robin Mangum
+1 (775) 962-1104
New Hampshire
Debbie Cooper
+1 (603) 866-9651
Glenna Giveans
also Autism Facilitator/Coach
+ 1 (603) 863-7877
Cheri Schroeder
+1 (603) 557-1996
Michele Siegmann
also Autism Facilitator/Coach
+1 (603) 801-1247
New Jersey
Lynn Chigounis
+1 (973) 746-5037
Judith Buttram
+1 (609) 560-0289
New Mexico
Melanie Overbay
Bosque Farms
+1 (505) 321-4486
New York
Lisa Anderson
Seneca Falls
+1 (315) 576-3812
Suzanne Buchauer
Nanuet (near White Plains)
+1 (845) 371-2918
Wendy Niedermeier Russell
Byron +1 (585) 233-4364


North Carolina
Gerri W. Cox
also DLS Presenter-Mentor
+1 (910) 754-9559
Ruth Mills
+1 (704) 541-1733
Jean Moser
+1 (336) 830-2390
North Dakota
Angie Bricker-Jones
Williston +1 (701) 660-8860
Lorraine Charbonneau
+1 (513) 850-1895
Ashley Grice
also Autism Facilitator/Coach
Tulsa +1 (918) 779-7351
Rhonda Lacy
Clinton +1 (580) 323-7323
Nicki Cates
also Autism Facilitator/Coach
+1 (586) 801-0772
Rhonda Erstrom
Vale +1 (541) 881-7817
Janell Warkentin
Keno +1 (541) 647-0841
Elaine Zook
(near Corvallis, Eugene, Salem)
+1 (541) 248-1332
Marcia Maust
also Autism Facilitator/Coach
also Autism Training Supervisor
also Supervisor Specialist
+1 (814) 267-5765
South Carolina
Angela Keifer
+1 (864) 420-1627
South Dakota
Kim Carson
also DLS Presenter-Mentor
Brookings/Sioux Falls
+1 (605) 692-1785
Berta Garrity
Jackson +1 (509) 205-5457
Kellie Antrim-Brown
Ft. Worth +1 (817) 989-0783
Success Learning Center
Rhonda Brown
also DLS Presenter-Mentor
Colleen Millslagle
also DLS Presenter-Mentor
+1 (866) 531-2446 (Toll Free)
+1 (903) 531-2446
Shari Chu
Helotes/San Antonio
+1 (210) 414-0116
Karen Hautz
Houston +1 (281) 501-9871
Lori Johnson
Boerne/San Antonio
+1 (210) 843-8161
Casey Linwick-Rouzer
Sugar Land/Houston
+1 (832) 724-0492
Paula Marshburn
Tyler +1 (903) 570-3427
Carly Osborn
San Antonio
+1 (210) 867-6990

The Davis Facilitator Training Program
consists of eleven training steps, and requires
450 hours of workshop attendance, practice
meetings, and supervised field 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

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 field 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.

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


Texas (continued)

Young Learner Kit
for Home-Use
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
The Kit includes:
• establish life-long “how-to-learn”
• Instruction Manual
• Sturdy nylon briefcase
• Reusable modeling clay (2 pounds)
The Davis Methods
• Clay cutter
for Young Learners
• Children’s Dictionary (hardcover)
Davis Focusing Strategies provide
• Punctuation Marks & Styles Booklet
children with the self-directed ability
• Two Koosh Balls
to be physically and mentally focused • Letter Recognition Cards
on the learning task at hand.
• Laminated Alphabet Strip
• Stop Signs for Reading Chart
Davis Symbol Mastery enables
children to master the alphabet
letters, punctuation marks and
basic sight words with a simple,
easy and fun alternative to pencilpaper activities and drill.
Davis Reading Exercises improve
accuracy with word recognition
and comprehension.

Dorothy Owen
also Autism Facilitator/Coach
+1 (817) 919-6200
Beverly Parrish
League City
+1 (281) 638-0297
Maggie Steele
+1 (214) 347-9939
Laura Warren
Ransom Canyon
+1 (806) 790-7292
Theresa Craig
St. George
+1 (435) 668-6937
Cynthia Gardner
American Fork
+1 (208) 409-9102
Stephanie Taylor
Cottonwood Heights
+1 (801) 678-0330
Donna Kouri
+1 (804) 240-0470
Angela Odom
also DLS Presenter-Mentor
+1 (804) 833-8858
Jamie Worley
also Autism Facilitator/Coach
+1 (540) 552-0603
Elizabeth (Liz) Bertran
Lake Stevens
+1 (425) 231-9705
Aleta Clark
+1 (253) 854-9377
Sophia Gomma
Bainbridge Island
+1 (206) 451-7102
West Virginia
Allison Boggess
Cross Lanes
+1 (888) 517-7830
Gale Long
also Autism Facilitator/Coach
also Autism Training Supervisor
+1 (888) 517-7830 (Toll Free)
+1 (304) 965-7400
Anne Mataczynski
also Autism Facilitator/Coach
Wausau +1 (715) 551-7144
Marla Verdone
+1 (800) 753-8147 (Toll Free)
v Uruguay
Marcela Piffaretti
+598 (2) 600-6326

The Kit is priced at $129.95
(Shipping and Handling will be added)
To purchase a kit, use our secure
on-line ordering at:
or call our toll-free number:
1 (888) 999-3324
Note: for older children (ages 8 and up) we recommend
the Davis Orientation and Symbol Mastery Kit.

This Directory is current
as of July 1st, 2015.
It is subject to change.
Between newsletter issues,
new Facilitators are added,
and occasionally, some
become inactive. However,
the Davis Providers list at
is always up to date.



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:

Basic Workshop for
Primary Teachers
“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

• 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.

development of ownership, responsibility, and a sense

Materials include:

Elementary School, Fremont, California

a pride in all the children. I believe all Kindergarten
children would benefit from Davis Learning Strategies.”
­LB, Kindergarten Teacher, Mission San Jose

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

March 30 – 31

Tyler, TX

June 16 – 17

Shallotte, NC

June 23 – 24

Hays, KS

Early registration discount available (US only)

June 22 – 23

Richmond, VA

Academic Units or CEUs (US and Canada only)

July 21 – 22

Tyler, TX

July 26 – 27

Brookings, SD

Workshop hours: 9am-4pm with one hour lunch break
Cost: $595 per person

Two Quarter Units are available through California State
University. Cost is $89 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.

August 15 – 16 Shallotte, NC

+1 (866) 531-2446

+1 (910) 754-9559
+1 (719) 529-5276

+1 (804) 833-8858
+1 (866) 531-2446

+1 (605) 692-1785

+1 (910) 754-9559

For more details and additional workshop dates
please visit



The Gift of Dyslexia

Materials included with workshop

Read the book?
Take the next step in helping others
correct dyslexia. Attend this workshop!


Background 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 Session
Symptoms Profile Interview (used to assess symptoms,
strengths and weaknesses; set goals; establish motivation)
• Demonstration and Practice Session

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



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

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

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



United States

Presenter: Ioannis Tzivanakis
Language: English, Danish
Telephone: +49 (040) 25 17 86 22

Presenter: Ioannis Tzivanakis
Language: German, English
Telephone: +49 (040) 25 17 86 22

Presenter: Larry Smith, Jr
Language: English
Telephone: 1 (888) 805-7216
or 1 (650) 692-7141



Presenter: Ioannis Tzivanakis
Language: English, French
Telephone: 0033 (0)1 82 88 32 35

Presenter: Ioannis Tzivanakis
Language: English, Italian
Telephone: 0039-069-480 4881

September 14 – 17, 2015

October 17 – 20, 2015

October 29 – November 1, 2015

February 23 – 26, 2016
Burlingame, CA

October 1 – 4, 2015

For updated workshop schedules visit:

24Dys • lex´• ic


Read´• er


1601 Old Bayshore Highway, Suite 260
Burlingame, CA 94010




USA Workshop Information
Toll Free: 1 (888) 805-7216
1 (650) 692-7141

The Gift of Dyslexia Workshop

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 Therapists

September 14 – 17 Ry


October 17 – 20



October 29 – Nov 1 Berlin


October 1 – 4




Participants will learn:

February 23 – 26

• 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.

Burlingame, CA


USA Workshop Fees
• $1175 per person • Academic units and CEUs available

See page 23 for more workshop details and discounts.

Call 1 (888) 805-7216 for US and Canadian
special discounts and early bird rates!

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDAI-Int’l, Canada & USA
1601 Bayshore Highway, Ste 260
Burlingame, CA 94010
Tel: 1 (888) 805-7216
Fax: 1 (650) 692-7075

Wandsbecker Chausee 132
D-22089 Hamburg
Tel: 49 (040) 25 17 86 22
Fax: 49 (040) 25 17 86 24
Tel: 41 (061) 273 81 85

DDA-Latin America
Calzada del Valle #400 Local 8
Colonia del Valle
Garza García, Monterrey
Nuevo León
México, CP 66220
Tel: 52 (81) 8335-9435
Jacques Schreursstraat 25
6074 CR Melick
Tel: 31 (475) 520 433

Davis Learning Foundation
47-49 Church Street
Great Malvern
Worcestershire WR14 2AA
Tel: +44 (0) 330 011 0680
295 Rattray Street
Dunedin, New Zealand 9016
Tel: 64 (0274) 399 020
Fax: 0064 3 456 2028

Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141
For updated workshop schedules visit
For a full description of the Davis Facilitator Certification Program, ask for our booklet.